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Computer games and instruction

Author: Sigmund Tobias; J D Fletcher
Publisher: Albany : State University of New York, ©2011
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
There is intense interest in computer games. A total of 65 percent of all American households play computer games, and sales of such games increased 22.9 percent last year. The average amount of game playing time was found to be 13.2 hours per week. The popularity and market success of games is evident from both the increased earnings from games, over $7 Billion in 2005, and from the fact that over 200 academic  Read more...
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Document Type: Book
All Authors / Contributors: Sigmund Tobias; J D Fletcher
ISBN: 9781617354083 1617354082 9781617354090 1617354090 9781617354106 1617354104
OCLC Number: 770577918
Description: 551 sider
Contents: Preface --
SECTION I: INTRODUCTION TO COMPUTER GAMES. Introduction, Sigmund Tobias and J.D. Fletcher --
Searching For the Fun in Learning: A Historical Perspective on the Evolution of Educational Video Games, Alex Games and Kurt D. Squire --
Using Video Games as Educational Tools in Healthcare, Janis A. Cannon-Bowers, Clint Bowers, and Katelyn Procci --
After the Revolution: Game-Informed Training in the U.S. Military, Ralph Ernest Chatham --
Multi-User Games and Learning: A Review of the Research, Jonathon Richter and Daniel Livingstone --
SECTION II: REVIEW OF THE LITERATURE AND REACTIONS. Review of Research on Computer Games, Sigmund Tobias, J.D. Fletcher, David Yun Dai, and Alexander P. Wind --
Reflections on Empirical Evidence on Games and Learning, James Paul Gee --
Developing a Research Agenda for Educational Games and Simulations, Chris Dede --
Comments on Research Comparing Games to Other Instructional Methods, Marc Prensky --
SECTION III: COMPUTER GAME ISSUES. Multimedia Learning and Games, Richard E. Mayer --
Action Game Play as a Tool to Enhance Perception, Attention and Cognition, Ashley F. Anderson and Daphne Bavelier --
Developing an Electronic Game for Vocabulary Learning: A Case Study, Michael L. Kamil and Cheryl Taitague --
Instructional Support in Games, Henny Leemkuil and Ton de Jong --
Implications of Constructivism for the Design and Use of Serious Games, Jamie R. Kirkley, Thomas M. Duffy, Sonny E. Kirkley, and Deborah L.H. Kremer --
Implications of Game Use for Explicit Instruction, Putai Jin and Renae Low --
Cost Analysis in Assessing Games for Learning, J.D. Fletcher --
Using Computer Games to Teach Adult Learners Problem Solving, Joan (Yuan-Chung) Lang and Harold F. O'Neil --
Gender and Gaming, Elisabeth R. Hayes --
Computer Games and Opportunity to Learn: Implications for Teaching Students from Low Socioeconomic Backgrounds, David Yun Dai and Alexander P. Wind. SECTION IV: EVALUATION AND SUMMING UP. Stealth Assessment in Computer-Based Games to Support Learning, Valerie J. Shute --
Computer Games, Present and Future, Sigmund Tobias and J.D. Fletcher --
Author Identification.
Responsibility: edited by Sigmund Tobias, J.D. Fletcher

Abstract:

There is intense interest in computer games. A total of 65 percent of all American households play computer games, and sales of such games increased 22.9 percent last year. The average amount of game playing time was found to be 13.2 hours per week. The popularity and market success of games is evident from both the increased earnings from games, over $7 Billion in 2005, and from the fact that over 200 academic institutions worldwide now offer game related programs of study. In view of the intense interest in computer games educators and trainers, in business, industry, the government, and the military would like to use computer games to improve the delivery of instruction. Computer Games and Instruction is intended for these educators and trainers. It reviews the research evidence supporting use of computer games, for instruction, and also reviews the history of games in general, in education, and by the military. In addition chapters examine gender differences in game use, and the implications of games for use by lower socio-economic students, for students' reading, and for contemporary theories of instruction. Finally, well known scholars of games will respond to the evidence reviewed.

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Primary Entity

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