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Pedagogically Structured Game-based Training: Development of the ELECT BiLAT Simulation
- In Proceedings of the 25th Army Science Conference
, 2006
"... ELECT BiLAT is a prototype game-based simulation for Soldiers to practice conducting bilateral engagements in a cultural context. The prototype provides students with the experience of preparing for a meeting including familiarization with the cultural context, gathering intelligence, conducting a m ..."
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ELECT BiLAT is a prototype game-based simulation for Soldiers to practice conducting bilateral engagements in a cultural context. The prototype provides students with the experience of preparing for a meeting including familiarization with the cultural context, gathering intelligence, conducting a meeting and negotiating when possible, and following up on meeting agreements as appropriate. The ELECT BiLAT architecture is based on a commercial game engine that is integrated with research technologies to enable the use of virtual human characters, scenario customization, as well as coaching, feedback and tutoring. Because the prototype application is intended to be a learning environment, pedagogy has been central throughout development. The project followed a fivephase process: (1) analyze the training domain; (2) develop a story board prototype; (3) implement a computer version of the training prototype; (4) refine training objectives and link their conditions and standards to game activities; and (5) develop training support content for students, instructors, and training developers. The goal is an authorable game-based environment that uses the pedagogy of guided discovery for training Soldiers in the conduct of bilateral engagements within a specific cultural context. 1.
What do we know about social and psychological effects of computer games? A comprehensive review of the current literature
- In P. Vorderer
, 2006
"... In contrast to the exponential growth of computer games (including console-based video games, arcade games, on-line games, and stand-alone computer games) as entertainment media, empirical studies on games are somewhat limited. As early as 1982, U.S. Surgeon General C. Everett Koop lamented the lack ..."
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In contrast to the exponential growth of computer games (including console-based video games, arcade games, on-line games, and stand-alone computer games) as entertainment media, empirical studies on games are somewhat limited. As early as 1982, U.S. Surgeon General C. Everett Koop lamented the lack of scientific evidence on the effects of video games on children (Selnow, 1984). Even now, after more than 20 years since the Surgeon General’s lament, there is still a cry about the lack of scientific and theoretical studies on computer games (Dill & Dill, 1998; Villani, 2001; Vorderer, 2000). One of the main factors contributing to this continuing dissatisfaction is the lack of a comprehensive review on existing game literature. Even though some studies provide meta-analyses of the effects of violent games on aggression (Anderson &
Smart indicators on learning interactions
- Second European Conference on Technology Enhanced Learning (EC-TEL’07), LNCS
, 2007
"... Abstract. Indicators help actors to organise, orientate and navigate through complex environments by providing contextual information relevant for the performance of learning tasks. In this article we analyse the requirements, present a model and an initial prototype of a software system that uses s ..."
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Abstract. Indicators help actors to organise, orientate and navigate through complex environments by providing contextual information relevant for the performance of learning tasks. In this article we analyse the requirements, present a model and an initial prototype of a software system that uses smart indicators to support learners to be more engaged in the learning process. We argue that indicators need adaptation as learners develop on their learning paths in order to support interactions throughout the learning process. We use the learning interaction cycle of Garries, Ahlers and Driskel as the underlying model and architecture to describe the interaction between a learner and a learning environment. We tested the technical feasibility of the architecture by implementing a prototype. This prototype is critically reflected on the technical and educational concepts that were implemented. We conclude this article by giving an outlook on our future research, in which we evaluate the model by applying the prototype to support learner engagement in a learning community
M.: Using Games-Based eLearning Technologies in Overcoming Difficulties in Teaching Information Systems
- Journal of Information Technology Education
, 2006
"... The contributions of this research center on two major areas: delineation of a new model of distance education in which the authors identify three generations of eLearning; and examination of how eLearning and games-based eLearning technologies can be used to enrich the Information Systems (IS) lear ..."
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The contributions of this research center on two major areas: delineation of a new model of distance education in which the authors identify three generations of eLearning; and examination of how eLearning and games-based eLearning technologies can be used to enrich the Information Systems (IS) learning experiences of students with different learning styles. Before considering these contributions, some background material on eLearning is useful. eLearning has profoundly changed many aspects of society and, inevitably, it is having a significant impact on Higher Education, where it has now evolved from a marginal form of education to a commonly accepted alternative to traditional face-to-face education. The term can cover different delivery models ranging from courses that are delivered fully online (no face-to-face meetings) to courses that provide some face-to-face interaction and some online provision (sometimes called blended learning). Within this continuum interactive technologies can play a significant role in engaging the learner and providing a rich learning experience. The authors highlight some key educational merits of eLearning and games-based eLearning and highlight a number of examples where games-based eLearning has been applied elsewhere in the areas of management and administration, and business. This paper provides a new model for distance education in which the authors identify three generations
Theory-oriented evaluation for the design of and research in gaming and simulation
- Simulation Gaming
, 2006
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A Framework for Evaluating the Quality of Multimedia Learning Resources
"... This article presents the structure and theoretical foundations of the Learning Object Review Instrument (LORI), an evaluation aid available through the E-Learning Research and Assessment Network at ..."
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This article presents the structure and theoretical foundations of the Learning Object Review Instrument (LORI), an evaluation aid available through the E-Learning Research and Assessment Network at
M.: Personalisation of Learning in Virtual Learning Environments
- Learning in the Synergy of Multiple Disciplines, LNCS
, 2009
"... Abstract. Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its baseline is that personalisation occurs when learning turns out to become personal in ..."
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Abstract. Personalization of learning has become a prominent issue in the educational field, at various levels. This article elaborates a different view on personalisation than what usually occurs in this area. Its baseline is that personalisation occurs when learning turns out to become personal in the learner’s mind. Through a literature survey, we analyze constitutive dimensions of this inner sense of personalisation. Here, we devote special attention to confronting learners with tracked information. Making their personal interaction footprints visible contrasts with the back-office usage of this data by researchers, instructors or adaptive systems. We contribute a prototype designed for the Moodle platform according to the conceptual approach presented here.
Fernández-Manjón: Learning Models for the Integration of Adaptive Educational Games in Virtual Learning Environments
- Lecture Notes in Computer Science 5093
, 2008
"... Abstract. There is a trend in Virtual Learning Environments (VLE) towards flexible and adapted learning experiences that modify their contents and behavior to suit the needs of different learners. On the other hand, the use of educational videogames is also an emerging trend to address diverse aspec ..."
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Abstract. There is a trend in Virtual Learning Environments (VLE) towards flexible and adapted learning experiences that modify their contents and behavior to suit the needs of different learners. On the other hand, the use of educational videogames is also an emerging trend to address diverse aspects, such as student engagement and exploratory learning. Additionally, videogames support adaptation in a natural way. This suggests that they may be a good vehicle to enhance the adaptive features of VLE. However, all those ideas are partially disconnected and, in spite of all the work done, there is still a need for effective learning models that leverage the potential of games, integrating them with the available learning materials and VLE. In this work, we discuss such models and describe how the <e-Adventure> educational game platform supports them.
Video Games in Education: Why They Should Be Used and How They Are Being Used
- Ohio State University
, 2008
"... Today’s K–20 students have been called, among other names, the net generation. As they matricu-late through the education system, they are often exposed to materials and manipulatives used for the past 40 years, and not to the digital media to which they are accustomed. As student scores continue to ..."
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Cited by 7 (0 self)
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Today’s K–20 students have been called, among other names, the net generation. As they matricu-late through the education system, they are often exposed to materials and manipulatives used for the past 40 years, and not to the digital media to which they are accustomed. As student scores continue to regress from Grade 3 to Grade 12 and technical jobs once housed in the United States continue to be outsourced, it is critical to expose and challenge the Net Generation in en-vironments that engage them and motivate them to explore, experiment, and construct their own knowledge. The commercial popularity of video games is beginning to transpose to the classroom; but is the classroom ready? Are teachers and administrators ready? This article provides a Leonard A. Annetta is an Assistant Professor of sci-ence education at North Carolina State University.
Effects of game technology on elementary student learning in mathematics
- British Journal of Educational Technology
, 2011
"... This paper reports the effects of game technology on student learning inmathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. ..."
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This paper reports the effects of game technology on student learning inmathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a technology-based game either two times per week, or more than three times per week. A quasi-experimental control-group design with repeated measures analysis of variance and analysis of covariance was employed to explore performance differences between groups. The second study examined student learning in relation to characteristics such as their game performance, attitudes toward the game and toward mathematics, and gender and ethnicity. During a 4-month period, 50 second grade students from three classes played a technology-based game under conditions that varied depending on their teacher’s direction. Multiple regression was used to determine the relationship between students ’ arithmetic scores and learner characteristics. Descriptive analyses by ability level, gender and ethnicity, and interview data about attitudes toward the technology