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Psychology, pedagogy, and assessment in serious games.


Psychology, pedagogy, and assessment in serious games.

Ed. by Thomas M. Connolly, Thomas Hainey, Elizabeth Boyle, Gavin Baxter, and Pablo Moreno-Ger.

Information Science Reference


496 pages



Advances in game-based learning


Connolly (creative technology, U. of the West of Scotland) et al. present 18 chapters on the psychology, pedagogy, and assessment of games designed for the purpose of learning, skill acquisition, and training, for educators, researchers, game designers, psychologists, sociologists, and undergraduate and graduate students. European and US researchers in games, psychology, computer science, education, and other areas consider relevant theories and constructs in psychology; models of executive functions as applied to games to understand their cognitive benefits and constraints; designing games for higher-level and soft skills; objective and subjective aspects of time in games; using neurofeedback and brain computer interfaces in games; the negative aspects of games, such as motives and behaviors; user engagement and acceptance of non-player characters; individual differences in enjoyment and learning; motives for playing; and how game mechanisms in social games engage players. The second section focuses on pedagogy and assessment and addresses that nature of learning in game-based learning and the cognitive and motivational processes involved; games teachers and learners can build themselves; learning effectiveness in relation to learning styles between adaptive games-based learning, games-based learning, and traditional teaching approaches; physics education and massively multiplayer online games; the integration of assessment; and the evaluation of games.

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Publication:Reference & Research Book News
Article Type:Book review
Date:Feb 1, 2014
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