Concept Learning and the Limitations of Arcade-Style Games

Autor/in	Moore, David Richard
Titel	Concept Learning and the Limitations of Arcade-Style Games
Quelle	In: International Journal of Game-Based Learning, 2 (2012) 3, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/ijgbl.2012070101
Schlagwörter	Concept Teaching; Educational Games; Play; Game Theory; Instructional Design; Computer System Design; Difficulty Level; Concept Formation; Human Factors Engineering; Educational Practices + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Spiel; Spieltheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Schwierigkeitsgrad; Concept learning; Begriffsbildung; Bildungspraxis
Abstract	This study suggests that conceptualization is the primary activity of arcade-style gameplay. Arcade-style game play is primarily a function of presenting concepts to players and continually requiring them to react with finer responses. The degree to which a concept is malleable determines how large its range is in gameplay. In other words, the characteristics of a concept determine its role in gameplay. The primary purpose of this article is to distinguish between two types of concepts; one that is appropriate for arcade style gaming and another that requires a different, more involved style. Designers of games, particularly of educational games, will find guidance for selecting concepts related to their instructional content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01