Bloom's Taxonomy vs. Game-Based Learning: toward a preliminary theory on games and learning

Cao, Leo L.

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https://hdl.handle.net/2142/15268 Copy

Description

Title

Bloom's Taxonomy vs. Game-Based Learning: toward a preliminary theory on games and learning

Author(s)

Cao, Leo L.

Issue Date

2009-02-08

Keyword(s)

• Bloom
• Taxonomy
• Game
• Learning
• Media

Abstract

In a society with a fluid flow of information across and between multiple mediums, digital games are a curious entity to many. Interest in researching games and its possible connection to learning spans decades of work in several fields, however, continuity of the work and empirical understanding seem to be few and far in between. The most recent surge in interest in understanding digital games is coupled with the explosive growth in the reach that digital games have made since the days of Pong and Atari. According to the 2008 Entertain Software Association (ESA) report, 38% of the households in the U.S. own a gaming console, and the most recent 2008 Pew Internet study on Teens and their media behavior, indicated that almost all teens play games (97%). This poster aims to use Bloom’s Taxonomy as the basis for analyzing Game-Based Learning – to be drawn from the works by prominent game researchers & writers (Gee, Prensky, Squire, Kirriemuir, etc.), and results of large scale projects on games and learning (MIT’s Games to Teach, CMU’s Alice, etc.). The primary question being whether the game-based learning approaches documented in the existing research fit Bloom et al.’s Taxonomy – a widely referenced baseline framework categorizing educational goals and objectives, used by educators at all levels for over half a century. This is not an analysis of how game-based learning might be good or bad, it simply seeks to shine light on what parameters constitutes game based learning by benchmarking it against an existing well-known framework.

Type of Resource

text

Language

en

Permalink

http://hdl.handle.net/2142/15268

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