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Extra resources for Design and Implementation of Educational Games: Theoretical and Practical Perspectives (Premier Reference Source)

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2) Instruction is a process of supporting that construction rather than communicating knowledge. Jonassen and Land (2000) list several contemporary conceptions of learning that share many beliefs and assumptions. These views are based on belief that learning is neither a transmissive nor a submissive process, but rather a willful, intentional, active, conscious, constructive practice that includes reciprocal intention-action-reflection activities (similar to the learning cycle in ELT). The views mentioned are, for example, socially shared cognition, situated learning, activity theory, distributed cognitions, and case-based reasoning.

Gaming and simulation provide these learners with the motivation to “remediate skills and knowledge” (Ricci, Salas, & Bowers, 1996) for generations to come. As Baby Boomers (those born between 1946 and 1964) retire, the workforce will be replaced with Millennials and subsequent generations raised with games and technology. The early immersion of these individuals in technology rich environments is changing the way they think and learn. Paper-based training in the 21st century is quickly becoming extinct, so why not embrace the coming change?

Devlin, R. Larson & J. Meyerson, (Eds), Internet and the University: 2001 Forum (pp. 157-167). Cambridge, MA: EDUCAUSE, MIT. Malone, T. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333–369. Malone, T. W. (1980). What makes things fun to learn? Heuristics for designing instructional computer games. Paper presented at the Joint Symposium: Association for Computing Machinery Special Interest Group on Small Computers and Special Interest Group on Personal Computers, Palo Alto, CA.

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