CONSTRUCTIONISM AND GAME-MAKING FOR LEARNING IN THE AGE OF ROBLOX. AN ANALYSIS OF CURRENT EVIDENCE AND FUTURE PERSPECTIVES
Abstract
The use of digital games for learning encompasses a range of pedagogical approaches and practices. Game-making as a learning strategy has gained interest. This approach, inspired from the work of Piaget (1951) and Papert (1980), uses game design as a means for students to “externalize thinking and problematize focusing on the product” (Kafai & Burke, 2015). However, existing evidence is mostly descriptive (Denner et al., 2019), and there is a lack of comparative studies (Vos et al., 2011) and evidence-based frameworks. The aim of this article is to review and discuss current evidence and frameworks
Full Text:
PDF (Italiano)DOI: https://doi.org/10.32043/gsd.v7i2.866
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296