Browsing by Author "Rautajärvi, Noona"

Aims. Digital games have impacts in motivation and learning. Learning games have often failed in integrating learning and fun. For that reason, they have been called chocolate covered broccoli. The experiential learning environments of games have been mentioned in Finnish national curriculum of history (2014). Games are recommended as learning tools and technology and communication devices should be used in learning. This research examines three history learning games. The aim is to find how the games incorporates good learning principles. In addition, this research aims to review how these learning games answers to the aims of the Finnish national curriculum of history. Methods. In this research three history learning games was analysed: Olivia17, Vihan pitkät jäljet and Flight to Freedom. The data was approached through theory guided content analysis. In analysis was used American researcher Gees (2005) definition of digitals games good learning principles and Finnish national curriculums aims for history teaching in middle school. The data was organized to a table, where the learning principles and answering to aims of history curriculum were described as accurately as possible. Results and conclusions. Good learning principles were shown weakly in the games of this research. Identity and getting information on demand were the learning principles that the games used the strongest. Cross-functional teams was a learning principle that was used weakest, there was no possibility of working together in any of these games. The games answered weakly to the Finnish national curriculums aims for history teaching in middle school. Waking the interest towards history was the aim that was shown the strongest in these games. For weakest the games answered to the aims of finding, interpreting and evaluating resources, and making own interpretations of history. Based by this research these games concentrate learning of the content.