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261.
Engaging by design: How engagement strategies in popular computer and video games can inform instructional design 总被引:2,自引:0,他引:2
Computer and video games are a prevalent form of entertainment in which the purpose of the design is to engage players. Game
designers incorporate a number of strategies and tactics for engaging players in “gameplay.” These strategies and tactics
may provide instructional designers with new methods for engaging learners. This investigation presents a review of game design
strategies and the implications of appropriating these strategies for instructional design. Specifically, this study presents
an overview of the trajectory of player positioning or point of view, the role of narrative, and methods of interactive design.
A comparison of engagement strategies in popular games and characteristics of engaged learning is also presented to examine
how strategies of game design might be integrated into the existing framework of engaged learning.
The preparation of this article was supported in part by the Proctor & Gamble Interactive Media Fellows grant. The ideas expressed
in this paper do not necessarily reflect the position of the grant agency. R Thanks to the ETR&D Development Editor, J. Michael
Spector, and the reviewers for their insightful comments and suggestions. Thanks, too, to John C. Belland and Keith A. Hall
for their advice and mentoring. 相似文献
262.
263.
The relation of parenting style to adolescent school performance 总被引:21,自引:0,他引:21
S M Dornbusch P L Ritter P H Leiderman D F Roberts M J Fraleigh 《Child development》1987,58(5):1244-1257
This article develops and tests a reformation of Baumrind's typology of authoritarian, permissive, and authoritative parenting styles in the context of adolescent school performance. Using a large and diverse sample of San Francisco Bay Area high school students (N = 7,836), we found that both authoritarian and permissive parenting styles were negatively associated with grades, and authoritative parenting was positively associated with grades. Parenting styles generally showed the expected relation to grades across gender, age, parental education, ethnic, and family structure categories. Authoritarian parenting tended to have a stronger association with grades than did the other 2 parenting styles, except among Hispanic males. The full typology best predicted grades among white students. Pure authoritative families (high on authoritative but not high on the other 2 indices) had the highest mean grades, while inconsistent families that combine authoritarian parenting with other parenting styles had the lowest grades. 相似文献
264.
In this work, support vector classification (SVC) algorithm was used to build structure-activity relationship (SAR) model of the 5-hydroxytryptamine type 3 (5-HT3 ) receptor antagonists with 26 compounds. In a benchmark test, SVC was compared with several techniques of machine learning currently used in the field. The prediction performance of the model was discussed on the basis of the leave-one-out cross-validation. The results show that the accuracy of prediction of SVC model was higher than those of back propagation artificial neural network (BP ANN), K-nearest neighbor (KNN) and Fisher methods. 相似文献
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