| dc.creator |
Olga Dziabenko |
|
| dc.creator |
Javier García-Zubia |
|
| dc.creator |
Diego Lopez-de-Ipina |
|
| dc.date |
2011-04-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:55:49Z |
|
| dc.date.available |
2015-07-20T22:55:49Z |
|
| dc.identifier |
10.3991/ijep.v1i1.1601 |
|
| dc.identifier |
2192-4880 |
|
| dc.identifier |
https://doaj.org/article/a41803cf3db14bf88808fb9457c275ed |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/23867 |
|
| dc.description |
Online games fulfill the basic requirements of learning environments and can provide engaging learning experience for students. The remote experimentations bring to STEM (science, technology, engineering and mathematics) students the ability to practice configuration, deployment, and troubleshooting scenarios in real-life environment on real equipment. These two teaching methodologies are well known, developed and described in the literature. However, the concepts of integration of the remote experimentations and the game setting are yet to be developed. This paper discusses the guidelines for such integrations. The emphasis is made on the educational game design and the flow as a positive impact on learning and attitude of the players. Besides the challenges of balancing attractive elements (graphics, sounds) and educational objectives, the design of the games related to remote laboratories needs to be adjusted to contemporary technological conditions. |
|
| dc.language |
English |
|
| dc.publisher |
kassel university press GmbH |
|
| dc.relation |
http://online-journals.org/index.php/i-jep/article/view/1601 |
|
| dc.relation |
https://doaj.org/toc/2192-4880 |
|
| dc.rights |
CC BY |
|
| dc.source |
International Journal of Engineering Pedagogy, Vol 1, Iss 1, Pp 31-35 (2011) |
|
| dc.subject |
remote |
|
| dc.subject |
experiments |
|
| dc.subject |
remote |
|
| dc.subject |
laboratory |
|
| dc.subject |
experiential |
|
| dc.subject |
gaming |
|
| dc.subject |
model |
|
| dc.subject |
game |
|
| dc.subject |
design |
|
| dc.subject |
flow |
|
| dc.subject |
game-based |
|
| dc.subject |
learning |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
DOAJ:General and Civil Engineering |
|
| dc.subject |
DOAJ:Technology and Engineering |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
DOAJ:General and Civil Engineering |
|
| dc.subject |
DOAJ:Technology and Engineering |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Engineering (General). Civil engineering (General) |
|
| dc.subject |
TA1-2040 |
|
| dc.subject |
Technology |
|
| dc.subject |
T |
|
| dc.title |
Remote Experiments and Online Games: How to Merge them? |
|
| dc.type |
article |
|