1. Video Game Education Integration
By: Steven Drwecki

2. Contents
• 3-5 Immersed in Video
Games: Media Education and
Ethical Participation
• 6-7 What Teachers Need
To Know About The
• Video Game Generation.
• 8-9 Pervasive learning
games: Explorations of hybrid
educational gamescapes
10 Conclusion
• 11 Works Cited

3. Immersed in Video Games: Media
Education and Ethical Participation
• The purpose of this • Activities included the
study was to see why students making a video
male students were not game from those
enthusiastic about younger than them.
critical aspects of media • Activities learned in the
learning and favored class would help them
skill based learning(5). to make a non-violent
• Study (Click for full ethically correct game
report)

4. Learning Experience
• Students played in an • Students also learned
arcade for two hours Flash animation and
where they could play how it could be used in
any game they wanted. producing video games.
• Next they visited a • Students also expanded
game studio where they their use of media by
could see the process of blogging about their
game producing experiences.

5. What Does Steve Think?
• Learning is important.
• Integrating things into the classroom that the
kids are interested in help to expand learning
beyond the classroom.
• Videogames are more than games if students
can learn from them.
• Stereotyping tools for learning only hurts the
students.

6. What Teachers Need To Know About
The Video Game Generation.
• This article gives light on to why video games can be
important tools in helping kids learn.
• Video Games are used to train for many professions
• Video Games relate to real life.
• Video games are much like real life. Different routes
can lead to the same ending, different strategies can
lead in the same results.

7. Reflection
• As a teacher you need to stay up to date on the
interests of your students.
• Do not say NO to new forms of learning because
you do not use or understand how they work.
• Learning is not something we do it is something
we live.
• As a teacher you set the standard for welcoming
new ideas. New ideas inspire new thoughts and
bring those students to in class discussion who
may have previously not participated.

8. Pervasive learning games: Explorations
of hybrid educational gamescapes
• The way in which users interact with each others in
games has changed over the years.
• The most relevant changes in games is that now they
are done online with the interaction of others and
you can play with others at any time of the day.
• Benefits to pervasive learning is that access is
available at any time of the day.
• Current lack of pervasive learning games out now.
More on the market would lead to reaching more
students.

9. Pervasive Reflection
• Great Idea.
• Needs more financial backing.
• Life happens but so should learning. We
should not penalize learners for life's
occurrences by denying education.
• Further development of interactive
environments to help students learning can
only further their interest in the classroom

10. Conclusion
• Video game have been and will
continue to be important to kids.
• Integrating the things kids are
interested in will help them to learn.
• Creating environments either digital
or real that the kids are comfortable
in will be beneficial to learning.
• Proven methods have worked in the
past though they many not work in
the future.
• Embrace, enlighten, encourage, and
open your mind and challenge
yourself to learn new things.

11. Works Cited
Sezuanni, M. (2008, Winter2008). Immersed in video games: Media education and ethical
participation. Screen Education, Retrieved April 29, 2009, from Academic Search Premier
database.doi:10.1177/1046878105282274
Simpson, E. (2005, September). What Teachers Need to Know about the Video Game Generation.
TechTrends: Linking Research & Practice to Improve Learning, 49(5), 17-22. Retrieved
April 29, 2009, from Academic Search Premier database.
Thomas, S. (2006, March). Pervasive learning games: Explorations of hybrid educational
gamescapes. Simulation & Gaming, 37(1), 41-55. Retrieved April 29, 2009,
doi:10.1177/1046878105282274