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The use of serious gaming for Open Learning environments

Hussain, A, Lunn, J, Khalaf, M, Al-Jumeily, D, Pich, A and McCarthy, S (2016) The use of serious gaming for Open Learning environments. Knowledge Management & E-Learning: An International Journal, 8 (1). pp. 39-54. ISSN 2073-7904

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The extensive growth of Open Learning has been facilitated through technological innovation and continuous examination of the global Open Education development. With the introduction of compulsory computing subjects being incorporated into the UK school system in September 2014, the challenge of harnessing and integrating technological advances to aid children's learning is becoming increasingly important, referring to £1.1 million being invested to offer training programs for teachers to become knowledgeable and experienced in computing. From the age of 5, children will be taught detailed computing knowledge and skills such as; algorithms, how to store digital content, to write and test simple programs. Simultaneously, as the Internet and technology are improving, parents and teachers are looking at the incorporation of game based learning to aid children’s learning processes in more exciting and engaging ways. The purpose of game-based learning is to provide a better engagement, and in turn, an anticipated improvement in learning ability. This paper presents a research based on the investigation of properly combining the advantages of serious games and Open Learning to enhance the learning abilities of primary school children. The case study and the adequate evaluation address a learning environment in support of a history subject matter.

Item Type: Article
Subjects: L Education > L Education (General)
Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Divisions: Computer Science & Mathematics
Natural Sciences & Psychology (closed 31 Aug 19)
Publisher: Hong Kong Bao Long Accounting & Secretarial Limited
Date Deposited: 29 Feb 2016 11:09
Last Modified: 04 Sep 2021 13:22
URI: https://researchonline.ljmu.ac.uk/id/eprint/2982
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