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Electronic Games Improve Adult Learning in Diverse Populations
Abstract
Impressed by the motivation and effort displayed by players of complex and highly interactive electronic games, psychological researchers seek to apply gaming techniques to enhance globalization of diverse populations in problem solving and decision making. Researchers are interested in identifying characteristics of entertainment games that influence player motivation and learning. From the perspective of Interactive Cognitive Complexity theory, researchers need to examine how game variables relate to key learning components, including learner affect, cognitive strategy, and knowledge/skill acquisition. From a learning perspective, video simulation games are primarily a series of problem solving interactions set in a specific virtual context and using various learning aids that support the solving of problems to achieve the object of the game. Cognitive problem solving factors and strategies are; therefore, key independent variables for learning game studies. In creating such a framework, the authors propose five conceptual categories of instructionally relevant game variables: (1) virtual context, (2) problem specification, (3) interaction and control, (4) learning support, and (5) social interaction. Proposed is that electronic gaming methodology, founded in cognitive learning theory, will enhance efficient and effective development efforts to improve learning of global management strategies.
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