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The Role of Computer Games within the e-Learning Systems

The Role of Computer Games within the e-Learning Systems Fekete Zsombor MicroCad Conference 2003, március Main Research Main approach: How can we find the key-elements of knowledge development by interactive computer games ? Sub-approach:

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The Role of Computer Games within the e-Learning Systems

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  1. The Role of Computer Games within the e-Learning Systems Fekete Zsombor MicroCad Conference 2003, március

  2. Main Research Main approach: • How can we find the key-elements of knowledge development by interactive computer games? Sub-approach: • How should we interpret the relation between v-games, and e-learning? • Why cannot we find this topic in the mainstream of research?

  3. How should we interpret the relation between v-games, and e-learning?

  4. Sociological functions of computer games Primary functions • Entertainment • Technology transfer Secondary functions • User enhancement • Cultural transfer • Social contact, etc.

  5. Sociological functions of learning-systems Primary functions • Education –information, skills • Education – social, cultural competences Secondary functions • Social contact • Entertainment • Social differences etc.

  6. Matches E L L E E-Learning V-Games

  7. Historical background Learning: • Project-learning • Drama-pedagogy • Etc. Gaming • Games for Kids • Word games • Education games • Etc.

  8. Why cannot we find this topic in the mainstream of research?

  9. Original concept of e-learning • Cheap (computer) • Easy-to-use edition • Cheap (collecting material) • New-structured knowledge • Cheap (send, copy) • Breaking the borders of distance and time • Cheap (tutoring) • Comfortable learning anytime, anywhere New environment is mostly mentioned as challenge, not as a goal!

  10. What environment can a computer afford? • Text (damages eyes, but temporally useful) • Hypertext (requires non-linear reading skills) • Picture (useful) • Audio (really useful) • Video (really useful) • Multimedia (really useful) • Communication by the mentioned media • Virtual Environments (new media)

  11. Problem is • Content is mostly implementation of traditional media (text, picture, audio, video) • Interactivity is mostly only reduced to following links, controlling media, and solving tests • E-learning is concentrated on adopting traditional learning methods

  12. What is the e-learning?

  13. What is e-learning? IRC, MUD V-Games

  14. Main problem within Video-Games • Many stereotypes • Violence • Health risks • Social connections risks • Associating on homogeny group of video-games

  15. What kind of Video-Games are there? • Action • Labyrinth • 2D / 3D Racing • Jump and run • Japanese style top-view action • 2D / 3D Fighting • 2D / 3D Arcade flight / shooter • 2D / Movie aim and shoot • 3D First Person Shooter • 3D Third Person • 3D Hack and Sash

  16. What kind of Video-Games are there? • Adventure • Text-based • Point and click • Interactive-Movie Adventure • 3D Adventure

  17. What kind of Video-Games are there? • Role Playing • Text-based RPG • Action RPG • Japanese RPG • First Person RPG • MUD • MMORPG

  18. What kind of Video-Games are there? • Strategy • God-Simulator • Builder / Manager • Real-Time Strategy • Round-divided Strategy

  19. What kind of Video-Games are there? • Simulation • Flight • Racing • Fiction simulation • Human / Animal simulation

  20. What kind of Video-Games are there? • Sports • … • Card-Games • Logical Games • Logical game • Logical action game

  21. What kind of Video-Games are there? Media • Text • 2D • 3D • Audio / Movie • Offline • Online

  22. Only a few types used for learning … and we don’t even know what could we expect from the other types

  23. But still needs a lot of analysis… Computer games should be analysed by • Psychology • Cognitive-science • Social-psychology • Pedagogy • Informatics, • Programming

  24. Future goalsBring theory to life!

  25. Thanks for the attention! Fekete Zsombor jab-en@jab-en.net

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