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Designing educational games to teach philosophy: case study E. Galanina, A. Vetushinskiy

By: Galanina, EkaterinaContributor(s): Vetushinskiy, AlexanderMaterial type: ArticleArticleSubject(s): видеоигры | философия | развивающие игры | онтология | образовательные игры | мифGenre/Form: статьи в сборниках Online resources: Click here to access online In: EDULEARN19 : 11th International conference on education and new learning technologies, Palma (Spain), 1st-3rd of July, 2019 : conference proceedings P. 2255-2260Abstract: Today, more and more attention is paid to video games as an effective learning tool due to the fact that “digital natives” (according to M. Prensky) are used to work with information in a different way, to communicate and learn, which in turn requires building new forms of presenting educational content that is more attractive for the present generation. Video games have a positive impact on the learning process, especially when it comes to motivation and engagement. For teaching philosophy it is possible to use commercial video games that are designed for entertainment, but at the same time represent philosophical ideas and encourage reflexion. Serious educational games with more specific content can be another tool for teaching philosophy. The problem of finding the balance between game playability and instructional design is pivotal in educational games production. As a case study that solves this problem, we propose the concept of an educational game for teaching philosophy, developed on the basis of the Aristotle’s ontology and using procedural rhetoric.
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Today, more and more attention is paid to video games as an effective learning tool due to the fact that
“digital natives” (according to M. Prensky) are used to work with information in a different way, to
communicate and learn, which in turn requires building new forms of presenting educational content that
is more attractive for the present generation. Video games have a positive impact on the learning
process, especially when it comes to motivation and engagement. For teaching philosophy it is possible
to use commercial video games that are designed for entertainment, but at the same time represent
philosophical ideas and encourage reflexion. Serious educational games with more specific content can
be another tool for teaching philosophy. The problem of finding the balance between game playability
and instructional design is pivotal in educational games production. As a case study that solves this
problem, we propose the concept of an educational game for teaching philosophy, developed on the
basis of the Aristotle’s ontology and using procedural rhetoric.

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