Computer Games: Learning Objectives, Cognitive Performance and Effects on Development

Computer Games: Learning Objectives, Cognitive Performance and Effects on Development

Agustin Soria, Julián Maldonado

Language: English

Pages: 219

ISBN: 2:00304875

Format: PDF / Kindle (mobi) / ePub


There is wide interest in the potential of 'serious' video games as vehicles for learning. Especially in the health education domain, there are now many reports of the use of video games intended to produce changes in players' knowledge, attitudes or behaviours that will transfer to 'real life' settings outside the context of the game. The authors of this book analyse the learning models implicit in health games described in the literature, and relates these to established learning models in order to illustrate the nature of the gaps between current game designs and relevant learning theory and technology. This analysis provides a systematic framework for identifying principles of game design that are soundly based both in theory and research evidence. Examples are provided from recent game designs. This book also reports on whether computer games can be put to good use for mathematics educational purposes for young teenagers. The authors believe that computer games can be used as a complement for making routine practice more varied, more enjoyable and more effective. In addition, digital epistemic games are computer-based games that mediate mental, intellectual, knowledge-oriented activities. This book presents a strategy for how to analyse digital epistemic games. Other chapters in this book investigate the relationship between video game play and dreams and the emergence of Massively Multiplayer Online Games (MMOGs) in the past decade.

Success Secrets of Sherlock Holmes: Life Lessons from the Master Detective

The Dividing Head & Deluxe Accessories

Implementing and Configuring SAP MII

Lettres à Horace Walpole: (1766-1780)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

color. The primary pattern that exists in this game is arranging. This pattern provides the primary way for players to reach the objective of the game: by swapping the positions of the jewels in order to create lines of jewels of the same color. The comparing pattern is connected with the arranging pattern. Players compare the colors of jewels in order to determine which ones to arrange. The positions of the jewels are also compared, in order to determine if swapping two jewels will give the

Patterns of Digital Game Playing in Early Adolescence 89 depressed mood reflect similar escaping, compensatory and emotion regulation purposes as was found concerning TV viewing The two main orientations to playing digital games, instrumental and ritualized (Wallenius, Rimpelä, Punamäki, and Lintonen, in press), resemble the motivational structures found among users of traditional media (Rubin, 1993, 1994). Instrumental motives refer to active and purposive orientation where the content of

from the other clusters not only by their higher levels of depressed mood but also by the games they played. These differed from what is typical of their own sex. Surprisingly, although girls in general were less motivated to play digital games than boys, those with higher levels of depressive and anxiety symptoms were interested in certain type of games, namely, task-oriented games. Equally interesting is the finding that boys high in depressive and anxiety symptoms preferred the same type of

suitable for emotion regulation in situations involving boredom or Patterns of Digital Game Playing in Early Adolescence 103 tiredness, but not depressed mood. Adolescents who played violent games, such as imagination and sports, tended to express the least depressed mood. We furtherer hypothesized that adolescents higher in depressed mood would seek social compensation by digital game playing. Our results are in line with these expectations. Some reference to weaker peer relationships among

There exist exactly 167 problems conforming to this specification, and if you exchange the first term and the sum, you get another set of subtraction Exploring the Educational Possibilities of Computer Games... 181 Addition och subtraktion av bråk: Förkortning av svaret Hur gör man? Addera eller subtrahera bråken på vanligt sätt. Förkorta sedan svaret så mycket som möjligt. 2 4 2 + 4 6 3❆ · 2 2 = + = = = 9 9 9 9 3❆ · 3 3 + = = = Varför? Man förkortar eftersom svaret blir lättare att

Download sample

Download