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- 1. Done byAsmahan Al-Belushi 68702
2.
- Kelley (1988) and Salen and Zimmerman (2003) also define games
as a system with rules, conflict, and a quantifiable outcome. It is
free movement within a more rigid structure.
3.
- From the research, a game can be defined as a voluntary
rule-based activity that motivates the player to achieve a goal
state or quantifiable outcome via conflict with others or self
4.
- These are the "core" elements of any true game. Borderline
cases of games include:
- Skill-based gambling (consequences are pre-negotiated)
- Chance-based gambling (no player effort, consequences are
pre-negotiated)
- Pen and paper role-playing (flexible rules)
- Open-ended simulations (No valorization of outcome)
5.
- An educational game, one designed for learning, is a subset of
both play and fun. It is a melding of educational content, learning
principles, and computer games (Prensky, 2001). Digital game-based
learning is organized to provide both education and pleasure. Play
relaxes people, putting them in a receptive state for
learning.
6.
- Educational Games contain the following elements:
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- Verify appropriateness of strategies
7.
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- Used to measure progress against goal(s)
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- Conflict (overt or covert)
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- Competition (with the game, others, or self)
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- Opposition (with the game, others, or self)
8.
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- The game mechanics, graphics, etc. all blend together to define
what the game is all about
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- An abstracted story of reality
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- A safe environment consequences are not externalized
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- May contain fantasy or "impossible" elements
9.
- Increase learning motivation with students.
- Increase learner understanding
- Meet different types of learners and learners styles.
- Increase participation and students involvements
- Easy to retrieve information
10.
- Adventure and role-playing games