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By Ikuko Mitsuoka

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145–146; italics added) This marrying of educational content with the technology of computer games represents a carry-over of the kind of thinking that pervaded the era of computeraided instruction (CAI). CAI software models focused on helping students obtain the right answer to the question posed. Given its vintage, students were typically required to choose from one of several answers presented on a monochrome alphanumeric display. ” The right-versus-wrong answer mind-set is carried over into the field of intelligent tutoring systems (ITS), with the application of artificial intelligence to propel instruction.

It is a changing and contested body of knowledge, to be sure, but it is nevertheless a body of knowledge with some shared criteria for determining what counts as truth. The danger here is in assuming that a focus on critique necessarily implies a negative effects model – that somehow criticism is about an illegitimate imposition of authority – or that it necessarily implies that ‘ordinary people’ are stupid or deluded. This seems in turn to imply a rather oldfashioned, narrow sense of criticism as necessarily negative, or at least a notion of criticism as merely a form of defence or inoculation against influence.

Situated embodiment: Studies in the emergence of spatial meaning. Stockholm: Gotab. Zlatev, J. (2001). The epigenesis of meaning in human beings, and possibly in robots. Minds and Machines, 11, 155–195. Chapter 4 Games-to-Teach or Games-to-Learn: Addressing the Learning Needs of Twenty-First Century Education Through Performance Yam San Chee Keywords Games-to-teach • Games-to-learn • Educating • Schooling • Performance • Play • Dialog Introduction With the advent of new media (Lister et al. 2009; Nayar 2010), students’ exposure to digital games has become increasingly commonplace.

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