How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Export

@article{citeulike:913307, abstract = {There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for the uptake of games and simulations particularly in formal learning contexts. This paper addresses this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation-based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice.}, address = {Oxford, UK, UK}, author = {de Freitas, Sara and Oliver, Martin}, citeulike-article-id = {913307}, citeulike-linkout-0 = {http://portal.acm.org/citation.cfm?id=1139227.1139231}, citeulike-linkout-1 = {http://dx.doi.org/10.1016/j.compedu.2005.11.007}, citeulike-linkout-2 = {http://linkinghub.elsevier.com/retrieve/pii/S0360131505001600}, citeulike-linkout-3 = {http://www.sciencedirect.com/science/article/B6VCJ-4HVDYJY-2/1/b7c19a4d2aa3e24023abe9920bdead64}, doi = {10.1016/j.compedu.2005.11.007}, issn = {0360-1315}, journal = {Comput. Educ.}, month = {April}, number = {3}, pages = {249--264}, posted-at = {2009-04-08 11:28:49}, priority = {2}, publisher = {Elsevier Science Ltd.}, title = {How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?}, url = {http://dx.doi.org/10.1016/j.compedu.2005.11.007}, volume = {46}, year = {2006} }

TY - JOUR ID - citeulike:913307 L3 - citeulike-article-id:913307 N2 - There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for the uptake of games and simulations particularly in formal learning contexts. This paper addresses this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation-based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice. IS - 3 JF - Comput. Educ. SN - 0360-1315 AD - Oxford, UK, UK EP - 264 TI - How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? PB - Elsevier Science Ltd. VL - 46 SP - 249 AU - de Freitas, Sara AU - Oliver, Martin PY - 2006/04// UR - http://dx.doi.org/10.1016/j.compedu.2005.11.007 ER -