Games-based learning advancements for multi-sensory human computer interfaces: techniques and effective practices
"This book provides an extensive treatment of the field of games-based learning, providing a presentation of what we know about the subject, where the key challenges lie, and some of the approaches to addressing these key challenges"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Reference
2009
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book provides an extensive treatment of the field of games-based learning, providing a presentation of what we know about the subject, where the key challenges lie, and some of the approaches to addressing these key challenges"--Provided by publisher. |
| Beschreibung: | "This book provides an extensive treatment of the field of games-based learning, providing a presentation of what we know about the subject, where the key challenges lie, and some of the approaches to addressing these key challenges"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | xxi, 372 p. ill. 29 cm |
| ISBN: | 9781605663609 |
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Educational games | |
| 650 | 4 | |a Computer games | |
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Datensatz im Suchindex
| _version_ | 1804139389667770368 |
|---|---|
| adam_text | TABLE OF CONTENTS FOREWORD XI I I PREFACE XV I SECTION J JNTRODUCTION
CHAPTER I INTRODUCTION TO GAMES-BASED LEAMING I STEPHEN TANG, LIVERPOOL
JOHN MOORES UNIVERSITY, UK MARTIN HANNEGHAN, LIVERPOOL JOHN MOORES
UNIVERSITY, UK ABDENNOUR EI RHA/IBI, LIVERPOOL JOHN MOORES UNIVERSITY,
UK CHAPTER II LEAMING AND TEACHING WITH COMPUTER GAMES IN HIGHER
EDUCATION 18 NICOLA WHITTON, MANCHESTER METROPO/ITAN UNIVERSITY, UK
CHAPTER ID MULTI-USER VIRTUAL ENVIRONMENTS FOR LEARNING MEET LEARNING
MANAGEMENT... 34 DANIEL LIVINGSTONE, UNIVERSITY OF THE WEST OF SCOTLAND,
UK JEREMY KEMP, SAN JOSE STATE UNIVERSITY, USA EDMUND EDGAR, SOCIAL
MINDS LEARNING SYSTEMS, JAPAN CHRIS SURRIDGE, KOREA ADVANCED INSTITUTE
OF SCIENCE AND TECHNOLOGY, KOREA PETER BLOOMJIELD, UNIVERSITY OFTHE WEST
OFSCOTLAND, UK CHAPTER IV OBSERVATION AS A REQUISITE FOR GAME-BASED
LEAMING ENVIRONMENTS 51 JEAN-CHARLES MARTY, UNIVERSITY OF SAVOIE, FRANCE
THIBAU/T CARRON, UNIVERSITY OFSAVOIE, FRANCE JEAN-MATHIAS HERAUD,
GRADUATE BUSINESS SCHOOL OF CHAMBERY, FRANCE SECTION 11 DESIGN ISSUES
CHAPTERV CONTENT INTEGRATION IN GAMES-BASED LEAMING SYSTEMS 73 MARCO A.
G6MEZ-MARTIN, UNIVERSIDAD COMPLUTENSE DE MADRID, SPAIN PEDRO P.
G6MEZ-MARTIN, UNIVERSIDAD COMPLUTENSE DE MADRID, SPAIN PEDRO A.
GONZALEZ-CALERO, UNIVERSIDAD COMPLUTENSE DE MADRID, SPAIN CHAPTER VI
DRAWING CIRCLES IN THE SAND: INTEGRATING CONTENT INTO SERIOUS GAMES 84
MATT SEENEY, TPLD LTD., UK HELEN ROUTLEDGE, FREELANCE INSTRUCTIONAL
DESIGNER, UK CHAPTERVII THE DODDEL MODEL: A FLEXIBLE DOEUMENT-ORIENTED
MODEL FOR THE DESIGN OF SERIOUS GAMES 98 MARK MCMAHON, EDITH COWAN
UNIVERSITY, AUSTRALIA CHAPTER VIII GAMES-BASED LEAMING, DESTINATION
FEEDBACK AND ADAPTATION: A CASE STUDY OF AN EDUEATIONAL PLANNING
SIMULATION 119 DANIEL BURGOS, ATOS ORIGIN RESEARCH & INNOVATION, SPAIN
CHRISTOF VAN NIMWEGEN, CUO -IBBT / K. ULEUVEN, BELGIUM CHAPTERIX
PROFILING USERS IN EDUEATIONAL GAMES 13 I PATRICK FELICIA, UNIVERSITY
COLLEGE OFCORK, IRELAND IAN PITT, UNIVERSITY COLLEGE OFCORK, IRELAND
CHAPTER X THE USE OF ROLE-PLAYING IN LEAMING 157 MARCO GRECO, UNIVERSITY
OF ROME TOR VERGATA , ITALY CHAPTERXI TELLING STORIES WITH DIGITAL
BOARD GAMES: NARRATIVE GAME WORLDS IN LITERAEIES LEAMING 174 SANNA-MARI
TIKKA, UNIVERSITY OF JYVAESKYLAE, FINLAND MARJA KANKAANRANTA, UNIVERSITY
OF JYVAESKYLAE, FINLAND TUULA NOUSIAINEN, UNIVERSITY OF JYVAESKYLAE, FINLAND
MARI HANKALA, UNIVERSITY OF JYVAESKYLAE, FINLAND CHAPTER XII THE PATH
BETWEEN PEDAGOGY AND TEEHNOLOGY: ESTABLISHING A THEORETIEAL BASIS FOR
TBE DEVELOPMENT OF EDUEATIONAL GAME ENVIRONMENTS 191 CO}LN PR/CE,
UNZVERSZTY OJWORCESTER, UR SECTION III EVALUATION CHAPTER XIII TOWARDS A
DEVELOPMENT APPROACH TO SERIOUS GAMES 215 SARA DE FREILAS, UNIVERSITY
OFCOVENTRY, UK STEVE JARVIS, SELEX SYSTEMS INTEGRATION LTD, UK CHAPTER
XIV CURRENT PRACTICES IN SERIOUS GAME RESEARCH: A REVIEW TROM A LEARNING
OUTCOMES PERSPECTIVE 232 PIETER WOUTERS, U/RECHT UNIVERSITY, THE
NETHERLANDS ERIK D. VAN DER SPEK. UTRECHT UNIVERSITY, THE NETHERLANDS
HERRE VAN OOSTENDORP, U/RECHT UNIVERSITY, THE NETHERLANDS CHAPTERXV
TOWARDS THE DEVELOPMENT OF A GAMES-BASED LEARNING EVALUATION FRAMEWORK
251 THOMAS CONNOLLY, UNIVERSITY OFTHE WEST OFSCOTLAND, SCOTLAND MARK
STANSFIELD. UNIVERSITY OFTHE WEST OFSCOTLAND, SCOTLAND THOMAS HAINEY.
UNIVERSILY OFTHE WEST OFSCOTLAND, SCOTLAND CHAPTER XVI GAMES-BASED
LEARNING IN THE CLASSROOM AND HOW IT CAN WORK! 274 HELEN ROUTLEDGE.
INDEPENDENT INSTRUCTIONAL GAMES DESIGNER, UK SECTION IV GENDER AND
DISABILITIES CHAPTER XVII GAMES FOR LEARNING: DOES GENDER MAKE A
DIFFERENCE? 288 ELIZABETH A. BOYLE, UNIVERSITY OF THE WEST OF SCOTLAND,
SCOTLAND THOMAS CONNOLLY, UNIVERSITY OF THE WEST OF SCOTLAND, SCOTLAND
CHAPTER XVIII DIGITAL GAMES-BASED LEAMING FOR STUDENTS WITH INTELLECTUAL
DISABILITY 304 MARIA SARIDAKI, NATIONAL AND KAPODISTRIAN UNIVERSITY OF
ATHENS, GREECE DIMITRIS GOUSCOS, NATIONAL AND KAPODISTRIAN UNIVERSITY OF
ATHENS, GREECE MICHAEL G. MEIMARIS, NATIONAL AND KAPODISTRIAN UNIVERSITY
OF ATHENS. GREECE COMPILATION OF REFERENCES 326 ABOUT THE CONTRIBUTORS
363 INDEX 370 DETAILED TABLE OF CONTENTS FOREWORD XI II PREFACE XV I
SEETION I INTRODUCTION CHAPTER I INTRODUCTION TO GAMES-BASED LEARNING I
STEPHEN TANG, LIVERPOOL JOHN MOORES UNIVERSILY, UK MARTIN HANNEGHAN,
LIVERPOOL JOHN MOORES UNIVERSILY, UK ABDENNOUR EI RHALIBI, LIVERPOOL
JOHN MOORES UNIVERSITY, UK IN THIS CHAPTER, TANG, HANNEGHAN, AND EI
RHALIBI PROVIDE AN INTRODUCTION TO GAMES-BASED LEARNING, AND DISCUSS
SOME OFTHE BASIC CONCEPTS, PEDAGOGIES, AND ADVANTAGES AND DISADVANTAGES
OFTHIS APPROACH TO TEACHING AND LEARNING. CHAPTERII LEARNING AND
TEACHING WITH COMPUTER GAMES IN HIGHER EDUCATION 18 NICOLA WHIUON,
MANCHESTER MEJROPOLITAN UNIVERSITY, UK IN THIS CHAPTER, WHITTON EXAMINES
THE RATIONALE FOR THE USE OF COMPUTER GAMES IN LEARNING, TEACHING AND
ASSESSMENT WITHIN HIGHER EDUCATION (HE). THE FIRST PART OF THE CHAPTER
FOCUSES ON THE THEORY UN- DERPINNING THE USE OF GAMES-BASED LEARNING
WITH HE STUDENTS, EXAMINING MOTIVATION AND ENGAGEMENT, CONSTRUCTIVISM,
COLLABORATIVE AND PROBLEM-BASED LEARNING. THE SECOND PART OFTHE CHAPTER
CONSIDERS THE PRACTICAL ISSUES OF USING COMPUTER GAMES IN ACTUAL
TEACHING CONTEXTS AND PRESENTS TWELVE PRINCIPLES FOR THE DESIGN AND
EVALUATION OF COMPUTER GAMES TO SUPPORT LEARNING. CHAPTER HF MULTI-USER
VIRTUAL ENVIRONMENTS FOR LEARNING MEET LEARNING MANAGEMENT... 34 DANIEL
LIVINGSTONE, UNIVERSITY OLTHE WEST OLSCOTLAND, UK JEREMY KEMP, SAN JOSE
SLATE UNIVERSITY, USA EDMUND EDGAR, SODAL MINDS LEARNING SYSTEMS, JAPAN
CHRIS SURRIDGE, KOREA ADVANCED INSTITUTE 01SCIENCE AND TECHNOLOGY, KOREA
PETER BLOOMFIELD, UNIVERSITY OLTHE WEST OLSCOTLAND, UK UNTIL RECENTLY,
MULTI-USER VIRTUAL ENVIRONMENTS (MUVES) AND VIRTUAL LEARNING
ENVIRONMENTS (VLES) OR LEARNING MANAGEMENT SYSTEMS (LMSS) HAVE REMAINED
SEPARATE, WITH MUVES PROVIDING A HIGHLY INTERACTIVE, COLLABORATIVE
ENVIRONMENT BUT LITTLE CONTENT AND VLES PROVIDING FEATURES FOR THE
STORAGE AND DELIVERY OF ONLINE LEAMING CONTENT. IN CHAPTER III,
LIVINGSTONE, KEMP, EDGAR, SURRIDGE, AND BLOOMFIELD DISCUSS THE S.LOODLE
PROJECT THAT IS ATTEMPTING TO INTEGRATE SECOND LIFE WITH THE MOODLE VLE
AND TO IN- VESTIGATE HO ~ THIS MIGHT SUPPORT LEAMING AND TEACHING WITH
THE SECOND LIFE PLATFORM. CHAPTER IV OBSERVATION AS A REQUISITE FOR
GAME-BASED LEAMING ENVIRONMENTS 51 JEAN-CHARLES MARTY, UNIVERSITY OF
SAVOIE, FRANCE THIBAULT CARRON, UNIVERSITY OFSAVOIE, FRANCE JEAN-MATHIAS
HERAUD, GRADUATE BUSINESS SCHOOL OFCHAMBERY, FRANCE CONTINUING THE THEME
OF LMSS, MARTY, CARRON, AND HERAUD PROPOSE A GAMES-BASED LMS CALLED THE
PEDAGOGICAL DUNGEON EQUIPPED WITH COOPERATION ABILITIES FOR PARTICULAR
ACTIVITIES. THE CHAPTER EXPLAINS HOW TO KEEP AWARENESS OFTHE ON-GOING
ACTIVITIES WHILE REMAINING INVOLVED IN THE GAME ITSELF, AND HOW TO
PROVIDE THE TEACHER WITH THIS AWARENESS IN AN IMMERSIVE WAY, MAKING THE
TEACHER MORE INVOLVED IN THE GAME WHEN FEEDBACK IS PROVIDED ON THE
ACTIVITY. SECTION 11 DESIGN ISSUES CHAPTERV CONTENT INTEGRATION IN
GAMES-BASED LEAMING SYSTEMS 73 MARCO A. G6MEZ-MARTIN, UNIVERSIDAD
COMPLUTENSE DE MADRID, SPAIN PEDRO P G6MEZ-MARTIN, UNIVERSIDAD
COMPLUTENSE DE MADRID, SPAIN PEDRO A. GONZALEZ-CALERO, UNIVERSIDAD
COMPLUTENSE DE MADRID, SPAIN ONE OFTHE KEY DIFFERENTIATORS BETWEEN
COMMERCIAL GAMES AND GAMES-BASED LEAMING IS CONTENT, WH ICH SHOULD BE
INTEGRATED IN SUCH A WAY THAT IT PROVIDES ENGAGING GAME PLAY WHILE
HELPING ACHIEVE THE DESIRED LEAMING OUTCOMES BY DELIVERING SKILLS AND
KNOWLEDGE EFFECTIVELY TO THE END USER. THIS ABILITY TO INTE- GRATE
CONTENT EFFECTIVELY IS THE KEY TO PRODUCING KILLER GAMES-BASED
LEARNING APPLICATIONS THAT DELIVER DEMONSTRABLE LEAMING OUTCOMES,
BUSINESS BENEFITS AND OVERALL VALUE. IN CHAPTER V GOMEZ-MARTIN,
GOMEZ-MARTIN, AND GONZALEZ-CALERO PROVIDE AN INTRODUCTION TO THE ISSUES
OF CONTENT INTEGRATION AND PRESENT THE STATE OF THE ART IN CONTENT
CREATION FOR GAMES-BASED LEARNING SYSTEMS, IDENTIFYING THE MAIN
CHALLENGES TO MAKE THIS TECHNOLOGY COST-EFFECTIVE FROM THE CONTENT
CREATION PERSPECTIVE. CHAPTER VI DRAWING CIRCLES IN THE SAND:
INTEGRATING CONTENT INTO SERIOUS GAMES 84 MATT SEENEY, TPLD LTD., UK
HELEN ROUTLEDGE, FREELANCE INSTRUCTIONAL DESIGNER, UK SEENEY AND
ROUTLEDGE PRESENT LESSONS LEARNED AND CASE STUDIES THAT DEMONSTRATE WHY
THE PROCESS OF CONTENT INTEGRATION CAN BE SO CHALLENGING, INCLUDING THE
DIFFERING EXPERIENCES FROM THE PERSPECTIVE OF THREE STAKEHOLDERS (GAME
DESIGNER, INSTRUCTIONAL DESIGNER/LEAMING PSYCHOLOGIST AND SUBJECT MATTER
EX- PERT), HOW TO MANAGE PRECONCEPTIONS AND BALANCE THEIR PRIORITIES.
THE CHAPTER PROVIDES ADVICE ON HOW TO FACILITATE THIS PROCESS, CAPTURE
THE CORRECT REQUIREMENTS AND CREATE A DESIGN THAT MEETS AND EXCEEDS THE
EXPECTATIONS OF ALL THE STAKEHOLDERS INVOLVED, INCLUDING THE
CLIENT/CUSTOMER AND THE END USER. CHAPTERVII THE DODDEL MODEL: A
FLEXIBLE DOCUMENT-ORIENTED MODEL FOR THE DESIGN OF SERIOUS GAMES 98 MARK
MCMAHON, EDITH COWAN UNIVERSITY, AUSTRALIA IN CHAPTER VII MCMAHON
PROPOSES A DOCUMENT-ORIENTED INSTRUCTIONAL DESIGN MODEL TO INFORM THE
DE- VELOPMENT OF GAMES-BASED LEAMING. THE AUTHOR SUGGESTS THAT THE MODEL
CAN FORM A BASE FOR PRESCRIBING AND MANAGING ACTIVITIES WITHIN AN
INDUSTRY CONTEXT BUT ALSO AS A MEANS TO TEACH THE INSTRUCTIONAL DESIGN
PROCESS FOR SERIOUS GAMES WITHIN AN HE SETTING. THE MODEL DEFINES
INCREASINGLY GRANULAR STAGES LEADING TO FINAL PRODUCTION DOCUMENTATION
FOR SOFTWARE DEVELOPMENT. A CASE STUDY OFTHE INITIAL IMPLEMENTATION
OFTHE MODEL IS DISCUSSED IN ORDER TO CONTEXTUALISE IT AND PROVIDE A
BASIS FOR FUTURE ENHANCEMENT. CHAPTERVUI GAMES-BASED LEAMING,
DESTINATION FEEDBACK AND ADAPTATION: A CASE STUDY OF AN EDUCATIONAL
PLANNING SIMULATION 119 DANIEL BURGOS, ATOS ORIGIN RESEARCH &
INNOVATION, SPAIN CHRISTOFVAN NIMWEGEN, CUO - IBBT / K. U.LEUVEN,
BELGIUM IN THIS CHAPTER, BURGOS AND VAN NIMWEGEN ARGUE THAT GAMES-BASED
LEARNING APPLICATIONS ARE GOOD ENVI- RONMENTS FOR IMPROVING THE LEAMING
EXPERIENCE AND A KEY COMPONENT OFTHE APPLICATION IFTHE PROVISION
OFFEEDBACK TO SUPPORT DECISION MAKING AND TO REINFORCE THE LEAMING
PROCESS. HOWEVER, THE AUTHORS POINT OUT THAT TOO MUCH FEEDBACK CAN MAKE
THE LEAMER TOO DEPENDANT ON EXTEMAL ADVICE WHEN TAKING THE NEXT ACTION,
RESULTING IN A WEAKER LEAMING STRATEGY AND A LOWER PERFORMANCE. BY WAY
OF EXAMPLE, A CASE STUDY IS PRESENTED OF AN EDUCATIONAL PLANNING TASK
SIMULATION WITH A CONTROL GROUP THAT DID NOT RECEIVE DESTINA- TION
FEEDBACK AND AN EXPERIMENTAL GROUP THAT DID RECEIVE DESTINATION
FEEDBACK. AN ANALYSIS CONCLUDES THAT IN THIS CONTEXT TOO MUCH ASSISTANCE
CAN BE COUNTERPRODUCTIVE. CHAPTERIX PROFI LING USERS IN EDUCATIONAL
GAMES 13 I PATRICK FELICIA, UNIVERSITY COLLEGE OFCORK, IRELAND LAN PITT,
UNIVERSITY COLLEGE OFCORK, IRELAND FOR SOME TIME, USERS EMOTIONS AND
BEHAVIOURS HAVE BEEN CONSIDERED TO OBSTRUCT RATHER THAN TO HELP THE
COGNITIVE PROCESS. EVEN IF IT IS NOW RECOGNIZED THAT 1EARNERS
PERSONALITIES AND LEARNING STYLES INFLUENCE GREATLY THEIR COGNITIVE
PROCESS, VERY FEW SYSTEMS HAVE MANAGED TO PROFILE USERS AND ADAPT THE
EDUCATIONAL CONTENT ACCORDINGLY. FURTHERMORE, SINCE THE INTRODUCTION OF
FORMAL EDUCATION, IT HAS BEEN ARGUED THAT LEAMING HAS LOST ITS PLAYFUL
AND EMOTIONAL ASPECT, WHEREBY INFORMATION WAS TRANSMITTED THROUGH STORY
TELLING AND PLAY. ON THE OTHER HAND, COMPUTER GAMES HAVE BECOME A VERY
POPULAR MEDIUM AND PROVIDE A RICH SENSORY AND EMOTIONAL ENVIRONMENT IN
WHICH PLAYERS CAN EXPERIENCE ASTATE OFFLOW AND ARE CONTINUE PLAYING FOR
AN EXTENDED PERIOD OFTIME. IN THIS CHAPTER FELICIA AND PITT DISCUSS HOW
COMPUTER GAMES CAN BE HARNESSED TO CREATE AN EDUCATIONAL CONTENT THAT
MATCHES USERS LEARNING STYLES AND MOTIVATIONS. IN THIS CHAPTER THE
AUTHORS PRO POSE THE PLEASE MODEL (PERSONALITY LEAMING STYLES, EMOTIONS,
AUTONOMY, SYSTEMATIC APPROACH AND EVALUATION), WHICH ADDRESSES SOME OF
EDUCATIONAL GAMES DESIGN ISSUES (E.G. CHOICE OFINSTRUCTIONAL STRATEGY,
TYPE OFFEEDBACK REQUIRED, ETC.). THE MODEL CATEGORIZES AND PROFILES
USERS LEAMING STYLES IN THE LIGHT OF EDUCATIONAL AND PERSONALITY
THEORIES AND DEFINES A SET OFPRACTICAL STRATEGIES FOR EDUCATIONAL GAMES
DESIGNERS IN ORDER TO MATCH STUDENTS LEARNING STYLES AND PROVIDE A
USER-CENTRED CONTENT THAT IS BOTH MOTIVATING AND EDUCATIONAL. THE
CHAPTER PRESENTS EXPERIMENTS CARRIED OUT TO ASSESS THE EFFECT OF
USER-CENTRED APPROACHES IN EDUCATIONAL GAME DESIGN AND THE RESULTS
INDICATE THAT UNLESS PERSONALITIES ARE ACCOUNTED FOR IN EDUCATIONAL
GAMES, THE EDUCATIONAL OUTCOMES COULD BE DIFFERENT OR EVEN OPPOSITE TO
THE ONE EXPECTED. CHAPTERX THE USE OF ROLE-PLAYING IN LEAMING 157 MARCO
GRECO, UNIVERSITY 0/ ROME TOR VERGATA , ITALY IN CHAPTER X, GRECO
SUGGESTS THATTHE USE OFROLE-PLAYING IS BECOMING PROMINENT IN GAMES-BASED
LEARNING DUE TO ITS POSITIVE EFFECTS ON LEARNING. IN THIS CHAPTER THE
AUTHOR DEFINES ROLE-PLAYING GAMES AND PROPOSES A FIVE-DIMENSION TAXONOMY
FOR SERIOUS ROLE-PLAYING GAMES, APPLYING IT TO A SMALL SELECTION OF
SUCCESSFUL GAMES IN FIVE DIFFERENT DOMAINS. THE INTENTION IS TO HELP THE
READER UNDERSTAND WHEN ROLE-PLAYING SHOULD BE USED, AND WHEN IT MIGHT BE
USELESS OR DETRIMENTAL. CHAPTER XI TELLING STORIES WITH DIGITAL BOARD
GAMES: NARRATIVE GAME WORLDS IN LITERACIES LEAMING 174 SANNA-MARI TIKKA,
UNIVERSITY 0/ JYVAESKYLAE, FINLAND MARJA KANKAANRANTA, UNIVERSITY 0/
JYVAESKYLAE, FINLAND TUULA NOUSIAINEN, UNIVERSITY 0/ JYVAESKYLAE, FINLAND
MARI HANKALA, UNIVERSITY 0/ JYVAESKYLAE, FINLAND IN THE CONTEXT OF
COMPUTER GAMES, LEARNING IS AN INHERENT FEATURE OF COMPUTER GAME
PLAYING. COMPUTER GAMES CAN BE SEEN AS MULTI MODAL TEXTS THAT CONNECT
SEPARATE MEANS OF EXPRESSION AND REQUIRE NEW KINDS OF LITERACY SKILLS
FROM THE READERS. IN CHAPTER XI TIKKA, KANKAANRANTA, NOUSIAINEN AND
HANKALA CONSIDER HOW THE COMPUTER-BASED LEARNING TOOL TALARIUS, WHICH
ENABLES STUDENTS TO MAKE THEIR OWN DIGITAL GAMES AND PLAY THEM, LENDS
ITSELF TO LITERACY LEAMING. TALARIUS ALSO PROVIDES THE POTENTIAL TO
INTERWEAVE NAR- RATIVE CONTENTS INTO THE GAMES MADE BY IT. THE LEARNING
SUBJECT IS A CHILDREN S NOVEI AND IS NARRATIVE BY ITS NATURE. THE FOCUS
OF THIS CHAPTER IS ON THE RELATIONSHIP BETWEEN NARRATIVE AND LEARNING IN
COMPUTER GAMES, IN THIS CASE, DIGITAL BOARD GAMES AND EXPLORES HOW
NARRATIVE FUNCTIONS OFTHE LEARNING TOOL SUP- PORT LEARNING IN GAME
CREATION AND GAME PLAYING. CHAPTER XII THE PATH BETWEEN PEDAGOGY AND
TECHNOLOGY: ESTABLISHING A THEORETICAL BASIS FOR THE DEVELOPMENT OF
EDUCATIONAL GAME ENVIRONMENTS 191 COLIN PRICE, UNIVERSITY 0/ WORCESTER,
UK IN CHAPTER XLI PRICE DISCUSSES AN APPROACH TO ESTABLISHING A
THEORETICAL BASIS FOR THE CONSTRUCTION OF GAMES-BASED LEARNING IMMERSIVE
ENVIRONMENTS BASED UPON RECOGNISED PEDAGOGICAL PRINCIPLES. IN
PARTICULAR, THE CHAPTER CONSIDERS NON-COLLABORATIVE LEARNING
(INSTRUCTIONAL, TEACHER-IED OR AUTONOMOUS) AND CONSIDER COLLABORATIVE
LEARNING. THE CHAPTER REFLECTS ON THE MATTER OFVARIOUS SUBJECT DOMAINS
WITH REFERENCE TO THE UNREAL TOURNAMENT 2004 GAME ENGINE. SEETION 111
EVALUATION CHAPTER XIII TOWARDS A DEVELOPMENT APPROACH TO SERIOUS GAMES
2 5 SARA DE FREITAS, VNIVERSITY OFCOVENTRY, VK STEVE JARVIS, SELEX
SYSTEMS INTEGRATION LTD, VK ONE OF THE OFTEN CITED ISSUES WITH
GAMES-BASED LEARNING IS THE LACK OF EMPIRICAL EVIDENCE FOR THE AP-
PROACH. IN CHAPTER XIII DE FREITAS AND JARVIS REVIEW SOME OF THE KEY
RESEARCH SUPPORTING THE USE OF SERIOUS GAMES FOR TRAINING IN WORK
CONTEXTS. THE REVIEW INDICATES WHY SERIOUS GAMES SHOULD BE USED TO
SUPPORT TRAINING REQUIREMENTS AND, IN PARTICULAR, IDENTIFIES
ATTITUDINAL CHANGE IN TRAINING AS A KEY OBJECTIVE FOR DEPLOYMENT OF
SERIOUS GAMES DEMONSTRATORS. THE CHAPTER OUTLINES A DEVELOPMENT APPROACH
FOR SERIOUS GAMES AND HOW IT IS BEING EVALUATED. DEMONSTRATING THIS, THE
CHAPTER PROPOSES A GAME-BASED LEARNING APPROACH THAT INTEGRATES THE USE
OF A FOUR-DIMENSIONAL FRAMEWORK , OUTLINES SOME KEY GAMES PRINCIPLES,
PRESENTS TOOLS AND TECHNIQUES FOR SUPPORTING DATA COLLECTION AND
ANALYSIS, AND CONSIDERS A SIX-STAGE DEVELOPMENT PROCESS. CHAPTERXIV
CURRENT PRACTICES IN SERIOUS GAME RESEARCH: A REVIEW FROM A LEARNING
OUTCOMES PERSPECTIVE 232 PIETER WOUTERS, VTRECHT VNIVERSITY, THE
NETHERLANDS ERIK D. VAN DER SPEK, VTRECHT VNIVERSITY, THE NETHERLANDS
HERRE VAN OOSTENDORP, VTRECHT VNIVERSITY, THE NETHERLANDS WOUTERS, VAN
DER SPEK, VAN OOSTENDORP EXAMINE 28 STUDIES WITH EMPIRICAL DATA FROM A
LEARNING OUTCOME PERSPECTIVE TO OUTLINE THE EFFECTIVENESS OF SERIOUS
GAMES. THE AUTHORS CONCLUDE THAT SERIOUS GAMES POTEN- TIALLY IMPROVE THE
ACQUISITION OF KNOWLEDGE AND COGNITIVE SKILLS. MOREOVER, THEY SEEM TO BE
PROMISING FOR THE ACQUISITION OF FINE-GRID MOTOR SKILLS AND TO
ACCOMPLISH ATTITUDINAL CHANGE. HOWEVER, THEY FIND FROM THE RESEARCH THAT
NOT ALL GAME FEATURES INCREASE THE EFFECTIVENESS OF THE GAME. CHAPTERXV
TOWARDS THE DEVELOPMENT OF A GAMES-BASED LEARNING EVALUATION FRAMEWORK
25 THOMAS CONNOLLY, VNIVERSITY OFTHE WEST OFSCOTLAND, SCOTLAND MARK
STANSFIELD, VNIVERSITY OFTHE WEST OFSCOTLAND, SCOTLAND THOMAS HAINEY,
VNIVERSITY OFTHE WEST OFSCOTLAND, SCOTLAND IN CHAPTER XV CONNOLLY,
STANSFIELD AND HAINEY REVIEW THE LITERATURE FOR EVALUATION FRAMEWORKS
FOR GAMES-BASED LEARNING AND IDENTIFY EVALUATION MEASUREMENTS THAT HAVE
BEEN TAKEN BY OTHER RESEARCHERS IN THE FIELD. BASED ON THIS WORK, THE
AUTHORS PRESENT AN ABSTRACT EVALUATION FRAMEWORK FOR GAMES-BASED
LEARNING THAT CAN BE ADAPTED TO PARTICULAR GAMES-BASED LEARNING
INTERVENTIONS. CHAPTERXVI GAMES-BASED LEARNING IN THE CLASSROOM AND HOW
IT CAN WORK! 274 HELEN ROUTLEDGE, INDEPENDENT INSTRUCTIONAL GAMES
DESIGNER, UK IN CHAPTER XVI ROUTLEDGE PRESENTS A GUIDE FOR TEACHERS ON
HOW TO USE GAMES-BASED LEARNING IN THE C1ASSROOM. BEGINNING WITH A
THEORETICAL OVERVIEW OFTHE CHANGE IN LEAMING STYLES AND THE GROWING
DIGITAL DIVIDE, THE AUTHOR DISCUSSES THE IMPACT THAT GAMES HAVE HAD ON
YOLLNGPEOPLE. THE CHAPTER ALSO PROVIDES A PRACTICAL GUIDE FOR TEACHERS
WISHING TO INTEGRATE GAMES INTO THEIR C1ASSROOMS, BEGINNING WITH AN
OVER- VIEW OF THE CHANGING ROLE OF THE TEACHER, MOVING ONTO PREPARATION
GLLIDELINES, BEFORE FINALLY DISCUSSING ASSESSMENT AND PRACTICAL
IMPLEMENTATIONS. SEETION IV GENDER AND DISABILITIES CHAPTER XVII GAMES
FOR LEARNING: DOES GENDER MAKE A DIFFERENCE? 288 E/IZABETH A. BOYLE,
UNIVERSITY OF THE WEST OF SCOTLAND, SCOT/AND THOMAS CONNO//Y, UNIVERSITY
OF THE WEST OF SCOTLAND, SCOTLAND THERE IS NO DOUBT THAT COMPUTER GAMES
ARE EXTREMELY ENGAGING AND INCORPORATE FEATURES THAT HAVE AN EXTREMELY
COMPELLING, EVEN ADDICTIVE QUALITY. IT IS THESE HIGHLY ENGAGING FEATURES
OF COMPUTER GAMES THAT HAVE ATTRACTED THE INTERESTS OF EDUCATIONALISTS.
HOWEVER, THERE ARE MANY ISSLIES THAT MAY PREVENT COMPUTER GAMES BECOMING
A PRIMARY TOOL IN EDLLCATION. IN THE FOLIRTH AND FINAL PART OFTHE BOOK
WE EXAMINE TWO SUCH ISSUES: GENDER AND DISABILITIES. UNDERSTANDING THE
RELATIONSHIP BETWEEN GENDER AND COMPUTER GAMES IS EXTREMELY IMPORTANT
FOR CREATING COMPUTER GAMES THAT WILL FUNCTION AS EFFECTIVE EDUCATIONAL
TOOLS. WHILE TRADITIONAL COMPUTER GAMES ARE MORE POPLILAR WITH MALES
THAN FEMALES, FEMALES HAVE A MORE CAREFUL AND COMMITTED APPROACH TO
LEARNING AND MAY BE MORE WILLING TO TRY OUT NEW METHODS OF LEARNING
INCLUDING COMPUTER GAMES. THESE OPPOSING INFLUENCES MAKE IT DIFFICULT TO
PREDICT HOW GENDER WILL IMPACT ON THE ACCEPTANCE OF GAMES FOR LEARNING.
IN CHAPTER XVII, BOYLE AND CONNOLLY EXPLORE WHETHER GEN DER HAS AN
EFFECT IN GAMES-BASED LEARNING AND SUGGEST THAT DEVELOPING EDUCATIONAL
COMPUTER GAMES THAT WILL APPEAL TO BOTH MALES AND FEMALES ADDS AN
ADDITIONAL LEVEL OF COMPLEXITY TO AN AL READY COMPLICATED PROCESS.
CHAPTER XVLLL DIGITAL GAMES-BASED LEARNING FOR STUDENTS WITH
LNTELLECTUAL DISABILITY 304 MARIA SARIDAKI, NATIONAL AND KAPODISTRIAN
UNIVERSITY OF ATHENS, GREECE DIMITRIS GOUSCOS, NATIONAL AND KAPODISTRIAN
UNIVERSITY OF ATHENS, GREECE MICHAEL G. MEIMARIS, NATIONAL AND
KAPODISTRIAN UNIVERSITY OF ATHENS, GREECE IN CHAPTER XVIII, SARIDAKI,
GOUSCOS AND MEIMARIS EXAMINE THE ISSUES AROUND THE APPLICATION OF GAMES-
BASED LEARNING FOR STUDENTS WITH INTELLECTUAL DISABILITY. THE CHAPTER
INVESTIGATES THE COMMON GROUNDS BETWEEN METHODOLOGIES FOR SPECIAL
EDUCATION NEEDS/LNTELLECTUAL DISABILITY PEDAGOGY ON THE ONE HAND AND
GAMES-BASED LEARNING ON THE OTHER, AS WEIL AS TO EXPLORE THE POTENTIAL
OF USING DIGITAL GAMES FOR SUCH STUDENTS. THE USAGE OF DIGITAL GAMES IN
THE LEARNING EXPERIENCE OF STUDENTS WITH INTEL1ECTUAL DIS- ABILITY IS
DISCUSSED, THE WAYS IN WHICH COMMERCIAL AND EDUCATIONAL GAMES SUPPORT
VARIOUS SPECIAL NEEDS METHODOLOGIES AND THEORIES REGARDING INTEL1ECTUAL
DISABILITY PEDAGOGY ARE EXAMINED AND FINDINGS [ROM THE EDUCATION
LITERATURE AS WEIL AS EXPERIMENTAL OBSERVATIONS AND CA SE STUDIES ARE
PRESENTED IN ORDER TO INVESTIGATE HOW AND TO WHAT EXTENT
LEARNING-PURPOSED AS WEIL AS ENTERTAINMENT-PURPOSED GAMES ARE ABLE TO
CONSTITUTE A POWERFUL EDUCATIONAL MEDIUM FOR SPECIAL NEEDS EDUCATION AND
ITS INCLUSIVE OBJECTIVES. COMPILATION OF REFERENCES 326 ABOUT THE
CONTRIBUTORS 363 INDEX 370
|
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| id | DE-604.BV035682371 |
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| indexdate | 2024-07-09T21:43:19Z |
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| language | English |
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| physical | xxi, 372 p. ill. 29 cm |
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| spelling | Games-based learning advancements for multi-sensory human computer interfaces techniques and effective practices Thomas Connolly, Mark Stansfield, Liz Boyle [editors] Hershey, PA [u.a.] Information Science Reference 2009 xxi, 372 p. ill. 29 cm txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book provides an extensive treatment of the field of games-based learning, providing a presentation of what we know about the subject, where the key challenges lie, and some of the approaches to addressing these key challenges"--Provided by publisher. Includes bibliographical references and index Educational games Computer games Human-computer interaction Computerspiel (DE-588)4010457-6 gnd rswk-swf Spieltheorie Pädagogik (DE-588)4182286-9 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Spieltheorie Pädagogik (DE-588)4182286-9 s Computerspiel (DE-588)4010457-6 s DE-604 Connolly, Thomas 1957- Sonstige (DE-588)13854459X oth Erscheint auch als Online-Ausgabe 978-1-60566-361-6 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017736623&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Games-based learning advancements for multi-sensory human computer interfaces techniques and effective practices Educational games Computer games Human-computer interaction Computerspiel (DE-588)4010457-6 gnd Spieltheorie Pädagogik (DE-588)4182286-9 gnd |
| subject_GND | (DE-588)4010457-6 (DE-588)4182286-9 (DE-588)4143413-4 |
| title | Games-based learning advancements for multi-sensory human computer interfaces techniques and effective practices |
| title_auth | Games-based learning advancements for multi-sensory human computer interfaces techniques and effective practices |
| title_exact_search | Games-based learning advancements for multi-sensory human computer interfaces techniques and effective practices |
| title_full | Games-based learning advancements for multi-sensory human computer interfaces techniques and effective practices Thomas Connolly, Mark Stansfield, Liz Boyle [editors] |
| title_fullStr | Games-based learning advancements for multi-sensory human computer interfaces techniques and effective practices Thomas Connolly, Mark Stansfield, Liz Boyle [editors] |
| title_full_unstemmed | Games-based learning advancements for multi-sensory human computer interfaces techniques and effective practices Thomas Connolly, Mark Stansfield, Liz Boyle [editors] |
| title_short | Games-based learning advancements for multi-sensory human computer interfaces |
| title_sort | games based learning advancements for multi sensory human computer interfaces techniques and effective practices |
| title_sub | techniques and effective practices |
| topic | Educational games Computer games Human-computer interaction Computerspiel (DE-588)4010457-6 gnd Spieltheorie Pädagogik (DE-588)4182286-9 gnd |
| topic_facet | Educational games Computer games Human-computer interaction Computerspiel Spieltheorie Pädagogik Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017736623&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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