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Concept Learning and the Limitations of Arcade-Style Games

Concept Learning and the Limitations of Arcade-Style Games

David Richard Moore, E-ling Hsiao
Copyright: © 2012 |Volume: 2 |Issue: 3 |Pages: 10
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781466612211|DOI: 10.4018/ijgbl.2012070101
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MLA

Moore, David Richard, and E-ling Hsiao. "Concept Learning and the Limitations of Arcade-Style Games." IJGBL vol.2, no.3 2012: pp.1-10. https://doi.org/10.4018/ijgbl.2012070101

APA

Moore, D. R. & Hsiao, E. (2012). Concept Learning and the Limitations of Arcade-Style Games. International Journal of Game-Based Learning (IJGBL), 2(3), 1-10. https://doi.org/10.4018/ijgbl.2012070101

Chicago

Moore, David Richard, and E-ling Hsiao. "Concept Learning and the Limitations of Arcade-Style Games," International Journal of Game-Based Learning (IJGBL) 2, no.3: 1-10. https://doi.org/10.4018/ijgbl.2012070101

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Abstract

This study suggests that conceptualization is the primary activity of arcade-style gameplay. Arcade-style game play is primarily a function of presenting concepts to players and continually requiring them to react with finer responses. The degree to which a concept is malleable determines how large its range is in gameplay. In other words, the characteristics of a concept determine its role in gameplay. The primary purpose of this article is to distinguish between two types of concepts; one that is appropriate for arcade style gaming and another that requires a different, more involved style. Designers of games, particularly of educational games, will find guidance for selecting concepts related to their instructional content.

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