Game Development Reference
In-Depth Information
the right answer to those needs, particularly if
supported by appropriate e-learning methodolo-
gies. In this context, the role of the instructor is
a critical (if somewhat overlooked) component
in the deployment of instructional games, as are
other learner support strategies such as helpdesk
or online mentoring. The task ahead is certainly
a difficult one but we think the AIDLET model
may help teachers and instructional designers
make better decisions regarding the application of
game-based learning in their particular topics. We
believe this is a great time for ODL stakeholders
to take on the challenge of adopting new digital
media, serious games and interactive simulations.
Bidarra, J., & Cardoso, V. (2007). The emergence
of the exciting new Web 3.0 and the future of open
educational resources . Paper presented at the
EADTU 2007 Conference, Lisbon, November
8-9, 2007.
Bonk, C., & Dennen, V. (2005). Massive mul-
tiplayer online gaming: A research framework
for military training and education advanced
distributed learning initiative , Office of the Under
Secretary of Defense (Personnel & Readiness),
Readiness and Training, 4000 Defense Pentagon,
Washington, DC.
Bransford, J. D., Brown, A. L., & Cocking, R. R.
(2000). How people learn: Brain, mind, experi-
ence, and school committee on developments in
the science of learning . Washington, DC: National
Academy Press.
The Fundação para a Ciência e a Tecnologia
(grant SFRH/BSAB/833/2008), and the Games,
Learning and Society research group at the Uni-
versity of Wisconsin in Madison.
Brown, J. S., Collins, A., & Duguid, P. (1989).
Situated cognition and the culture of learning.
Educational Researcher , 18 , 32-42.
Bruner, J. S. (1966). Toward a theory of instruc-
tion . Cambridge, MA: Belknap Press of Harvard
Damásio, A. (1994). Descartes' error: Emotion,
reason, and the human brain . New York: Avon
Anderson, T. (2008). Teaching in an online learn-
ing context. In Anderson, T. (Ed.), Theory and
practice of online learning (2nd ed., pp. 343-366).
Athabasca University.
Damásio, A. (1999). The feeling of what happens:
Body and emotion in the making of consciousness .
New York: Harcourt.
Barab, S. A., & Kirshner, D. (2001). Methodolo-
gies for capturing learner practices occurring as
part of dynamic learning environments. Journal of
the Learning Sciences , 10 (1-2), 5-16. doi:10.1207/
De Freitas, S., & Griffiths, M. (2007). Online gam-
ing as an educational tool in learning and training.
British Journal of Educational Technology , 38 (3),
535-537. doi:10.1111/j.1467-8535.2007.00720.x
Bates, A. (1995). Technology, open learning and
distance education . London: Routledge.
De Freitas, S., & Oliver, M. (2006). How can
exploratory learning with games and simulations
within the curriculum be most effectively evalu-
ated? Computers & Education , 46 (3), 249-264.
Bates, A. (2000). Managing technological change:
Strategies for college and university leaders . San
Francisco: Jossey-Bass.
Search Nedrilad ::

Custom Search