Psychology, Pedagogy, and Assessment in Serious GamesConnolly, Thomas M. As the widespread use of digital entertainment has changed not only the ways in which we spend our leisure time but also how we learn and communicate, Serious Games have emerged as an effective tool for the purpose of learning, skill acquisition, and training. Psychology, Pedagogy, and Assessment in Serious Games addresses this issue by offering empirical evidence for the effectiveness of Serious Games in the key areas of psychology, pedagogy, and assessment. Emphasizing both the theory and practice in the learning and training of Serious Games, this book is useful to educationalists, researchers, sociologists, and psychologists interested in the potential of games to support learning and change behavior. |
Contents
1 | |
Executive Functions in Digital Games | 19 |
The Road to Critical Thinking and Intelligence Analysis | 47 |
Time Factor Assessment in GameBased Learning | 62 |
Neurofeedback and Serious Games | 82 |
Disrupting the Magic Circle | 111 |
NonPlayer Characters and Artificial Intelligence | 127 |
Individual Differences in the Enjoyment and Effectiveness of Serious Games | 153 |
Games for and by Teachers and Learners | 243 |
A Randomised Controlled Trial to Evaluate Learning Effectiveness Using an Adaptive Serious Game to Teach SQL at Higher Education Level | 270 |
The Quest for a Massively Multiplayer Online Game that Teaches Physics | 292 |
Assessment Integration in Serious Games | 317 |
A Case for Integration | 342 |
A Brief Methodology for Researching and Evaluating Serious Games and GameBased Learning | 357 |
Study Design and Data Gathering Guide for Serious Games Evaluation | 394 |
420 | |
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activity analysis applications approach assessment based learning Bavelier behaviours Boyle brain brain-computer interface chapter classroom cognitive collaboration computer games Connolly context create digital games educational games emotional emotional intelligence engagement Enneagram evaluation example executive functions experience factors feedback game design game play game-based learning goals Hainey human IEEE IGI Global implemented in-game adaptive individual Instituto Superior Técnico intelligence interaction International Journal knowledge learners learning effectiveness learning outcomes learning styles LS group measure memory ment MetaVals methods MMOG MMUSCLE motivation neurofeedback non-player characters NPCs out-of-game Paiva participants performance perspective physics playing games potential Proceedings programming Psychology Retrieved role Science serious games simulation skills Social Network Games strategies task teachers teaching Technology theory time-on-task tion tive understanding University University of Lisbon Usart video games