COMPUTER GAMES USED IN TEACHING OF GEOGRAPHY
COMPUTER GAMES USED IN TEACHING OF GEOGRAPHY
Author(s): Helena Maria SaboSubject(s): Education
Published by: Carol I National Defence University Publishing House
Keywords: Computer games; natural hazards; risk management game
Summary/Abstract: School, as a starting environment for young people for life, is obliged to show receptive to innovations in technology. Using the latest techniques for teaching is designed to facilitate learning, but also to familiarize them with the tools, which will be used widely in the near future. Computer games nowadays have become very popular among children. Many of them spend few hours per day playing. Depending on type, computer games could have positive or negative effects on children. Accepting the fact that children like to play video games, a good teacher can use these games for increasing motivation and learning results. It is important that children, especially those living on a risk area, learn about natural hazards and how to prevent their negative effects. Playing computer games specialized on this topic could be an attractive way of learning about risk management. In this article, we present some computer games, which are attractive to children, using concrete applications about natural hazards and urban planning. Risk management games are very helpful tot each pupils how to protect themselves against the destruction power of natural hazards. Playing these games pupils learn how to manage the risk in case of a natural hazards, and they will have some knowledge about how to plan a city, how to develop it. The focus is on the presentation of the OIKOS risk management game. This game is considered very important in teaching geography; this is also an important aspect: sometimes we take decisions without thinking of the future. In this way, it follows the formation of a factor of environment awareness and responsibilities. Despite numerous advantages, the possibility of using modern technical means in education is very limited because most units do not have educational interactive board, and in places were this boards exist their number is reduced. This is explained by the relatively high costs of all equipment necessary for the operation, but also from news reluctance technology.
Journal: Conference proceedings of »eLearning and Software for Education« (eLSE)
- Issue Year: 8/2012
- Issue No: 02
- Page Range: 271-276
- Page Count: 6
- Language: English