Gaming Technology as a Means of Correcting Features in Children 5–7 Years Old with Autism

Abstract There has been a great deal of research on technology to support older adults in their performance of Activities and Instrumental Activities of Daily Living. There has been substantially less research, however, on exploring technology solutions that support hobbies and leisure. This is unfortunate, as quality of life and well-being are determined by more than just one’s ability to manage everyday tasks. An overview will be presented of research the Center for Research and Education on Aging and Technology Enhancement (CREATE) has conducted over two decades with the goals of understanding and supporting older adults’ performance of technology-based leisure activities. Many of these studies have involved videogaming, where there exists a substantial age-related digital divide. CREATE has evaluated older adults’ attitudes and game experiences through survey and research studies and has even recorded longitudinal gameplay. How these findings can be applied to support technology-based leisure activities will be expanded upon. Part of a symposium sponsored by Technology and Aging Interest Group.

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The Haunted School on Horror Hill

Advances in Game-Based Learning - Gaming for Classroom-Based Learning ◽

10.4018/978-1-61520-713-8.ch007 ◽

2010 ◽

pp. 113-124 ◽

Cited By ~ 1

Author(s):

Kevin Kee ◽

Tamara Vaughan ◽

Shawn Graham

Keyword(s):

Social Skills ◽

Personal Computers ◽

The Internet ◽

Authoring System ◽

Interactive Fiction ◽

Authoring Systems ◽

Gaming Technology ◽

Games And Simulations ◽

Educational Potential

As gaming technology for personal computers has advanced over the last two decades, the text-adventures that predominated in the 1980s ceased to be commercially viable. However, the easy availability of powerful authoring systems developed by enthusiasts and distributed free over the Internet has led to a renaissance in text-adventures, now called “Interactive Fiction.” The educational potential in playing these text-based games and simulations was recognised when they were first popular; the new authoring systems now allow educators to explore the educational potential of creating these works. The authors present here a case-study using the ADRIFT authoring system to create a work of interactive fiction in a split grade 4/5 class (9 and 10 year-olds) in Quebec. They find that the process of creating the game helped improve literary and social skills amongst the students.

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Considerations for Realizing the Promise of Educational Gaming Technology

Teaching Exceptional Children ◽

10.1177/0040059916650639 ◽

2016 ◽

Vol 48 (6) ◽

pp. 293-300 ◽

Cited By ~ 6

Author(s):

Nancy J. Nelson ◽

Hank Fien ◽

Christian T. Doabler ◽

Ben Clarke

Keyword(s):

Educational Gaming ◽

Gaming Technology

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Case Study of Game-Based Learning in a Citizenship Education K-12 Classroom

K-12 Education ◽

10.4018/978-1-4666-4502-8.ch052 ◽

2013 ◽

pp. 881-891

Author(s):

Venus Olla

Keyword(s):

Citizenship Education ◽

Classroom Teacher ◽

Subject Area ◽

Game Based Learning ◽

Gaming Technology ◽

The Subject ◽

K 12

This chapter focuses on a case study that involves the incorporation of ICT in particular gaming technology into the subject area of Citizenship Education (CE), a non-traditional ICT focused subject. The case study is within the context of a K-12 classroom and it explores the processes in which a classroom teacher may have to navigate to be able to use innovative ICT within their classroom. The case highlights the main issues as relating to pedagogical and institutional considerations.

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Gamification to Promote the Engagement in Healtcare and Wellness of Patients Under Therapeutic Care

Application of Gaming in New Media Marketing - Advances in Marketing, Customer Relationship Management, and E-Services ◽

10.4018/978-1-5225-6064-7.ch015 ◽

2019 ◽

pp. 244-269 ◽

Cited By ~ 1

Author(s):

Surendra Prasad Mishra ◽

Dinkar Kulshreshtha ◽

Anoop Kumar Srivastava ◽

Ajeet Kumar Gandhi ◽

Madhup Rastogi

Keyword(s):

Virtual Reality ◽

Smart Phones ◽

First Century ◽

Health And Wellness ◽

Therapeutic Modalities ◽

Gaming Technology ◽

Life Threatening ◽

Physiological Symptoms ◽

Definition Of

The evolution of gaming in healthcare promotion evolved concurrently with the ascendance of computing technology, smart phones, facilitated by video-based 3D technology and virtual reality in the mid-eighties and nineties. Health and wellness in the twenty-first century is interlinked with the wealth of the nation and individuals and its traditional definition of physical, psychological, spiritual, social, and financial optima has seen new paradigms. The gaming technology has found groundbreaking applications in many diagnostic and therapeutic modalities to modulate the behavioral changes, simulation of virtual reality, and passage to recovery through neurologically engaging the cognitive functions with the stimuli produced. Physiological symptoms and life-threatening disorders which may caused be faced by viral inflictions (HIV, Hepatitis C, etc.) and type 2 diabetes could today be significantly managed by gaming technologies for psychosomatic management.

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Gender, Process, and Praxis

Advances in Educational Marketing, Administration, and Leadership - Deconstructing the Education-Industrial Complex in the Digital Age ◽

10.4018/978-1-5225-2101-3.ch002 ◽

2017 ◽

pp. 24-54

Author(s):

Jim Burns ◽

Colin Green

Keyword(s):

Hidden Curriculum ◽

Hegemonic Masculinity ◽

Settler Colonialism ◽

Analytical Framework ◽

Industrial Complex ◽

Pedagogical Tools ◽

Counter Narratives ◽

Gaming Technology ◽

The Military

The authors establish an analytical framework comprising the socio-historical and ideological formation(s) and re-formation(s) of hegemonic masculinities as part of a system of governmentality. They use hegemonic masculinity and heteropatriarchal settler colonialism as lenses through which to understand and critique the historically gendered, classed, racialized, and sexualized assumptions that underlie education discourses based on conservative modernization through analysis of the historic relationship between education and the military, particularly gaming technology as curricular and pedagogical tools for recruiting and transmitting military values and skills. They finally urge that the “hidden curriculum” underpinning the power and practices of the education-industrial complex be made more visible, stronger curricular counter-narratives asserted, and they seek to uncover spaces of disruption and possibility, cognizant of the constraints that arise from the totalizing nature of conservative modernization in education and schooling.

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Implementing Computer Gaming Technology in Architectural Design Curricula

Computational Design Methods and Technologies ◽

10.4018/978-1-61350-180-1.ch012 ◽

2012 ◽

pp. 199-224 ◽

Cited By ~ 2

Author(s):

Russell Lowe

Keyword(s):

Architectural Design ◽

Computer Game ◽

First Year ◽

Computer Gaming ◽

Student Work ◽

Gaming Technology ◽

Core Courses ◽

Physical Simulations ◽

The Rich ◽

Game Designer

The case for utilizing computer game modding in an architectural design curriculum is a strong one. The rich intertwining of real-time spatial, material lighting and physical simulations reinforce spatial visualization, navigation, and mental rotation. In the past two decades many researchers have implemented games engines in architectural curricula, but in every case, the courses have been in upper years of their students’ degrees, with small, elective classes rather than core courses. That this is in contrast to the wider computer game modding community, suggesting that the difficulties previous researchers have had may actually be mitigated by implementing the technology, along with aspects of computer game modding culture, in large first year classes. Case studies of student work collapse Stockburger’s distinction between the game designer and the game player to further his extension of Lefebvre’s and Soja’s thinking about space as it relates to computer gaming. The chapter concludes by reconsidering the term ‘player’ as a ‘game designer in testing mode’.

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Crossing the Chasm

Handbook of Research on Serious Games as Educational, Business and Research Tools ◽

10.4018/978-1-4666-0149-9.ch015 ◽

2012 ◽

pp. 280-289

Author(s):

Theresa M. Vitolo

Keyword(s):

Complex Systems ◽

Serious Games ◽

Social Economic ◽

Serious Game ◽

Scientific Methods ◽

Current State ◽

Gaming Technology ◽

The Future

Serious games are technology with unrealized potential as an innovation for reasoning about complex systems. The technology is enticing to technologically-savvy individuals, but the acceptance of serious games into mainstream processes requires addressing several systemic issues spanning social, economic, behavioral, and technological aspects. First, deployment of gaming technology for critical processes needs to embrace statistical and scientific methods appropriate for valid, accurate, and verifiable simulation of such processes. Second, identifying the correct instance and application breadth for a serious game within an organization needs to be articulated and supported with research. Third, funding for serious-games initiatives will need to be won as the funding will displace monies previously allocated and championed for other projects. Last, the endeavor faces the problem of negative connotations about its appropriateness as a viable technology for mainstream processes rather than for entertainment and diversion. The chapter examines the chasm serious games must traverse by examining the issues and posing approaches to minimize their effect on the adoption of the technology. The histories of other technologies that faced similar hurdles are compared to the current state of serious games, offering a perspective on the hurdle’s resolution. In the future, the hurdles can be minimized as curricula are developed with the solutions to the issues incorporated in the content.

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