{"title":"Open system view applied in business simulation gaming","authors":"T. Lainema","doi":"10.2316/JOURNAL.208.2007.4.208-0920","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.4.208-0920","url":null,"abstract":"In this paper we will first analyse what has happened in organizational decision-making during the last decades. We will concentrate on the open system view of organizations, which emphasizes the systemic and dynamic nature of the post-modern decision-making environment. This development will be considered from the point of view of business simulation gaming. Finally, we will describe experiences from training sessions carried out with a process-oriented learning environment. Our results clearly indicate that continuous simulation gaming is a relevant method for business education.","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125100183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Productive play: participation and learning in digital game environments","authors":"L. Galarneau","doi":"10.2316/JOURNAL.208.2007.4.208-0924","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.4.208-0924","url":null,"abstract":"Although there is considerable interest in the idea of using games for learning, success in this area has proven elusive. Clearly it is challenging to take established curricula developed for other media types and attempt to fit them into open-ended game contexts where content is secondary to experience. Digital games are very effective for learning, but they represent a type of productive play that does not fit neatly within established educational paradigms. Furthermore, play and learning take on new dimensions within the context of an increasingly participatory culture that blurs traditional boundaries between producers and consumers, as well as teachers and learners. In participatory contexts, learning is a systemic activity where the contributions of the individual contribute to the larger collective intelligence, and learning is often a by-product of play or creativity. Attempts to use games for learning must take this broader context into account and acknowledge the shifting expectations and emerging literacies of learners steeped in a digital culture that introduces and reinforces new standards for play and participation.","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128801548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A web-based board game for teaching aspects of internet engineering","authors":"P. Komisarczuk, I. Welch","doi":"10.2316/JOURNAL.208.2007.4.208-0919","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.4.208-0919","url":null,"abstract":"This paper describes the development of a web-based board game for teaching Internet peering as part of an Internet engineering class which forms the final taught course at an honours level. The game exposes students to a number of commercial-based aspects of broadband network provision strategy in which they need to negotiate contracts for network connectivity, set service prices and compete for customers. The game developed from a spreadsheet-based model in 2005 to a web-based game in 2006. This paper introduces the game facets, the positive learning outcomes and initial experiences with playing the web-based game.","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"235 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133479349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Game-based learning and the role of feedback: a case study","authors":"D. Burgos, C. Nimwegen, H. Oostendorp, R. Koper","doi":"10.2316/JOURNAL.208.2007.4.208-0918","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.4.208-0918","url":null,"abstract":"Educational electronic games and simulations (or simply educational eGames) engage players. They are attractive to awake and keep the focus of a user, and are useful for learning while covering learning objectives and playable goals. In eGames, feedback can improve learning and help the learner to take decisions about his strategy and it also encourages the learner's motivation. However, too much feedback can in some situations lead to a weaker strategy by the learner to solve the problem presented, resulting in a lower performance. \u0000 \u0000In this paper, we first show the relevance of eGames for learning and its relation with feedback. We introduce the need for appropriate feedback to get a better performance, but we also state that feedback depends on the context and on the game and that it is not always required to achieve the best performance while solving a problem. We carried out a case study (Planning Educational Task) with real learners/players, to study the differences between having and not having instant destination feedback while solving a problem. We discuss the results and implications of the case study, namely that in the context of our planning game, leaving feedback out improved performance.","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125360776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Individualistic versus competitive game-based e-learning","authors":"Panayiotis Zaphiris, C. Ang, D. Law","doi":"10.2316/JOURNAL.208.2007.4.208-0921","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.4.208-0921","url":null,"abstract":"In conventional teaching there are three major goal structures: competitive learning, cooperative learning and individualistic learning. There has been much research into the effectiveness of these goal structures in conventional teaching. In regards to computer-aided learning, cooperative learning has been researched in game-based e-learning (GBEL), but competitive learning has mostly been overlooked. This research investigates the impact that competition has on the effectiveness of GBEL. The results of the experiment showed that when the e-learning game was played in a competitive context there was a lower learning improvement than if the game was played in a non-competitive, individualistic context.","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"603 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116353299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Issues impacting games-based learning in formal secondary education","authors":"M. Ulicsak, K. Facer, R. Sandford","doi":"10.2316/JOURNAL.208.2007.4.208-0922","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.4.208-0922","url":null,"abstract":"This paper proposes a model for analysing the ways in which teachers negotiate the tensions between games narratives and curriculum objectives in incorporating commercial off-the-shelf computer games into formal educational practice. The paper is based on the year long Teaching with Games project which comprized surveys of over 1000 teachers and students, and 10 exploratory case studies of teachers use of COTS games in 4 schools with over 300 children. The games used in the study were The Sims 2, RollerCoaster Tycoon 3, and Knights of Honor. These were used in \"traditional\" lessons and in diverse competency and content-based curricular environments. A key finding was that teachers focusing on encouraging competency skills such as teamwork and problem-solving were more likely to maintain the overarching narrative of the game in lesson activities than teachers who were focusing on students' acquisition of content knowledge.","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115771629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Assessment of a computer game for teaching architectural energy efficiency","authors":"D. Cowan","doi":"10.2316/JOURNAL.208.2007.4.208-0917","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.4.208-0917","url":null,"abstract":"This paper discusses the assessment of an interactive computer simulation game used to teach energy-efficient strategies for cold-climate design in commercial buildings. The paper first provides an overview of the game and in doing so discusses the background, methodology, and concepts used in designing the game. The greater content of the paper addresses an assessment of the data collected during an experimental test of the effectiveness of this game versus traditional learning methods. It concludes with a section that reviews the results of the experiment and makes recommendations for future directions of research in this area.","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128351962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Connolly, Elizabeth A. Boyle, M. Stansfield, T. Hainey
{"title":"A survey of students' computer game playing habits","authors":"T. Connolly, Elizabeth A. Boyle, M. Stansfield, T. Hainey","doi":"10.2316/JOURNAL.208.2007.4.208-0923","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.4.208-0923","url":null,"abstract":"The popularity of computer games has attracted the attention of educationalists who are interested in finding out whether the features that make them so engaging could be captured and used to help ...","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125617002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Mitchell, M. Doherty, R. Millwood, S. Mininel, P. Inchingolo, F. Vatta, A. Pârvu, A. Tarkus
{"title":"On the Edge of design for mobile game-based learning","authors":"A. Mitchell, M. Doherty, R. Millwood, S. Mininel, P. Inchingolo, F. Vatta, A. Pârvu, A. Tarkus","doi":"10.2316/JOURNAL.208.2007.4.208-0916","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.4.208-0916","url":null,"abstract":"mobile Game-Based Learning (mGBL) is a 3-year project that is supported by the European Commission (EC) within the Sixth Framework. The mobile games sector is an important growth area for the games industry and research indicates the potential of mobile games to encourage learning in young adults. mGBL therefore seeks to contribute new types of learning model to this emerging market. These will be games designed to support the development of decision-making skills for critical situations, an EC priority concern. Our mission: true games that can effectively engage users in cognitive and affective learning and that give them the means to adapt the games to their own purposes. This paper concerns the early development of the mGBL prototype \"On the Edge\": a hybrid game model that shares characteristics of board, strategy and role-playing games and acts a \"games container\" with authoring tools for users.","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128685138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Instructional strategies that leverage mobile, handheld computers","authors":"C. Norris, E. Soloway","doi":"10.2316/JOURNAL.208.2007.3.208-0909","DOIUrl":"https://doi.org/10.2316/JOURNAL.208.2007.3.208-0909","url":null,"abstract":"Mobile, handheld computing provides teachers and students with unprecedented, new opportunities for teaching and learning. To use these devices effectively, however, teachers need to employ instructional strategies that leverage the affordances of the devices. In turn, these affordances make it easy to employ pedagogically valuable instructional strategies. In this article, we describe seven instructional strategies that meet the desired criteria. We describe their theoretical rationales as well as provide concrete examples of their use in real classrooms.","PeriodicalId":386131,"journal":{"name":"Advanced Technology for Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125173478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}