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Preservice Computer Teachers’ Selections of Game Design Dynamics Based upon Their Game Preferences, Habits and Technical Backgrounds
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, , , Middle East Technical University, Turkey

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

This study aims to investigate relationships between educational game design dynamics of preservice computer teachers and their previous experiences about computer games, game preferences, game habits and opinions about discrepancies of games. 28 4th year students joined a 3D educational game design course participated to the study. They were supposed to design games before beginning to their projects. Effects of their technical backgrounds on their scenarios and motivational elements were examined according to inquiry results. To collect data, demographic questionnaire, a written-inquiry aiming to analyze dynamics of educational games that they plan to implement and reflection critics and comments about 3 different game genres were used. Results showed that they concerned with motivational and attractive elements, capability of improving thinking skills. They don't prefer designing multiplayer games for educational aims and they prefer design games as complementary activity.

Citation

Karakus, T., Inal, Y. & Cagiltay, K. (2006). Preservice Computer Teachers’ Selections of Game Design Dynamics Based upon Their Game Preferences, Habits and Technical Backgrounds. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2337-2342). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2006 Association for the Advancement of Computing in Education (AACE)

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References

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