Educational research has generated many methodologies, tools and practices exploiting the potential of technology. Outside the laboratory, however, the advanced techniques employment remains low. Despite technical and methodological progress, the most part of e-learning still consists of video-lessons and page-turning web sites.
The dynamics of teaching/learning through multimedia tools is, instead, an active process that takes into account different general principles of cognitive control (Mayer, 2000): the dual coding (Paivio, 1991); the cognitive load (Chandler & Sweller, 1991); the active processing (Mayer, 2000). This process produces in turn its own specific principles: the integrated mental model (multimedia) rich of clues and recovery (Mayer & Anderson, 1991); the spatial and temporal proximity of stimuli that facilitate learning (Mayer & Anderson, 1992); the relevance or consistency of the material proposed (Harp & Mayer, 1998); the different ways of transmitting information (Mayer & Moreno, 1998); the customization of the teaching / learning dynamic (Mayer & Gallini, 1990).
The use of computer games to foster learning process is a new input in the didactic world; the interest in exploiting the educational potential of computer games is increasing as instructional games involve a direct focus on the learner’s active participation. Alessi (2000) stresses the importance of game-based learning, clarifying that it is a balance between conceptual (teaching about) and procedural (teaching how to do) knowledge. Computer games address many of the limitations of traditional instructional methods; games have the ability to motivate learning, increase knowledge and skill acquisition and support traditional teaching methods.
Much attention has been given to the so-called serious gaming (the use of commercial or ad hoc games for serious educational purposes) (Ives & Junglas, 2008). The effectiveness of serious games based approach lies in these words by Van Eck: “The extent to which these games foil expectations (create cognitive disequilibrium), without exceeding the capacity of the player to succeed, largely determines whether they are engaging. Interacting with a game requires a constant cycle of hypothesis formulation, testing, and revision. This process happens rapidly and frequently while the game is played, with immediate feedback. Games that are too easily solved will not be engaging, so good games constantly require input from the learner and provide feedback” (Van Eck, 2006, 5).
Moreover, games fill up people’s large periods of time (adolescents and adults) and promote those levels of attention and concentration that teachers and trainers imagine people should apply within their own learning process. Therefore, what can the educational sector learn and use from these games in order to enhance the learning process by enjoying oneself?
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