From E-Learning to Games-Based E-Learning

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.
Original languageEnglish
Title of host publicationGaming and Simulations
Subtitle of host publicationConcepts, Methodologies, Tools and Applications (3 Volumes)
PublisherIdea Group Inc
Pages1763-1773
ISBN (Electronic)9781609601966
ISBN (Print)9781609601959, 1609601955
DOIs
Publication statusPublished - 2011

Fingerprint

electronic learning
learning
reputation
Internet
education
learning method
pedagogics
drop-out
PC
functionality
social isolation
learning environment
contact
lack

Cite this

Connolly, T., & Stansfield, M. (2011). From E-Learning to Games-Based E-Learning. In Gaming and Simulations: Concepts, Methodologies, Tools and Applications (3 Volumes) (pp. 1763-1773). Idea Group Inc. https://doi.org/10.4018/978-1-60960-195-9.ch706
Connolly, Thomas ; Stansfield, Mark. / From E-Learning to Games-Based E-Learning. Gaming and Simulations: Concepts, Methodologies, Tools and Applications (3 Volumes). Idea Group Inc, 2011. pp. 1763-1773
@inbook{a3d01036539f4f08be533d88edbe6cd8,
title = "From E-Learning to Games-Based E-Learning",
abstract = "The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.",
author = "Thomas Connolly and Mark Stansfield",
year = "2011",
doi = "10.4018/978-1-60960-195-9.ch706",
language = "English",
isbn = "9781609601959",
pages = "1763--1773",
booktitle = "Gaming and Simulations",
publisher = "Idea Group Inc",
address = "United States",

}

Connolly, T & Stansfield, M 2011, From E-Learning to Games-Based E-Learning. in Gaming and Simulations: Concepts, Methodologies, Tools and Applications (3 Volumes). Idea Group Inc, pp. 1763-1773. https://doi.org/10.4018/978-1-60960-195-9.ch706

From E-Learning to Games-Based E-Learning. / Connolly, Thomas; Stansfield, Mark.

Gaming and Simulations: Concepts, Methodologies, Tools and Applications (3 Volumes). Idea Group Inc, 2011. p. 1763-1773.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - From E-Learning to Games-Based E-Learning

AU - Connolly, Thomas

AU - Stansfield, Mark

PY - 2011

Y1 - 2011

N2 - The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.

AB - The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.

U2 - 10.4018/978-1-60960-195-9.ch706

DO - 10.4018/978-1-60960-195-9.ch706

M3 - Chapter

SN - 9781609601959

SN - 1609601955

SP - 1763

EP - 1773

BT - Gaming and Simulations

PB - Idea Group Inc

ER -

Connolly T, Stansfield M. From E-Learning to Games-Based E-Learning. In Gaming and Simulations: Concepts, Methodologies, Tools and Applications (3 Volumes). Idea Group Inc. 2011. p. 1763-1773 https://doi.org/10.4018/978-1-60960-195-9.ch706