A Media Buying Simulation Game Using the Internet

King, Karen Whitehill; Morrison, Margaret

doi:10.1177/107769589805300303

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Cited by 3 publications

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“…Some have explored the general impact on communication as a curriculum (Dennis, 2003;Worley, 2002;Kubey, 2001;Sutherland, 2003;Sutherland, 1999). Some have discussed the impact of new media on classroom instruction (King, 1998;Hester, 1999;Guthrie, 2000;Rosenkrans, 2001;Henderson, 2002;Frisby, 2000). Others have examined the impact on individual sequences (Friedland, 1996;Gunaratne, 1996;Blake, 2000;Hammond, 2000;Gower, 2001;Beard, 2001;Everett, 1999).…”

Section: Rationalementioning

confidence: 99%

Shall We Converge? The Embedding of New Media into Advertising Curricula

Gould

2004

Journal of Advertising Education

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Section: Rationalementioning

confidence: 99%

Shall We Converge? The Embedding of New Media into Advertising Curricula

Gould

2004

Journal of Advertising Education

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Classification of learning outcomes: evidence from the computer games literature

O’Neil

Wainess

Baker³

2005

The Curriculum Journal

344

156

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Following up on an earlier issue of The Curriculum Journal (Vol. 16, No. 1), this article focuses on learning outcomes in the context of video games. Learning outcomes are viewed from two theoretical frameworks: Kirkpatrick's levels of evaluation and the CRESST model of learning. These are used to analyse the outcomes claimed in journal articles that report empirical work, indicating the usefulness of the frameworks, and the necessity to consider the role of affective learning. The article ends with some comments on the relationship of instructional design to effective games and learning outcomes.

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