Computer Games and Instruction
Computer Games and Instruction by Sigmund Tobias, published by Emerald Publishing Limited on March 23, 2011, is an illustrated edition that spans 564 pages. This book explores the significant role of computer games in education, highlighting the growing interest among educators and trainers in utilizing these games to enhance instructional delivery. It presents research evidence supporting the integration of computer games into various educational contexts, including business, industry, government, and military training.
Readers will find a comprehensive review of the historical context of games in education, alongside discussions on gender differences in game usage and the implications for students from lower socio-economic backgrounds. The book also addresses the impact of gaming on reading skills and contemporary instructional theories. Contributions from well-known scholars in the field provide additional insights into the evidence presented, making this work a valuable resource for those interested in the intersection of education and technology.
Official synopsis Publisher
There is intense interest in computer games. A total of 65 percent of all American households play computer games, and sales of such games increased 22.9 percent last year. The average amount of game playing time was found to be 13.2 hours per week. The popularity and market success of games is evident from both the increased earnings from games, over $7 Billion in 2005, and from the fact that over 200 academic institutions worldwide now offer game related programs of study.
In view of the intense interest in computer games educators and trainers, in business, industry, the government, and the military would like to use computer games to improve the delivery of instruction. Computer Games and Instruction is intended for these educators and trainers. It reviews the research evidence supporting use of computer games, for instruction, and also reviews the history of games in general, in education, and by the military. In addition chapters examine gender differences in game use, and the implications of games for use by lower socio-economic students, for students’ reading, and for contemporary theories of instruction. Finally, well known scholars of games will respond to the evidence reviewed.
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