Les jeux et les hommes
01 Jan 1960-Vol. 34, Iss: 4, pp 374
About: The article was published on 1960-01-01. It has received 382 citations till now.
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TL;DR: In this article, a team-based innovation game was used to equip students with teamwork skills by using games as a pedagogical device, where teams compete to build weight resistant structures using only spaghetti sticks and sewing thread.
Abstract: Governments are seeking to develop entrepreneurial competencies among today’s technology, science, and engineering graduates. However, the creation of “bilingual” graduates who have dual technical and managerial competencies is thwarted by students’ inferior teamwork and interpersonal skills. In education, what is taught is inextricably bound to how it is taught (Dewey, 1916). Current pedagogies in engineering education are insufficiently adapted to student learning style needs (Felder & Silverman, 1988), and the management component of engineering education remains underdeveloped. This problem is keenly felt in one French engineering school where students struggle with a team-based innovation project. We detail efforts made to equip students with teamwork skills by using games as a pedagogical device. Student teams compete to build weight resistant structures using only spaghetti sticks and sewing thread. Their written feedback forms the primary qualitative data for this study. Individual student interviews were subsequently carried out to further uncover potential learning outcomes. We found that students’ responses to the spaghetti game were overwhelmingly positive. Their commentary also illustrates concrete learning of many crucial teamwork processes. Finally, we discuss what makes this pedagogical innovation work and how it should be further studied.
54 citations
TL;DR: This paper reviewed the literature on teaching English grammar encompassing an overview of grammar definitions and teaching grammar approaches, as well as definitions of games, classifications of games and the influence of using games on the language learners' performance.
Abstract: This paper sought to review the literature on teaching English grammar encompassing an overview of grammar definitions and teaching grammar approaches, as well as definitions of games, classifications of games, the influence of using games on the language learners’ performance. Prior researches on teaching English grammar through games have also been examined. Key words: English grammar; grammar teaching approach; game; technology
51 citations
TL;DR: In this article, the role of humor in computer games, especially in support of serious purposes, is discussed, and a review of the main theories of humor, including superiority, incongruity, and relief are discussed.
Abstract: Computer games are now becoming ways to communicate, teach, and influence attitudes and behavior. In this article, we address the role of humor in computer games, especially in support of serious purposes. We begin with a review of the main theories of humor, including superiority, incongruity, and relief. These theories and their interrelationships do well in helping us understand the humor process, but they have been developed in the context of traditional human activity. To explore how they relate to computer games, we present the findings of a qualitative study of player experience of humor and show how it relates to the theoretical perspectives. We then review the main functions of humor, especially its effects on social, emotional, and cognitive behavior. We show how each of these functions can be used in game design to support the specific experiences and outcomes of game-play. Finally, we address the issue of serious games and make suggestions on how humor can inform and support the design of those games. We suggest that humor can support design by smoothing and sustaining the game mechanics. Moreover, games can draw on the functions of humor in the real world for enhancing communication, learning, and social presence. Using humor makes games richer and more powerful, as well as fun.
50 citations
01 Aug 2000-International Journal of Human-computer Studies \/ International Journal of Man-machine Studies
TL;DR: Six propositions for structure, causality, visibility and interaction are offered, which appear to produce cognitive, emotive and sensory engagement in users' reactions to a narrative multimedia design.
Abstract: Within the field of multimedia there are few methods, criteria or standards for evaluating the experiential impact of a design. This paper offers six propositions for structure, causality, visibility and interaction, which appear to produce cognitive, emotive and sensory engagement in users' reactions to a narrative multimedia design. The developmental approach was phenomenological. The propositions derive from a focus group study in which 12 users played with four commercial computer games, then we (and they) analysed their reactions. Two observations from the study inform the morphology of narrative. Firstly, there is a fundamental conflict between narrative in its traditional form and interactivity, and secondly, the primal features of narrative?causality, temporality and linearity?are disrupted within a hyper structure. The first set of propositions suggests solutions for such conflicts. These are spatial containment, causality, and demands on user's skills. Further propositions for engaging interaction are causality of dialogue, apparent intelligence of the program and hiding the delivery medium.
50 citations