Experiencing eLearning
MAY 16, 2012
” This chapter focuses on two areas of the research: meta-analysis studies and research on specific elements of games. The meta-analysis section has a useful table providing a quick summary of the major findings of each meta-analysis reviewed. ” (Hays, 2005). . ” (Hays, 2005). Player perspective.
Kapp Notes
MARCH 19, 2015
A number of meta-analysis studies have been conducted in the field of game-based learning attempting to create generalizable findings that can be used to select and create meaningful educational and instructional game experiences. The vast frozen wilderness faces the player as she learns about heat flow formula. References: Hays, R.
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Allison Rossett
APRIL 9, 2013
However, as enticing as they are, mobile devices are not major players in enterprise workforce development, in general, and in leader development, in particular. Too little analysis and thus insufficient attention to mobile sweet spots, such as practice, review, reminders, and outreach to experts, peers and community.
Kapp Notes
FEBRUARY 18, 2013
Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.
Kapp Notes
OCTOBER 31, 2012
Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.
Kapp Notes
JANUARY 30, 2013
Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.
Kapp Notes
OCTOBER 25, 2012
Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.
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