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Statements

Subject Item
n2:RIV%2F00216208%3A11210%2F12%3A10126053%21RIV13-MSM-11210___
rdf:type
n7:Vysledek skos:Concept
rdfs:seeAlso
http://link.springer.com/chapter/10.1007%2F978-3-642-33466-5_5
dcterms:description
Digital games are believed by many to be instructionally effective in the context of the formal schooling system; however, studies investigating this idea empirically are limited and their outcomes are often inconclusive and/or difficult to interpret. Part of the problem is caused by the fact that when conducting a study in an authentic environment, i.e., in a school, as opposed to a laboratory, researchers encounter many common, yet unspoken, technical pitfalls. This paper verbalizes some of these pitfalls and organizes them into 6 Recommendations for %22best practice%22 in field studies on the instructional effectiveness of digital game-based learning (DGBL). These recommendations are based on experience gained during five DGBL studies on more than 700 subjects in the context of secondary education and can be useful to other researchers willing to run similar studies. Digital games are believed by many to be instructionally effective in the context of the formal schooling system; however, studies investigating this idea empirically are limited and their outcomes are often inconclusive and/or difficult to interpret. Part of the problem is caused by the fact that when conducting a study in an authentic environment, i.e., in a school, as opposed to a laboratory, researchers encounter many common, yet unspoken, technical pitfalls. This paper verbalizes some of these pitfalls and organizes them into 6 Recommendations for %22best practice%22 in field studies on the instructional effectiveness of digital game-based learning (DGBL). These recommendations are based on experience gained during five DGBL studies on more than 700 subjects in the context of secondary education and can be useful to other researchers willing to run similar studies.
dcterms:title
Turning high-schools into laboratories? Lessons learnt from studies of instructional effectiveness of digital games in the curricular schooling system Turning high-schools into laboratories? Lessons learnt from studies of instructional effectiveness of digital games in the curricular schooling system
skos:prefLabel
Turning high-schools into laboratories? Lessons learnt from studies of instructional effectiveness of digital games in the curricular schooling system Turning high-schools into laboratories? Lessons learnt from studies of instructional effectiveness of digital games in the curricular schooling system
skos:notation
RIV/00216208:11210/12:10126053!RIV13-MSM-11210___
n7:predkladatel
n8:orjk%3A11210
n3:aktivita
n9:P n9:I
n3:aktivity
I, P(GPP407/12/P152)
n3:cisloPeriodika
7516
n3:dodaniDat
n4:2013
n3:domaciTvurceVysledku
n16:8695571
n3:druhVysledku
n11:J
n3:duvernostUdaju
n21:S
n3:entitaPredkladatele
n17:predkladatel
n3:idSjednocenehoVysledku
175353
n3:idVysledku
RIV/00216208:11210/12:10126053
n3:jazykVysledku
n10:eng
n3:klicovaSlova
simulations; serious games; secondary schools; learning effects; instructional effectiveness; empirical studies; digital game-based learning
n3:klicoveSlovo
n6:instructional%20effectiveness n6:simulations n6:learning%20effects n6:digital%20game-based%20learning n6:empirical%20studies n6:secondary%20schools n6:serious%20games
n3:kodStatuVydavatele
DE - Spolková republika Německo
n3:kontrolniKodProRIV
[697DF2224983]
n3:nazevZdroje
Lecture Notes in Computer Science
n3:obor
n5:AM
n3:pocetDomacichTvurcuVysledku
1
n3:pocetTvurcuVysledku
5
n3:projekt
n20:GPP407%2F12%2FP152
n3:rokUplatneniVysledku
n4:2012
n3:svazekPeriodika
7516
n3:tvurceVysledku
Levčík, David Šisler, Vít Brom, Cyril Buchtová, Michaela Klement, Daniel
s:issn
0302-9743
s:numberOfPages
13
n14:doi
10.1007/978-3-642-33466-5_5
n15:organizacniJednotka
11210