Abstract
Advances in technology, the relative availability/affordability of technology, the growth of distance education, and the increased emphasis in the computer as a primary communicative tool (e-mail, chat rooms, etc.) within society all make “now” the right time to merge gaming and education into effective educational multi-user virtual environments. These engaging, synchronous online environments have the potential to support constructivist, problem-based learning. The overall design game designis educationally significant in that it models learning. During games, players obtain rewards based on achievements, experience evaluation and repetition, build upon previous knowledge, and control their investment in the game. Therefore, not unlike players in video games, students in higher education science courses are asked to demonstrate/apply specified knowledge and ultimately achieve a particular goal based on performance. These ideas align with the instructional design goals within distance education courses. When utilized to support distance education courses, gaming formats can be designed to incorporate specific, or all, knowledge levels and offer opportunities to enhance higher level learning processes, such as strategic knowledge.
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Annetta, L.A., Folta, E., Klesath, M. (2010). Serious Games, Simulations, and Case-Based Reasoning. In: V-Learning. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3627-8_5
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DOI: https://doi.org/10.1007/978-90-481-3627-8_5
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