Choosing and using educational software: a teachers' guide
Choosing and using educational software: a teachers' guide
Activity theory as a potential framework for human-computer interaction research
Context and consciousness
Understanding and constructing shared spaces with mixed-reality boundaries
ACM Transactions on Computer-Human Interaction (TOCHI)
Written debriefing: the next vital step in learning with simulations
Simulation and Gaming - 30th anniversary issue, part 3
Simulations and the Future of Learning: An Innovative (and Perhaps Revolutionary) Approach to e-Learning
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
A Simple Classification Model for Debriefing Simulation Games
Simulation and Gaming
Digital Game-Based Learning
Computer game design: Opportunities for successful learning
Computers & Education
Designing and analyzing collaboration in a scripted game for vocational education
Computers in Human Behavior
Educational game design for online education
Computers in Human Behavior
WSEAS TRANSACTIONS on COMMUNICATIONS
EGameFlow: A scale to measure learners' enjoyment of e-learning games
Computers & Education
Challenges in the Development and Evaluation of Immersive Digital Educational Games
USAB '08 Proceedings of the 4th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society on HCI and Usability for Education and Work
Simulation game-based virtual learning
DIWEB'08 Proceedings of the 8th WSEAS international conference on Distance learning and web engineering
Learning teamwork skills in university programming courses
Computers & Education
Hi-index | 0.00 |
There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for the uptake of games and simulations particularly in formal learning contexts. This paper addresses this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation-based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice.