Powerful learning environments? How university students differ in their response to instructional measures

2002 ◽  
Vol 12 (3) ◽  
pp. 263-284 ◽  
Author(s):  
Yvonne J Vermetten ◽  
Jan D Vermunt ◽  
Hans G Lodewijks
Keyword(s):  
University Students ◽  
Learning Environments ◽  
Powerful Learning ◽  
Powerful Learning Environments ◽  
Instructional Measures

scholarly journals Motivation, Engagement and Learning through Digital Games

2011 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Ioanna Iacovides ◽  
James Aczel ◽  
Eileen Scanlon ◽  
Josie Taylor ◽  
Will Woods
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Empirical Studies ◽  
Digital Games ◽  
Powerful Learning ◽  
Educational Environments ◽  
Games For Learning ◽  
Affinity Groups ◽  
Powerful Learning Environments

Digital games can be powerful learning environments because they encourage active learning and participation within “affinity groups” (Gee, 2004). However, the use of games in formal educational environments is not always successful (O’Neil et al., 2005). There is a need to update existing theories of motivation and engagement in order to take recent game-related developments into account. Understanding the links between why people play games, what keeps them engaged in this process, and what they learn as a result could have a significant impact on how people value and use games for learning. This paper examines key research that relates to motivation, engagement, and informal learning through digital games, in order to highlight the need for empirical studies which examine the activities that occur in and around everyday gaming practice.

Sign in / Sign up

Export Citation Format

Share Document