Avoiding Internet Addiction when Integrating Digital Games into Teaching

2011 ◽  
Vol 39 (10) ◽  
pp. 1325-1335 ◽  
Author(s):  
Eric Zhi Feng Liu
Keyword(s):  
Instructional Design ◽  
Internet Addiction ◽  
Computer Games ◽  
Digital Games ◽  
Design Principles ◽  
School Curriculum ◽  
Flow Experience ◽  
Teaching Objectives ◽  
Instructional Design Principles

The aim in this study was to integrate the flow experience and instructional design by incorporating digital games into the school curriculum using the following 7 principles: 1) analyze learners, 2) set clear teaching objectives and select appropriate gaming materials, 3) design teaching instructions according to teaching objectives and game content, 4) consider teaching as the primary goal and use games as supplementary tools, 5) make good use of the characteristics of computer games, 6) place students at the center of the process and help them enjoy studying, and 7) periodically assess students' learning and constantly improve teaching. Ultimately, digital games in which appropriate instructional design principles are incorporated will facilitate the development of educational digital games and related investments.

Culturally Sensitive Instructional Design Principles for Online Learning Environments

2018 ◽  
pp. 292-326
Author(s):  
Gülten Kartal ◽  
Elif Toprak ◽  
Evrim Genc Kumtepe
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Design Principles ◽  
Culturally Sensitive ◽  
Online Learning Environments ◽  
E Learning ◽  
Efficient Learning ◽  
Instructional Design Principles

Distance education and e-learning practices are preferred by increasing number of people and institutions in the recent years all around the globe. It's clear that there are different interests, expectations, needs, characteristics, and backgrounds of participants in these learning environments. In this connection, it is important that courses are designed, taking cultural diversity into account, optimizing self-learning in such environments. The instructional designs that support multiculturalism in learning environments, lead to more efficient learning. Based on the awareness about cultural diversity, this chapter focuses on culturally sensitive instructional design principles for online learning environments. Firstly, “culture” as a concept and its components, based on various prominent definitions in literature are given. Then, the design principles are discussed with a critical look on online learning environments, with an eye to different theories and studies of leading researchers in the field.

scholarly journals Universal instructional design principles for mobile learning

2011 ◽  
Vol 12 (2) ◽  
pp. 143 ◽  
Author(s):  
Tanya Elias
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Previous Analysis ◽  
New Technology ◽  
Design Principles ◽  
Educational Materials ◽  
Instructional Design Principles ◽  
Content Design

The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.

Games We Play

2019 ◽  
pp. 118-137
Author(s):  
Tihana Brkljačić ◽  
Ines Sučić ◽  
Renata Glavak Tkalić ◽  
Anja Wertag ◽  
Lana Lučić
Keyword(s):  
Gender Differences ◽  
Internet Addiction ◽  
Computer Games ◽  
Positive Association ◽  
Digital Games ◽  
Well Being ◽  
The Internet ◽  
Card Games

The aim of this research was to study frequencies of playing live and digital games, and to test for gender differences, to identify the most frequently played games, and to explore association between well-being indicators and frequency of playing. We found low positive association between frequency of playing of live and digital games. Most frequently played live games were various card games, and Shooter games were most frequent among digital games. Male participants played more frequently both live and digital games. Male participants played more action and simulation computer games, while female participants preferred puzzles and card games. Internet addiction was positively correlated to the amount of time spent logged on to the internet, and higher levels of loneliness and depression. Participants who played live games more reported lower levels of depression. Participants who played digital games more, spent more time logged to the internet, reported higher levels of internet addiction, but lower levels of depression.

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