Titlebook: ;

Debility

https://doi.org/10.1007/978-3-642-67597-3ing selected video games on the attainment of certain skills, known as graduate attributes. Interviews with participants provide a deeper understanding of how the three attributes in question (communication skill, adaptability, and resourcefulness) were developed, but also offer insight into how oth

Decline

Generosity

Treatment of Psychosomatic Symptoms,develop graduate skills or attributes. However, games are used in numerous ways across higher education. This chapter draws on interviews with educators to provide examples of the novel ways in which games and gamification are being used to teach or otherwise develop university students. Educators’

Neutropenia

M. S. Buckingham,E. Chantler,M. Elsteinresponsible for producing video games view the educational potential of the medium. Do game developers think their games have the capacity to develop useful skills in players? Do they believe games present players with opportunities to learn something about the world? Might developers consciously in

conference

Tortuous

Video Games and Learning,f skills and competencies, including adaptability and resourcefulness, to overcome in-game challenges. As it happens, these are the very same abilities that employers seek when hiring graduates, the abilities that higher education is expected to develop in students. The significant potential for lea

ineluctable

血友病

Playing Games at University,butes. However, in order to assess this claim, empirical research that examines the relationship between playing video games at university and the attainment of such attributes is required. In this chapter, a randomised controlled study is described, wherein undergraduate students were randomly assi

背信

The Student Perspective,ing selected video games on the attainment of certain skills, known as graduate attributes. Interviews with participants provide a deeper understanding of how the three attributes in question (communication skill, adaptability, and resourcefulness) were developed, but also offer insight into how oth

Entropion

Reflections on Game-Based Learning,students a range of useful skills and competencies, also known as graduate attributes. In this chapter, the implications of the interview data are considered. Each attribute is examined in turn and the chapter concludes with a brief overview of the skills and experience that students suggest they de