Game Development Reference
In-Depth Information
Table 2. Assessment of typical examples representing the main categories and genres of games.
Sim or Game
Availability &
Cost
Interaction
Distance Edu
Learning
Design
Engagement
Thematic Value
Traditional
Good
Average
Average
Average
Average
Average
Action
Average
Good
Average
Average
Good
Average
Adventure
Poor
Good
Average
Average
Good
Average
RPG
Average
Good
Good
Good
Good
Good
RTS
Average
Good
Good
Good
Good
Good
Simulation
Average
Good
Good
Good
Average
Good
Modeling
Average
Good
Average
Average
Average
Average
Programming
Good
Good
Good
Average
Good
Good
MMO
Poor
Good
Poor
Average
Good
Poor
Virtual World
Average
Good
Good
Average
Average
Average
AugRG
Poor
Average
Poor
Average
Average
Average
HibRG
Poor
Average
Poor
Average
Average
Average
AltRG
Poor
Average
Poor
Average
Average
Average
Poor = hard choice (may be expensive, difficult to integrate, cover themes not appropriate, etc.)
Average = compromise (a good choice in some cases, may be partially used, depends on instructional design, etc.)
Good = safe choice (already tested, easily available, low cost, most themes appropriate, etc.)
kinds of questions that will sustain a move toward
a full-grown scientific field. If we don't blend
academic requirements with game initiatives and
experiences there is the risk of all these efforts
becoming a fad. Concurrently, due to the fact that
comparatively few games are in use in ODL and
the mainstream research tends to cover generally
standard tertiary education and training, there is
a vital need for empirical research on the specific
application of games in ODL.
any other means. In fact, while paying attention to
how technological artifacts are enacted in society
we were simply able to identify familiar patterns
of interaction and communication that are of value
to Distance Education. Games are often heralded
as one remedy for the failure of conventional edu-
cation but our interpretation of the research data
would be to see them in terms of the influence of
a popular new media form. The implications for
understanding the relationship between games
and learning therefore are that games need not
be defined as an essential instrument or a type
of content but as contemporary human creations
whose forms and meanings are strategic for educa-
tion. In this regard, ODL establishments need to
adopt these innovative modes of learning in order
to make a difference in academic development and
deal with new learning styles. Also, contemporary
organizations need employees proficient in effec-
tive communication, teamwork, project manage-
ment, and other soft skills such as responsibility,
creativity, entrepreneurship, corporate culture,
etc. Simulation- or Game-based learning may be
CONCLUSION
This chapter started with a review of the values
underpinning new digital media, games and simu-
lations in today's education. We chose to focus
on how these are enacted in social practices sup-
ported by contemporary digital habits, and how
they may be present in ODL, but at this point in
time we were not able to demonstrate how distance
education was significantly transformed through
the deployment of this technology or indeed by
 
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