Over The Course of The Video Game History
Over The Course of The Video Game History
Over The Course of The Video Game History
TVL CSS
Group 1
JorryDagle
Fritzie Comoso
RachelynDelposo
Jester Genosa
Paul Fugata
Introduction
Over the course of the video game history, educational games were known to change
learning styles from the traditional practice to the digital ways. Educational games were not
much of thing for educators before, since they do not know the potential and the ability to use
games for educational purposes (Becker, 2007), and only focused on the social consequences of
the game (Squire, 2003). In contrast to that, a triad of student teachers, led by Don Rewitsch,
managed to make an educational video game for their students back in 1971. The game was
called “Oregon Trail,” and it gained positive criticism from both educators and students. Its
purpose was to teach their students about the history and geography of the America during
1800s. Students would find video games preferable for learning, for its rich visual that looks
exciting awe and pleasure (Poole 2000); they can be motivated by fun (Bisson and Luckner
1996) and its instant feedback to a certain challenge, where the ambience of information
makes an immersive experience for students who focus on completing the tasks.
On January 29, 2019, a game company called The Irregular Corporation, together with
an independent developer Claudiu Kiss released a game called PC Building Simulator.The game
is focused around owning and running a workshop that builds and maintains PCs like
assembly/disassembly of the system unit, installing antivirus, and so on. It refers reality
components from brands like ZOTAC, Corsair, Intel, and NVIDIA among varied alternative
makers.
Since the game simulates on how you own a PC workshop and fixing PCs, we would like
to test if the game would have improvements to CHS/CSS students who played it. We would
only focus on the part where you build a PC and test it if any such ways are applicable in real life
situations. The goal of this study is to determine the effectiveness of PC Building Simulator to
CSS/CHS Students
1. Does playing PC Building Simulator affects these factors of the CSS/CHS students:
i) Hands-on performance
ii) Speed
iii) Knowledge
CSS/CHS Students– Students will be able to explore their vocational skill by immersing
Teachers – With the result of the study, they will able to track and assess the students’
Simulator. This will be a great help for them to understand their study and use the result of the
research as a reference.
In this study, we will focus on PC Building Simulator and its ability to improve students
performance. Specifically, it only covers the part where you assemble and disassemble
computer parts, and installing software OS, and the essential programs like Antivirus. Students
will also test their PCs if its functioning or not. It doesn't include the performance of the PC
itself.
Chapter 2
This chapter presents the related literature and studies given by computer researchers which
Related Literatures
Mitchell and Smith (2004) found that computer games appear to be firmly entrenched in youth
culture (e.g. Randel et al. 1992; Griffiths 1996, 1999; Anderson and Bushman 2001; Bensley and
Van Eenwyk 2001) and are also increasingly used by people into their late twenties and
beyond–no doubt as the gaming generation matures. Computer games engage. They are
seductive, deploying rich visual and spatial aesthetics that draw players into fantasy worlds that
seem very real on their own terms, exciting awe and pleasure (Poole 2000). They motivate via
fun (‘part of the natural learning process in human development’, Bisson and Luckner 1996,
page 112), via challenge and via instant, visual feedback within a complete, interactive virtual
sustaining interest in the game. They are fast and responsive, and can be played against real
people anywhere in the world, or against a computer. They handle huge amounts of content
and can be instantly updated and customised by individual players (Prensky 2001). They
indicated that producing educational games that are true games is a worthwhile activity.
Indeed, it is a necessary development if they are to reach out to current and future generations
in ways that cater for their needs and expectations. Educators and industry experts must work
together to research the computer culture, to ensure that innovations are capable of engaging
and sustaining interest. Designers should not only explore ways of combining new technologies
such as mobile networking, context-aware computing and sensor-based computing but should
also ensure the new generation of edugames builds on the principles of successful commercial
De Aguilera (2003) deduced that, for learning, video games are of unquestionable importance,
and can be used, in fact have already begun to be used, at different academic levels. In addition
to stimulating motivation, video games are considered very useful in acquiring practical skills, as
well as increasing perception and stimulation and developing skills in problem-solving, strategy
assessment, media and tools organization and obtaining intelligent answers. Of all the games
offered by a range of 'edu-tainment' software wholly or partly intended for home use. It
focuses on two key dimensions of interactivity – the extent of learner control, and the forms of
feedback – and traces these across three main software 'genres' – drill-and-practice packages,
exploration/reference works and educational games. The article concludes that, despite the
claims of publishers and marketers, the interactivity of most educational software remains
extremely limited.
Okan (2004) argues that what is essential is realizing that education is concerned with the
pedagogy that is useful in creating such learning environments. In this context, it may be time
to examine critically the educational potential of edutainment software together with the
advantages and disadvantages it might bring to the instructional process. The discussion begins,
education entail. Then the discussion broadens to a critique of problems with edutainment
Related Studies
Grantcharov (2004) examined the impact of virtual reality (VR) surgical simulation on
improvement in performance in the ORthan those in the control group. VR surgical simulation is
therefore a valid tool for training of laparoscopic psychomotor skills and could be incorporated
Amory (1999) initiated a research to identify the type most suitable to their teaching
environment and to identify game elements that students found interesting or useful within the
different game types. A group of twenty students played for commercial games ( SimIsle, Red
Alert, Zork Nemesis and Duke Nukem 3D). Results that students prefer 3D-adventure (Zork
Nemesis) and strategy games (Red Alert) to the others types (‘shoot-em-up’, simulation) with
Zork Nemesis ranked as the best. Students rated game elements such as logic, memory,
visualization and problem solving as the most important game elements. Such as elements are
integral to adventure games and are also required during the learning process. They present a
model that links pedagogical issues with game elements. The game space contain a number of
relationship between educational needs and game elements will allow us to develop
educational games that include visualization and problem solving skills. Such tools could
provide sufficient stimulation to engage learners in knowledge discovery, while at the same
Virvou (2005) explore several issues concerning the educational effectiveness, appeal and
System (ITS) that operates as a virtual reality educational game. The results of the evaluation
show that educational virtual reality games can be very motivating while retaining or even
improving the educational effects on students. Moreover, one important finding of the study
was that the educational effectiveness of the game was particularly high for students who used
to have poor performance in the domain taught prior to their learning experience with the
game.
Squire (2011) examines the history of games in educational research, and argues that the
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, the research environment, and the procedures used
Research Design
variables. The researcher does not assign groups and does not manipulate the independent
variable. Control groups are identified and exposed to the variable. Results are compared with
population and the objective of the study. The respondent should be inexperienced in using PC
Building Simulator.
Research Respondents
The respondents of this study are the CSS Senior High School Students in Mandaue City
Comprehensive National High School who had experience of assemble and disassemble of PC
and have not played PC Building Simulator. We will choose at least 30-60 students and group
Research Instruments
questions to gather the needed data. This involves using a rating scale to measure and evaluate
Research Environment
This study will be conducted at the Mandaue City Comprehensive National High School
located in Plaridel St. Reclamation Area, Mandaue City, Central District,Cebu. Below is the