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Are video games a good learning tool
Can video games be a useful learning tool
Are video games a good learning tool
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Hay you, are you bored in class and want to just play a fun game well now you CAN just get into your history/social studies class and say SILK ROAD and all your companions will want to come and play with you over writing and thinking of etintrof or gbup you can just play it and your teacher secretly loves you playing silk road because it is actually teaching you about history. More reasons you should get silk road is the gameplay is so much FUN you will want to play it over and over again. You can also play with your companions as I was talking about earlier you and up to three of your friends can play this really fun game it's a board game where you are a yellow, green, blue, or red piece and want to get to the end of class (the finish line).
An African rhino horn for some Chinese silk, 6 Iron bars for 12 Ferghana horses, or Chinese orange trees for India’s spices. Trade was encouraged by the Silk Road because it was the earliest type of compromise when wars were fought, and supplies were demanded.
Francesco Pegolotti was a Florentine merchant and politician. He wrote the The Practice of Commerce in which he expressed the personal qualities he believed that merchants were most needed to survive, which were compliancy and the skill to work with others, and have understanding. Pegolotti’s history was based on the sensitivity to local rules and customs was the key to survival. In this paper it will argue that the personal qualities that was needed to succeed in the Silk Road trade.
The Silk Road was a colossal interconnected networked generated by established trade routes that spanned the whole Eurasian continent as told by religious travelers, historians, and merchants.
The game features three gameplay modes bringing the player hours of entertainment with many in game unlocks, challenges and achievements.
Mao Zedong was born December 26, 1893 and lived until September 9 in 1976 when he died in Beijing China. Mao Zedong died from the Motor neuron disease. Mao Zedong was born into a peasant family in the place Shoshanna near Hunan. During the years of 1928 throughout 1931. Mao Zedong and others that worked with Mao Zedong established armies in the hinterlands and created the Red Army which was known as the most feared “army” in china during the time of the revolution.
The opium trade was incorporated to the China culture into the global market. During that period the economies of India, China and Britain were connected to one another in a trade that was one of the most important connection as a role in the global market. The opium trade started in the 17 century the drug was just shipped from Portuguese Goa in Portuguese and British ships, the opium was held by a monopoly who was controlled by the Dutch. Taking the opium in EIC vessels was really criticized by the directors of the London Company, for incurring losses and putting in danger legal forms of the famous Sino-British trade, since this drug was illegal in China. The EAST INDIA COMPANY by regulating and restricting production,
Horatio Gates was born on July 26th, 1727 in Maldon, England. A military man from a young age, he served as a lieutenant in the British Army and then later served as a captain during the French and Indian War, where he fought in the North American campaign. Though he would return to his native England following the conclusion of the war, he sympathized with the restive colonial protests against the British government in the following years resulting from the high taxes imposed on the colonies to pay for their defense. Gates eventually moved to Virginia in 1772 not long before the break out of the American Revolutionary War, where he was appointed an officer in the Continental Army. Warren characterizes gates as “an officer of bravery, punctuality, and a nice sense of military honor, but with the fine feelings of humanity, and the delicacy of the gentleman” (2009, p. 240).
When they decided to end the game they all said that they would want to play again. The play observation illustrated Huizinga’s play detentions in terms of free activity, no material interest, own boundaries, and fixed rules. One person suggested to play hide and seek and the rest decided to join knowing that there is no material reward. The A team added their own rules in order to create their own boundaries. In addition, Eberle’s play framework elements of pleasure and strength were displayed by the game because each player demonstrated enjoyment during the game and they enhanced their strength by running quickly. The game also illustrated Brown’s play properties of play being voluntary, and how it diminishes consciousness of self and a desire to play again. Like stated before, every player decided to play at their own will no one forced them to. Moreover, each player did not care who played or how everyone looked like, no one felt self-conscious. Lastly, when the game ended each player said they would want to play
The game's rules were designed by Catherine L. Coghlan and Denise W. Huggin. The purpose of the game is to change a familiar game like Monopoly that most students know into a teaching tool to teach students how real society functions. (*See the end of the post for links to their study and directions for playing the game.*)
Bowman, John. Exploration in the World of the Ancients. New York: Facts on File, 2005.
maneuvering through the course while killing people on the opposite team to gain victory. Some are better than others at playing, but they are all being shot as well dying, and respawning to the check points. As 30 minutes go by they are all starting to get agitated because they are losing. Gabe, Keanu keep dying, and not helping the team win, while Jerry, Everon, and Phillip are gaining all the points, and pulling all the weight. They eventually take a break to recoup, and lets some stress of the game
...the motivation and attentiveness of the students and specifically, games can become a facilitator for self-directed study and research; when students enjoy a specific area in a game, they become more inclined to search it online, read a book about it, or watch a documentary on it (Rapini, Sarina 2012).
There are several negative stereotypes associated with video games and those who play them; some of these may often hold true. However, there are plenty of learning opportunities in video games. While the direct purpose of some games is to educate or train, other games that do not directly have this purpose can still become a learning experience for the player. As Ntiedo Etuk, president of the educational video game company Tabula Digital said, “The traditional view of video games has been that they are distractions from the task of learning” (Electronic Education Report 1). Video games are an effective tool for learning and retaining skills both inside and outside the classroom environment. The basic cycle of game play--the introduction to the game, game play, collaboration, improvement of these between each round, and evaluation at the end of the game (Klievink and Janssen 159)--are nearly parallel to the traditional classroom learning cycle of reading a textbook or listening to a lecture, taking a quiz, studying, focusing on items missed on the quiz, and taking a test or exam. Within this cycle, there are many opportunities to develop and perfect both educational, life, and occupational skills.
I can still see that there’s a lot of potential in the field of Education Gamification. Clearly there should be a way to help kids learn from what they do best – play. This is why many educators are looking into a variety of new tools and techniques in Education Gamification.
By interacting with others in play settings, children learn social rules such as, taking turns, trade, cooperation, sharing, rules, and mixing with other. They discover scenes and stories, solve problems, and negotiate their idea through social barriers. They know what they want to do and work conscientiously to do it. they learn the powerful lesson of pursuing their own ideas to a successful conclusion. Also, support most children progress from an egocentric view of the world to an understanding of the importance of social skills and rules, they learn that games such as follows the Leader, baseball, and soccer cannot work without everyone obeying to the same set of rules. It teaches children life has rules (laws) that we all must follow to function effectively. Research shows that children who involve “(in complex forms of socio-dramatic play have greater language skills than non-players, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self-control and higher levels of thinking”.