RP25

wa16 Refereed Paper Presentation

//Kellie Kong, //// University of Hawaii ////, USA,// //kmjkong@hawaii.edu// //Elton Masaki, //// University of Hawaii ////, USA,// //masaki@hawaii.edu// //Lyn Ackerman, //// University of Hawaii ////, USA,// //lackerman@hawaii.edu// //Claire Borengasser, //// University of Hawaii ////, USA,// //borengas@hawaii.edu// //Peter Leong, //// University of Hawaii ////, USA,// //peterleo@hawaii.edu//
 * Gee's Learning Principles for Good Games: An Analysis of how Gee's Learning Principles meets Gardner's Theory of Multiple Intelligences**

Today, gaming is a multi-billion dollar industry that produces games for children of all ages and backgrounds. The technology used for these video games has also been steadily evolving with improved gaming platforms and environments that captivate children and create an experience that is more realistic than any games that have been encountered previously. Children are intensely mesmerized by these games that they can play them for hours at a time. If it were possible for educators to harness the power of games and use them in an educational setting, gaming could potentially be a powerful tool for learning. James Paul Gee’s (2005) Learning Principles in Good Games shows the elements of what makes a “good” game. By analyzing the learning theory of Howard Gardner and Gee’s Learning Principles, educators can start to see how specific multiple intelligences could potentially be used in different elements of gaming. Practical implications of the findings are discussed.

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