Download Computer Games as Educational and Management Tools: Uses and by Maria Manuela Cruz-Cunha, Vitor Hugo Varvalho, Paula Tavares PDF
By Maria Manuela Cruz-Cunha, Vitor Hugo Varvalho, Paula Tavares
Even though as soon as thought of only for his or her leisure worth, laptop and on-line video games have purposes as studying instruments in studying in a number of assorted environments.Computer video games as academic and administration instruments: makes use of and techniques considers the numerous makes use of of video games and simulations, focusing in particular on their use in organizational and academic settings. delivering views on gaming for distance studying, gaming for rehabilitation, company simulators, and motivational video games, this e-book explores new and rising tendencies during this ever-evolving zone of analysis.
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Extra resources for Computer Games as Educational and Management Tools: Uses and Approaches
Spiliopoulou, M. (2005b). Experimental Investigation of the Effects of different Market Mechanisms for Electronic Knowledge Markets. In Proc. of ECIS 2005. , & Lenz, H. J. (2002a). Electronic Marketplaces of Knowledge: Characteristics and Sharing of Knowledge Assets. In Proc. of the Int. Conf. on Advances in Infrastructure for e-Business, e-Education, e-Science, and e-Medicine on the Internet (SSGRR 2002w), L’Aquila, Italy, Jan. 2002. -J. (2002b). Expertenrat in e-marketplaces, (“Expert Advice in e-marketplaces”) HMD Praxis der Wirtschaftsinformatik, 223, dpunkt (pp.
In all these cases, instead of business-generated content, we see user-generated content; the users contribute directly or indirectly and collectively co-create content or experiences. The users are not only consumers, but also co-developers; they do not expect the passive fulfilment of their needs by business firms. Instead, they participate actively in the development of products and services that meet their needs. Their motives for participation are related to their needs to create products, services and websites that fulfil their personal interests, to tailor offers according to their preferences, to experiment, learn and gain experiences, to contribute to the community, to offer to their peers and to communicate and share with others.
4. A pre-existing relationship (for example a friendship) that exists beyond the scope of the collaborative process During the collaborative process, any partner pl, where l ≠ k, may ask a question qm of any other partner pk in order to receive a response rm, where m = j+i rm = f (pk , qm ) (7) The set of Group Collective Knowledge K obtained by the group through the collaborative process is a subset of the responses obtained during the collaborative process. , rm } (8) To influence group collective knowledge, resulting responses rm that contribute to K must be changed in some way.