Impact on Learning when introducing Electronic Video Games elements in a Constructivist Learning Environment
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Othman, M.R. & O'Grady, G. (2007). Impact on Learning when introducing Electronic Video Games elements in a Constructivist Learning Environment. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 3705-3709). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25910.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
June 25, 2007
Craig Montgomerie & Jane Seale
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Table of Contents
It is estimated that our children, before they leave college, will spend 10000 hours playing electronic video games (EVGs). Their popularity is due to the immersive environments of 3-D and the element of challenging play and the freedom to create and act in collaborative environment that provide instantaneous feedback. The potential of these games for education is the subject of much debate amongst both educationalists and technologists. This project will explore how video games can be used to support learning using the rich environments that virtual worlds offer and opportunities such as creating dynamic avatars that change with the learners' actions. Environments like 2nd Life will be used in conjunction with the One-Day, One-Problem PBL pedagogy at Republic Polytechnic to explore the impacts on learning when elements of EVGs are introduced to a segment of the first year students. This paper will seek to provide a brief description of the project that has just started and that will continue till 2010.
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