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Serious Linguistic Games as Intelligent Tutoring Systems
| Content Provider | Semantic Scholar |
|---|---|
| Author | Howell, Stephen Veale, Tony |
| Copyright Year | 2011 |
| Abstract | Serious games, especially word-based games, have long been popular in print and in modern computer games. Bringing serious word games into the classroom can be a simple distraction for an hour or two, or a comprehensive teaching, learning, and assessment strategy. There are major technical and pedagogical hurdles to integrating games into the common classroom. Firstly, the fact that some serious games attempt to emulate the scope and complexity of successful commercial blockbuster games but suffer from smaller budgets and development teams, making an otherwise excellent game seem lacklustre in comparison. Students are exposed to games that are not commercial successes, so they will become bored or frustrated unless the game is presented in a genre format that invites favourable comparisons with commercial games. The second hurdle is that word games that do not rely on the game mechanism of word spelling, but rather require linguistic data and meta-data about the word relationships. DOI: 10.4018/978-1-60960-495-0.ch033 |
| Starting Page | 726 |
| Ending Page | 758 |
| Page Count | 33 |
| File Format | PDF HTM / HTML |
| DOI | 10.4018/978-1-60960-495-0.ch033 |
| Alternate Webpage(s) | https://www.igi-global.com/viewtitlesample.aspx?id=52519&ptid=47397&t=serious+linguistic+games+as+intelligent+tutoring+systems |
| Alternate Webpage(s) | https://doi.org/10.4018/978-1-60960-495-0.ch033 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
