347 research outputs found
Sort by
Are you game? : the future of learning with technology
Get PDFHave you ever watched a child or teenager playing a videogame they really liked? Do you
wonder what it is about this game that has them so completely engrossed? Part of the
answer is that games are motivating, rewarding, engaging, and challenging, all at the same
time. The kids will probably just tell you they’re fun. But when you think about it, fun and
engagement are synonymous, and engagement is something we all want for our learners.
Games also show us that challenge sells – when was the last time you heard that a game
was popular because it was easy? Does a game loose its appeal once it has been won?
Rarely. The game looses its appeal when players have learned all they can from it. And
what do players get as their reward? They get to go buy another game. Want to tap into
that eagerness in your classroom
Game Communities for Learning : Presentation
No full text1. Explain Online Games. 2. Explain why they should not be ignored. 3. Look at some related communities. 4. Look at what happens in and around games
Technical Aspects of a System for Teaching Aboriginal Languages Using a Game Boy Future Play
No full textAboriginal languages all over the world are
threatened with extinction. Aboriginal youth from Canada to
New Zealand are not becoming fluent in their language and
culture, and the number of fluent speakers is declining severely.
The use of computer games in general, and portable platforms in
particular, is proposed here as a partial solution to the problem
All I ever needed to know about programming, I learned from re-writing classic arcade games : Future Play
No full textThe quest for interesting, engaging, yet doable programming assignments is an ongoing one. Authentic, realistic examples have often been drawn from business, and games have often been overlooked as being too narrow in scope. This paper explains why computer games, especially classic arcade games are ideal vehicles for learning to program
Games and Learning Styles
Get PDFSeveral ways to address learning are: 1) through learning theories, 2) through learning styles (treated as distinct from learning theories here), and 3) through instructional design theories and models. This paper looks at the second approach to examine how modern games support various learning styles in their design and gameplay. Four well-known learning style models are examined in the context of computer game design. These are: the Keirsey Temperament Sorter, the Gregory Style Delineator, Felder’s Index of Learning Styles, and Kolb’s Learning Style Inventory. Good, i.e. top-rated games can be shown to incorporate aspects of most, if not all of these, and in this way actively support learners of all learning style preferences
Games for learning : are schools ready for what's to come?
Get PDFGames Studies is still a relatively new field where much basic research remains to be done. This study asks K-12 teachers about their attitudes towards the use of games for teaching, what factors facilitate their use and what barriers exist? Information about attitudes, and what things assist and prevent the adoption of games in the classroom can help identify areas of need for the development of support. Concerns about the state and accessibility of computers in classrooms are known, and may not be addressable by those interested in providing games for learning, bit other factors may be. This study outlines several target areas suitable for further research as well as a few suggestions for approaches that might help in the promotion of games as learning objects
The I-Skills Résumé: Prompting reflection and self-assessment.
No full textNELINET New England Libraries Network, Boston, Massachusetts.Presentation for NELINET New England Libraries Network
The Pedagogy of Commercial Video Games
No full textWhen looking at how the different forms of modern media have been used for educative purposes and which particular instances have been chosen, one notion stands out – the majority of the most remarkable and effective “lessons” taught to us have been created by extraordinarily talented writers, directors, and producers together with their teams. They have, by and large, not been created by professional educators or instructional designers. Far from trying to sell educators and instructional designers short, we should recognize the opportunities afforded us in studying these outstanding examples of “educational” objects, and try to learn why they have the impact they do. By “studying the masters”, we can progress towards understanding the essential elements of ‘good’ games and begin to discuss the implications this holds for the deliberate design of educational games
How Are Games Educational? Learning Theories Embodied in Games
Get PDFThrough the combined efforts of many dedicated researchers across the globe, the “message” of the value of games for learning is starting to be heard in formal education, but there remains considerable resistance. One way to help overcome this resistance and influence the acceptance and integration of games as educational technology is through the connection of existing game design with scholarly and widely accepted pedagogy. This paper outlines the theories of Robert Gagné, and Howard Gardner to demonstrate how good games, even purely commercial ones, already embody the fundamental elements of these learning and instructional theories. In this way, it can be shown that good games constitute sound educational pedagogy
Cutting Edge Research by Undergraduates on a Shoestring?
Get PDFThis paper outlines an approach to helping mid-program undergraduates conduct cutting-edge research that can be incorporated into almost any program wit