Year: 2005
Type: article
Abstract: Computer games have made a significant cultural, social, economic, political, and technological impact on society (Newman 2004). Given the widespread popularity of video games, their ability to sustain long-term player engagement with challenging tasks (Gee 2003), and their tendency to elicit proactive player comm unities (Rheingold 1994), it should come as no great surprise that educators have become increasingly interested in the potential of such games as learning tools.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1828837286