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Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
Educational computer games: what are the students’ expectations?
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Educational computer games: what are the students’ expectations?

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5 March 2010 (Friday) | 16:40 - 17:00 | http://citers2010.cite.hku.hk/abstract/39 | YONG, Su Ting, The University of Nottingham Malaysia Campus

5 March 2010 (Friday) | 16:40 - 17:00 | http://citers2010.cite.hku.hk/abstract/39 | YONG, Su Ting, The University of Nottingham Malaysia Campus

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  • 1. Educational Computer Games:
    What are the Students’ Expectations?
    Yong Su Ting
  • 2. Introduction
    Purpose of research
    What is educational game?
    Effective game design
    Methods
    Student feedback
    Discussion
    Conclusion
    Future research
    Outline of Presentation
  • 3. Introduction
    Educational game research:
    • Wishart (1990)
    • 4. Amory, Naicker, Vincent and Adams (1999)
    • 5. Holzinger, Pichler and Almer (2001)
    • 6. Rosas, Nussbaum, Cumsille, Marianov, Correa, Flores, Grau, Lagos, Lopez, Lopez, Rodriguez and Salina (2002)
    • 7. Mokka, Vaatanen, Heinila and Valkkynen (2003)
    • 8. Natvig and Line (2004)
    • 9. Chua (2004)
    • 10. Cai, Lu, Fan, Indhumathi, Lim, Chan and Jiang (2006)
    • 11. Ke and Grabowski (2007)
    • 12. Ebner and Holzinger (2007)
    • 13. Warren, Dondlinger, Stein and Barab (2009)
    • 14. Eagle and Barnes (2009)
    • 15. Chaffin, Doran, Hicks and Barnes (2009)
    • 16. Papastergiou (2009)
    • 17. McInerney (2010).
    The use of computer games in education is a fast becoming popular trend (Becker, 2007).
  • 18. Purpose of research
    Identify important elements of effective educational games.
    Determine students’ perceived importanceof these elements.
  • 19. What is educational game?
    Educational computer games can be classified into 3 generations (Egenfeldt-Nielsen (2007).
    1st generation: Edutainment - combination of educational and entertainment.
    2nd generation: Built on cognitivism and constructivism.
    3rd generation: Educational computer games use.  
  • 20. Educational Game Research
    Educational simulation game to teach children what to do in case of a domestic fire (Wishart, 1990).
    Educational computer game with a learning companion to teach mathematics (Holzinger, Pichler & Almer, 2001).
    Gameboy design - educational games to teach basic language acquisition skills, reading comprehension, spelling and basic mathematics operations(Rosas et al., 2002).
    A fitness computer game: 3D virtual environment & exercise bicycle (Mokka, Vaatanen, Heinila and Valkkynen, 2003).
    A game to learn history (Natvig and Line, 2004).
    A knowledge management (KM) simulation game (Chua, 2004).
    Sport-genre game to learn protein structures (Cai, et al., 2006).
    An online game : Structural Concrete Civil Engineering (Ebner and Holzinger, 2007).
    Educational game to learn computer memory concepts (Papastergiou, 2009). 
  • 21. Educational games have been proven to be motivational (Mokka, Vaatanen, Heinila & Valkkynen, 2003; Natvig & Line, 2004; Papastergiou, 2009; McInerney, 2010).
    Understanding of Motivational Construct
    Effective educational game development
  • 22. Effective game design
    Game design process must consider motivation constructs and effective employment of motivation (Bixler, 2006).
    Game Design
    Motivation
    Motivation is the most important component in effective learning (Gee, 2003; Presky, 2003; Denis & Jouvelot, 2005).
    Effective Learning
    If no motivation then it will be no game playing and no learning (Gee, 2003).
  • 23.
  • 24. Methods
    Introduction to IT
    Topics covered:
    Computer, hardware, software, system unit, input devices, output devices, system software & IT application.
    Lecture 1 (2 hours)
    • Game (1 hour)
    Lecture 2 (2 hours)
    • Game (1 hour)
    Lecture 3 (2 hours)
    • Game (1 hour)
    Lecture 4 (2 hours)
    • Game (1 hour)
    Students’ feedback
    Thomson Course Technology at http://login.course.com
  • 25. Online Resources for Discovering Computer 2008
  • 26. Wheel of Terms: Starting the Game
  • 27. Wheel of Terms: Guessing the Words
  • 28. Track and Field: Javelin events with multiple choices questions
  • 29. Track and Field: long jump events with true/false questions
  • 30. Track and Field: Hurdles events with short answer questions
  • 31. Track and Field: End of the game
  • 32. Data collection
  • 33. Edutainment : Combination of education (support learning & useful) and entertainment (interesting & fun) (Prensky, 2003; Egenfeldt-Nielsen, 2007; Yong, 2009).
    Students’ feedback- 64 university students in 2009
    Less expectation: Control & complexity.
  • 34. Educational game must be useful.
    Control is the least important factor.
  • 35. Discussion
    Students’ perceptions & expectations:
    1st generation of educational game - Edutainment:
    Education (useful) + Entertainment (fun)
    Control – least important :
    3rd generation of educational game - participation and control
  • 36. Conclusion
  • 37. Future research
  • 38. References
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