2001 – Computer Games in Education Project

Computer Games in Education Project
What aspects of games may contribute to education?

BECTa – 2001

Aspects of computer games
Game play can be competitive, co-operative or individualistic. The content and contexts embodied in games tend to reflect the interests, fantasies and aspirations of their majority user group, who are young and male. So, for example, many games involve various aspects of action adventure in which a variety of more or less humanoid opponents can be violently overcome. Others are to do with excelling in sport, completing dangerous missions to retrieve or collect things, or taking on the persona of a warrior or hero and employing a strategy to win. Games use technology to represent reality or to embody fantasy. They provide an  environment in which action can be practised or rehearsed with, ultimately, little consequence. Games are played to win or to achieve a goal. It is the playing of the game that is entertaining, with the end result satisfying the majority of players only if challenges have been encountered and difficulties conquered. Table 1 identifies several features of games that can contribute to the players’ engagement with the software.

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