The Next Generation of Educational Engagement
DOI:
https://doi.org/10.5334/2004-8-oblingerKeywords:
games, informal learning, learning environments, augmented reality, pedagogy,Abstract
Abstract: Games are no longer just for fun; they offer potentially powerful learning environments. Today's students have grown up with computer games. In addition, their constant exposure to the Internet and other digital media has shaped how they receive information and how they learn. There are many attributes of games that make them pedagogically sound learning environments. An increasing number of faculty are using games as enhancements to the traditional learning environment with encouraging results. While the interactivity and engagement of games are highly positive a number of questions remain about how games will be developed, deployed and accepted in higher education.
Invited Commentary: Mason, R. (2004) Commentary on: Oblinger, D. (2004). The Next Generation of Educational Engagement. [PDF]
Editors: Terry Anderson and Denise Whitelock.
Published
Issue
Section
License
Copyright (c) 2004 The Author(s)

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms (if a submission is rejected or withdrawn prior to publication, all rights return to the author(s)):
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Submitting to the journal implicitly confirms that all named authors and rights holders have agreed to the above terms of publication. It is the submitting author's responsibility to ensure all authors and relevant institutional bodies have given their agreement at the point of submission.
Note: some institutions require authors to seek written approval in relation to the terms of publication. Should this be required, authors can request a separate licence agreement document from the editorial team (e.g. authors who are Crown employees).
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 License