Games and Society

In this chapter, the authors consider how computer games can be beneficial for learning and education purposes. How computer games can start the learning progress, capture the imagination, enable creativity and storytelling, and provide an understanding of the power of computing is discussed. Also considered is how games might introduce girls (and boys) to a wide range of 21st century skills, which may lead to greater engagement in science, technology, and engineering subjects. However, due to the masculinity of computer games and the computer game culture more generally, the gender divide is a major disadvantage in the uptake of games for learning.

2019 ◽  
Vol 20 (3) ◽  
pp. 271-286
Author(s):  
Magdalena Hofman-Kohlmeyer

Nowadays companies want to engage customers in all possible ways to better meeting their needs. New media gave managers opportunities to interact with people and establish cooperation. Present paper is aimed to give an outlook on creating branded computer game elements as a customer engagement behavior. The author carried out 20 in-depth interviews with users of three computer games: The Sims, Second Life and Euro Truck Simulator 2. The results show that players create branded game modifications with interference only into audiovisual presentation and interference in the game code. Inside the games, it can be find also a wide range of fictitious brands that replace the real one, among others for legal reason. The authors tried to answer the question why people engage in creating branded game elements. Based on some players statement during the interviews it can be assumed that players create branded elements for few reasons. They want to diversify the game, create some items as an entertainment activities, want to raise the realism of the game, need to belong to some community and also create add-ons to earn money.


Author(s):  
Petar Juric ◽  
Marija Brkic Bakaric ◽  
Maja Matetic

One of the main drawbacks of delivering new teaching lessons in e-learning systems is the lack of motivation for using those systems. This paper analyses which elements of computer games for learning mathematics have a beneficial effect on intrinsic motivation and give students continuous feedback in order to improve the learning process. While the control group has access to the basic version of the educational computer game, the experimental group uses the version enriched with additional motivational elements which include enhanced graphics for indulging in the game, messages of support while playing the game, and the possibility to compare results with fellow peers in terms of trophies and medals won.


Author(s):  
JUNG-YONG PARK ◽  
JONG-HEE PARK

Computer gaming is a key component of the rapidly growing entertainment industry. Computer games are a multi-billion pound worldwide part of the entertainment industry. However, they are a relatively new type of software product and as such the manner in which they are designed and developed is still evolving. Computer games can be highly complex software systems that involve the expertise of a wide range of professionals ranging from programmers to animators, artists and musicians. When designing computer games, new game concepts can be difficult to communicate. In addition, the creative process could be benefited if game design ideas were capable of being shared widely and discussed. In this paper, we are to some extent shifting the focus from real world situation to what we shall term game world situation. That is, a logically simulated environment is created by defining situations and events based on the hierarchy structure of the situation. Our study defines event type, causality events and event normalization, and aims to develop a logical simulation method. These methods allow us to understand the communication of new game environment design. Specially, the introduction of the definition of events allows us to approach game design in a structural manner rather than by their classification. The proposed method was implemented in the context of changing among natural phenomena in a game environment.


Author(s):  
Péter Antal Antal ◽  
El-Bialy A. Ragab

The presentation outlines Apple’s educational policy, focusing on the following aspects of innovation: - Development of 21st century skills; - Curriculum development based on the integration of a wide range of mobile infrastructure; - Informative assessment that supports continuous development of skills and abilities through ICT-supported methodologies; - Social and emotional connection within digital culture; - Creativity and innovation as integral aspects of educational development; - 24/7 access to educational resources; The presentation will illustrate the educational model realised with the help of Apple technol-ogy, Challenge Based Learning (CBL) through an overview of results of the Apple Class-rooms of Tomorrow - Today, ACOT), an innovation project launched in 2008 and realised in hundreds of secondary schools worldwide. This model uses a learning environment based on mobile computing, just-in-time learning, self-authored textbooks by teachers produced through the iBooks Author software and projects by students planned and executed with the help of educational software applications designed for iPads. The presentation will show CBL adapted for the iPad experiment in Eger: - creation of an ACOT environment complete with 1:1 accessibility to iPads by teachers and students, collaborative tools and 7/24 accessibility to learning content; - tasks selected to foster strategic thinking; - social issues integrated in the curriculum through local and global case studies; - interdisciplinary approach to arts and science subjects; - development of 21st Century skills; - extensive use of Web 2.0 technologies for teaching and learning; - continuous documentation of the teaching and learning process through developing dis-cipline-based and interdisciplinary knowledge building communities.


Author(s):  
Suci Fajrina ◽  
Lufri Lufri ◽  
Yuni Ahda

<p class="0abstract">Science, Technology, Engineering, and Mathematics (STEM) is an interdisciplinary approach where academic concept coupled with a lesson or problems that exist in the real world so that students can apply science, technology, engineering, and mathematics in a context that makes the relationship between the school, community, work, and global companies that will emerge the ability to compete in the 21st-century integration of STEM in the classroom Form comprise of three, including integrated content, supporting an integrated content, or integrated context, STEM in its application aims to develop thinking, reasoning, teamwork, investigation, and 21st-century skills that can be used by students in all areas in their life, 21st-century skills to learn and innovate include critical thinking, creativity, communication, and collaboration known as the "Four Cs". This paper provides a comprehensive review of STEM as a learning approach to improve their skills, especially the skills of the 21st century "Four Cs" of the students. Skills "Four Cs" becomes one key to success is to be competitive in entering the era of information and knowledge.</p>


2021 ◽  
Vol 124 ◽  
pp. 07003
Author(s):  
Ho Thi Thao Nguyen ◽  
Subarna Sivapalan ◽  
Pham Hung Hiep

The scope of STEM based academic programs such as engineering and technology education should be widened to include Science, Technology, Reading, Engineering, Arts and Mathematics (STREAM) to enable future STEM graduates to be able to respond to the rapid changes of IR 4.0 and be ready for STEM based professions of the 21st century. A STREAM based curriculum for STEM focused programs will promote 21st century skills including collaboration, communication, creativity and critical thinking. STREAM has been gaining much popularity globally, given its ability to provide opportunities for learners to develop 21st century skills and the 4Cs necessary to strive in the future workplace. In this paper, we provide a succinct review of current debates surrounding this issue, drawing upon examples from across the globe, in Malaysia and Vietnam.


Author(s):  
Adeneye Olarewaju Awofala ◽  
Omolabake T. Ojo ◽  
Rachael O. Okunuga ◽  
Veronica F. T. Babajide ◽  
Oladiran S. Olabiyi ◽  
...  

Author(s):  
Gunilla Svingby ◽  
Elisabet M. Nilsson

The interest for game-based learning is growing among science educators. A range of research reviews have been published regarding the educational potentials of using computer games as a tool for learning and mediation, but on a general level. This research review focuses on empirical studies conducted on computer game play specifically used to enhance science learning. 50 publications published during the last decade were found that met the criteria of presenting empirical data from students using games for learning science in school contexts. The studies are reviewed and analysed according to: type of game, research design, research interests and research methodology, school subject and content, number and age of students, time spent on the intervention, gender, and teacher roles. The scope and quality of the studies are also discussed.


2016 ◽  
Vol 3 (2) ◽  
pp. 158-170
Author(s):  
Athriyana Santye PATTIWAEL

ABSTRACT 21st Century Skills has attracted the attention of various education experts, practitioners, school management, teachers and educational managers in ASEAN countries, including Indonesia. A number of activities in terms of seminars and workshops have been held by a wide range of institutions to address this framework in terms of how to align it to the curriculum and how to integrate it into classroom activities. Regarding communication skills, Partnership for 21st Century Skills defines 21st Century Communication Skills – among the other five definitions – as communicating effectively in diverse environments (including multilingual and multicultural). Realizing that this framework was developed in the American context for their national education purposes, it is imperative for various parties, including teachers and practitioners of English as a Foreign Language, to contextualize it by considering both local and regional contexts. As a minute contribution to the effort of contextualizing the framework, this paper will address some emerging issues in developing the instructional materials framed by the pedagogy of English as an International Language and Intercultural Communicative Competence. ABSTRAK Keterampilan Abad ke-21 telah menarik perhatian beragam kalangan dari pakar pendidikan, praktisi, pengelola sekolah, guru sampai para manajer institusi pendidikan di negara-negara ASEAN, termasuk Indonesia. Serangkaian kegiatan termasuk seminar dan workshop telah diselenggarakan oleh berbagai institusi untuk membedah kerangka kerja ini dalam  hal Tentang keterampilan berkomunikasi, Partnership for 21st Century Skills mendefinisikan  keterampilan Komunikasi Abad ke-21 -di antara lima definisi lainnya– sebagai kemampuan berkomunikasi secara efektif di berbagai lingkungan (termasuk multibahasa dan multikultural). Menyadari bahwa kerangka kerja ini dikembangkan dalam konteks Amerika untuk tujuan pendidikan nasional mereka, maka sangatlah penting bagi berbagai pihak, termasuk guru dan praktisi bahasa Inggris sebagai bahasa asing, untuk mengkontekstualisasikannya dengan mempertimbangkan konteks lokal dan regional. Sebagai kontribusi kecil terhadap upaya kontekstualisasi tersebut, tulisan ini akan membahas beberapa isu yang muncul dalam pengembangan bahan ajar yang dibingkai oleh pedagogi Bahasa Inggris sebagai Bahasa Internasional dan Kompetensi Komunikasi Antar-budaya. How to Cite: Pattiwael, A., S. (2016). Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence. IJEE (Indonesian Journal of English Education), 3(2), 158-170 doi:10.15408/ijee.v3i2.3164. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.3164 


Sign in / Sign up

Export Citation Format

Share Document