Year: 2015
Type: article
Abstract: Critics like Leonard Waks argue that video games are, at best, a dubious substitute for the rich classroom experiences that John Dewey wished to create and that, at worst, they are profoundly miseducative. Using the example of Fate of the World, a climate change simulation game, David Waddington addresses these concerns through a careful demonstration of how video games can recapture some of the lost potential of Dewey's original program of education through occupations. Not only do simulation games realize most of the original goals of education through occupations, but they also solve some of the serious practical problems that Dewey's curriculum generated. Waddington concludes the essay with an analysis of Waks's critiques and some cautionary notes about why it is important to be temperate in our endorsement of educational video gaming.
Source: Educational Theory
DOI: 10.1111/edth.12092
Author: David I. Waddington
Institutions: Concordia University, Concordia University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2027335366