Skills and preferences: learning from the Nintendo generation

Abstract

The current profile of Australian primary school-age children reveals children who are equipped with sophisticated levels of understanding of new technologies and, more importantly, possess the technical expertise with which to apply their knowledge. As commentators have noted the implications for education and the development of educational multimedia in terms of responding to the skills and preferences of the 'Nintendo generation' are significant. This paper discusses these issues and examines the validity and efficacy of the pedagogic emulation of adventure style computer game concept design and use of animated pedagogical agents.