Additional studies show these effects last." (Ibid) the following statistics are stated in the study of Walsh, Gentile, Walsh and Bennett (2005) relating to the parent's belief and the actuality as reported by their child.
Differences between parents and children reports related to video games
Parent reports
Never"
Child reports
Never"
How often does a parent/do you:
Play computer or video games with you/your child?
Talk to you about the video games you play?
Help decide what video games you may buy/rent?
Have to ask permission before playing video games?
Parent reports
Yes"
Child reports
Yes"
Does your family have rules about how much you may play?
Does your family have rules about when you may play video games?
Source: Walsh, Gentile, Walsh, & Bennett (2005)
IV. The Future of Video Gaming
Positive applications for learning have emerged from video gaming capabilities. A Computer Research Association report entitled: "Cyberinfrastructure for Education and Learning for the Future: A Vision and Research Agenda" reports the results reported from a series of workshops which was a collaborative effort between the Computing Research Association and the International Society of the Learning Sciences with the support of the National Science Foundation" under a research Grant. The workshop series was conducted for the purpose of exploring where education stands in relation to the use of computers for instruction and where computer-assisted learning should focus in the future for the purpose of resource planning. The workshops including the areas of: (1) modeling, simulation and gaming technologies applied to education; (2) Cognitive implications of virtual or web-enabled environments; (3) how emerging technology and cyberinfrastructure might revolutionize the role of assessment in learning; and (4) the interplay between communities of learning or practice and cyberinfrastructure. The report of the workshops states findings that the U.S. is "failing to train adequate numbers of students for careers in science and technology, or to develop the broad scientific and technological literacies that are necessary for full participation in a democratic society. Interactive learning is stated to be a necessary component in education. This activity will be through development of simulated projects using game-based simulations as well as many other possible applications in this area. It is stated: "Serious games...are becoming increasingly common in public policy, healthcare, and military training, as well as for corporate training and all levels of education." (Ainsworth, Honey, Johnson, Koedinger, Marumatsu, Pea, Recker and Weimer, 2005) CELF or, Cyberinfrastructure for Education and Learning for the Future is stated to have the capacity to "...change the way learning takes place both inside and outside the classroom, blurring the distinctions between the two. Mediated learning will take place in the context of computationally augmented real-world environments, online communities of practice, interactive virtual environments, games, simulations models, and audio/video/IM/SMS communications - not just in classrooms." (Ainsworth, Honey, Johnson, Koedinger, Marumatsu, Pea, Recker and Weimer, 2005)
The factors that feed either success or failure for video games are both reviewed in the work of Cook, Schildt, Warhol, Schoback, and Javelosa in a report entitled: "Group Report: Building Innovative Games that Sell." Two of these external factors are stated to be: (1) No long tail: games often have a very small window, a few years at most, before they are technologically obsolete. Slow burn, niche products often stop working before they turn a profit; and (2) Limited distribution channels: Limited diversification of distribution channels means a game has a finite number of chances to find a prospective audience." (Cook, Schildt, Warhol, Schoback, and Javelosa, 2005) Internal factors are stated to be: (1) lack of customer focus; (2) lack of reliable and shared success criteria; (3) lack of business expertise; and (4) outdated practices. (Cook, Schildt, Warhol, Schoback, and Javelosa, 2005) Valuable tools are identified as being:
1) value stream analysis;
2) Ideation techniques;
3) constraints-based product requirements;
4) onsite customers and quality scorecards; and 5) small cross-functional teams." (Cook, Schildt, Warhol, Schoback, and Javelosa, 2005)
Use of these...
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