From Visual Simulation to Virtual Reality to Games

By Michael Zyda. Computer, 2005

665 citations recorded by the source corpus.

Subfields: Computer Graphics and Computer-Aided Design, Computer Vision and Pattern Recognition, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/27c52ccf65b7b4b4a762f13bd9dde87f35460896

Citations in the corpus

• The Gamification of Learning: a Meta-analysis (2019, neutral): “…a common game design element toolkit (Landers et al. 2018), and the same focus on adding value beyond entertainment, that is, using the entertaining quality of gamification interventions or (serious) games for learning (see Deterding et al. 2011; Zyda 2005), they are different in nature.”
• A social gamification framework for a K-6 learning platform (2013, neutral): “Many of these gamers are digital-game natives, people that have grown up playing games (Zyda, 2005).”
• Why so serious? On the relation of serious games and learning (2010, neutral): “The distinction that Michael and Chen make concerns the purposes of serious games which go beyond traditional modes of teaching and learning as stated before.”
• Highly automated job interviews: Acceptance under the influence of stakes (2019, neutral): “This might also account for the result that the low‐stake in‐ terview was perceived as being less ambiguous, as it might be more familiar to use automation for low‐stake scenarios such as training or work scheduling (see also Lee, 2018; Zyda, 2005).”
• Virtual Reality and Its Applications in Education: Survey (2019, neutral): “From pedagogy perspective, there has been some researchers who has evaluated the application of VR in education [133–137].”