[A][C][D][F][G][I][P][S][T][U][V]
A |
A computer-based simulation of a human form representing either the users physical self in a virtual world or a computer generated character within an application that communicates with the user as a mentor, coach or guide. The latter form is often referred to as a pedagogical agent. |
C |
Networked spaces in which multiple participants access a shared digital world. Originally refered to three-dimensional digital environments, but has been expanded to include text-based systems, like chatrooms, which include some level of shared space and connectivity. |
D |
An instructional event that is used after a game or simulation to encourage learners to reflect on their experiences and construct meaningful insights that promote or reinforce new learning. |
A term used by Marc Prensky to refer to an adult who has adapted to the use of computers, the Internet and digital media. |
A term used by Marc Prensky to refer to a person who has grown-up being exposed to computers, the Internet and digital media. |
F |
The perceived "realness" of a game or simulation in how life-like it represents the phenomena, objects, tasks or system it is designed to model. There are two major types of fidelity: physical and functional. |
G |
There are various game genres of which educational games are just one. Some example game genres include: puzzle, sports, role play, shoot'em, fantasy, adventure, board, business, flight and entertainment. |
Competitive rule-based activity with the expressed goal of performing a task or meeting a goal at a level superior to either previous attempts or the performance level of other players. |
|
The overall experience of playing a game; gameplay is comprised largely of game mechanics. |
I |
Software that can make decisions based on facts gathered about the user and the task. |
P |
On screen characters used in computer-based instructional applications who provide guidance for learners during the learning process. According to Ruth Clark and Richard Mayer, agents can be represented visually as cartoon-like characters, photos or videos of real people or as avatars in virtual worlds. |
An activity that game designers perform throughout the design process to test out and gain insight into how players experience a game. The goal is to obtain useful feedback in order to improve the game design. |
An iterative process of creating a succession of crude models or proof of concepts of an application that includes rough approximations of the look, feel and functionality of a proposed game or simulation. A prototype can be a crude working version of a system that enables designers to get evaluative feedback early in the design process and make corrections based on feedback. |
S |
Games played on personal computers or video game consoles that are intended for non-entertainment purposes such as for training, advertising, simulation and education. |
A computer representation or imitation of a real-life phenomenon, activity or system that people interact with to learn about how it works. A simulation essentially models something and allows people to manipulate variables that change the state of the model. |
A digital model of a phenomenon, activity or process which is designed with the goal of teaching users about the process through interaction with it. |
T |
The application of knowledge or skills gained in one setting (ie. the digital realm) to another similar but disconected realm (ie. "real life"). |
U |
A game mechanic in which a player makes available something that was previously unavailable. A scenario, tool, or customization feature might all be unlockable items. The player might unlock things through level progression or points earned. |
V |
Involves using three dimensional figures within three dimensional spaces on a computer to represent objects and scenarios. Learners have control over interacting with objects and navigate through though representations of three dimensional spaces. |