Context
Factors related to the context, namely the environment for game play, institutional policies, socio-political situations, technical facilities, and classroom facilities, of the game affect directly the way the game is utilised. For example, a game that is supposed to be played in the classroom may not be employed meaningfully at home or outside of that (deFreitas and Oliver, 2006). Apart from the physical context the game itself immerses the user in a simulated or virtual context that foster different skill acquisition while concurrently raises player’s emotions.
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References
de Freitas, S. (2006). ‘Learning in Immersive worlds: A review of gamebased learning', available at [1]
de Freitas, s. and Oliver, m. (2006) How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers and Education Special Issue on Gaming. 46 (2006) 249-264.
