1. An Educational Evolution: From Conventional Learning, to E‐Learning,
to Game‐Based Learning
AECT Conference
Jacksonville, Florida
November 11, 2011
Presenters:
Cheryl Christensen, Faculty Pablo Benvenuto, CEO
Grand Canyon University StudyBuddyCampus
Cheryl.christensen@gcu.edu pablo@studybuddycampus.co
Research Findings:
Today, it is estimated that by the time a student graduates from college they will have
played 10,000 hours of video games (Prensky, 2001, p. 1).
Prensky believes that, in our current culture, students raised with video games have come
to expect that level of engagement in learning activities.
Research Challenges:
“Goal of this study to determine factors that can assist educators in using the technology
innovation of computer and video games as instructional tools in order to improve student
achievement” (Ertzberger, 2008, p. 12).
Hirumi, Appelman, Rieber, and Van Eck (2010), four graduate professors who teach
courses in video game development, are working with game developers to prepare future
instructional designers to help educators and game designers create instructional games
for use in our schools.
“Proper balance between education and entertainment is necessary to optimize game‐
based learning; a balance thought to be best achieved by combining the expertise of
instructional designers and entertainment designers” (p. 38).
Begg (2008) reports a “growing enthusiasm from educators, and the apparent willingness
of the games industry to engage with the education sector, there remain significant
problems in accelerating the emergence of these new activities” (p. 155).
James Gee (2003) has stated that he believes the theories of learning used in good video
games are close to what he believes are the best theories of learning in cognitive science
(Gee, 2003, p. 7).
4.
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