New Zealand in Wartime

Rollings, W. P.

doi:10.2307/20630844

Cited by 23 publications

(30 citation statements)

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“…The story is important because it can encourage repeated play. A story that is interesting can engage students and incorporate the concept of flow (Rollings & Adams, 2003).…”

Section: Description Of Requirementsmentioning

confidence: 99%

Developing Game-Based Learning Requirements to Increase Female Middle School Students Interest in Computer Science

Bonner

Dorneich

2016

Proceedings of the Human Factors and Ergonomics Society Annual

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This paper presents work on the development of a Game-Based Learning (GBL) application's requirements for female middle school students which teaches fundamental concepts of programming. Currently, there are not enough students who desire to pursue Science, Technology, Engineering, and Mathematic (STEM) career fields. Additionally, female are underrepresented in STEM fields, and increased female participation may help partially address this gap. GBL was used to encourage middle school student interest in STEM by allowing them to practice computer science concepts in engaging contexts outside the classroom. The game Sorceress of Seasons was built to teach fundamental programming concepts, and was based on six requirements specifically targeted at female middle school students. The game was tested with 15 middle school-aged students. Playing the game had a positive effect on students' attitudes towards programming, with female students reporting a larger increase in computer science interest than males when compared with their previous attitudes. The results suggest that the game may be successful in increasing interest in STEM in these students. The requirements developed to guide the design of the game played a role in the game's effectiveness, and may be useful when developing an educational tool targeting female STEM interest.

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“…The story is important because it can encourage repeated play. A story that is interesting can engage students and incorporate the concept of flow (Rollings & Adams, 2003).…”

Section: Description Of Requirementsmentioning

confidence: 99%

Developing Game-Based Learning Requirements to Increase Female Middle School Students Interest in Computer Science

Bonner

Dorneich

2016

Proceedings of the Human Factors and Ergonomics Society Annual

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“…Design teams offer a valuable opportunity for inter-professional and educator-student collaboration, with students-the game usersbringing particular insight into how a game might work in practice. 10 T A B L E 1 Sample design-thinking schedule for building a digital educational escape room (DEER)…”

Section: Building Your Gamementioning

confidence: 99%

Building digital escape rooms for learning: From theory to practice

Pornsakulpaisal¹,

Ahmed²,

Bok

et al. 2023

The Clinical Teacher

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Digital games are increasingly used to support learning across a diverse range of cognitive, affective and psychomotor domains in health professions education. Gamebased learning will likely become an important competency for educators. However, educators can perceive game building as out of their reach due to a lack of expertise in digital technology. This toolbox offers advice to health professions educators who would like to build a simple game for learning known as a digital educational escape room.

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“…Victory condition is part of the game that pushed player to be the winner of the game. According to how you want to play the game, computer games are categorized in different play mode as competitive, cooperative, a team game, multiplayer, single player or solitaire game (Rollings & Adams, 2003).…”

Section: Games Play Modementioning

confidence: 99%

“…However, "those children who do not have good imagination skills may find it increasingly difficult to distinguish between the portrayal of violence in video games and violence in the real world" (Unsworth & Word, 2001, p.187). Rollings & Adams (2003), argue that computer games are about bringing fantasies to life, enabling people to things in make-believe that they couldn't possibly do in the real world. But make-believe is a dangerous game if it is played by people for whom the line between fantasy and reality is not clear (p.80).…”

Section: Violence Developmentmentioning

confidence: 99%

“…The only direct instructions that children and adolescents take when they are playing is just the instructions of how to play the game, how to change the guns and nothing educative. Rollings & Adams (2003), argue that computer games generally allow you to try anything you want; you can presume that anything you can do, you are allowed to do. When you are playing game, especially board game and computer games, you are often playing a role of some sort (p.35).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of New Communication Technologies on Teenagers: The Case Study of Computer Games

MARKO¹

2022

Polis

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This study investigates the effects of computer games on teenagers in Famagusta, Turkish Republic of Northern Cyprus. Most games are inspired from other media as books, TV, films, etc. For this kind of media entertainment, the term ‘passive entertainment’ is used. However, computer games and video games are considered as ‘interactive entertainment’. Computer games are interactive because they make people to feel that they are inside the story. 400 teenagers, 200 boys and 200 girls participated in this research from four different schools in Famagusta. Two of the schools are high schools and two others are secondary schools. Each participant completed a questionnaire with 35 closed-ended questions. The data were collected and analyzed by using SPSS 10.00 program. Using the data gathered with the questionnaire, whether playing computer games affects the children’s school performance; whether decreases their participation on social activities; whether evokes aggressive behavior; and whether causes the feeling of loneliness is discussed.

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New Zealand in Wartime

Cited by 23 publications

References 0 publications

Developing Game-Based Learning Requirements to Increase Female Middle School Students Interest in Computer Science

Developing Game-Based Learning Requirements to Increase Female Middle School Students Interest in Computer Science

Building digital escape rooms for learning: From theory to practice

The Effects of New Communication Technologies on Teenagers: The Case Study of Computer Games

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