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Department of Informatics and Telecommunications
University of Athens
Greece

 

INTRODUCTION

Studies that concern why the electronic games are considered pleasant and charm for the students showed that they have common certain characteristics (Malone, 1981). They offer the feeling of control, curiosity, exogenic and endogeneous imagination. Based on these results Lepper and Malone (1987), proposed the use of electronic games as a means of educational activities.

Educational electronic games are those games that encourage the growth of logic and the acquisition of dexterities and knowledge with a pleasant way (Klawe and Phillips, 1995). Their background is related with pieces of knowledge which the users should apply with a view to achieve the objectives that are proposed to them. I was proved by the first researches for the use of games in the education (Gordon, 1970), that they motivate the users to try and to develop their knowledge as well as they learn things that do not know while simultaneously they entertain (Malone, 1980). Concretely, the use of multimedia, the attractive stories that present real or fantastic objectives and agents that accompany the user during the game, giving them the motivation to continue the game and providing them with feedback) increase the learning achievement (Klawe, 1999).

A second set of parameters that connect the electronic games and the learning process rely on the efforts of developing electronic environments supporting new types of learning (Facer, 2002). The model based on the traditional teaching is a not efficient method and it cannot ensure the required learning results. Various other models have been proposed as the model “learning by doing” (MIT, 2002) and the electronic games they are environments that energetically support this practice.

Facer, K. (2002), Interactive Education: Children’s Out of School Uses of Computers, Preliminary Analysis of 2001 Survey
Gordon, A. K. (1970), Games for Growth, Science Research Associate Inc., Palo Alto California
Klawe, M. (1999), Computer Games, Education And Interfaces: The E-GEMS Project
Klawe, M. & Philips, E. (1995), A classroom Study: Electronic Games Engage Children as Researchers, Proceedings of CSCL ’95 Conference, Bloomington, Indiana, 209-213
Lepper, M. R., & Malone T. W. (1987), Intrinsic motivation and instructional effectiveness in computer-based education. In R. E. Snow and M. J. Farr (Eds.), Aptitude, learning and instruction (Vol3): Conative and affective process analyses. Hilldale, NJ: Lawrence Erlbaum Associates
Malone, T. W. (1980), What make things fun to learn? A study of intrinsically motivating computer games, Cognitive and Instructional Science Series, CIS-7, Xerox Palo Alto Research Center, Palo Alto
Malone, T. W. (1981), Toward a theory of intrinsically motivating instruction, Cognitive Science, (4), 333-369

 

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