Harnessing Computer Games in Education

Jong, Morris Siu‐Yung; Shang, Junjie; Lee, Fong Lok; Lee, Jimmy

doi:10.4018/jdet.2008010101

Cited by 26 publications

(16 citation statements)

References 18 publications

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“…Applying games to education can be analysed from motivational, cognitive and sociocultural perspectives (Jong, Shang, Lee, & Lee, 2008). In the first instance, Prensky (2003) has contrasted the learning success that can be attained by motivated students and the minimally motivating aspect of the content delivered to them.…”

Section: Game-based Learningmentioning

confidence: 99%

Mobile learning: perspectives

Díaz

Torres-Carrión

Moro

2015

RUSC. Univ. and Know. Soc.

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From a technical perspective, the future of learning is defined by four axes around which technological and methodological efforts revolve. These axes are mobility, interaction, artificial intelligence and technologybased resources such as augmented reality and games applied to learning. Combining them means creating a model of mobile, interactive and intelligent scenarios that take advantage of the spaces and times available to the learner. The various technologies are already available yet used separately in different educational experiences. It is therefore crucial to combine and integrate them into didactic models wherein the learning attained by students is significant. This article discusses these technologies and proposes an integrative model that enables a framework of reference for didactic work to be established. It concludes by highlighting the need to experiment with technologies and to apply the results to teaching-learning models using alternative interaction schema, and the urgency of having intelligent tutoring systems to make tutoring available on a massive scale. part to the increase in mobile access plans and the development of mobile learning within reach of all students. KeywordsThe growth in rates of access to the Internet via mobile devices is setting a trend that actually runs counter to the classic disadvantages experienced by certain social and ethnic groups.Mobile devices offer the advantage of integrating several technologies into a single unit; in the field of education, this represents a set of possibilities that have had a major impact (Low, 2006). They offer the possibility of having tools and resources available anytime, anywhere, thereby creating a combination of possibilities that, properly exploited, can improve learning results. Applying the concept of mobility to education has the power to make processes ubiquitous and to combine formal learning that takes place in a classroom with informal learning that occurs in social networks, thus breaking structures and concepts and paving the way for a series of innovations, the effects of which need to be experienced.In addition to academic applications is the Web 2.0 phenomenon, which has caused the mobile wave to spread across the globe; Internet users upload information to share with others in their social networks, they interact with each other in those social networks and they collaboratively construct knowledge as constituent parts of a collective intelligence in which leisure and entertainment take up a considerable amount of time.According to Low (2006), learning via mobile devices facilitates the students' activities, which the author divides into four categories:1. Students are capable of creating and capturing their own content. Students can access educational resources.3. Students use digital devices to process learning stimuli.4. Students communicate with their peers and tutors, establishing relationships that are useful to learning.The fourth category refers to the interaction that occurs among members of a lear...

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Section: Game-based Learningmentioning

confidence: 99%

Mobile learning: perspectives

Díaz

Torres-Carrión

Moro

2015

RUSC. Univ. and Know. Soc.

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“…In summary, several academics have worked in detail about the constructs of a good digital game and suggest that an ideal video game would require a powerful game narrative (Barab et al 2010), element of surprise, curiosity and fantasy (Egenfeldt-Nielsen 2006), strong graphics (Jong et al 2008), good musical score, an engaging game play (Dickey 2005), element of challenge and feedback (Gee 2003). It has already been mentioned earlier that in order for a journalism game to work efficiently, it needs to include all the elements of a good digital game, as well as all the elements of a good pedagogical resource.…”

Section: Challenges Of Newsgames and Journalism Games As A Training Rmentioning

confidence: 99%

Playing with News

Aayeshah¹

2012

Asia Pacific Media Educator

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The idea of incorporating digital games in journalism education provides the convenience of experiencing real-time happenings in a virtual world and opens up a new possibility for teaching journalism students. These games have the flexibility of offering different perspectives to students, providing them with a bigger picture and required skill sets. They can assist students in acquiring required analytical reasoning and train students to compile and edit news stories, learn about interview techniques and support the development of empathy and cultural sensitivity, crucial for journalistic expertise. Despite these attributes and their existence for over a decade, digital games have yet to be incorporated as a frequently used pedagogical tool in journalism education. This study explores the existing shape of digital games relevant to journalism, and the reason for their rare use as an educational and training resource.

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“…Furthermore, game-based training has received increased interest over the last decade and is applied in a variety of fields including business (Leger, 2006), education (Jong et al, 2008) and military (Beal, 2009). …”

Section: Introductionmentioning

confidence: 99%