1. Learning in immersive worlds:
A review of game based learning

2. Introduction
The earliest games have been used to support training and learning objectives. (war games)
Immersive learning
Against a context of the development of computers in particular personal computing and most recently the internet.
Broadening use of leisure games and simulations has produced.

3. Simulations: earliest education game
Support professional training
Vocational training
Practice scenarios and skills
support specified training needs
violence
Leisure time activity
widely resisted by tutors and parents alike.

4. Two confuse in game for learning
how effective leisure games may be in achieving set learning objectives?
leisure games have been used and tested in learning contexts has not always followed the principles of good learning design.
game-based learning may not work in the same way as previous learning activities
First : conflation of leisure games and educational – or serious games.
Second: myriad of definitions surrounding games.

5. Definitions
Rule-based play
There is an emphasis upon choices
Voluntary
free activity
There is an emphasis upon using games for leisure purposes and to give time for relaxation or breaks between learning.
This is why it will be increasingly important for those engaged in producing games for learning.

6. Approaches Fairly neutral approach: video and computer games
Engaging and immersive learning experiences
Delivering specified learning goals, outcomes and experiences.

7. confusions Choice of terminology alone.
Difficult to grasp
Myriad attempted definitions, typologies and classifications that have emerged.
‘Games’ and ‘play’ both difficult concepts to define.

8. Focus Learning through play(games, simulations)
lack of cohesion within the research
lack of development communities
Learning through play(games, simulations)
Immersive, visual context

9. Exploratory Learning Approach
Takes place in an immersive, virtual context
lived experience in the real-world
experience-based or exploratory

10. Approach to using games
linear approach
exploratory approaches
Greater flexibility
require institutional
sufficient technical support
pedagogic sensitivities
staff development strategies.

11. Using commercial off the shelf games for learning(COTS)
low costs
Lack of access to equipment
Lack of availability of up-to-date graphics / video cards.
level of games literacy required by teachers and students
Using games in the context of the national curriculum
Advantages
Disadvantages

12. Skills supported by game-based learning approaches
Perceptual and motor skills
Cognitive thinking skills
Process and strategic planning skills
Mediation skills
Leadership skills
Team-based skills (leadership, coordination and communications skills.)
Inadequately used
without clear criteria
incorrectly embedded into practice

13. Assessment and accreditation
self-assessment
portfolio based approaches
Journals
group discussion and communications
The use of games may lead to more innovative and flexible modes of assessment.

14. Developing, selecting, analyzing games in practice
How do we bridge the gap and allow games developers, educationalists and learners to work together to develop more effective learning games?
‘modding’ or the use of content creation tools
redevelop or add to it and participatory design that is where the user becomes involved in the design process.

15. Frameworks for selecting and using games in practice
Context
mode of representation
pedagogic approach used
specifics about the learner