Digital Game Based Learning Resources: Sesame Street

http://www.sesamestreet.org/games

 Foundation Level

As students work towards the achievement of foundation level standards, they make performing and visual art works that express and communicate experiences, observations, ideas and feelings about themselves and their world, they investigate every day, familiar products and recognise the basic characteristics and materials/ingredients from which they are made and how they are used, and develop an awareness of spatial concepts through structured experiences within their immediate environment (VCAA, 2012). The Sesame Street website is an example of a digital game based learning resource that is appropriate for students working towards the achievement of foundation level standards.

The domain of Design, Creativity and Technology (DCT) emphasises engagement in designing, creating and evaluating processes, products and technological systems using a range of materials as a way of developing creativity and innovation (VCAA, 2012). Evans (2011) evaluated primary students’ creation of digital and virtual selves and the positive uses of digital game based learning. Results illustrated how educators can teach students with the tools of contemporary artistic investigation to transform ideas into creative, practical and commercial realities by optimising the value of digital game based learning systems. ‘Bert and Ernie’s Print Maker’ encourages students to mix colors and express themselves through shapes, squiggles and stamps by clicking anywhere on the paper, parents at home can also name colours with their children and help develop their child’s skills in managing and manipulating materials through digital game based learning.

‘Grow Your Colors’ allows students to grow seeds in a virtual garden, this activity asks students to identify colours, dig holes, sprinkle seeds, water seeds, sort fruit, and talk about the colours of the rainbow. This digital game based learning activity incorporates biological science, and aims to not only emphasises engagement in designing and creating but, aims to evoke students interests in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live (VCAA, 2012).

Evans, J. (2011). Digital Self: Primary Students and Computer Art. Australian Art Education. 34. Page 79-96. Date Retrieved: 12 November 2012. Retrieved From: Informit

Victorian Curriculum and Assessment Authority (VCAA). (2012). The Australian Curriculum in Victoria: Welcome to AusVELS. Date Retrieved: 12 November 2012. Retrieved From: http://ausvels.vcaa.vic.edu.au/

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