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s and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.

s and software programs in a separate computer class. Effect

Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.

In order to design a game for broader audiences, the in-game experience can’t be linear and static. Instead, it needs to offer a wide coverage of potential experiences to fit in different players’ Flow Zones

To expand a game's Flow Zone coverage, the design needs to offer a wide variety of gameplay experiences. From extremely simple tasks to complex problem solving, different players should always be able to find the right amount of challenges to engage during the Flow experience.

Once a network of choices is applied, the Flow experience is very much customizable by the players. If they start feeling bored, they can choose to play harder, vice versa.

people prefer a level playing field,

Our study shows that the brain doesn’t just reflect self-interested goals, but instead, these basic reward processing regions of the brain seem to be affected by social information

humans are attuned to inequality, and we just don't like it.

 Concordia University researchers set out to answer a "big picture" question: Does computer technology have a positive overall effect on learning in the classroom? File photo.Photograph by: CHARLES PLATIAU , ReutersMONTREAL — Concordia University researchers set out to answer a "big picture" question: Does computer technology have a positive overall effect on learning in the classroom?"There have been lots of arguments, both pro and con, regarding this issue, (such as) is it worth the investment?" said professor Richard Schmid, chairman of the education department at the Montreal-based Concordia.Their literature review involved looking at thousands of studies and comparing achievement in classrooms that used computer technology with those that used little or none.The 40-year retrospective study, published in the Review of Educational Research journal, concluded that classrooms where computer technology was used to support teaching had a "small to moderate positive" effect on learning and attitude.If an administrator must make a decision "should we invest in this? The answer is yes," said Schmid, the study's co-author.The literature shows that more recent, sophisticated applications of the technology produce greater positive gains than older

f an administrator must make a decision "should we invest in this? The answer is yes," said Schmid, the study's co-author.The literature shows that more recent, sophisticated applications of the technology produce greater positive gains than older applications, he sai

under what circumstances positive effects are observed