Game Development Reference
In-Depth Information
depends on the number of the target users and on
their expectations regarding the quality of graph-
ics or such modern features as the possibility of
multiplayer gaming in educational games. The
unification of the API which could support the
pedagogical requests and be used in different
games is also a current task for the developers.
Changes in schools that might be required in or-
der to introduce educational games should also
be considered, especially by governments and
government policy makers.
The development of a specific game for the
purposes of education is a multidisciplinary
task which calls for the cooperation of various
experts: video game designers, content experts,
researchers in the field of didactics. Users such as
teachers and instructors should also be included
in the development projects. Involving potential
users, especially learners, in multimedia product
development is also highly important (Stanić-
Molcer & Delić, 2007).
market crash in September 2008 negatively af-
fected the market of computer games too, but in
2009 a recovery from the crisis is noticeable. In
September 2009 the index regained the value it
had at the end of 2006 and the beginning of 2007.
Although the video game business is constantly
growing and continues to be profitable, the devel-
opment of educational games is connected with
financial problems and limitations. Publishers
demand that games be sold well, magazines reward
the best-selling products, hence an alternative
source of funding is needed for educational games
which do not meet the expectations of the market
(Martinez, 2006). A good example are computer
games created for persons with disabilities.
Currently, it can be seen that computer games
are being introduced primarily into the education
of younger generation, because they grew up using
computers and they are more familiar with playing
games. The fact is that today the net generation,
which was born in 1980 or later (Oblinger, D. &
J., 2005), has grown up into adulthood. Concern-
ing lifelong education, it would be meaningful to
conduct research on introducing games in post-
compulsory education as well.
The rapid development of technology requires
that lifelong education should keep up with innova-
tions, which is only possible with modern learning
transfer technology. “In adult education, lifelong
learning - integrated into working processes and
built on the development of the learning abili-
ties - is developing in the direction of individual
learning management and self-management”
(Fogarasi, 2009). The EU has shown an increasing
interest in the strategies of introducing e-learning
in higher education during the past years. One of
the most important international organizations
in the field, EDEN (European Distance and E-
learning Network), was established in 1991. This
association has been focusing on open, flexible,
distance and e-learning research since its founda-
tion. It organizes conferences with participation
of researchers from Europe, America, Australia,
China and South Africa, thus enhancing the co-
Business Aspect of Multimedia Tools
in Education and Distance Learning
According to the data from ESA, in 2004 the aver-
age age of game players was 30 while in 2005 it
increased to 33, in 2006 the average age was the
same (33). In 2007 and in 2008 it was 35. The
former game players have grown older and are still
playing. Considering the genre of on-line games,
the use of Persistent Multi-Player Universe games
has exhibited the highest growth. For example,
World of Warcraft has gained popularity among
11.5 millions players in the last 4 years. The U.
S. computer and video game sales grew from 2.6
billion dollars in 1986 to 7.4 billion dollars in
2006 and 11.7 billion dollars in 2008.
In September 2009 Businessweek reported
that “As today's video games continue to reach a
broader audience, it's no wonder the video game
industry has grown 57% with total sales reach-
ing $1.7 billion in March from the same period
a year ago.” According to the Eeindex, the stock
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