framework for the implementation of a virtual design studio model in ...

student engage with their learning materials and make learning fun.
Using games also appeals to a wider range of learning styles; these
games are visual, auditory, dynamic, and colourful involving more than
one sense. When rote memorisation is necessary 292 interactive games
offer a tool that makes the memorisation more effective. The students
are more in control of the information they receive. According to their
learning abilities the students can control the information they receive as
well as the information they produce. The students also are responsible
of the flow of information rather than having a teacher do it which
responds to the student-centred learning method mentioned above.
Games were used in this VDS 3 with clear links and relevance to the
curriculum of the VDS 3. The students were made aware of the benefit
of these games and their academic relevance. There were two types of
activities in the VDS. Some were presented in the workbook and others
were carried out in the classroom and all the activities had their
academic relevance to the VDS 3. (See figure 6.8 – see attached CD for
more pictures)
Figure 6.8: Student conducting some in-class games
292 Wright, P., (2009) ‘Trainee Teachers' e-Learning Experiences of Computer Play’, Innovate, 5(4).
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