Assessing Higher Order Thinking in Video Games

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Rice, J. (2007). Assessing Higher Order Thinking in Video Games. Journal of Technology and Teacher Education, 15(1), 87-100. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6321.

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 15, Issue 1, January 2007
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Author

John Rice, Texas Center for Educational Technology, University of North Texas, USA

Abstract

Computer video games have become highly interesting to educators and researchers since their sophistication has improved considerably over the last decade. Studies indicate simple video games touting educational benefits are common in classrooms. However, a need for identifying truly useful games for educational purposes exists. This article begins with an examination of lower level learning in so-called edutainment products and concludes with an example of an advanced social studies simulation that fosters higher order thinking. The article identifies characteristics of highly cognitive virtual interactive environments and offers a detailed index and scoring rubric as a tool for teachers and preservice teachers to use when evaluating the tendencies a video game demonstrates toward encouraging higher order thinking in its participants.

Keywords

• Virtual Environments
• Cognition
• Educational Technology
• eLearning
• Inclusive Education
• Integration
• Preservice Teacher Education
• Professional Development
• Teaching Methods

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