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COTS Computer Game Effectiveness

COTS Computer Game Effectiveness

Carol Luckhardt Redfield, Diane L. Gaither, Neil M. Redfield
Copyright: © 2009 |Pages: 18
ISBN13: 9781599048086|ISBN10: 1599048086|EISBN13: 9781599048116
DOI: 10.4018/978-1-59904-808-6.ch016
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MLA

Luckhardt Redfield, Carol, et al. "COTS Computer Game Effectiveness." Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, IGI Global, 2009, pp. 277-294. https://doi.org/10.4018/978-1-59904-808-6.ch016

APA

Luckhardt Redfield, C., Gaither, D. L., & Redfield, N. M. (2009). COTS Computer Game Effectiveness. In R. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 277-294). IGI Global. https://doi.org/10.4018/978-1-59904-808-6.ch016

Chicago

Luckhardt Redfield, Carol, Diane L. Gaither, and Neil M. Redfield. "COTS Computer Game Effectiveness." In Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, 277-294. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-808-6.ch016

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Abstract

This chapter looks at the effectiveness of commercially available educational computer games. It defines what a game is from game theory and what an intelligent tutoring system is, suggests some concepts from these areas to use for game development, and reflects on some surveys of commercial off-theshelf (COTS) educational software, including computer games. Two effectiveness studies conducted at John Jay High School, and the results of the studies are presented on the educational computer game Math Blaster Algebra. One of the studies showed a positive learning increase from using Math Blaster Algebra. Both studies showed no negative impacts on scores and grades with more time playing the game. With lessons learned from game theory, the intelligent computer-based training field, and these effectiveness studies, educational computer gaming can continue to grow, be effective, and be accepted into educational systems.

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