Results of Proactive and T3 programs are consistent with the literature and they stress the importance of game-based learning, clarifying that it’s a balance between conceptual (teaching about) and procedural (teaching how to do) knowledge (Miglino, & Walker, 2010; Sica, Nigrelli, Rega, & Miglino, 2011). In brief, advanced games technologies (computer games, augmented reality, robotics) could address many of the limitations of traditional instructional methods; games have the ability to motivate learning, increase knowledge and skill acquisition and support traditional teaching methods.
In conclusion, the experimental steps of both the projects described leads us to believe that the use of new technologies can also be applied in education. According to scientific literature (Senge, 1990) we could find advantages related to strictly cognitive aspects: the spatial and temporal proximity of stimuli faciliting learning, t he relevance or consistency of the material proposed, the different ways of transmitting information, the customization of dynamic teaching / learning. However, we believe that the use of games in education should be preceded by a period of training and familiarization of educators, in order to bridge generational distance in learning modality. Last few generations of adolescents are much more used to frequent on-line platforms, to engage in video-games, compared to teachers met in various training agencies. We think it’s useful that teachers are approaching the language of learners, to provide a better educational dialogue.
In this sense, the projects’ results are highly encouraging, and T3- program is especially useful in providing a first pragmatic approach to the the use of games in education. Furthermore, Eutopia platform was perceived as a tool t o teach and improve relational attitudes, thus being employed more in psicosocial subjects l ike counselling, mediation and negotiation, soft skills training, human resources training.
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