By Joke Torbeyns, Erno Lehtinen, Jan Elen
This publication describes examine results on domain-specific critical video games. the 1st a part of the ebook makes a speciality of the layout and significant features of exact (mainly math-related) critical video games. the second one a part of the booklet offers contemporary empirical reports on those video games, exploring themes comparable to the effectiveness of great video games for studying and lengthening motivation and the impression of inexperienced persons’ domain-specific and online game talents. the combination of significant video games into the curriculum and next functionality and motivation results also are awarded.
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Additional resources for Describing and Studying Domain-Specific Serious Games
Sample text
Besides that, as a great amount of data is logged while children play the game, these games are also appropriated to be used for microgenetic research concerning the development of the skills trained in the games. Additionally, our game-based learning environment was developed to be played on tablets and computers, which provides the opportunities for a widespread use of the game. Acknowledgment This research was supported by grant GOA 2012/010 of the Research Fund KU Leuven, Belgium. We would like to thank all participating children and teachers.
Specifically, if they solve the required percentage of correct trials, the world becomes more beautiful and they can start the next level. If they do not reach the required percentage of correct trials, Dudeman points out to Sidegirl that she did not collect a sufficient amount of animals and she has to restart the level until the required percentage of correct trials is reached. Logging The game-based learning environment is developed to register a great amount of data while children played the game.
Siegler, R. , & Hitti, A. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104, 661–672. , Wilson, A. , & Dehaene, S. (2009). Computer-assisted intervention for children with low numeracy skills. Cognitive Development, 24, 450–472. , & Noël, M. P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102, 361–395.