Using games in classroom: All tutors and no stories make a virtual world a dull game
Mete Akcaoglu, Michigan State University, 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
This experimental study was conducted to determine the effectiveness of inclusion of a storyline, as initiated and progressed by episodic tasks, in, Zon, a language-teaching virtual world. Researchers tested two versions of the platform (with or without tasks) to a group of primary school students (n=19). The results showed there was no statistically significant difference between the no-story and story versions, t(18) = 1.120, p=.277 in terms of liking, enjoyment and preference for future play. The unique design of the platform (the presence of tutors) is discussed as a potential explanation of the findings and suggestions as to using games in classroom is discussed.
Akcaoglu, M. (2011). Using games in classroom: All tutors and no stories make a virtual world a dull game. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 64-69). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
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Matthew Boyer, Clemson University, United States; Mete Akcaoğlu, Georgia Southern University, United States; Silvia Pernsteiner, Knowledge One, Canada
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1641–1650
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