Third generation educational use of computer games
Simon Egenfeldt-Nielsen, IT University of Copenhagen, Denmark
Journal of Educational Multimedia and Hypermedia Volume 16, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This article outlines the characteristics and problems related to edutainment and of the associated research studies demonstrating that learning outcomes looks promising. The article suggests that we are moving towards a new generation of educational use of games that is more inclusive. This new generation relies on constructivist learning theories and a deeper understanding of the potential and limitations of computer games in educational praxis. In this approach computer games are 'just' another tool for the teacher, which can be dispensed with great success for the right tasks, but have clear limitations and require qualified teachers that can serve as facilitators of learning.
Egenfeldt-Nielsen, S. (2007). Third generation educational use of computer games. Journal of Educational Multimedia and Hypermedia, 16(3), 263-281. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)
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William Watson & Jun Fang, Purdue University, United States
International Journal of Game-Based Learning Vol. 2, No. 1 (January 2012) pp. 77–89
Daisyane Barreto, University of North Carolina Wilmington, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 516–521
Tuula Nousiainen & Mikko Vesisenaho, University of Jyväskylä, Finland
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 350–355
Kristian Kiili, Tampere University of Technology, Pori, Finland
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 5248–5255
Michael Ruffini, Bloomsburg University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1545–1551
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