Computer Games and Team and Individual Learning

Front Cover......Page 1
Computer Games and Team and Individual Learning......Page 4
Copyright Page......Page 5
Table of Contents......Page 8
Preface......Page 10
Contributors......Page 14
PART 1 FRAMEWORK......Page 20
1. Why Study Games for Educational Purposes?......Page 22
2. Research Needs for Instructional Game Design and Use......Page 23
4. The Need for a Conceptual Framework in Studying Instructional Games......Page 24
5. Characteristics of Entertainment Games Related to Learning......Page 27
6. Social Interaction......Page 36
7. Summary and Conclusions......Page 37
References......Page 38
1. Introduction......Page 40
3. Design of Assessments to be Integrated into Learning Games......Page 42
4. Technical and Strategic Features Required for Game Assessment......Page 43
5. Games as Assessment......Page 48
6. Assessing the Effectiveness of a Game......Page 50
7. Deep Architecture of Games......Page 51
9. Affect and Motivation......Page 52
10. Summary and Conclusions......Page 53
References......Page 54
1. Literature Review......Page 58
3. Methods......Page 61
4. Results......Page 64
5. Discussion......Page 67
7. Implications......Page 69
References......Page 71
Abstract......Page 74
1. Games and Simulations......Page 75
2. Learning in Guided and Unguided Contexts......Page 77
3. Evidence for Learning from Games......Page 78
4. Ways to Guide and Teach in Game Contexts......Page 79
5. A Universal Application Programming Interface for Interfacing Games to Interactive Instructional Systems......Page 85
Acknowledgments......Page 91
References......Page 92
PART 2 TEAM LEARNING......Page 94
1. Introduction......Page 96
2. Background......Page 97
3. Methodology......Page 100
4. Goals and Development......Page 101
5. Conditions......Page 103
6. Measures......Page 106
7. Exercise......Page 109
8. Results......Page 111
9. Discussion......Page 113
Acknowledgements......Page 117
Appendix A – Post-Exercise Questionnaire......Page 118
Appendix B – AAR Questions......Page 120
Appendix C – Demographic Form......Page 121
References......Page 122
Abstract......Page 124
1. Intelligent Agents as Team Training Partners......Page 125
2. Reaction and Behavioral/Performance Training Evaluation Criteria......Page 127
3. Self-Efficacy......Page 128
4. Performance Task Platform and Training Protocol......Page 129
5. Method......Page 130
6. Results......Page 134
7. Discussion......Page 138
References......Page 140
Abstract......Page 144
1. Learner Outcomes of Game-Based Training Environments......Page 146
2. Prior Experience......Page 147
3. Method......Page 150
4. Results......Page 153
5. Discussion......Page 154
References......Page 158
Abstract......Page 164
1. Teams and Teamwork......Page 165
2. Video Games and Training......Page 168
3. Conclusion and Future Research......Page 176
References......Page 181
PART 3 INDIVIDUAL LEARNING......Page 186
Abstract......Page 188
1. Subjective Workload......Page 189
3. Workload, Simulations and Gaming......Page 190
4. Summary......Page 191
5. Method......Page 192
6. Results......Page 195
7. Discussion......Page 198
References......Page 201
1. Introduction......Page 204
2. Worked Examples......Page 206
3. Discussion and Implications......Page 215
References......Page 220
1. Introduction......Page 224
2. Methods......Page 228
3. Experiment 1: The Attentional Blink......Page 232
4. Experiment 2: Multiple Object Tracking......Page 234
5. General Discussion......Page 236
Appendix 1: Results for Attentional Blink......Page 238
Appendix 2: Results for Multiple Object Tracking......Page 242
References......Page 244
Abstract......Page 248
1. Cognitive Load Theory......Page 250
2. Problem Solving......Page 251
3. Games, Simulations, and Simulation-Games......Page 252
4. Educational Benefits of Games and Simulations......Page 253
5. Scaffolding......Page 254
6. Conclusions and Implications......Page 260
References......Page 261
1. Introduction......Page 266
2. The Game of Chess......Page 267
3. Chess Reasoning......Page 273
4. Research on Chess and Education......Page 274
5. Chess Software......Page 276
6. A Study of Chess Instruction Among at Risk Students......Page 278
7. A Study of Transfer of Problem-solving Skills Using Chess Software......Page 281
8. Observations on Teaching Chess to College Freshmen......Page 284
Acknowledgments......Page 285
References......Page 286
1. Introduction......Page 288
2. What We Did at ICT?......Page 289
3. The Nature of SEE’s Experiments......Page 291
5. Findings from Combining the Data Sets......Page 297
6. Discussion......Page 300
7. Conclusions......Page 303
References......Page 304
1. Framework......Page 306
2. Team Learning......Page 311
3. Individual Learning......Page 315
4. Conclusions......Page 321
References......Page 323
Author Index......Page 326
Subject Index......Page 338