The Learning Techniques with Games

Sat 13th Oct 2018 - 7:10am General

A complex and multifaceted nature of teaching – learning requires a rich repertoire of teaching methods. The essence of modern understanding of methods is the evocation of action, development of thinking and creativity (Kruszewski 2005; Król 2007). Coping with risk, persistence and critical thinking are ones of many skills that we can develop using available teaching methods, which are frequently still seen as unconventional. Those are for instance didactic games.

Use of games dates back to the antiquity. The oldest board game was found in China – it dates back to 3000 BC (Faria, Nulsen, 1996). Some ethnographers are convinced that it was education that was the reason for creating many games. Their task was to reproduce natural living conditions of humans, share knowledge with the next generation and prepare them for proper functioning in the society. A good example may be chess, which was used as a typical simulation game 2000 years ago. Its aim was to prepare soldiers to do battles (Surdyk, 2008).

The creator of modern pedagogics – Jan Amos KomeĊ„ski – recommended methods that taught through play. He gave most credit to simulation and competitive games. They were to maintain the attention of the student and evoke their motivation (Siek-Piskozub, 1995). Many authors claim that each game is a play, but not each play is a game (Galant, 1987). Therefore, it is essential to grasp the differences between them. The most significant factors distinguishing the game and the play are the following:


Read full article here:



Maxby Milandres

Your Comments

Please register or login to post comments