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Visual Communicators Made Through Play: A Game for Learning in Graphic Design - 0 views

www.inter-disciplinary.net/...hoverexpaper.pdf video games technology design applications graphic design play visual communication hybrid learning environments game-based learning arning education
shared by Garrett Eastman on 07 Feb 13 - No Cached
  • Garrett Eastman on 07 Feb 13
     
    Abstract: "This paper explores the possibilities of game-based learning within the context of a graphic design education. A global network now exists that puts all professionals in competition with one-another, and in order to stay competitive as educators, we must be able to produce professionals that can solve problems creatively. However, traditional teaching methods may in some contexts be unable to provide the kind of education students need, and initial research suggests that game-based learning may be a viable solution. This study establishes a framework of good game-based learning principles and a design for a video game to be used in a teaching environment. Primarily target audiences are teenage students, roughly ages 10 - 14, and college level undergraduate students, ages 18 - 25, of all genders. This video game is intended to teach players situated meanings for key visual communication concepts of grid and modularity, in a way that allows them to create high level relationships between these and their creative work."
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Game Performance as a Measure of Comprehension and Skill Transfer - 0 views

www.aaai.org/...6126 video games technology design applications learningintelligent tutoring systems ITS learning outcomes education iSTART-ME skills game-based learning
shared by Garrett Eastman on 25 May 13 - No Cached
  • Garrett Eastman on 25 May 13
     
    Abstract: "Intelligent Tutoring Systems (ITSs) have begun to develop hybrid systems that balance the learning benefits of ITSs with the motivational benefits of games. iSTART-ME (Motivationally Enhanced) is a new game-based learning environment developed on top of an existing ITS for reading comprehension (iSTART). In an 11 session labbased study, 40 high school students interacted with the full iSTART-ME system and completed comprehension measures at multiple time points (pretest, posttest, retention, and transfer). The current work examined students' comprehension outcomes and how they were related to performance within three integrated practice methods: Coached Practice (non-game), Showdown (game-based), and Map Conquest (game-based). Results indicate that performance within the game-based practice environments was positively related to comprehension outcomes, whereas performance within the non-game environment had no relation to subsequent comprehension measures."
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