By Rachel Bolstad
This post is part of a short series to share highlights from NZCER's 2017 Games for Learning conference.
By Rachel Bolstad
This post is part of a short series to share highlights from NZCER's 2017 Games for Learning conference.
By Rachel Bolstad
This post is the beginning of a short series to share highlights from NZCER's 2017 Games for Learning conference.
By Rachel Bolstad
This blog miniseries has profiled the motivations of various game-using teachers we have interviewed in the Games for Learning project.
By Rachel Bolstad
One possible challenge for anyone trying to get their head around the role of games in education is the semantics. Which words should we use to describe learning that involves games? What’s the difference between “educational games” “serious games”, “gaming”, “game design”, or “gamification”?
By Rachel Bolstad
As promised in my previous post, today I'll discuss a few points of interest from the just-published report Digital technologies for learning: Findings from the 2016 NZCER national survey of primary and intermediate schools.
By Rachel Bolstad
Today NZCER released a report called Digital technologies for learning which presents some findings from the 2016 NZCER national survey of primary and intermediate schools.
A few months ago I found three small boxes in the NZCER staff room.
They'd been quietly abandoned on the “free to a good home” pile. Their dazzling holographic surfaces caught my eye; the cryptic labels A, B, C caught my imagination.
By Rachel Bolstad
Of the many questions about games and learning that we’re exploring in our project, perhaps two obvious questions to ask are: “Do games actually help learning?” And “What’s the research evidence for this?”