Game Development Reference
In-Depth Information
Control options should be clearly la-
beled to help learners use control options
and expectations concerning the appropriateness
of computer game content (Karakus, et al, 2008),
parents' awareness of the games' specific attributes
and content need to be increased.
Immediate feedback, continuous advice on
learners' on-going progress and summaries
of their uses of control options should be
presented to help learners make “informed
decisions” about their own learning.
Aligning with State Standards
Another advantage of gaming-based learning is
that the gaming technology can be aligned with
state standards and might help some of the schools
in the region meet adequate yearly progress, be-
cause the use of computer games can help monitor
the students, and as a result, can track students'
engagement as they meet required objectives. State
objectives can provide minimal goals for technol-
ogy and media integration; teachers must then
integrate these goals throughout the curriculum
so that computer games can be part of the instruc-
tional environment, not just a supplement to it.
Basic requirement over important instruc-
tional components should be provided to
learners in order to assure that they do not
bypass the components.
Prior to instruction, pre-training should be
provided to learners to help them become
familiar with the novel learning system
with control options, perform conscious
cognitive information processing, and un-
derstand objectives, procedures and values
involved in building their own learning
strategies (as cited in Jo, 1993).
Increasing Parents' Awareness
Although the computer games industry has ex-
panded rapidly, one issue related to education
from this development would be that many parents
and educators observe computer gaming activities
warily, suspicious of their unwarranted effect on
students' learning (Eow, et al, 2009). Their major
concern is that involvement in gaming activities
can have negative effects on students' academic
achievement (Smyth, 2007). Although the results
of Karakus, et al.'s study (2008) reveal that some
of the parents regulated their children's game
playing, it seems that parental control over their
children's game playing is not always very strict.
Some of them impose restrictions, but the majority
of them allow their children to play if the children
do not exceed a time limit that is set for their play
(Karakus, et al., 2008). Parental control is very im-
portant, because computer games including violent
elements that might be detrimental to children's
cognitive and behavioral development. Since
parents and children have different perceptions
Prensky (2001) states that an effective educational
game design must achieve a balance between fun
and educational value. A key feature of instruc-
tional games is the opportunity to apply subject
matter knowledge in a new context. Gaming
provides learners a competitive environment in
which they can follow prescribed rules as they
meet a challenging educational goal. The cognitive
challenge of games ranges from promoting simple
motor skills (pointing, clicking, and selecting) to
cognitive skills that require problem-solving and
affective decision making. Examples of education-
al games span the range from simple computerized
board games to interactive role-playing games
that use techniques of artificial intelligence such
as analyzing and interpreting the input of the user
and adjusting the game accordingly.
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