Kapp Notes
AUGUST 30, 2011
One: Challenge and Consolidation – Good games offer players a set of challenging problems and then let them solve these problems until they have virtually routinized or automated their solutions. For example: In the 1970′s BP created a board game in which one of the scenarios was a catastrophic oil spill.
Kapp Notes
SEPTEMBER 11, 2014
A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and. We used meta-analytic techniques to investigate whether serious games are more effective in. Wouters, P., van Nimwegen, C., Journal of.
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Kapp Notes
JULY 5, 2016
Why include a fantasy element in the design of learning games for adults. In fact, research indicates that fantasy provides cognitive emotional and motivational advantages for learning (Malone, 1981). In a game with Zombies teaching a sales model, the exact sales model that is used in the field can be used in the game.
Kapp Notes
JANUARY 17, 2013
I am often asked if an instructional or training game should be “realistic” or can the game have “fantasy” elements and still be an effective learning tool. It turns out that there are several valid and research-based reasons for including fantasy as a key element in the design of games to help people learn.
Kapp Notes
SEPTEMBER 5, 2013
Here are the top ten best practices for instructional game design. Plus a bonus) Practice #1 – Design the learning game to meet specific instructional objectives. Complicated games confuse and frustrate learners. Practice #4 – Get learners comfortable with the rules and game play before they start. What am I missing? ?.
Kapp Notes
SEPTEMBER 12, 2012
These ideas originated in work done by Mark Lepper, a researcher from Stanford University and Thomas Malone also a researcher from Stanford who’s work includes extensive investigations into why games are fun and motivational. Curiosity in terms of sensory and cognitive inquisitiveness. A taxonomy of motivation and game design.
Kapp Notes
MAY 18, 2012
It was sparked by Ruth Clark’s article “ Why Games Don’t Teach. ” So, So looking at the argument, Why Games Don’t Teach, we have several interesting positions: Games Don’t Teach. All current reviews of adequately designed and peer-reviewed research have found NO learning or motivational benefits from games.
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