As rapidly evolving technological applications, games and simulations are already widely integrated within the traditional educational process. they’re deployed extensively within the field of education, with an existing body of labor examining the relation between games and education (Yang, Chen, & Jeng, 2010; Chiang, Lin, Cheng, & Liu, 2011). In recent years, digital or web-based games have increasingly supported learning. within the context of online education, this research area attracts a big amount of interest from the scientific and academic community, for instance tutors, students and game designers. With the growing expansion of technology, instructors and people who create educational policy have an interest in introducing innovative technological tools, like video games, virtual worlds, and large Multi-Player Online Games (MMPOGs) (Buckless, 2014; Gómez, 2014).

Games and simulations show mixed effects across variety of sectors, like student performance, engagement, and learning motivation. However, as these studies focus only on certain disciplines, there remains a niche within the literature concerning a transparent framework of use across academic programmes. As a result, the difficulty of efficiently integrating games and simulations within the educational process is usually up to the instructor’s discretion. Accordingly, the aim of this paper is to develop a framework to permit educators across disciplines to raised understand the benefits and draw backs of games and simulations specific to their pedagogical goals.

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