The Next Generation of Educational Engagement

By Diana G. Oblinger. 2004

677 citations recorded by the source corpus.

Abstract: Games are no longer just for fun; they offer potentially powerful learning environments. Today's students have grown up with computer games. In addition, their constant exposure to the Internet and other digital media has shaped how they receive information and how they learn. There are many attributes of games that make them pedagogically sound learning environments. An increasing number of faculty are using games as enhancements to the traditional learning environment with encouraging results. While the interactivity and engagement of games are highly positive a number of questions remain about how games will be developed, deployed and accepted in higher education. Invited Commentary: Mason, R. (2004) Commentary on: Oblinger, D. (2004). The Next Generation of Educational Engagement. [PDF] Editors: Terry Anderson and Denise Whitelock.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/94978b95721078d398af8d3fad958a218e792474

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Citations in the corpus

iLearning: The Future of Higher Education? Student Perceptions on Learning with Mobile Tablets (2012, background): “These findings challenge literature that suggests tech-savvy, “millennial generation” students possess advanced “digital literacy” or an “information technology mindset” (McMahon & Pospisil, 2005; Oblinger, 2003; Oblinger, 2004).”
Mobile learning in review: Opportunities and challenges for learners, teachers, and institutions (2006, neutral): “Characteristics of the ‘millennial student’ — those born from 1982 (Oblinger, 2003; Oblinger, 2004; Oblinger & Oblinger, 2005; McMahon & Pospisil, 2005; Jonas-Dwyer & Pospisil, 2004; Howe & Strauss, 2000; Poindexter, 2003; Raines, 2002) — are described as being focused on ‘connectedness’ and social…”
Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation (2009, background): “Specifically, games constitute potentially powerful learning environments for a number of reasons (Oblinger, 2004): (a) they can support multi-sensory, active, experiential, problem-based learning, (b) they favour activation of prior knowledge given that players must use previously learned…”
A concept map-embedded educational computer game for improving students' learning performance in natural science courses (2013, background): “The gaming missions need to be challenging enough to encourage learners to improve their knowledge and problem-solving skills (Gentile & Gentile, 2005; Kinzie & Joseph, 2008); moreover, meaningful feedback is necessary to help the learners make progress in the interactive process of probing, reactin”
Building virtual cities, inspiring intelligent citizens: Digital games for developing students' problem solving and learning motivation (2012, background): “…were closely related to everyday life and students expressed that they were able to apply what they had learned in this course to other courses (Oblinger, 2004), d) the course setting encouraged students to trust and believe they could achieve their goals by immediately receiving praise,…”
The 'digital natives' debate: A critical review of the evidence (2008, background): “In summary, calls for a dramatic shift from text-based to multimedia educational resources, the increased use of computer games and simulations, and a move to constructivist approaches that emphasise student knowledge creation, problem solving and authentic learning (Brown, 2000; Oblinger, 2004; Tap”
Integrating augmented reality technology to enhance children’s learning in marine education (2015, background): “Players spontaneously continued to explore the environment, resulting in improved learning experiences (De Castell and Jenson 2003; Killi 2005; Oblinger 2004).”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, background): “With the prevalence of game playing among children and young people, the potentials of using digital games to facilitate learning have been suggested by researchers and educators alike (e.g., Gee 2007; Oblinger 2004; Prensky 2001; Squire and Jenkins 2003).”