Since the introduction of lantern slides in the early 1900s, educators have sought to enhance the teaching and learning process through the use of technology. We have pursued television, film, overhead projectors, computer-based instruction, and distance education. Yet, each of these technologies has failed to produce significant learning gains. In fact, over 50 years of research have shown that the effectiveness of a technology-based instructional tool is due to the instructional strategies employed, not the technology itself [Clark, 1983, 2001; Russell, 2001]. The current trend in education towards the use of serious games and Web 2.0 resources are flawed with the same optimism as early technologies. This does not dissuade us from searching for instructional environments that provide sound instructional strategies along with an interface engaging to learners. However, the advanced affordances in game-based environments allow for large-scale implementations of very effective instructional strategies, such as situated problem-based scenarios. This advantage, combined with the ability to engage today's learners, makes game-based learning environments an instructional technology with great promise.
"However, in this process, it is important to remember that games require effective instructional strategies in order to be successful. When games have been employed without further consideration of the instructional framework they did not have the expected learning outcomes (Adcock et al., 2008). Thus, games can be valuable learning tools if designed and used in a way that respects user cognitive and learning needs, as a part of a well planned pedagogical approach. "
[Show abstract][Hide abstract] ABSTRACT: The proposed methodological framework reviews and uses knowledge from the field of cognitive psychology in order to evaluate aspects of educational games. In particular, we concentrate on two components of human cognition that play a central role in learning, namely memory and motivation. After having reviewed theories in the field, we created a questionnaire in order to evaluate educational games. The questionnaire incorporates different experimental findings of cognitive psychology. In particular, we have applied Maslow|s motivation theory, behavioural findings on reinforcement, experimental findings about attention and memory. We present the results obtained from the evaluation of three games, Angry Birds, PAC-MAN and Mega Jump. The results confirmed the user ratings of the three games, showing that there seem to be cognitive reasons for the success/failure of different games. Finally, a list of guidelines for developers is included.
International Journal of Learning Technology 01/2011; 6:263-287. DOI:10.1504/IJLT.2011.043580
[Show abstract][Hide abstract] ABSTRACT: The purpose of this study is to identify and evaluate how the computer game could apply as a tool for teaching and learning object-oriented programming in higher education institution. Nowadays, computer games have widely applied in learning process due to the burgeoning computer use in the market. Therefore it is necessary to conduct a study on these matters to propose an efficient and effective educational computer game for higher institution learning and teaching process. (C) 2013 The Authors. Published by Elsevier Ltd.
Procedia - Social and Behavioral Sciences 03/2014; 123. DOI:10.1016/j.sbspro.2014.01.1417
[Show abstract][Hide abstract] ABSTRACT: The purpose of this study is to identify and evaluate how a computer game could be applied as a tool for learning Object-Oriented programming in computer science courses. The study aims to reduce the complexity of learning object-oriented programming for the students and provide efficient object-oriented design learning environment for them.
2014 IEEE Global Engineering Education Conference (EDUCON); 04/2014
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