Search

Researchers have investigated how gameplay and other related activities influence teachers' attitudes toward and perceptions of games or game-based learning. Taking one step further, this study was conducted to investigate how game design experience influences teachers' attitudes toward and perceptions of the use of digital games in the classroom and teacher involvement in educational game design. Fifty teachers participated in the study. Both quantitative and qualitative data were collected from pre- and post-surveys. The results revealed that the game design experience had a positive influence on the participants' attitudes, self-efficacy, and perceptions regarding the use of digital games in the classroom. They realized that digital games could help students develop higher-order thinking skills and 21st century skills beyond making learning fun and engaging. After the game design experience, all participants believed that teachers should be involved in the process of educational game design. [ABSTRACT FROM AUTHOR]

Hundreds of graduate students were introduced to the fields of instructional design and educational technology with the riddle of the smart machines, yet over the years no one has answered it correctly. After revealing the surprising answer to this riddle, both the negative and positive impacts of smart machines are analyzed. An example of this is given by developing practical interventions for the shortcomings of the award-winning simulation program The Oregon Trail. [ABSTRACT FROM AUTHOR]

The article presents a discussion which centers on the progress of using open-source and highly successfully commercial game engine Quake III. It notes that the use, reuse, and remixing of commercial games have influenced the field of educational gaming. It discourses on the issue reflecting to the modification of Quake III with the use of various techniques and resources to develop the educational game Voice of Spoon River (VSOR) 3D on the intension of teaching a work of classic poetry. It presents results of the design and development efforts through a discussion of the game play, and remarks specific changes of Quake III including display of the insights on the difficulties, triumphs, and suggestions relative to the consequences of taking on the project.

The article presents the role of Association for Educational Communications & Technology (AECT) members in educational change. The members work together, and always consider the impact of a change on other components in the system. Design and development members contribute to change, keeping in mind the larger system. Members designing distance learning courses must produce material based on contemporary needs. International members should follow the principles of systemic thinking to collaborate and share research information. The article also presents the role of other divisions including management, multimedia and production, and school media and technology.

The article focuses on the facts that teachers and teaching institutions should realize and work on to enhance the learning capabilities of current video games playing generation. A research by the U.S. Department of Education reports that there is an increase in the number of students with learning disabilities. It has been found that otherwise not so bright students are genius in 3D games environment. Various facts presented illustrate that on an average all American children are exposed to video or computer games in one or the other form. Teachers are finding it difficult to adopt to new methodologies of teaching which involve differential teaching and usage of games in interactive learning, while students are looking forward to changes. Such situations are arising questions like who would hold the driving seats, teachers or students in this era of change. Games are challenging and motivating learning medium which enhances the logical and decisive skills of students. Players develop real life handling skills from virtual environment of games.

This article aims to describe how video games can be used to create interactive learning environments that provide authenticity and promote deeper student thinking about learning content. The new definition of interactivity has as its focal point the skills of people, not the capabilities of the technology. The goal is to enhance the interaction between people and the learning that can only occur among curious and motivated individuals working together. To be effective and broadly adopted in higher education, interactive software must meet certain critical requirements. These include customization, transparency and feedback.

This article discusses an extensive research on the game generation and provides insight into how the attitudes and expectations of this new generation will force changes in learning environments of all types. It notes that games are a powerful information technology, unique in history, and radically different from technologies that came just before, such as television. Games and their powerful interactivity and reinforcement of particular behaviors, as opposed to the one way delivery of television, have created entirely new individual and as a result, new and different needs for training.

This article presents an interview with Kurt Squire, assistant professor in educational communications and technology at the University of Wisconsin at Madison. The interview was built on Squire's presentations on the relationship between digital games and education. Squire discussed about the issues in the games research community and the benefits of gaming for learning.