Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 198-204).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 95-97). Also available via the Internet.

Computer-based business simulation games are rather commonly used tools for learning in business courses in Sweden. However, not always expectations of teachers are achieved with respect to the simulation game as a learning tool. There are number of aspects that students are not satisfied with when it comes down to the use of simulation game and as a result, a gap between these parties evolves. Thus, we have tried to identify the benefits and drawbacks seen by teachers and students and derived critical success factors for achieving higher learning outcome from the use of simulation games. In order to do that, we have carried out 6 interviews with teachers across Sweden who have been using simulation games in their courses. Furthermore, student opinions were gathered through questionnaire and class observation. It was concluded that teachers see the simulation game as a very good tool for learning. Still, students are not fully satisfied, since they are expecting more feedback and support from teachers when they are using the game. Further-more, although the game is supposed to give a good reflection of reality, not always it was seen so by students. Thus, it is important to communicate and introduce the game properly in the course as well as have an assignment that en-courage learning and helps students to apply their theoretical knowledge in practice that would be closely linked to reality.

M.Cur. / Please refer to full text to view abstract

Jong, Siu-yung = 探索如何將建構式電腦遊戲化學習融入正規學校課程教學中 / 莊紹勇. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; includes Chinese. / Jong, Siu-yung = Tan suo ru he jiang jian gou shi dian nao you xi hua xue xi rong ru zheng gui xue xiao ke cheng jiao xue zhong / Zhuang Shaoyong.

A major issue in Intelligent Tutoring Systems is off-task student behavior, especially performance-based gaming, where students systematically exploit tutor behavior in order to advance through a curriculum quickly and easily, with as little active thought directed at the educational content as possible. The goal of this research was to explore the phenomena of off-task gaming behavior within the Assistments system, as well as to develop a passive visual indicator to deter and prevent off-task gaming behavior without active intervention via graphical feedback to the student and teachers. Traditional active intervention approaches were also constructed for comparison purposes, and machine-learned gaming-detection models were developed as a potential invocation and evaluation mechanism. Passive graphical interventions have been well received by teachers, and results are suggestive that they are effective at reducing off-task gaming behavior.

Thesis (Ph. D.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

This thesis looks at the potential use of computer simulation games in the ESL classroom. Simulation games, if educational as well as entertaining, come under the field of Computer Aided Instruction (CAI). CAI is expensive, both for computers and programs; programs are difficult to create and often specialized; and computer hardware is made differently, so software is difficult to transfer between computers. Yet, the advantages far out-weigh the disadvantages. With CAI, the student receives instant feedback and individualized instruction. The student can work at his/her own pace, and the computer can devote full attention to the student. It has not been fully determined whether students learn better or faster with CAI as compared to traditional classroom instruction.The major portion of this thesis is a computer simulation game written to instruct in the directions: right, left, straight, and back-up. With this program and support from in-class instruction, the student should learn directions quickly.

Thesis (M.A.R.)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 58-59).

Thesis (M.A.R.)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 58-59).