Effects of Video Games to Students
Research Quotes
“Game developers must balance an implicit notion of fun with the educational merit of a video game. In most commercial examples, disciplinary content is secondary to enjoyment and pleasure. In most educational examples, fun and engagement is a byproduct of the context. Developers face the daunting task of maximizing the technological elements of video games alongside the educational affordances. Further, they must accomplish this without losing the intangible element of fun…educators and developers must work together to produce immersive video game contexts that provide affordances that maximize learning and fun” (Schrader, Lawless, & Deniz, 2010, p. 309).
In reference to the collaboration between educators and developers “Both sides must create common cause, and form an in-depth understanding of the processes they each go through to accomplish their goals. Educators need to know the strengths and limitations of the game development process, just as game designers need to appreciate the challenges and techniques behind implementing and reinforcing pedagogical practices and coursework” (Lawrence, 2010, p. 418).
“For gaming and the study of gaming to reach their full potential, industry and academia must cultivate a deeper understanding of the ideas that drive games, the experiences games can offer, and the implications of those ideas and experiences on the social and cultural significance of this young medium. This kind of progress will only come about when academia and industry work together” (Gold, 2008, p. 1).
“Programmers, artists, and designers speak very different languages and use very different tools to create a single game, which ideally has a consistent and unified vision”
(Spaulding, 2009, p. 36).
“‘Finding the fun in...learning’ and devising ways to focus on and enhance that fun as a core game dynamic is a good strategy” to approaching educational game development”
(Klopfer, Osterweil, Salen, Haas, & Roy, 2009,
“Game developers must balance an implicit notion of fun with the educational merit of a video game. In most commercial examples, disciplinary content is secondary to enjoyment and pleasure. In most educational examples, fun and engagement is a byproduct of the context. Developers face the daunting task of maximizing the technological elements of video games alongside the educational affordances. Further, they must accomplish this without losing the intangible element of fun…educators and developers must work together to produce immersive video game contexts that provide affordances that maximize learning and fun” (Schrader, Lawless, & Deniz, 2010, p. 309).
In reference to the collaboration between educators and developers “Both sides must create common cause, and form an in-depth understanding of the processes they each go through to accomplish their goals. Educators need to know the strengths and limitations of the game development process, just as game designers need to appreciate the challenges and techniques behind implementing and reinforcing pedagogical practices and coursework” (Lawrence, 2010, p. 418).
“For gaming and the study of gaming to reach their full potential, industry and academia must cultivate a deeper understanding of the ideas that drive games, the experiences games can offer, and the implications of those ideas and experiences on the social and cultural significance of this young medium. This kind of progress will only come about when academia and industry work together” (Gold, 2008, p. 1).
“Programmers, artists, and designers speak very different languages and use very different tools to create a single game, which ideally has a consistent and unified vision”
(Spaulding, 2009, p. 36).
“‘Finding the fun in...learning’ and devising ways to focus on and enhance that fun as a core game dynamic is a good strategy” to approaching educational game development”
(Klopfer, Osterweil, Salen, Haas, & Roy, 2009,