Learning by Design: Good Video Games as Learning Machines

Gee, James Paul

doi:10.2304/elea.2005.2.1.5

Cited by 605 publications

(522 citation statements)

References 12 publications

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“…Feedback is an important part of the learning process. It is important to provide learners with clear feedback about their progress on an ongoing basis [36]. Feedback helps keep students informed about their progress and helps them stay engaged.…”

Section: H Multimedia Learning Is Most Effective When the Learner Camentioning

confidence: 99%

The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning

Gilakjani¹

2012

IJMECS

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Abstract-The use of multimedia in teaching and learning leads to higher learning. Multimedia refers to any computer-mediated software or interactive application that integrates text, color, graphical images, animation, audio sound, and full motion video in a single application. Multimedia learning systems offer a potentially venue for improving student understanding about language. Teachers try to find the most effective way to create a better foreign language teaching and learning environment through multimedia technologies. In this paper, the researcher defines multimedia, elaborates the rationale for using multimedia, identifies multimedia learning, mentions principles of multimedia, explains theoretical basis of multimedia English teaching, reviews roles of teachers and learners in multimedia environment, discusses the relationship between multimedia and learning, and states the strength of multimedia English teaching. The review of literature shows that teachers need to make full use of multimedia to create an authentic language teaching and learning environment where students can easily acquire a language naturally and effectively.

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Section: H Multimedia Learning Is Most Effective When the Learner Camentioning

confidence: 99%

The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning

Gilakjani¹

2012

IJMECS

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“…It is claimed, for example, that digital games have developed powerful and effective pedagogies that education would benefit from adopting (Gee 2005). In other words, games have developed design principles that could usefully be applied in educational contexts.…”

Section: Introductionmentioning

confidence: 99%

Talking back to theory: the missed opportunities in learning technology research

Bennett¹,

Oliver²

2011

Research in Learning Technology

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Research into learning technology has developed a reputation for being driven by rhetoric about the revolutionary nature of new developments, for paying scant attention to theories that might be used to frame and inform research, and for producing shallow analyses that do little to inform the practice of education. Although there is theoretically-informed research in learning technology, this is in the minority, and has been actively marginalised by calls for applied design work. This limits opportunities to advance knowledge in the field. Using three examples, alternative ways to engage with theory are identified. The paper concludes by calling for greater engagement with theory, and the development of a scholarship of learning technology, in order to enrich practice within the field and demonstrate its relevance to other fields of work.Keywords: theory; design; learning technology Introduction This paper poses the question: why should we be concerned with theory? To answer this, a review is provided of the ways in which theory has -and has notbeen engaged with in learning technology research. This is followed by three cases, in which different ways of engaging with theory are offered. The paper concludes by identifying ways in which work in this field frequently fails to engage with theory, and how this situation could change, creating a more dynamic relationship between theory and practice.Background: theory and pragmatics in learning technology research Theory has had a relatively small role to play in learning technology research to date. Mostly, research has focused on matters of practical implementation and design, largely driven by 'common-sense' assumptions about what technology can achieve, or -for many decades -by hype and excitement rather than evidence or theory (Mayes 1995). For example, reviews (for example, Conole, Smith, and White 2007) have shown that visible, tangible investment -typically purchase of hardware or software -has been the priority for funding over a 45-year period, not educational principles. Only later, if at all, has work followed that addresses the

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“…Tutoring using games potentially provides these advantages more so when compared to tutoring with traditional software. Pedagogy researchers have shown an increased interest in incorporating gaming principles into teaching and learning (Gee, 2005). Games manage to maintain the user's attention with a background story, highend graphics and the feeling of immersion within a simulated environment (Shute, Ventura, Bauer, & Zapata-Rivera, 2009).…”

Section: Game Enginesmentioning

confidence: 99%

Authoring Effective Embedded Tutors: An Overview of the Extensible Problem Specific Tutor (xPST) System

Gilbert

Blessing

Guo

2015

Int J Artif Intell Educ

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Abstract. The Extensible Problem Specific Tutor (xPST) allows authors who are not cognitive scientists and not programmers to quickly create an intelligent tutoring system that provides instruction akin to a model-tracing tutor. Furthermore, this instruction is overlaid on existing software, so that the learner's interface does not have to be made from scratch. The xPST architecture allows for extending its capabilities by the addition of plug-ins that communicate with additional third-party software. After reviewing this general architecture, we describe three major implementations that we have created using the xPST system, each using different third-party software as the learner's interface. We have conducted three evaluations of authors using xPST to create tutoring content, and these are considered in turn. These evaluations show that xPST authors can quickly learn the system, and can efficiently produce successful embedded instruction.

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Learning by Design: Good Video Games as Learning Machines

Cited by 605 publications

References 12 publications

The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning

The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning

Talking back to theory: the missed opportunities in learning technology research

Authoring Effective Embedded Tutors: An Overview of the Extensible Problem Specific Tutor (xPST) System

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