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Battle of the Titans: Mario vs. MathBlaster
Get PDFOne way to understand how a particular medium can be used effectively in education is to study its outstanding examples, regardless of their original purpose. The argument can be made that many of the most successful commercial games already embody sound pedagogy in their designs even if that incorporation was not deliberate. The following paper will examine two games: one a commercial and critical success and the other designed deliberately as an educational game. The analysis seeks to answer the two questions: What do players need to learn in order to win the game?, and How does the game support that learning? A comparative analysis of both games reveals that although they are very similar in genre and type, there are several design lessons that can be learned from the commercially successful game
Teaching Teachers about Serious Games
Get PDFThe author designed and taught the first course on digital game based learning at the author’s institution which was also one of the first of its kind in North America. The course has been taught twice: once in the spring of 2005 and again in the summer of 2006. The design of the course is outlined and participant reaction is profiled. Topics discussed in the class included violence in games, up-to-date research on gaming and gamers, and how games might be used effectively in classroom settings. Also included in the paper are comments on some of the games that were examined, as well as the nature of the projects completed by the participants. Key elements crucial for teacher preparation are discussed
Play is the Beginning of Knowledge
Get PDFno additional resource requirements. A key feature of this approach is a mechanism that allows for a thorough assessment of students’ work, while still permitting what is typically classified as failure with respect to the production of research results. A brief review of some of the literature along with its benefits and concerns is presented first, followed by an outline of a model for implementing a student-centered research project that can be offered within the context of most traditional courses, at no extra costs in terms of manpower or funds. The focus of this approach is on helping student
Fatores que interferem nas lesoes de atletas amadores de voleibol
No full textThe objective of this diagnostic study was to evaluate the number of impacts per training session undergone by two amateur volleyball teams while performing spikes and blocks, and to relate the number of impacts to the number of injuries they suffered over the previous two years. The study recruited 24 athletes from the Universidade Federal de Santa Catarina first teams, 12 from the men’s and 12 from the women’s volleyball teams, sampled intentionally. Data were collected using a questionnaire, a video camera and assessment sheets filled out by a talent scout. Data were collected at the practice ground and presented in the form of descriptive statistics in means, standard deviations and simple frequencies and inferential statistics were applied in the form of Pearson’s correlation and Student’s t test, both to p≤0.05. The results allowed for the conclusions that both teams exhibited similar duration of practice and that their training characteristics were similar in terms of duration and frequency. The ankles were most often affected by injuries and blocks were the most common causative mechanisms of injuries in both teams. The majority of athletes use protective equipment and the great majority underwent physiotherapy once injured. The number of impacts per training session, including spike and block jumps, was low when compared with high level teams. It appears that the number of impacts did not affect the number of injuries in either team. The two teams did not differ either in terms of the number of injuries or the number of impacts per training session.Este estudo diagnóstico teve como objetivo avaliar o número de repetições de impacto por treino, em atletas de duas equipes amadoras de voleibol, realizando cortadas e bloqueios, bem como relacionar o número de impactos com o número de lesões sofridas pelos mesmos nos últimos dois anos. Participaram do estudo 24 atletas titulares, sendo 12 da equipe feminina e 12 da equipe masculina de voleibol da Universidade Federal de Santa Catarina, escolhidas de forma intencional. Como instrumento de medida, foi utilizado um questionário, uma fi lmadora e fi chas de avaliação de escalte técnico. Os dados foram coletados no local de prática e tratados mediante a estatística descritiva em termos de média, desvio padrão e freqüência simples e com a estatística inferencial, por meio da correlação de Pearson e teste “t” de Student, ambos a p≤0,05. Os resultados obtidos permitem concluir que as equipes apresentam tempo de prática e características de treino similares em termos de duração e freqüência; o tornozelo foi o local mais afetado por lesões e os bloqueios foram os mecanismos mais causadores de lesões para ambas as equipes; a maioria dos atletas usa equipamentos de proteção e a grande maioria, após lesionada, fez fi sioterapia; o número de impactos por treino, incluindo saltos de cortadas e bloqueios, é pouco quando comparado com equipes de alto nível; parece que o número de impactos não interferiu no número de lesões nas duas equipes; as duas equipes não diferem tanto no número de lesões quanto no número de impactos por treino
Serious Games + Computer Science = Serious CS
Get PDFThere has been significant recent interest in computer games in University and College curricula as a way to teach early computer science, to attract more students into the program, to teach advanced concepts, and to help lend vocational weight to a curriculum. In this article we discuss several ways that games can contribute to an undergraduate CS program, and illustrate specific ways that the use of games has influenced learning, the students, the faculty, and the institution where these courses have been implemented