In an age where education systems are anxious about how to merge established pedagogies with modern technology, games have emerged as a crucial piece of this challenge. There are two main spheres to consider with games in schools: the first is to understand what constitutes games-based learning, often referred to as 'GBL', and how games are designed to engage. The games literature landscape and the GBL education communities demonstrate very rich research, thoughtful teaching and valuable learning. The second sphere is to choose a course of action on how to implement games in learning spaces. The one crucial element in successfully implementing games-based learning is the teacher (or teacher librarian). Like any aspect of education, implementation requires passion, insight and perseverance. With the right framework, games can be a powerful way to support the teaching of history, science, geography, English, art, maths and physical education.
Many teachers have drawn upon the Harry Potter novels to help students develop as readers, but the approaches these educators have used vary greatly, shaped by different policy contexts, pedagogic orientations, and conceptions of literacy – Cambridge Journal of Education.
The authors describe findings from a recent study of children's attitudes towards nature, comparing the results to findings recorded in previous research literature – Teaching Science.