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A Conceptual Teacher-Learner Model for a Collaborative Learning with Serious Games

A Conceptual Teacher-Learner Model for a Collaborative Learning with Serious Games
A Conceptual Teacher-Learner Model for a Collaborative Learning with Serious Games
This paper introduces a conceptual Teacher-Learner framework for a collaborative learning with serious games. An initial study identified twelve attributes
of educational serious games that can be used to support effective learning. These attributes are used in the conceptual framework to support learning and pedagogy in combination with a game. A considerable number of serious games have been developed over the last ten years, with varying degrees of success. Due to a lack of clear standards and guidelines for game developers; it is difficult to justify claims that a specific game meets the learner’s requirements and/or expectations. This paper defines a conceptual model for serious games that will contribute to their design and the measurement of achievement in meeting the learners’ requirements.
601-602
Yusoff, Amri
bb78b742-1324-4aa1-b6af-f75a1e60e01c
Crowder, Richard M.
ddeb646d-cc9e-487b-bd84-e1726d3ac023
Gilbert, Lester
a593729a-9941-4b0a-bb10-1be61673b741
Wills, Gary
3a594558-6921-4e82-8098-38cd8d4e8aa0
Yusoff, Amri
bb78b742-1324-4aa1-b6af-f75a1e60e01c
Crowder, Richard M.
ddeb646d-cc9e-487b-bd84-e1726d3ac023
Gilbert, Lester
a593729a-9941-4b0a-bb10-1be61673b741
Wills, Gary
3a594558-6921-4e82-8098-38cd8d4e8aa0

Yusoff, Amri, Crowder, Richard M., Gilbert, Lester and Wills, Gary (2012) A Conceptual Teacher-Learner Model for a Collaborative Learning with Serious Games. GAMES + LEARNING + SOCIETY CONFERENCE (GLS 8.0). 12 - 14 Jun 2012. pp. 601-602 .

Record type: Conference or Workshop Item (Poster)

Abstract

This paper introduces a conceptual Teacher-Learner framework for a collaborative learning with serious games. An initial study identified twelve attributes
of educational serious games that can be used to support effective learning. These attributes are used in the conceptual framework to support learning and pedagogy in combination with a game. A considerable number of serious games have been developed over the last ten years, with varying degrees of success. Due to a lack of clear standards and guidelines for game developers; it is difficult to justify claims that a specific game meets the learner’s requirements and/or expectations. This paper defines a conceptual model for serious games that will contribute to their design and the measurement of achievement in meeting the learners’ requirements.

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GLS8.0-proceedings-2012dl.pdf - Accepted Manuscript
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More information

Published date: 13 June 2012
Venue - Dates: GAMES + LEARNING + SOCIETY CONFERENCE (GLS 8.0), 2012-06-12 - 2012-06-14
Organisations: Agents, Interactions & Complexity

Identifiers

Local EPrints ID: 345535
URI: http://eprints.soton.ac.uk/id/eprint/345535
PURE UUID: 72f045d2-2ce6-4a3c-8ca9-89aceca59061
ORCID for Gary Wills: ORCID iD orcid.org/0000-0001-5771-4088

Catalogue record

Date deposited: 22 Nov 2012 17:50
Last modified: 07 Oct 2020 05:41

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Contributors

Author: Amri Yusoff
Author: Richard M. Crowder
Author: Lester Gilbert
Author: Gary Wills ORCID iD

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