Game-based historical learning
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Serious games research typically uses modified computer games as virtual learning environments. Virtual heritage projects typically aim to provide three-dimensional interactive digital environments that aid the understanding of new cultures and languages, rather than merely transfer learning terms and strategies from static prescriptive media such as books. As an intersection between the two fields, game-based historical learning aims to provide ways in which the technology, interactivity, or cultural conventions of computer gaming can help afford the cultural understanding of the self, of the past, or of others with mindsets quite different to our own. This chapter will outline the major technological, pedagogical, and evaluation issues pertinent to game-based historical learning, provide working definitions of virtual learning that may lend themselves to evaluations, and endeavor to explain how specific issues of game-based historical learning may be addressed. It will also forecast trends and suggest approaches to help focus this diverse field.
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Ifenthaler, Dirk; Eseryel, D.; Ge, X. (2012)Looking at the historical synopsis of games, an antagonism between games and work is noticeable. However, another important question is present: How can a game be beneficial for life? Games are classified as fully ...
de Freitas, Sara; Liarokapis, F. (2011)This chapter explores the context for the new paradigm of learning emerging in education, in relation to key critical concepts that centre around gamification, immersion, interface and social interactivity. The chapter ...
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