Use of Targeted Games to Support Instruction
PROCEEDINGS
Marilyn Ault, Jana Craig Hare, ALTEC at the Center for Research on Learning, United States ; Bruce Frey, Gail Tiemann, University of Kansas, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Abstract: The attributes of targeted versus immersive game formats were discussed with a suggestion that targeted games have a role in education. Student use of nine targeted mathematics games utilizing single- and multi-player game formats were analyzed. The results indicate that students have a strong preference for competitive games over single-player and collaborative games, and sustain play outside of the school day. An additional follow-up survey suggests that students have strong preference for characteristics inherent to targeted games. These include autonomy, feedback, competition, and challenging levels of play.
Citation
Ault, M., Craig Hare, J., Frey, B. & Tiemann, G. (2011). Use of Targeted Games to Support Instruction. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2043-2048). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/primary/p/36604/.
