Gotowe bibliografie tematyczne / Educational games

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Gotowa bibliografia na temat „Educational games”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Educational games"

Ekaputra, Kresna Septyana, Rezki Yuniarti, and Agus Komarudin. "Educational Game Design for Introduction to Immune Systems in Biology Learning at High School." JUMANJI (Jurnal Masyarakat Informatika Unjani) 6, no. 1 (2022): 11. http://dx.doi.org/10.26874/jumanji.v6i1.102.

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Education is an important for students. Based on the recapitulation of the senior high school exam by Ministry of Education and Culture (KEMENDIKBUD), the average exam results for biology in 2017 below graduation level and the value is 45.01. This is because of limited class hours. For this reason, new media is needed to help students deepen the lesson, in this case the media is game. Educational game is one of the media that can be used to provide education to players through interactive media. In its making, this game uses the MDA framework, which is to analyze game design by breaking it int

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Van Horn, Royal. "Educational Games." Phi Delta Kappan 89, no. 1 (2007): 73–74. http://dx.doi.org/10.1177/003172170708900114.

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Belisario, Edni Rosalba, and Sandra Milena Hincapié Bernal. "Educational games." Revista Digital de Investigación y Postgrado 5, no. 10 (2024): 247–58. http://dx.doi.org/10.59654/kbc2pg21.

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El enfoque educativo basado en el aprendizaje a través del juego ha experimentado un crecimiento notable en términos de reconocimiento y aceptación en los últimos años. Este artículo se sumerge en la exploración de cómo el juego puede desempeñar un papel fundamental como facilitador del aprendizaje, ofreciendo una perspectiva detallada sobre sus beneficios y consideraciones esenciales. Desde una mirada histórica, se examinan los elementos clave del aprendizaje lúdico en las civilizaciones griega y romana, junto con la adaptación de juegos específicos para abordar las necesidades particulares d

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Yaman, Havva, Şeyma Nur Bekar, Hakan Yildiz, Salih Koyun, and Sibel Er Nas. "Secondary School Students’ Cognitive Structures Regarding Educational Games." Science Education International 34, no. 1 (2023): 15–24. http://dx.doi.org/10.33828/sei.v34.i1.2.

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To employ educational games in education as intended, it is required to show students’ cognitive structures for this concept. As a result, the purpose of this research was to reveal the cognitive structures of secondary school students regarding educational games. The research was a survey-based descriptive study. A total of 340 secondary school students were included for this research, which included fifth graders (n=80), sixth graders (n=95), seventh graders (n=69), and eighth graders (n=96). Simple random sampling was used to choose the participants. Data were gathered using the Word Associ

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Heintz, Stephanie, and Effie L. C. Law. "Digital Educational Games." ACM Transactions on Computer-Human Interaction 25, no. 2 (2018): 1–47. http://dx.doi.org/10.1145/3177881.

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Smith, D. R., and E. Munro. "Educational card games." Physics Education 44, no. 5 (2009): 479–83. http://dx.doi.org/10.1088/0031-9120/44/5/004.

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Mill, Daniel, Priscila Andreoni Ribeiro, and Braian Veloso. "WRITING EDUCATIONAL GAMES." Conhecimento & Diversidade 15, no. 37 (2023): 310–35. http://dx.doi.org/10.18316/rcd.v15i37.10909.

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This article explores the writing of educational games, outlining the key elements of games and their methodologies for selecting educational content. The aim is to consider how to write educational games, utilizing a literature review methodology. The instructional approaches, traditional and alternative, form a polarized narrative, leading to reflection on the best way to adapt educational games to the curriculum. The traditional approach teaches the elaboration of instructional objectives before the design of educational games. The alternative approach proposes a storytelling-based model fo

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USTA, GEZER Seda. "Educational Games and Relation of Educational Games with 21st Century Skills." Journal of Social Education 2, no. 2 (2023): 80–94. https://doi.org/10.5281/zenodo.10070348.

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One of the important activities that enable students to learn while having fun in today's educational environments are educational games. With the educational games, students can both reach educational goals and develop in cognitive, affective and psychomotor areas. With the educational games children socialize, communicate with each other and develop skills such as creativity and problem-solving skills. If the preparation, application and evaluation of the educational games are carried out properly by teachers, the aims of the educational games can be achieved. In this research it was aimed t

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Le, Huy Cuong, and Thi Huong Giang Nguyen. "Designing Digital Educational Games by Integrating Teaching Process into the Technology Platform of Entertainment Games." International Journal of Current Science Research and Review 07, no. 03 (2024): 1479–88. https://doi.org/10.5281/zenodo.10799084.

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Abstract : This study presents a method for designing Digital Educational Games (DEGs) that integrates educational content with entertainment game technology. The purpose is to create engaging learning experiences by leveraging theories of learning, emotion, and motivation. Methodology includes selecting popular entertainment games and incorporating educational objectives to enhance both learning and gameplay. This design has been applied into teaching Soft Skills according to the game based learning approach. This application was evaluated to find the effectiveness of this proposal and the wa

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Manero, Borja, Javier Torrente, Manuel Freire, and Baltasar Fernández-Manjón. "An instrument to build a gamer clustering framework according to gaming preferences and habits." Computers in Human Behavior 63 (September 1, 2016): 353–63. https://doi.org/10.1016/j.chb.2016.03.085.

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In the era of digital gaming, there is a pressing need to better understand how people's gaming preferences and habits affect behavior and can inform educational game design. However, instruments available for such endeavor are rather informal and limited, lack proper evaluation, and often yield results that are hard to interpret. In this paper we present the design and preliminary validation (involving N = 754 Spanish secondary school students) of a simple instrument that, based on a 10-item Game Preferences Questionnaire (GPQ), classifies participants into four ‘clusters’ or types of gamers,

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Rozprawy doktorskie na temat "Educational games"

Gong, Haojue. "RESEARCH ON THE GAME MECHANISM OF EDUCATIONAL GAMES – THINK ABOUT HOW TO CHOOSE THE SUITABLE GAME MECHANISMS WHEN DESIGNING EDUCATIONAL GAMES." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20957.

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With the development of media technology and game evolution, games are endowed with multiple purposes and functions. Some scholars believe that the game is the supplement of the real world, which can affect the players' psychology and behaviour. Numerous studies show that games can make players accept challenges, overcome obstacles, arouse positive emotions and solve problems. Therefore, academia's research on games and related topics in learning has become increasingly popular. In response, different models have emerged to evaluate the design of active educational games.This research discusse

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TODOR, ROBERTO. "TAXONOMY OF EDUCATIONAL GAMES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33669@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>As tecnologias da informação e comunicação (TICs) vêm avançando de forma continuada e se amalgamando à cultura de uma grande parcela da juventude mundial, inclusive a brasileira. Nessa pesquisa, citamos o processo pelo qual está passando os espaços de ensino-aprendizagem, do qual, aos poucos, estão acolhendo a demanda desse público-alvo, de jovens estudantes, que desejam estar conectados durante suas atividades escolares. Contudo, muitos games com suas habilidades e competênci

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COSTA, LEANDRO DEMENCIANO. "WHAT THE ENTERTAINMENT GAMES HAVE THAT THE EDUCATIONAL GAMES DO NOT HAVE: PRINCIPLES TO PROJECT EFFICIENT EDUCATIONAL GAMES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11728@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Determinar a diversão e o entretenimento como prioridades de projeto de um jogo com finalidade pedagógica parecia um tanto incoerente. Mas esta decisão nasceu da percepção de que jogos de entretenimento, que divertem e entretêm seus jogadores, funcionam muito bem em ambientes de ensino e aprendizagem - isto é notável no RPG e no Xadrez, por exemplo. Deste desafio, nasceu um jogo com fim pedagógico - A Dama da Música - que se mostrou mais efetivo que muitos jogos projetados com este objetivo. Isto confirmou a percepção inicial e refor

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Tollefsrud, John Ola. "The Educational Game Editor : The Design of a Program for Making Educational Computer Games." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9284.

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<p>This report is about computer game based learning, how to make a program for making educational games, the possibilities to use a hypermedia structure for storage of the data in an educational game, and different learning theories related to computer game based learning. The first part is about the different learning theories behaviourism, cognitivism, constructivism, socio-constructivism, and situated learning. The different theories are related to learning games, and a classification of game based learning is also given. Hypermedia is a smart and efficient way of organizing data, and is

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Heintz, Stephanie Alexandra. "Digital educational games : methodologies for evaluating the impact of game type." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37613.

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The main research question addressed in this thesis is how the choice of game type influences the success of digital educational games (DEG), where success is defined as significant knowledge gain in combination with positive player experience. Games differ in type if they differ at least by one game feature. As a first step we identified a comprehensive set of unique game features, summarised in the Game Elements-Attributes Model (GEAM), where elements are the defining components that all games share (e.g. Challenges) and attributes are their possible implementation (e.g. time pressure). To d

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Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/9239.

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Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this ﬁeld does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The ﬁrst and primary part of the thesis was to ﬁnd and provide detailed info

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Benkar, Rohan Sudhir. "Configurable Persuasive Games." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373323538.

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Erickson, Darald Eugene. "The games teachers play: Students' opinions of educational games in the secondary classroom." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1650.

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After systematically using educational games in three secondary English classes over a one-year period, this project documents the effectiveness of games by analyzing students' opinions. Surveys were used to determine the perceptions of 150 students about the actual games used in their classes. Some examples of effective games are also given.

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Carr, John. "Educational games to engage the un-engageable." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13329/.

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Behavioural, emotional and social difficulties in school-aged children are a significant problem in the UK. Such children represent a difficult challenge for educational institutions. Teachers and experts have said that these children find it almost impossible to stay on task in educational activities for more than a trivial amount of time. Interest in computer games as a medium for learning and other non-entertainment purposes has risen significantly in recent years, in part because they can provide an engaging experience to motivate users. This makes the medium an attractive tool for this de

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Che, Pee Naim. "Computer games use in an educational system." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12297/.

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Teaching a subject which involves a long process and inter-related problems can sometimes be difficult through conventional classroom activities. This is particularly difficult at the UK Key Stage 3 (13-14 years) where students are only beginning to understand the processes of reason. Often what the teacher would like to encourage is group discussion but for many reasons, young students may be reluctant to put forward ideas in a conventional classroom setting. An area where this becomes less of a problem is once they get involved in playing a game together. In addition to this certain subjects

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Książki na temat "Educational games"

Foundation, Atma Vidya Educational, ed. Educational board games. Sangam Books, 1997.

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Oskretkov, Vladimir, Evgeniy Ceymah, and Svetlana Maslikova. General surgery. Educational games. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1898402.

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The textbook is presented in the form of educational games simulating various clinical situations that need to be resolved by a medical university student studying the subject of "General Surgery". Commenting on all the student's actions, both right and wrong, allows a deeper understanding of their consequences for the patient. The result of each chapter is a statement of the principles that must be followed when using theoretical knowledge in medical practice. It is intended for active self-preparation of students for practical classes using the knowledge provided by the federal state educati

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Smith, Cynthia. Games: An educational tool. C.Smith, 1988.

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Goldberg, Sally. Growing with games: Making your own educational games. University of Michigan Press, 1985.

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Goddard, Sally. Games that work. Reidmore Books, 1995.

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Patty, McCloskey, ed. Holiday games. Edupress, 1990.

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Frej, Edvardsen, and Kulle Halsten, eds. Educational games: Design, learning, and applications. Nova Science Publishers, 2009.

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Miniard, Linda. Games that teach. Convention Press, 1993.

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Schrier, Karen. Learning, education and games. ETC Press, 2014.

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Gibson, Ray. Learning games. [Edc publ.], 1993.

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Części książek na temat "Educational games"

Grace, Lindsay. "Educational Games." In Doing Things with Games. CRC Press, 2019. http://dx.doi.org/10.1201/9780429429880-4.

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Topping, Keith J. "Educational Games." In Improving Thinking in the Classroom. Routledge, 2023. http://dx.doi.org/10.4324/9781003402183-17.

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Hoblitz, Anna. "Serious Games und Educational Games." In Spielend Lernen im Flow. Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-11376-6_2.

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Oliva-Zamora, Miguel Ángel, and María Eugenia Larreina-Morales. "Cognitive Accessibility in Educational Games: A Set of Recommendations." In Transforming Media Accessibility in Europe. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60049-4_16.

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AbstractEducational games aim to teach players new knowledge or skills in an entertaining manner. However, they are often not accessible for players with disabilities, hindering their right to education. For players with cognitive disabilities and learning difficulties, it may be particularly challenging to determine the response to the game’s visual, auditory, and haptic stimuli. This chapter presents a set of recommendations to develop educational games that are accessible to these players. To that aim, a literature review was conducted comprising the past ten years of research about educati

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Al-Worafi, Yaser. "Educational Games in Pharmacy Education." In A Guide to Online Pharmacy Education. CRC Press, 2022. http://dx.doi.org/10.1201/9781003230458-42.

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Hamdaoui, Nabila, Mohammed Khalidi Idrissi, and Samir Bennani. "Adaptive Educational Games Using Game Metrics." In Proceedings of the Third International Afro-European Conference for Industrial Advancement — AECIA 2016. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60834-1_21.

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Söbke, Heinrich, and Jörg Londong. "Educational Opportunities of a Social Network Game." In Serious Games. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19126-3_6.

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Kalmpourtzis, George. "Pedagogy and Games." In Educational Game Design Fundamentals. A K Peters/CRC Press, 2018. http://dx.doi.org/10.1201/9781315208794-3.

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Brom, Cyril, and Vit Sisler. "Designing Educational Computer Games." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_985.

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Annetta, Leonard A., Richard Lamb, and Marcus Stone. "Assessing Serious Educational Games." In Serious Educational Game Assessment. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-329-7_5.

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Streszczenia konferencji na temat "Educational games"

Iskandar, Karto, Ferrari Anca Wijaya, Lalu Faishal Aswin, Fenny Tasya Zalsabiella, and Maria Grace Herlina. "Game On: Boosting Early Learning Through Fun Educational Games." In 2024 International Conference on Information Management and Technology (ICIMTech). IEEE, 2024. https://doi.org/10.1109/icimtech63123.2024.10780914.

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Dos Santos, Wilk Oliveira, and Clovis Gomes Da Silva Junior. "Challenges of Games Virtualization Applied to Educational." In V Workshop de Desafios da Computação aplicada à Educação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/desafie.2016.9160.

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Game Virtualization is a process of digital versions creation for traditional/physical games. In education, this process aims to create digital versions for traditional/ physical educational games, keeping psychological and pedagogical concepts from traditional version, as well as associate these concepts to contemporary game design elements. In this sense, this paper presents five challenges for Game Virtualization Applied to Educational Games: (i) design of methodologies for educational games virtualization, (i.i) design of methodologies for educational game evaluation, (i.ii) recommendation

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Cirnu, Carmen elena, Zlatko Nedelko, Ioana andreea Stefan, Antoniu Stefan, and Daniela Militaru. "THE EDUCATIONAL POTENTIAL OF COMMERCIAL COMPUTER GAMES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-143.

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The advances in information and communication technologies have generated a radical shift in the experiences and interests of the twenty-first century learners. The new digital technologies embedded in people’s daily life along with the massive adoption of computer games has created a diversity of new needs and preferences that has extended to reach the educational environment. The integration of computer games into the educational process has emerged as a necessity, as well as a challenging opportunity for many teachers. While researches reveal the multiple benefits that the use of computer g

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Gheorghe, Ancuta florentina, Monica Crintescu, Carmen elena Cirnu, Daniel Beligan, Ioana andreea Stefan, and Antoniu Stefan. "PROTOTYPING DIGITAL EDUCATIONAL GAMES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-044.

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Games are types of media that engage players in structured conflicts, based on sets of rules, which enable players to reach game goals, and obtain the corresponding reward mechanisms. As games are dynamic systems, they have a level of uncertainty that results in unequal outcomes depending on the player strategy. Creating long-term engagement in games is a challenge and building up motivation becomes even a more critical issue when prototyping Digital Educational Games (DEGs) that should seamlessly integrate specific learning objectives the players should reach by playing the game. There is no

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Beligan, Daniel, and Dragos Barbieru. "CASE STUDY REGARDING THE ASSESSMENT OF EDUCATIONAL GAMES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-041.

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An educational game is an active learning method that uses pedagogical elements integrated in the game mechanics with the aim to lead the user from an initial level to a higher level, meaning to accumulate knowledge or skills. The main characteristics of educational games are their training or education objectives. The evaluation of educational games is a difficult process, because it cannot be determined clearly and quantitatively the influence of various parameters involved in the process. On the other hand, an important indicator in evaluating serious games is the experience gained by playe

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Stefan, Antoniu, Ioana andreea Stefan, Jannicke Baalsrud hauge, and Sylvester Arnab. "APPROACHING ASSESSMENT IN EDUCATIONAL GAMES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-070.

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The use of games in education necessitates investigations on how to successfully transpose learning objectives and evaluation metrics into game settings, how to effectively assess player performance in the game, and also on how to overcome technical issues associated with the integration of Digital Educational Games (DEG) and Learning Management Systems (LMS). According to Bloom's taxonomy, revised by Anderson in 2001, which is used to develop learning objectives, there are six categories in the cognitive process dimension that should be considered: remember, understand, apply, analyse, evalua

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Moshirnia, Andrew. "The Educational Potential of Modified Video Games." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3130.

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As the popularity of video game playing has increased, educators have sought to co-opt video games as an instructional tool. However, educational games have made little impact in either the commercial market place or the average game player’s home library. The modification, or modding, of video games using in-game editors may be used by instructors to introduce educational content to professionally designed video games. This paper examines the effectiveness of a modified video game, Civilization IV, in improving the comprehension and retention of historical knowledge of 10th, 11th, and 12th gr

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"Increasing Intrinsic Motivation of Programming Students: Towards Fix and Play Educational Games." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3996.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this research is to investigate the effectiveness of educational games on learning computer programming. In particular, we are focusing on examining whether allowing the players to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. Background: Traditionally, learning computer programming is considered challenging. Educational games can be used as

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Fisch, Shalom M. "Making educational computer games "educational"." In Proceeding of the 2005 conference. ACM Press, 2005. http://dx.doi.org/10.1145/1109540.1109548.

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Omar, Nurul Nisa, Lim Yan Peng, and Tengku Putri Norishah. "Educational online games." In ACE 2015: 12th International Conference on Advances in Computer Entertainment Technology. ACM, 2015. http://dx.doi.org/10.1145/2832932.2832973.

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Raporty organizacyjne na temat "Educational games"

Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instru

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Jane Hornickel, Jane Hornickel. Educational computer games: How long do benefits last? Experiment, 2014. http://dx.doi.org/10.18258/2780.

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Lee, Shaun. How educational board games can make learning genetics fun. Edited by Shahirah Hamid. Monash University, 2024. http://dx.doi.org/10.54377/cac9-44e7.

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Devreese, Margaux. COMTOG Report on “Path Out”. European Center for Populism Studies (ECPS), 2023. http://dx.doi.org/10.55271/rp0039.

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Path Out is successful at teaching people about the realities of conflict due to its well-researched background, appealing art direction, authentic storytelling and exploration opportunities. When the game is introduced in an educational environment, it gains new players, and the teachers are able to provide a framework for understanding the student’s player experience. However, despite the classroom context expanding Path Out’s potential, similar nuanced and thoughtful games about conflict, such as the other games featured in the COMTOG project, do not have access to these educational environ

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Tusor, Anita. COMTOG Report on “The Light in the Darkness”. European Center for Populism Studies (ECPS), 2023. http://dx.doi.org/10.55271/rp0038.

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Video games can be used to counter extremist ideologies by highlighting the dangers of hate speech and promoting tolerance and understanding. This can be done through educational games and by incorporating messages of inclusivity and diversity into the gameplay and storyline. Holocaust education through video games make people to learn about the events of the Holocaust more interactively and engagingly. It allows players to experience the stories of individuals who lived through the Holocaust, better understand its impact on the world and make connections to present-day political events, and u

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineerin

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages

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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using v

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Ismailova, L. Yu, O. O. Zhuravleva, O. I. Bazhenova, V. S. Zaytsev, and I. O. Sleptsov. educational computer game "family meeting" (version 1.0). SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0578.04072022.

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COMPUTER LEARNING GAME DESIGNED TO STUDY FAMILY LAW. THE GAME ALLOWS IN AN INTERACTIVE MODE TO TEST YOUR STRENGTH IN SOLVING A LARGE NUMBER OF THEORETICAL AND PRACTICAL QUESTIONS. THE STUDENT CAN WORK OUT NEW TOPICS BY USING THE GAME’S EXPLANATIONS AND REFERENCES TO NORMATIVE ACTS SO CHECK YOUR UPTAKE. THE GAME CHARACTERS AND THEIR EXPRESSIONS MOTIVATE THE PLAYER TO CAREFULLY WORK WITH THE OBJECT AND THE OBJECT OF THE GAME AND TO WORK ON THESE TOPICS INDEPENDENTLY. THE CONTENT OF THE GAME IS IN ACCORDANCE WITH THE STATE STANDARD PROGRAM OF "JURISPRUDENCE". THE MAIN OBJECTIVE OF THE GAME. THE G

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