Game Development Reference
In-Depth Information
becoming a ubiquitous element of everyday life.
Accepting the situation that has arisen, an educa-
tion system has to conform to the circumstances
of the society and has to take advantage of the
opportunities offered by the ever-enhancing tech-
nology. The ultimate goal is, of course, benefit to
the learners. Caution is needed when introducing
new methods, learners' reactions have to be ob-
served, as well as the effectiveness of the methods
in terms of learning outcomes.
In the present educational environment, in
which e-learning takes more and more place,
it must be taken into account that a huge effort
of on-line course creators is aimed at achieving
interactivity of the materials offered. Educational
games, interactive by nature, represent ideal candi-
dates for being integrated into e-learning systems.
into education systems can be achieved by a joint
commitment and close cooperation of researchers
in all disciplines involved.
REFERENCES
Amory, A., & Seagram, R. (2003). Educational
Game Models: Conceptualization and Evalua-
tion. South African Journal of Higher Education ,
17 (2), 206-217.
Anderson, C., & Bushman, B. (2001). Effects of
violent video games on aggressive behavior, ag-
gressive cognition, aggressive affect, physiologi-
cal arousal, and prosocial behavior: a meta-analytic
review of the scientific literature. Psychological
Science , 12 (5), 353-359. doi:10.1111/1467-
9280.00366
Archambault, D., Ossmann, R., Gaudy, T., &
Miesenberger, K. (2009). Computer Games and
Visually Impaired People. Retrieved from http://
cedric.cnam.fr/PUBLIS/ RC1204.pdf
FUTURE RESEARCH DIRECTIONS
Educational computer games have not yet reached
the quality of commercial games. Research has to
be made in the direction of enhancing educational
games to become more amusing, interesting, with
top quality animations thus showing the attributes
expected from learners - game users. The devel-
opment supported by high quality animation is
necessary, because it seems that disadvantages in
that aspect can be fatal for the sustainability of a
specific game. Apart from having high expecta-
tions, the net generation accepts novelty very fast,
but while introducing new ways of learning into
their education, such as playing computer games,
researchers should also have in mind the readiness
of teachers to handle the new methods. Teach-
ers have to be supported by education, enabling
them to keep up with the rapid development of
technology.
The entire educational potential and inherent
power of games have not been utilized to their
fullest extent so far, and regarding the related
activities as a multidisciplinary process, more
rapid development and introduction of games
Bartholow, B., Bushman, B., & Sestir, M. (2005).
Chronic violent video game exposure and desensi-
tization to violence: Behavioral and event-related
brain potential data. Journal of Experimental
Social Psychology , 2 (4), 532-539.
Cunningham, S., Grout, V., & Hebblewhite, R.
(2006, October). Computer Game Audio: The Un-
appreciated Scholar of the Half-Life Generation .
Paper presented at the Audio Mosty Conference - a
Conference on Sound in Games, PiteƄ, Sweden.
De Freitas, S., & Martin, O. (2006). How can
Exploratory Learning with Games and Simula-
tions within the Curriculum Be Most Effectively
Evaluated? Computers & Education , 46 , 249-264.
doi:10.1016/j.compedu.2005.11.007
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