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Done by Asmahan Al-Belushi
68702
Kelley (1988) and Salen and Zimmerman (2003) also define games as a system with rules, conflict, and a quantifiable outcome. It is free movement within a more rigid structure.
From the research, a game can be defined as a voluntary rule-based activity that motivates the player to achieve a goal state or quantifiable outcome via conflict with others or self
These are the "core" elements of any true game. Borderline cases of games include:
• Skill-based gambling (consequences are pre-negotiated)
• Chance-based gambling (no player effort, consequences are pre-negotiated)
• Pen and paper role-playing (flexible rules)• Open-ended simulations (No valorization
of outcome)
An educational game, one designed for learning, is a subset of both play and fun. It is a melding of educational content, learning principles, and computer games (Prensky, 2001). Digital game-based learning is organized to provide both education and pleasure. Play relaxes people, putting them in a receptive state for learning.
Educational Games contain the following elements:
• Voluntary Participation• Rules
– Verify appropriateness of strategies• Goals
– Challenging– Limit usable strategies– Have defined outcome(s)
• Feedback– Used to measure progress against
goal(s)• Interactions
– Conflict (overt or covert)– Competition (with the game, others, or
self)– Opposition (with the game, others, or
self)
• Representation– The game mechanics, graphics, etc. all
blend together to define what the game is all about
– An abstracted story of reality• Separation from Reality
– A safe environment – consequences are not externalized
– May contain fantasy or "impossible" elements
Increase learning motivation with students.
Increase learner understanding Meet different types of learners and
learners styles. Increase participation and students
involvements Get attention Easy to retrieve information
Adventure and role-playing games Business games Board games Combat games Logic games and puzzles Word games