Beyond Nintendo: design and assessment of educational video games for first and second grade students
暂无分享,去创建一个
Ximena López | Ricardo Rosas | Vladimir Marianov | Patricio Cumsille | Miguel Nussbaum | Verónica López | Valeska Grau | Mónica Correa | Patricia Flores | Francisca Lagos | Patricio Rodriguez | Marcela Salinas | V. Marianov | R. Rosas | M. Nussbaum | P. Cumsille | Mónica Correa | Patricia Flores | V. Grau | Francisca Lagos | Ximena López | V. López | Patricio Rodríguez | Marcela Salinas
[1] A. McFarlane,et al. Report on the educational use of games , 2002 .
[2] R. Rosas,et al. Aprendizaje implicito y memoria de trabajo: evidencia para postular su separación funcional Implicit learning and working memory: Evidence for postulating a functional separation , 2002 .
[3] Y. Lou,et al. Small Group and Individual Learning with Technology: A Meta-Analysis , 2001 .
[4] Bernard Cesarone. Juegos de videos: Investigacion, puntajes y recomendaciones (Video Games: Research, Ratings and Recommendations). ERIC Digest. , 2000 .
[5] Feng S. Din,et al. Playing Computer Games Versus Better Learning , 2000 .
[6] L. S. Vygotskii. El desarrollo de los procesos psicológicos superiores , 2000 .
[7] Begoña Gros i Salvat. El ordenador invisible: hacia la apropiación del ordenador en la enseñanza , 2000 .
[8] R. Oliver,et al. Using situated learning and multimedia to investigate higher-order thinking , 1999 .
[9] Elliot Soloway,et al. Using technology to address old problems in new ways , 1998, CACM.
[10] Steven J. Kirsh. Seeing the World Through Mortal Kombat-colored Glasses , 1998 .
[11] Elliot Soloway. No one is making money in educational software , 1998, CACM.
[12] E. Newport,et al. PSYCHOLOGICAL SCIENCE Research Article INCIDENTAL LANGUAGE LEARNING: Ustening (and Learning) out of the Comer of Your Ear , 2022 .
[13] Neville Bennett,et al. Teaching through play : teachers' thinking and classroom practice , 1997 .
[14] Alexander J. Romiszowski,et al. Instructional development paradigms , 1997 .
[15] B. W. Whittlesea,et al. Implicit (and explicit) learning: acting adaptively without knowing the consequences. , 1997, Journal of experimental psychology. Learning, memory, and cognition.
[16] Lloyd P. Rieber,et al. Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games , 1996 .
[17] M. Ballard,et al. Mortal Kombat (tm): The Effects of Violent Videogame Play on Males' Hostility and Cardiovascular Responding , 1996 .
[18] Mary Garrett,et al. Edutainment: The Challenge , 1996 .
[19] Roger Azevedo,et al. A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction , 1995 .
[20] M. Hannafin,et al. Situated cognition and learning environments: Roles, structures, and implications for design , 1995 .
[21] Harold F. O'Neil,et al. Meta-analytic studies of findings on computer-based instruction. , 1994 .
[22] Ellen R. Bialo,et al. Report on the effectiveness of technology in schools , 1994 .
[23] Carol A. Seger,et al. Implicit learning. , 1994, Psychological bulletin.
[24] Yasmin B. Kafai,et al. Minds In Play: Computer Game Design as a Context for Children''s , 1994 .
[25] B. Rogoff. Aprendices del pensamiento: el desarrollo cognitivo en el contexto social , 1993 .
[26] A. Reber. Implicit learning and tacit knowledge , 1993 .
[27] E. F. Provenzo. The Video Generation. , 1992 .
[28] S. Keller. Children and the Nintendo. , 1992 .
[29] Philip Hubbard,et al. Evaluating Computer Games for Language Learning , 1991 .
[30] R. Schank. Tell Me a Story: A New Look at Real and Artificial Memory , 1991 .
[31] Armando Baltra. Language Learning through Computer Adventure Games , 1990 .
[32] J. Provost. Work, Play, and Type: Achieving Balance in Your Life , 1990 .
[33] B. Zimmerman. Self-Regulated Learning and Academic Achievement: An Overview , 1990 .
[34] M. Csíkszentmihályi. Flow: The Psychology of Optimal Experience , 1990 .
[35] W. Baird,et al. Electronic games: Children controlling the cognitive environment , 1990 .
[36] B. Zimmerman,et al. Self-regulated learning and academic achievement: Theory, research, and practice. , 1989 .
[37] Bonnie C. Konopak,et al. INCIDENTAL VERSUS INTENTIONAL WORD LEARNING FROM CONTEXT , 1987 .
[38] Jerome S. Bruner,et al. El habla del niño: aprendiendo a usar el lenguaje , 1986 .
[39] L. Weinstein,et al. Personality, psychopathology, and developmental issues in male adolescent video game use. , 1985, Journal of the American Academy of Child Psychiatry.
[40] Ellen B. Mandinach. Clarifying the “A” in CAI for Learners of Different Abilities , 1984 .
[41] E. Egli,et al. The role of video game playing in adolescent life: Is there reason to be concerned? , 1984 .
[42] Sherry Turkle,et al. The second self: computers and the human spirit , 1984 .
[43] R. Clark. Reconsidering Research on Learning from Media , 1983 .
[44] Thomas W. Malone,et al. Toward a Theory of Intrinsically Motivating Instruction , 1981, Cogn. Sci..
[45] Seymour Papert,et al. Mindstorms: Children, Computers, and Powerful Ideas , 1981 .
[46] J. Bruner,et al. Play: Its Role in Development and Evolution , 1976 .
[47] A. Reber. Implicit learning of artificial grammars , 1967 .
[48] D. Cohen. A STUDY OF THE EFFICIENCY OF LEARNING WHEN BOTH INCIDENTAL AND INTENTIONAL LEARNING OCCUR SIMULTANEOUSLY. FINAL REPORT. , 1967 .
[49] L. Vygotsky. Play and Its Role in the Mental Development of the Child , 1967 .
[50] J. Piaget. Play, dreams and imitation in childhood , 1951 .