Console games in the classroom

The impact of console games in the classroom: Evidence from schools in Scotland, 2010.
This research was commissioned by Learning and Teaching Scotland (LTS) in partnership with Futurelab.
The main focus of the project was to identify the educational benefits of console game- based learning in primary and secondary schools. Research was carried out in classrooms in Scotland to explore learning with games played on games consoles, such as PlayStations, Xboxes and Wiis.
Key findings
− Game-based approaches present an excellent opportunity to engage students in activities which can enhance learning and produce a range of educational benefits;
− Game-based learning approaches need to be well planned and classrooms carefully organised to engage all students in learning and produce appropriate outcomes;
− Game-based learning approaches build on many children’s existing interests, skills and knowledge and can narrow the gap between children’s home and school cultures
Includes case studies of classroom level activity using console games.
Read the whole pdf document 'The impact of console games in the classroom: Evidence from schools in Scotland'.

How are digital games used in schools? Europena Schoolnet, 2009.
Teachers use electronic games in their classroom teaching. Why do they choose to do so? What types of games do they use? What do they do with them? How do they integrate them into the curriculum? What pedagogical objectives are they aiming for and what results do they obtain from their pupils? In other words, what can be the interest of this approach for an educational system? This study includes case studies of schools use of games in the classroom.

Digital games in schools: a handbook for teachers.
Complements the study How are digital games used in schools?,

Moving learning games forward: obstacles, opportunities and openess, Education Arcade, 2009.
Argues that:
1. games can engage players in learning that is specifically applicable to “schooling;” and
2. there are means by which teachers can leverage the learning in such games without disrupting the worlds of either play or school.
This paper looks at where the strengths and challenges of both classrooms and games lie and situate “learning games” at the most productive intersection of these separate environments. We will examine these issues through concrete examples of existing best practices, and speculative designs currently under development at MIT’s Education Arcade, and elsewhere.