Original Source Material Student Version
First, the potential of digital games is
discussed using the tutor/tool/tutee
framework proposed by Taylor (1980).
Second, the potential of digital
games to enhance learning by
connecting game worlds and real
worlds is stated. Third, the
possibility of digital games to
facilitate collaborative problem-
solving is addressed. Fourth, the
capability of digital games to provide
an affective endironment for science
learning is suggested. Last, the
potential of using digital games to
promote science learning for
younger students is indicated.
There are five advantages of using
games in science learning stated in the
literature. Games can be used as tools;
make connections between virtual worlds
and the real world; promote
collaborative problem solving; provide
affective and safe environments; and
encourage younger students for science
learning
References:
Li, M. C., & Tsai, C. C. (2013), Game-
Based Learning in Science Education: A
Review of Relevant Research. Journal of
Science Education and Technology, 1-22.