Search results for: Educational games
Page 1/1 9 items
This article describes a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The purpose of the strategy was to generate conditions fostering individual and collective learning in educational complex adaptive systems. The data demonstrate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. The participants felt highly motivated and enjoyed working on course activities. The students' perception of progress and expertise were always high, and the academic performance was on average very good.
Updated: Jun. 28, 2018
The goal of this study was to explore Early Childhood Education (ECE) pre-service teachers’ perceptions of technological, pedagogical, content knowledge (TPACK) development in the course Instructional Technology and Material Design, which required them to design educational computer games for ECE. The findings show that participants described initial difficulty designing educational computer games since they had limited technological knowledge (TK), design knowledge (DK), or experience designing educational computer games (TPACK). However, the participants compensated for inadequacy in a knowledge domain with help from friends, instructors, or the Internet, in addition to personal efforts to increase knowledge.
Updated: Sep. 27, 2017
In this review of literature, the authors identified over 300 articles whose descriptions related to video games and academic achievement. They found some evidence for the effects of video games on language learning, history, and physical education, but little support for the academic value of video games in science and math. They recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements.
Updated: Jul. 22, 2014
The authors describe the preliminary findings associated with training pre-service teachers to use Massively Multiplayer Online Games (MMOGs) in their classrooms. The authors examine how a simple instructional intervention may emphasize salient, educational attributes of MMOGs and reduce the perceived curricular cost of MMOGs. To do so, this research applied a learning in technology perspective that describes immersive technology as a medium in which the environment and player become one.
Updated: Jul. 23, 2013
Exploratory Learning with Geodromo: Design of Emotional and Cognitive Factors Within an Educational Cross-Media Experience
This article presents Geodromo, which was designed to be an innovative prototype of an educational multimedia infrastructure. The main goal was to provide young students and general public with knowledge of important concepts in several domains—including geology, climate, biology, and archeology—related to the specific context of the Natural Park of Aire and Candeeiros Mountain Range located in the center of Portugal.
Updated: Aug. 08, 2012
This article reports reactions of candidates while learning and teaching with digital games. The authors examined participants' oral and written comments to determine the identification of (a) the motivational factor of digital game-based instruction, and (b) the embedded 2 IC learning skills. The findings suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that they felt positive and confident about integrating digital game-based instruction in the curriculum as a result of watching their peers' presentations and teaching students how to play games.
Updated: Mar. 09, 2011
This article reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU). The authors analyzed the responses given in a high-stakes examination of 165 pre-service physical education teachers. The article justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings.
Updated: Oct. 20, 2009
This study examines the pedagogical foundations of modern educational (computer video) games. Specifically, Cooper’s [Cooper, H. (1985, Mar 31–April 4). A taxonomy of literature reviews. In Paper presented at the American Educational Research Association, Chicago, IL] literature review framework was used to locate and examine relevant literature and games (published between the years 2000 and 2007) and to organize and report findings. A total of 50 articles and 55 educational games met specified selection criteria.Analysis of the games and supporting literature revealed several patterns of practice that may be used to guide future research and development of educational games.
Updated: Dec. 07, 2008
Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.
Updated: Dec. 01, 2008