Abstract
Serious Games (SGs) indicate positive effects on Preschool and Primary school students and promote a multi sensory style of learning. This review paper explores the integration of Serious Games in the area of Preschool and Primary Education, in the last decade (2006-2016). The studies were carried out on Preschool and Primary school settings, respectively. Research showed that Serious Games are able to keep all students engaged in classroom facilities, scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Serious Games Based Learning (GBL) has proven its added value in almost every aspect of the curriculum.
Highlights
High levels of early school leaving (ESL) and drop-out from initial Vocational Education and Training (i-VET) are two Europe 2020 key challenge strategies which are addressed to meet employment targets and take actions to prevent social deprivation, unemployment and poverty
The emerging movement identified as Serious Games aims to meet the needs of a new generation of learners that use digital devices frequently to communicate, express themselves, and understand the world around them
Digital games are based on the principle that playing is learning in a challenging environment where students can make mistakes and experiment with them involving a process of trial and error
Summary
High levels of early school leaving (ESL) and drop-out from initial Vocational Education and Training (i-VET) are two Europe 2020 key challenge strategies which are addressed to meet employment targets and take actions to prevent social deprivation, unemployment and poverty. De Freitas and Oliver (2006), introduced the four-dimensional framework with which game designers would identify a better fit between the needs of the curriculum and the best form of use of the game to mediate the learning activities and promote increased reflection upon context, pedagogy, mode of representation and learner specification. Their approach help tutors to be more critical about how they embed games and simulations into their lesson plans and learners to benefit from more self-directed and differentiated learning. The four dimensions could facilitate the practitioner’s flow between the different visualizations addressing more critical and reflective process for embedding games and simulations in teaching practice [18]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
