Games Free Flash
WORKING DEFINITION OF A GAME The Free Online Games
Based on the above definitions and for the purposes of this paper, the following working definition of game will be used.
A game is an artificially constructed, competitive activity with a specific goal, a
set of rules and constraints that is located in a specific context.
A game is not reality. It is a constructed activity that resembles portions of reality. It provides a competitive environment for a player by challenging him or her to reach a goal. The purpose of the game (e.g., enjoyment, information, instruction, etc.) helps define the goals, rules, and context of the game.
INSTRUCTIONAL USES OF GAMES The Free Online Games Flash
Most definitions of games, including the working definition above do not include any reference to instruction. Most games are played because they provide enjoyment, not because the player wants to learn something. However, instruction is a specific type of interaction. It is an interactive dialogue between the learner and the instructional material (Jacobs & Dempsey, 1993). The control of the learning experience is an essential feature of instruction. Without this control, we cannot be sure that the student learned what is required from a given instructional product. Instruction, as a minimum, must include the following four elements. First, instruction must be designed to support specific instructional objectives, which are determined by job requirements. Second, instruction must include the opportunity for a learner to interact with the instructional content in a meaningful way. Third, the student’s performance must be assessed to determine if he or she has learned what was intended. Finally, the results of the assessment must be presented to the student in a relevant and timely manner to either reinforce correct actions or to provide remediation for incorrect actions. If these four elements are not present, we are not dealing with instruction.
Games can be used as instructional activities or some of the aspects of games can be incorporated into other instructional activities to make them more enjoyable for the learner (Garris, Ahlers, & Driskell, 2002). For example, Parker and Lepper (1992) found that learners preferred educational programs that included fantasy elements. They also found that learners showed greater learning and retention in the fantasy conditions when compared to activities without fantasy elements.
Hays and Singer (1989) discussed several ways that games could be used for instruction. They observed that potentially, games can:
?Be used to assess entry level performance
?Measure criterion performance
?Aid in formative and summative evaluations of instructional approaches and programs
?Provide instructional information on specific knowledge and skills
?Help change attitudes
?Serve as advance organizers prior to other forms of instruction
?Replace alternate forms of instruction to transmit facts, teach skills, and provide insights
?Serve as a means for drill and practice
?Help integrate and maintain skills
?Illustrate the dynamics or abstract principles of a task.
Based on their review of several studies of motivating computer games, Malone (1981) andMalone and Lepper (1987) provide a framework for designing intrinsically motivating instructional environments. Many of these design heuristics can be used to help design motivational instructional activities other than games. However, they are most relevant for the design of instructional games. Table 1 provides brief descriptions of these motivational heuristics. The reader should consult the original articles for additional details.
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