TAILIEUCHUNG - Game- Based learning at the University level

The presentations were quite comprehensive and covered the basic elements of instruction that would be encountered by university professors and instructors at a typical American campus. | International Integration ROD JENSEN, PHD. D uring the last week of July (2011)--in association with the University of Economics and Finance (UEF), Ho Chi Minh City, Vietnam--I assisted a colleague who delivered a workshop on the methods and techniques of teaching at a multi-disciplined university. This week-long workshop was very competently organized by UEF administrators and staff and was well attended by UEF adjunct and full-time instructors. The presentations were quite comprehensive and covered the basic elements of instruction that would be encountered by university professors and instructors at a typical American campus. Even though the information was presented from a perspective associated with higher education in the ., the ensuing discussion focused on the instructional challenges inherent within the typical university classroom in Vietnam. Due to the time limitations associated with workshops of this type, not all of the questions from the participants were able to be specifically addressed. There were numerous questions which throughout the workshop served as opportunities to provide generalizable responses that were applicable to most in attendance. Perhaps the most repeated question or series of questions which attracted the attention of the participants was how can instructors motivate students to learn. Subset inquiries following the general theme of the motivation question focused on instructional tools that would both entertain and teach, and perhaps make the classroom learning experience fun. Fun and its associated term play, are not often used in the same sentence with words such as 90 “The freedoms of play are present even in mediocre games, yet they are all too rare in school.” (Klopfer, Osterweil, and Salen, 2009) learning and classroom. Yet fun and play are motivating factors as to why adults spend countless hours learning games such as golf, poker and tennis. The question begs to be asked, if fun and play stimulate the learning .

• Giáo dục học
• Based learning at the University level
• The University level
• Ho Chi Minh City
• University of Economics and Finance
• Game Based learning
• An open learning system
• Special needs education
• Speech and language therapy
• Special needs open learning
• Gamebased learning
• Spaced repetition