Abstract
In a recent survey of over 319,223 students, 25,544 teachers, 19,726 parents and 3,263 school leaders in the United States, Project Tomorrow (2008) reports that more than half of students in grades 3 through 12 believe games would help them learn, and average 8–10 hours per week playing games. Only 3% of elementary school students say they do not play games of any kind. While only 11% of teachers reported that they already were using video games in class, many teachers feel that games could increase student engagement, address different learning styles, and teach critical thinking skills. Over half of the teachers surveyed were interested in learning more about integrating gaming technologies, with only 6% of teachers saying that they saw no value in exploring games within education (Project Tomorrow, 2008, p. 4). These figured indicate a huge potential for Serious Games in educational contexts.
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Sharritt, M.J. (2011). An Open-ended, Emergent Approach for Studying Serious Games. In: Annetta, L., Bronack, S.C. (eds) Serious Educational Game Assessment. SensePublishers. https://doi.org/10.1007/978-94-6091-329-7_16
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DOI: https://doi.org/10.1007/978-94-6091-329-7_16
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