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Use of Targeted Games to Support Instruction
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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 Society for Information Technology & Teacher Education International Conference 2011 (pp. 2043-2048). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/36604.
Society for Information Technology & Teacher Education International Conference (SITE) 2011
Nashville, Tennessee, USA
March 7, 2011
Matthew Koehler & Punya Mishra
More Information on SITE
Table of Contents
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.
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