![]() The educational components of the game include the visualization of Hercules’ journey to different locations in Europe and the labours themselves as well as player interaction in order to complete the labours. ![]() The game is structured in 12 levels of increasing difficulty, each featuring the two phases of running and boss fights. The player takes the avatar of Hercules, whose goal is to complete the 12 labours. One such ICT product is the educational 3D mobile game “Labours of Hercules” (LOH), an output of the European Union Erasmus+ project developed to teach the myth of the Twelve Labours of Hercules to students. The use of Information and Communication Technologies (ICTs) has been shown to engage 21st century learners in the learning and education process. The game actively encourages interactivity and deeper learning. The game is based on visualizations of different types of variables and on the interpretation of the assignment sentence. As an example of presented method we introduce a game on the presentation of variables in programming. In this paper we discuss the main characteristics of computer games and specific features which makes them useful in the educational setting. This paper deals mainly with defining the programming knowledge and common problems with teaching programming, comparing the properties of novice and experts programmers and introducing the semantic method of teaching programming where one would teach only the semantics of programming constructs unbound to specific programming language in an interactive motivating setting of educational computer game. This has a positive impact on the motivation to learn. Computer game stimulates active learning and presentation of learning content in a variety of contexts that are funny and engaging for students. Teaching programming is mainly focused on the syntax and features of programs, rather than to a deeper understanding of programming constructs and abstract concepts. Students who are learning to program often have difficulties understanding cognitively complex concepts. non-digital Murray, 1998) and digital games, and classifies games for education as a subcategory of serious games while at the same time still being part of a larger group of interactive digital applications. ![]() ![]() In this way, it provides an educational context for games as learning objects, distinguishes between traditional, (i.e. The work begins broadly by looking at games in order to define the term but then narrows to a specific focus on games for education. This chapter will examine the current state of the discipline of that part of serious games that intersects with formal education, with a particular focus on design. The time is rapidly coming to an end when literature surveys of even one branch of Serious Games can be considered comprehensive. A field that was unheard of until Ben Sawyer referred to it as Serious Games in late 2002 (Sawyer, 2003) has already grown so large that one can only hope to keep track of a very small part of it. This category includes educational games but it also includes a great deal more. Serious Games are digital games designed for purposes other than pure entertainment. ![]()
0 Comments
Leave a Reply. |