Ifenthaler, Dirk. Metadata Show full item record. Citation Loh, C.
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Serious games analytics: Theoretical framework, in Loh, C. Switzerland: Springer. DOI ISBN School DVC Education. Collection Curtin Research Publications. Related items Showing items related by title, author, creator and subject.
Table of Contents: Serious Games Analytics :
Understanding the representational dimension of learning: the implications of interactivity, immersion and fidelity on the development of serious games. Although the same game was motivating for inexperienced medical students and stimulated them to study longer, it did not improve their cognitive skills, compared with what they learned from an instructional emodule.
This indicates an 'expertise reversal effect', where a rich learning environment is effective for experts, but may be contra-productive for novices interaction of prior knowledge and complexity of format. Discussion: A blended design is equally effective and attractive as classroom training. Blended learning facilitates adaptation to the learners' knowledge level, flexibility in time and scalability of learning.
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Games may support skills learning, provided task complexity matches the learner's competency level. More design-based research is needed on the effects of task complexity and other design features on performance improvement, for both novices and experts. In: C. Williams, A. Ochsner, J. Steinkuehler Eds.
Proceedings GLS 9. Loh, C. Schrier, K.
- 12222 Unidad de Tecnología | ESPAM MFL.
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- Serious games analytics : methodologies for performance measurement, assessment, and improvement.
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Guiding Questions for Game-Based Learning. ETC Press. Simkins, D. Smith, S.
Serious Games Analytics Methodologies For Performance Measurement Assessment And Improvement 2015
Snow, E. Snyder, A.
Playful transition: Serious games for the middle school years. Squire, K. From content to context: Videogames as designed experience. Educational Researcher, 35 8 , 19— Trilling, B. World Economic Forum Yuan, K.
https://landmetapwapha.cf Estimating the percentage of students who were tested on cognitively demanding items through the state achievement tests. User Username. Remember me. By Author. By Title. Article Tools Print this article. Indexing metadata.