University of Calgary PRISM: University of Calgary's Digital Repository Science Science Research & Publications 2005 Games and Learning Styles Becker, Katrin Katrin Becker, Games and Learning Styles Presented at the Special Session on Computer Games for Learning and Teaching, at The IASTED International Conference on Education and Technology ~ICET 2005~ July 4-6, 2005 Calgary, Alberta, Canada. http://hdl.handle.net/1880/46706 Presentation Downloaded from PRISM: https://prism.ucalgary.ca Games and Learning Styles Katrin Becker Graduate Division of Educational Research University of Calgary 2400 University Drive NW Calgary, Alberta Canada T2N 1N4 (403)220-5769 email:
[email protected] individual’s strengths by presenting everything in their Abstract favorite style then we are doing them a disservice by not encouraging them to develop their other skills. Finally, Several ways to address learning are: 1) through while most teachers have definite preferences for teaching learning theories, 2) through learning styles (treated as styles, most can also learn to adopt others, given adequate distinct from learning theories here), and 3) through support. instructional design theories and models. This paper looks at the second approach to examine how modern games Digital games are beginning to rival movies and support various learning styles in their design and television as an entertainment pass time. Many now feel gameplay. Four well-known learning style models are that games constitute an important learning technology examined in the context of computer game design. These [2-4]. Modern games tend to be very complex, often are: the Keirsey Temperament Sorter, the Gregory Style requiring many hours to learn to play, and successful Delineator, Felder’s Index of Learning Styles, and Kolb’s games support players very effectively during this Learning Style Inventory.