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Contents contributed and discussions participated by wildcat wildcat

wildcat wildcat

TWITCHSPEED.COM Digital Game-Based Learning - 0 views

  • 1. Ascolta - Ping the Router. A web-based game for learning computer network engineering skills. 2. think3 - Time Mechanic. The company's second, web-based, game for learning to use their CAD software 3. Imparta - Sales Co-Pilot. The company's sequel to Strategy Co-Pilot 4.Learnetix - Zwolf. A game for technical learning. In German. 5. Institute for Creative Technologies, USC (ICT) - Full Spectrum Command - A company-level training game for Army Captains 6. Institute for Creative Technologies, USC (ICT) - Full Spectrum Warrior - A Squad-level Training Game for the Army. On X-Box. 7. MIT - Supercharged! - A game for understanding counter-intuitive physics concepts 8. MIT - Environmental Detective - A game for determining the source of a water contamination problem. On Pocket PC 9. Carnegie Mellon - BioHazard - a game about dealing with a bioterror attack. 10. Will Interactive - Think Like a Commander - Army training game. 11. MAK - Marine Air-Ground Task Force -MAGTF XXI - Marines training game 12 MAK - Battle Command 2010-BC2010 -Army training game 13. SimuLearm - Virtual Leader - A game about driving one's agenda through a variety of meetings at different levels
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    examples of games for game based learning
wildcat wildcat

Game-based versus traditional case-based learning - 0 views

  • Unlike many other educational formats, game-based learning can bring fun and enjoyment to the learning experience and might encourage greater participation in group learning activities, with the potential to engage learners’ emotions, as well as their intellects. Therefore, this format could substantially contribute to the development of a wider repertoire of teaching and learning methods in continuing medical education (CME). Although many authors claim that games are as effective as more traditional educational methods, games have rarely been formally evaluated, with positive claims being largely based on anecdotal evidence. Formal evaluations of games, demonstrating that they are actually as effective a teaching and learning strategy for CME as more traditional methods are, are lacking.
wildcat wildcat

http://serc.carleton.edu/introgeo/games - 0 views

  • Features of game-based learning (GBL): GBL uses competitive exercises, either pitting the students against each other or getting them to challenge themselves in order to motivate them to learn better. Games often have a fantasy element that engages players in a learning activity through a storyline. In order to create a truly educational game, the instructor needs to make sure that learning the material is essential to scoring and winning.Learn more here. Categories of games that can be adapted for learning include: Video Games (Digital Game-Based Learning) Board and Card Games: with descriptions of geoscience games
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    What is Game Based Learning
wildcat wildcat

Games-based Learning for Leaders: How Video Games Can Improve Literacy in One Semester - 0 views

  • Some games are highly specific about skills development in a particular (subject-focused) area. For example, Dr Kawashima's Brain Training has led to tangible improvements in numeracy and learner confidence in Scotland. But generally, video games hit several specific traditional subject areas while also being superb at hitting a lot of these new media literacy base
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    Example of game based learning
wildcat wildcat

Game-Based Learning: What it is, Why it Works, and Where it's Going - 0 views

  • Linked to the general principles of how we learn are more specific principles that describe how we learn in the context of effective game environments. James Paul Gee, author of What Video Games Have to Teach Us about Learning and Literacy , describes 36 learning principles that well-designed games embody. Following are four: Subset Principle: Learning, even at its start, takes place in a (simplified) subset of the real domain. For example, the setting for the loading dock game should represent an actual loading dock, so that players can easily map their in-game behavior to on-the-job performance. However, it must be a simplified version that omits unimportant details, so that players can focus on aspects of the simulation that are relevant to the learning objective—things like crosswalks and pedestrians. Active, Critical Learning Principle: The learning environment must encourage active and critical, not passive, learning. In the loading dock example, this means players do not merely watch correct and incorrect examples of loading dock behavior, followed by a quiz—they actually think, act, experience consequences and pursue goals in a variable game environment. Probing Principle: Learning is a cycle of probing the world (doing something); reflecting on this action and, on this basis, forming a hypothesis; re-probing the world to test the hypothesis; and then accepting or rethinking the hypothesis. For example, an effective loading dock game must present a functional environment in which players may choose from and evaluate many different actions. The goal is to find the right course of action via experimentation—making choices and experiencing the consequences. Practice Principle: Learners get lots of practice in a context where the practice is not boring (i.e. in a virtual world that is compelling to learners on their own terms and where the learners experience ongoing success). For example, to encourage practice—and thus, development of good habits—the loading dock game must gradually increase the difficulty level of the in-game challenges. This keeps players engaged and encourages them to continually hone their skills.
wildcat wildcat

YouTube - What is Game Based Learning - 0 views

  • a brief introduction to game-based learning
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    A video about Game Based Learning
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Game based learning - Wikipedia, the free encyclopedia - 0 views

  • Games often have a fantasy element that engages players in a learning activity through narrative or storylines. Educational video games can be motivating to children and allow them to develop an awareness to consequentiality.[1] Children are allowed to express themselves as individuals while learning and engaging in social issues. Today's games are more social, with most teens playing games with others at least some of the time and can incorporate many aspects of civic and political life.[2] Students that participate in educational video games can offer deeper, more meaningful insights in all academic areas. The success of game-based learning strategies owes to active participation and interaction being at the center of the experience, and signals that current educational methods are not engaging students enough. Experience with and affinity for games as learning tools is an increasingly universal characteristic among those entering higher education and the workforce
wildcat wildcat

Two to Three Years: Game-Based Learning « 2011 Horizon Report - 0 views

  • Research into games for educational purposes reveals some interesting trends. Early studies of consumer games helped to identify the aspects of games that make them especially engaging and appealing to players of various ages and of both genders: the feeling of working toward a goal; the possibility of attaining spectacular successes; the ability to problem-solve, collaborate with others, and socialize; an interesting story line; and other characteristics. These qualities are replicable, though they can be difficult to design well, and they can transfer to games featuring educational content.
  • Engineering. An engineering game called “Cool It”: An Interactive Learning Game for Cryogenics developed at the University of Wisconsin-Madison teaches students about cryogenics by providing detailed information and feedback based on the engineering decisions they make when designing objects for this field. Music. Melody Mixer is a game developed at the University of Wisconsin-Madison that teaches music students how to read and compose music. It encourages students to experiment with sound and composition to better learn how pieces are constructed. Nursing. Professor Ann Burgess of Boston College’s Connell School of Nursing has developed a game called Virtual Forensics Lab that teaches students how to conduct forensics at a crime scene. The virtual game helps students develop critical thinking for solving crimes and piecing together evidence.
wildcat wildcat

Sustainability Games - Emerging Media Initiative - 0 views

  • A quick review of published studies indicates that games have been used in design education. However, no systematic study of the use (or potential) of games exists in these disciplines, and no published data exists on the use of video games in this regard. Further, no one has engaged in the long-term development of video games for the collegiate design student. This study will provide key information for presentation, publication, and building a foundation for seeking future funding.
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    Video Games are being used to educate architects and environmental designers
wildcat wildcat

Playing for a Good Grade | UO Information Technology - 0 views

  • Simulation games are common in business classes, where they often focus on manufacturing and selling generic products like widgets. But when a Sports Business faculty member decided to run a simulation game pilot project, he skipped the widgets and went straight for an XBox 360. Paul Swangard, Managing Director of the James H. Warsaw Sports Marketing Center, is using Madden NFL’s franchise mode to help his SBUS 199 students grasp marketing and business decisions faced by NFL franchises
  • Dukeminier saw it as a success, with a few caveats. “It certainly kept the students engaged and I think that overall they learned quite a bit from the combination of the Madden project and Paul’s course. It also proved to be much more engaging than the typical business simulation where you sell widgets,” he said. “It was not at all uncommon for the students to be cheering when their team did well, or yelling when it did poorly.”
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