- citati u SCIndeksu: [1]
- citati u CrossRef-u:[1]
- citati u Google Scholaru:[]
- posete u poslednjih 30 dana:9
- preuzimanja u poslednjih 30 dana:4
|
|
2017, vol. 65, br. 3, str. 641-650
|
Višekriterijumska ocena mogućih primena računarskih igara u nastavi
Muticriteria assessment of possible use of computer games in teaching
Sažetak
U radu se daje višekriterijumska ocena nekoliko mogućih pristupa organizovanju studija. Zahvaljujući sve široj upotrebi savremenih informacionih tehnologija, tradicionalni obrazovni sistem suočava se sa velikim promenama. Jedna od njih je i razvoj ozbiljnih igara koje simuliraju rad realnih poslovnih okruženja. Tradicionalni, pasivni pristup obrazovanju obučava nas za neke uske procedure, a zatim vrši evaluaciju na osnovu našeg sećanja na ono što nam je rečeno. Čak i kada smo uspešno savladali činjenice i procedure, naše ponašanje u pravim životnim situacijama ostaje neprovereno. Igre pokušavaju da reše problem, motivišu i promovišu učenje. Njihov interaktivni aspekt dovodi do visoke uključenosti samih učesnika u aktivnosti igre, pa one više nemaju svrhu isključivo zabave već postaju ozbiljan alat za učenje. Od klasičnih zabavnih igara odvaja ih prvenstveno drugačiji cilj, tj. mogućnost da se učesniku igre, pored zabave, pruži i edukativna komponenta. Takođe, učesnik nije pasivni igrač već svojim odlukama i postupcima direktno može uticati na tok igre, dovodeći do dobrih ili loših rezultata.
Abstract
In this paper we present a multi-criteria evaluation of several possible approaches to organization of studies. A wider use of modern information technology has led to major changes in traditional education. One of them is the development of serious games in order to simulate real business work environment. The traditional passive education approach trains people for some narrow procedures, and then evaluates them based on their memories of what they have been told. Even when students have successfully mastered facts and procedures, their behavior in real life situations remains uncertain. Games are trying to solve this problem, motivate and promote learning. Their interactive aspect leads to high involvement of participants in game activities, so they no longer have the sole purpose of entertainment, but become a serious learning tool. The possibility to provide entertainment and educational component separates these games from classical, fun games. Also, participants are not passive players. Their decisions and actions directly affect the flow of the game, leading to good or bad results. To evaluate game application in classroom, a multicriteria analysis was used. It was used for the assessment of possible study forms in order to use benefits of information technology for modernizing and improving teaching and learning processes. The evaluation was made by observing four alternatives, as well as six criteria. The aim of this paper was to make these applications more effective where needed and to indicate apossibility to use them elsewhere.
|
|
|
Reference
|
|
Ambrose, S., Bridges, M., Dipietro, M., Lovett, M., Norman, M., Mayer, R. (2010) How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass
|
|
Bhasin, K. (2014) Gamification, game-based learning, serious games: Any difference?. Learning Solutions Magazine, [Internet]. Available at: http://www.learningsolutionsmag.com/articles/1337/gamification-game-basedlearning-serious-games-any-difference
|
|
Buck, W. (2013) Business ethics simulations: The role of reflection, intentionality and assessment. u: Society for Business Ethics 2013 Annual Conference, Miami, [Internet]. Available at: https://www.academia.edu/3567938/Business_Ethics_Simulations_The_Role_of_Reflection_Intentionality_and_Assessment
|
|
Fink, S., Kiili, K., Bullinger, A. (2014) Measuring game experience and learning effects of business games. u: Conference of the International Simulation and Gaming Association, Dornbirn, pp. 141-152
|
|
Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., Reid, S., LeMaster, R. (2005) When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physical Review Special Topics - Physics Education Research, 1(1):
|
|
Geuting, M. (2000) Soziale Simulation und Planspiel in pädagogischer Perspektive. u: Eine Bestandsaufnahme der internationalen Diskussion, Münster, Hamburg-London: LIT Verlag
|
1
|
Holmes, B., Gardner, J. (2006) E-learning concepts and practice. London: Sage
|
1
|
Hunzeker, M.A., Harkness, K.A. (2014) The Strategy Project: Teaching Strategic Thinking through Crisis Simulation. PS: Political Science & Politics, 47(02): 513-517
|
|
Leger, P.M., Charland, P., Feldstein, H.D., Robert, J., Babin, G., Lyle, D. (2011) Business simulation training in information technology education: guidelines for new approaches in IT training. Journal of Information Technology Education, 10(1), pp. 39-53
|
|
Lunce, L.M. (2004) Computer simulations in distance education. International Jurnal of Instructional Technology & Distance Learning, 1(10), p. 29
|
|
Miljković, B., Žižović, M.R., Petojević, A., Damljanović, N. (2017) New weighted sum model. Filomat, accepted for publication
|
|
Miljković, B.D., Petojević, A.V., Žižović, M.R. (2016) Praćenje uticaja motivacije na procese apsolviranja znanja i veština u sistemu učenja na daljinu. Vojnotehnički glasnik, vol. 64, br. 4, str. 1009-1032
|
1
|
Nikolić, I., Borović, S. (1996) Višekriterijumska optimizacija. Beograd: Centar vojnih škola Jugoslavije, in Serbian
|
6
|
Prensky, M. (2001) Digital game-based learning. McGraw-Hill
|
3
|
Radojičić, M., Žižović, M. (1998) Application of multicriteria methods of analysis in business decisions. Čačak: Technical Faculty
|
|
Shank, P. (2013) eLearning guild research: Got game?. Learning Solutions Magazine, [Internet]. Available at: http://www.learningsolutionsmag.com/articles/1227/elearning-guild-research-got-game. Accessed:18Jun 2016
|
|
Tonks, D. (2002) Using Marketing Simulations for Teaching and Learning. Active Learning in Higher Education, 3(2): 177-194
|
|
Trybus, J. (2015) Game-based learning: What it is, why it works, and where its going. New Media Institute, [Internet]. Available at: http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html. Accessed:20Jun 2016
|
|
|
|