The computer-driven instructional revolution includes gaming as its focal point (Foreman, 2004). Many games are offered over the Internet where players compete with each other. There are many hand-held games as well as gaming soft- ware. The names imply the design usage and approach of the game.
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Common online computer gaming and virtual reality acronyms are multi-user-domain (MUD) (also multi-user dungeon, multi-user dimension, and multi-user dialogue) technology, multi-user di- mension object-oriented technology (MOO), cybernetic organism (CYBORG-a be- ing that is part human and machine), multi-user virtual environment (MUVE), and massively multi-player online games (MMOGs). Some of the games simulate real-world military scenarios. Of course, some are basic games, such as military training for the use of weapons. The user (player) is actively involved with the game, making decisions, solving problems, and coming up with viable solutions. For example, many real-world games are utilized in professions such as the military and law. Real-world problem solving can be the content of an interactive game. For example, Madden NFL 2006 ( credibly simulates football and is considered both a game and a simulation. Foreman (2004) uses the phrase “credible interactive simulations” for games that are as close to the real-world model as possible. In addition, many simulations (see Chapter 12) can also be con- sidered games. Often, players compete with the computer or electronic gaming device rather than with another human. Electronic games can involve one to many players. The military and commercial aviation emphasize gaming and simulations in their training activ- ities and education is beginning to apply some of their gaming designs.Īlsip and Trollope (2001) define a game as an activity characterized by competition, rules, and winning and losing.
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Games that offer players physical exercise became commonplace (Fry, 2005). These games were established on powerful computers with advanced graphic capabilities. In- ternet-based games that could involve thousands of people followed. The early 2000s brought games that took many hours to complete because of all the variables and skill and knowledge levels. The late 1990s brought sophisticated 3D graphics. Adventure games such as Myst were action-based, real-time games. Advances in computer technology in the 1990s included graphical interaction with point-and-click gaming. In 1985, the Nintendo Entertain- ment System introduced the Game Boy hand-held device. The seventies are often called the “Golden Age of Arcade Games.” Many hand-held elec- tronic games were introduced in the late seventies. Then in the 1970s came the popular arcades, offering coin-operated games. It was the forerunner of one of the most popular games of all time, called PONG (see Ralph Baer is usually considered the inventor of the first video game, called Odyssey, which appeared in 1972. It was a tennis- theme video game designed for a hands-on public display at a nuclear research facility. He never filed patent papers and not until March 13, 1981, did the Brookhaven Bulletin publish a story crediting him with this honor. William Higinbotham is credited with developing the first actual game on a com- puter, in 1958. This chapter takes a look at games and gam- ing and virtual environments or reality and offers suggestions and resources to sup- port teachers’ integration of these technology-based activities into the classroom. Virtual environment programs are slowly entering education. Virtual environments are computer-generated where users can interact. Many of these games have a virtual environment setting, often referred to as a virtual reality.
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The term gaming is often associated with sophisticated, multiplayer games. These games are quite sophisticated and many have numerous players throughout the world.
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Games are very popular in arcades and on the Internet. Games and virtual environments are emerging technologies that are becoming quite popular in schools and classrooms throughout the country.