Аннотация
The article begins by reviewing the theoretical bases for the contention
that advanced computer-based educational gaming can provide powerful
learning experiences, and overviews the limited research on the use
of such games. Although studies to date have generally supported
their value, most of the published investigations have methodological
limitations. Critical process data are typically not collected, and
unreliable student and teacher self-reports are heavily relied on
in evaluating the educational efficacy of many games. To address
these and other limitations, the authors have developed research
software that can remotely and unobtrusively record screen activity
during game play in classroom settings together with synchronized
audio of player discussion. A field trial of this data collection
system in which 42 college students were studied as they played a
coursework-related Web-based learning game is described, and the
article discusses how the trial outcomes concretely demonstrate the
methodological advantages the tool offers researchers.
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