Can Computer Games Make a Revolution in Education? Let’s See the DataCan Computer Games Make a Revolution in Education? Let’s See the Data

PsycCRITIQUES ◽  
2015 ◽  
Vol 6060 (1212) ◽  
Author(s):  
Ted Wohlfarth
Keyword(s):  
Computer Games

The relation between playing brutal computer games and displaying violent behaviours by adolescents

2013 ◽  
Author(s):  
Monika Szpringer ◽  
Grazyna Nowak-Starz ◽  
Malgorzata Markowska ◽  
Edyta Laurman-Jarzabek
Keyword(s):  
Computer Games

The Effect of Computer Games on Hormonal Changes in Adolescent Boys

2008 ◽  
Author(s):  
Amir Dana ◽  
Safar Gholami ◽  
Saeed Ghorbani
Keyword(s):  
Computer Games ◽  
Hormonal Changes ◽  
Adolescent Boys

Visual Unrealism in Computer Games

2008 ◽  
Author(s):  
Philip McClenaghan ◽  
Clive Fencott ◽  
Paul van Schaik
Keyword(s):  
Computer Games

Using 3D computer games to conduct VR exposure for phobias

2002 ◽  
Author(s):  
Stephane Bouchard ◽  
Patrice Renaud
Keyword(s):  
Computer Games

Virtual reality and computer games in the treatment of driving phobia induced by a motor vehicle accident

2003 ◽  
Author(s):  
David Walshe ◽  
Elizabeth Lewis ◽  
Kathleen O'Sullivan ◽  
Brenda K. Wiederhold ◽  
Sun I. Kim
Keyword(s):  
Virtual Reality ◽  
Computer Games ◽  
Motor Vehicle ◽  
Motor Vehicle Accident ◽  
Vehicle Accident

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

A Cooperative Computer Game for Public Efficiency Development

2014 ◽  
Vol 13 (8) ◽  
pp. 4760-4766
Author(s):  
Sachchida Nand Prasad
Keyword(s):  
Group Therapy ◽  
Group Work ◽  
Computer Games ◽  
Computer Game ◽  
Target Population ◽  
Design Interfaces ◽  
Design Case Study ◽  
Effective Group ◽  
Public Group

This paper presents a design case study of SIDES: Design Interfaces to Develop Effective Public Efficiency. SIDES is a tool designed to help adolescents in Public group therapy, specifically individuals with Asperser’s Syndrome, practice effective group work efficiency using a four-player cooperative computer game that runs on computer games technology. We are represent the design process and evaluation of SIDES conducted over a period of six months with a middle school Public group therapy class. Our findings indicate that   computer games   are a motivating and supported tool for effective group work among. My target population and reveal different design lessons to inform the development of similar systems.

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