The design of children's technology
The design of children's technology
The researcher's role in the design of children's media and technology
The design of children's technology
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Replaying history: learning world history through playing "civilization iii"
Replaying history: learning world history through playing "civilization iii"
Proceedings of the 2006 conference on Interaction design and children
Making dead history come alive through mobile game-play
CHI '07 Extended Abstracts on Human Factors in Computing Systems
Investigating the educational effectiveness of multiplayer online games for children
Proceedings of the 6th international conference on Interaction design and children
Interaction Design and Children
Foundations and Trends in Human-Computer Interaction
Emphasizing soft skills and team development in an educational digital game design course
Proceedings of the 4th International Conference on Foundations of Digital Games
Learning by Guiding a Teachable Agent to Play an Educational Game
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Testing metaphorical educational FPS games
International Journal of Computer Games Technology
Was Vygotsky right? evaluating learning effects of social interaction in children internet games
INTERACT'07 Proceedings of the 11th IFIP TC 13 international conference on Human-computer interaction - Volume Part II
Re-experiencing history in archaeological parks by playing a mobile augmented reality game
OTM'07 Proceedings of the 2007 OTM confederated international conference on On the move to meaningful internet systems - Volume Part I
Towards a structural model for intention to play a digital educational game
Transactions on edutainment IV
A common software architecture for educational games
Edutainment'10 Proceedings of the Entertainment for education, and 5th international conference on E-learning and games
Practical, appropriate, empirically-validated guidelines for designing educational games
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Dimensions of collaboration on a tabletop interface for children with autism spectrum disorder
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
How digital scaffolds in games direct problem-solving behaviors
Computers & Education
Education and Information Technologies
A visual language for the creation of narrative educational games
Journal of Visual Languages and Computing
AmbiLearn: enhancing the learning environment for primary school education
SGDA'12 Proceedings of the Third international conference on Serious Games Development and Applications
A framework for adaptive game presenters with emotions and social comments
International Journal of Computer Games Technology
The effects of the size and weight of a mobile device on an educational game
Computers & Education
You are the real experts!: Studying teenagers' motivation in participatory design
Proceedings of the 12th International Conference on Interaction Design and Children
Acquiring educational access for neurodiverse learners through multisensory design principles
Proceedings of the 12th International Conference on Interaction Design and Children
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Educational computer games provide an appealing context for engaging children in activities that deliver substantive educational content and customized feedback. However, creators of such games can only take full advantage of the power of the medium if the educational content is integrated effectively into the structure of the game. Drawing upon experiences in the creation of numerous real-life games and applications, this paper describes some of the considerations that must be taken into account in creating effective interactive games. These include: matching particular educational topics or concepts to their most appropriate media; placing educational content at the heart of game play so that children engage in the targeted real-world behavior or thinking as they play the game; and building feedback and hint structures in ways that support and scaffold children into challenging content.