Human Resources

Computer Games as Educational and Management Tools: Uses and by Maria Manuela Cruz-Cunha, Vitor Hugo Varvalho, Paula Tavares

By Maria Manuela Cruz-Cunha, Vitor Hugo Varvalho, Paula Tavares

Even though as soon as thought of in simple terms for his or her leisure worth, computing device and on-line video games have purposes as studying instruments in studying in quite a few diversified environments.Computer video games as academic and administration instruments: makes use of and techniques considers the numerous makes use of of video games and simulations, focusing particularly on their use in organizational and academic settings. delivering views on gaming for distance studying, gaming for rehabilitation, enterprise simulators, and motivational video games, this booklet explores new and rising traits during this ever-evolving sector of study.

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2009). Social Software and Developing Community Ontologies. Hershey, PA: IGI Global. , & Molinari, F. (2007). A Collaborative Community Environment to Support Experiential Improvement of Processes and Practices in Special Education. , & Molinari, F. (2008). Employing the Living Labs methodology to support experiential improvement of processes and practices in special education. Paper presented at 6th International Conference on Networked Learning 2008, 5 - 6 May 2008, Halkidiki, Greece Moulin, H.

The process itself treats all players as engaged equals (but not necessarily equals in cognitive capacity). This allows the execution of computer game play scenarios with varying proportions of human and virtual players, as well as allow for replaceability. Collaborative Engagement Consider a group of fully equal partners P engaged in the collaborative process c. There will be a set of outcomes O met at the conclusion of the process. 26 The set is based upon the set of defined goals G defined at the beginning of the process and the ability of the partners to collaborate towards the desired outcomes.

16 THEORETICAL CONSIDERATIONS A Word on (Bypassing) Infinite Regress Activities related to both the preparatory actions needed for establishing a collaboration session of the extended ‘Collaboration game’ as well as for organising information management and processing during its course can make apparent the fact that there are plenty of infinite regress problems and that we need to disaggregate the concept of information before we can get a better understanding of the arguments. To use a quite widely known example (Smith, 1987), in short: • • it seems true that before we proceed to a collaboration act we have to make a decision on how much information to collect before proceeding to the particular act but, before we can make a collaboration decision on how much information to collect we also need to collect information about how much information we should collect to make that decision and so on.

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