Paradox of Educational Games: The recent explosion of computer and video games in modern culture makes it even more obvious that games are to be considered as a new medium, with unique properties.
Games are played for the sake of playing, regardless of the consequences of the playing activity outside of the game while learning is useful and must be perceived as such in order to be efficient.
Chapter Preview Top Introduction The potential of video games for learning is now widely accepted among the community of Educational Technology Quinn, ; Jones,Amory, ; Rieber, ; Prensky, ; Gee, Contrary to common belief, play and games are not specific to children, but constitute an essential activity for adults too Huizinga, ; Rieber, It constitutes a first step towards Instructional Game Design.
Articulation between game and knowledge in which knowledge lies in the rules of the game mechanics. As described by Rieberplay is a natural learning strategy for children according to the Piagetian theory; this makes video games suitable for computer-based learning.
Articulation between game and knowledge in which rules that involve the knowledge to be learned are loosely connected to the main rules of the game mechanics. This is related to one fundamental characteristic of a game: Besides, using existing games for educational purposes is very difficult, since the games were not designed for that purpose.
In terms of pedagogy, the active nature of games encourages learner-centered pedagogy. A game is a dynamical system of signs in which the player acts, independently of any consequence outside the system, in order to reach a goal assigned by the game.
Play is not frivolous but can be quite serious Rieber, The goal of IGD is to find a methodology making it possible to produce an efficient learning game from any given knowledge domain, if such a game is possible.
Games are played because they provide a multitude of emotions, such as fear, surprise, pride, relief, etc. Articulation between game and knowledge in which knowledge to be learned lies outside the game mechanics.Internet Use and Cognitive Development: a theoretical framework GENEVIEVE JOHNSON Grant MacEwan College, Canada The most common online activities include playing video games, accessing web sites, and communicating via chat rooms, email, and instant messaging.
A theoretical In formulating a theoretical framework. To formulate a theoretical framework of the effect of Internet use on cognitive development, differing online activities require distinct analysis.
The most common Internet activities for children and adolesce nts include: playing games, navigating web sites, and communicating via chat rooms, email, and instant messaging (Roberts et al.
Conceptual Framework Investigate Online Games or Internet Games are video games played over same form of computer Network, using a personal computer or video game console. If requires a connection to the internet to play, and it’s a type of pc game. Complex computer and video games may provide a vehicle, based on appropriate theoretical concepts, to transform the educational landscape.
Building on the original game object model (GOM) a new more detailed model is developed to support concepts that educational computer games should: be relevant. This chapter describes a theoretical framework for understanding effects of playing violent video games, gives a short explanation of research designs and scientific causality and then describes the current knowledge of violent video game effects.
Effects of violent video games on aggression and related variables are described in detail. Gaming the System: Video Games as a Theoretical Framework for Instructional Design Ian D. Beatty, University of North Carolina at Greensboro Abstract: In order to facilitate analyzing video games as learning systems and instructional designs as games, we present a theoretical framework that integrates ideas from a broad range of literature.Download