By Simon Egenfeldt-Nielsen, eLearning Magazine
After developing more than 30 learning games I can safely say that it is definitely not an easy task. Developing good learning games requires constant attention to opposing factors, which only through creativity can truly be made to smoothly work together. Since the inception of computer games, there has been learning games. In the early years, games were used to demonstrate the potential benefits of computers. Although learning games date back to at least the 1960s, it is still a discipline fraught with challenges [1]. One of the fundamental questions that remain unanswered is: What really makes a good learning game? This simple question is far from trivial as it might be seem upon first sight. The question relates to what we define as a good game and what we define as good learning—none of which have been fully answered.
http://www.elearnmag.org/subpage.cfm?section=articles&article=153-1
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