PBL as a Framework for Implementing Video Games in the Classroom

Video Games In The Classroom

Video games have been highlighted for their potential for promoting learning and their fit with learning theories such as situated cognition. Situated cognition theorizes that learning best occurs when learners complete authentic tasks in authentic environments (Brown, Collins, & Duguid, 1989). Game proponents have looked at how games provide rich environments as a context for performing authentic tasks and thereby gaining epistemological knowledge through the playing of a specific role (Gee, 2003; Shaffer, 2006). Furthermore, the interactive nature of games promotes engagement, and when used for learning, supports a learner-centered environment for learners (Prensky, 2002; Watson et al., 2011).