Computer Game or Traditional Lecture: The Effect of Delivery Mode on Experience Ratings for High and Low Achieving Students

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dc.contributor.authorGrimley, M.
dc.contributor.authorGreen, R.
dc.contributor.authorNilsen, T.
dc.contributor.authorThompson, D.
dc.date.accessioned2010-09-21T01:25:29Z
dc.date.available2010-09-21T01:25:29Z
dc.date.issued2010en
dc.description.abstractA number of commentators promote the use of computer games for education (Prensky, 2001; DeHaan 2005; Lainema & Nurmi 2006) advocating their utility for being interactive, social and highly motivational. However, insufficient empirical research has been conducted to fully validate their use, especially given the practical constraints of using computer games for instructional purposes (Connolly, Hainey & Stansfield, 2007). This paper describes some of the findings of a study designed to explore the impact of using computer games to teach first year undergraduates. In particular, it addresses the issue of how using computer games in a tertiary course changes student experiences compared to the lecture approach.en
dc.identifier.citationGrimley, M., Green, R., Nilsen, T., Thompson, D. (2010) Computer Game or Traditional Lecture: The Effect of Delivery Mode on Experience Ratings for High and Low Achieving Students. Helsinki, Finland: European Conference for Educational Research (ECER 2010), 25-27 Aug 2010.en
dc.identifier.urihttp://hdl.handle.net/10092/4528
dc.language.isoen
dc.publisherUniversity of Canterbury. School of Educational Studies and Human Developmenten
dc.rights.urihttps://hdl.handle.net/10092/17651en
dc.subject.anzsrcField of Research::08 - Information and Computing Sciencesen
dc.subject.anzsrcFields of Research::39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computingen
dc.titleComputer Game or Traditional Lecture: The Effect of Delivery Mode on Experience Ratings for High and Low Achieving Studentsen
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