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Teaching strategies to millenial students

Published: 06 May 2010 Publication History

Abstract

Millenial students are very technology-aware and see technology as a necessity in most aspects of their life including learning. Traditional learning methods, in which the instructor largely controls the learning process, are not well adapted to such a clientele. Conversely, serious gaming environments offer complex and diversified approaches to active learning, which millenial students greatly appreciate. In this paper, we report on how one such environment, namely Second Life, was used to create a teaching center for a university course on business strategies.

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Cited By

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  • (2012)Developing and using animations and simulations to teach computer science courses: The case of University of Dar Es Salaam2012 International Conference on E-Learning and E-Technologies in Education (ICEEE)10.1109/ICeLeTE.2012.6333383(240-246)Online publication date: Sep-2012

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  1. Teaching strategies to millenial students

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    Barrett Hazeltine

    Corriveau and Shi describe how instructors can prepare game-based teaching material for business strategy courses. The teaching material uses Second Life , an online virtual world, and the scripts associated with it. The pertinent course demonstrates how the military strategies in Sun Tzu's The art of war [1] can be used in the business world. Both the military strategies and the business strategies are animated in the material. The student sees two screens: one is a textual presentation, and the other is an animation of the text. The scripting language allows the instructor, without using complex programming skills, to specify the animation, the sophisticated coding that is contained within the scripting language. Designing the animation is a highly structured process, possibly because of the ordered form of the strategies. To make the teaching effective, particular attention is given to making the business domain animation a direct analogy to the military domain animation. No data is given about the pedagogical effectiveness of the teaching material. Some approaches are presented for evaluating student performance. One suggested mechanism is asking students to develop alternative animations. The paper discusses, in some detail, the need for the present generation of students to be in control of their learning and to use technology. It is not clear how much control a student actually has here, beyond choosing which strategy to examine. The approach-the use of animation and the instructor's accessibility to the design of such animation-has promise, but more work is needed to validate it. Online Computing Reviews Service

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    Futureplay '10: Proceedings of the International Academic Conference on the Future of Game Design and Technology
    May 2010
    282 pages
    ISBN:9781450302357
    DOI:10.1145/1920778
    • Conference Chairs:
    • Bill Kapralos,
    • Andrew Hogue,
    • Simon Xu
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    Published: 06 May 2010

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    Author Tags

    1. business strategies
    2. scripted animations
    3. second life
    4. serious games

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    Futureplay '10
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    Futureplay '10: Futureplay '10 @ GDC Canada
    May 6 - 7, 2010
    British Columbia, Vancouver, Canada

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    • (2012)Developing and using animations and simulations to teach computer science courses: The case of University of Dar Es Salaam2012 International Conference on E-Learning and E-Technologies in Education (ICEEE)10.1109/ICeLeTE.2012.6333383(240-246)Online publication date: Sep-2012

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