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Dianne Rees

serious-games-taxonomy-2008.pdf (application/pdf Object) - 0 views

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    A bit hard on the eyes but points out how varied terminology is within this area
Dianne Rees

eLearn: Feature Article - Game-Based Learning for Health in Denmark - 0 views

  • The game is not linear, but dynamic, meaning that the user is able to begin from different starting points. The game continuously captures and reflects the user's choices and actions while she or he plays.
  • the macro environment is the internet, drawing on its immense resources.
  • Information, challenges, and new tasks can be found around the elements presenting the symptom, where the learner will be provided with knowledge about the external real-world source of the symptom or change. In most cases the learner cannot solve the problem on location and will have to travel the animated body to search for and analyze other symptoms, as well as search for specific information via the Internet or other resources in the platform surrounding the game itself.
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  • The important gaming element is that certain tasks must be accomplished, certain roadblocks overcome, and certain knowledge collected to progress and level up.
  • The points of departure might be cases, a crisis, or a lack of knowledge, but also simple curiosity. The narrative discourse will reflect the classic and modern and perhaps even post-modern plot tradition.
Dianne Rees

Social Connection and Anonymity in Health Games | Health Games Research - 0 views

  • We have been investigating the impact of anonymity provided by avatars on emotional communication and self-disclosure. In a recent study done at the Institute for Creative Technology, University of Southern California (Kang, Watt,& Gratch, 2009), researchers found that increasing the levels of anonymity from none (full visual identification), to intermediate (a graphical avatar), to full (providing no visual representation at all), had two opposing effects: it decreased the sense of emotional connection while at the same time increasing the amount of self-disclosure of intimate information that an individual was willing to share.
  • the overall effect of increasing anonymity is to increase the communication of intimate information.
  • This should promote group cohesion and honest communication, even though anonymity also somewhat decreases the emotional connection with the other group members and thus might decrease the motivational effectiveness of social interaction in a game. This is a bit of a quandary, as we would like to have both emotional connection and self-disclosure.
Dianne Rees

q2lwebsite - 0 views

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    A school that uses games as part of its curriculum design
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