Editing Educational game (section)

===Application===
[[File:Interactive multimedia educational game.jpg|thumb|[[Interactive]] [[multimedia]] educational game]]
Traditionally, technology used in school operates usually to solve problems in a fun way, particularly in mathematics. They usually make up case studies designed to introduce students to certain technologies in an effort to prepare them for a future major assignment that requires the aforementioned technology. They have also been developed to work in the virtual world.<ref>{{cite journal | doi=10.1111/j.1467-8535.2009.00991.x |year=2011 |last1=Falloon |first1=G |title=Using avatars and virtual environments in learning: what do they offer? |volume=41 |issue=2 |pages=108–122 |journal=British Journal of Educational Technology|s2cid=2792744 }}</ref> More recently educational games have been developed for Higher Education students, combining real-world case studies in a virtual environment for students to have a consistent, 24/7 educational 'virtual' experience.<ref>{{cite journal | doi=10.1111/gto.12058 |year=2014 |last1=Pringle |first1=JK |title=Educational egaming: the future for geoscience virtual learners? |volume=30 |issue=4 |pages=147–150 |journal=Geology Today|bibcode=2014GeolT..30..147P |s2cid=65022032 |url=http://eprints.keele.ac.uk/837/1/pringle_Ed_gaming_GT.pdf }}</ref> In some public schools implementing [[Common Core State Standards Initiative|Common Core Standards]], game-based learning programs are utilized by educators to supplement their teaching programs. According to a recent case study by an ed tech-based nonprofit organization, teachers find some digital learning games help address issues with alignment in Common Core.<ref>{{Cite web|title = Game-Based Learning + Formative Assessment = A Perfect Pair - Classroom Inc.|url = http://www.classroominc.org/case_study/game-based-learning-formative-assessmenta-perfect-pair/|website = Classroom Inc.|access-date = 2015-12-21|language = en-US|archive-date = 2014-10-18|archive-url = https://web.archive.org/web/20141018131225/http://www.classroominc.org/case_study/game-based-learning-formative-assessmenta-perfect-pair/|url-status = dead}}</ref>

In the future, technology and games are expected to be used in simulation environments to simulate real world issues. In the professional sector, such as flight training, simulations are already used in an effort to prepare pilots for training before actually going out into planes. These training sessions are used to replicate real life stresses without the risk factor associated with flying. Simulation-games are used in other professional areas as well; a spy-themed learning game has been used to improve sales skills at [[Avaya]]<ref>{{cite book|last1=Kapp|first1=Karl|title=The Gamification of Learning and Instruction Fieldbook: Ideas into Practice Paperback|date=November 11, 2013|publisher=Pfeiffer|isbn=978-1118674437|url=http://bobmorris.biz/the-gamification-of-learning-and-instruction-fieldbook-a-book-review-by-bob-morris}}</ref> and a 3D simulation game has been used to train New York City emergency responders.<ref>{{cite web|last1=Gronstedt|first1=Anders|title=The Five Superpowers of the Learning Age|url=http://www.elearningcouncil.com/the-five-superpowers-of-the-learning-age/|website=E-Learning Council}}</ref>

Before deciding how to use game-based learning, the trainer must first determine what they would like the trainees to learn. A trainer that fails to focus training around a central idea runs the risk of using a game that fails to connect with the learners. To prevent this, tailor the material to the demographic (age group, familiarity, educational pre-text) so that the material is neither too difficult for, nor too familiar to the learner.<ref>{{cite web|url=http://serc.carleton.edu/introgeo/games/howtogbl.html |title=How To Teach Using Games |publisher=Serc.carleton.edu |access-date=2013-05-02}}</ref> Gathering ideas from children early in the design process has yielded useful insights into what children want in technology in general or in a specific type of application.<ref name=hindawi>{{cite journal | title=Exploring Children's Requirements for Game-Based Learning Environments | journal=Advances in Human-Computer Interaction | volume=2008 | pages=1–7 | last1=Nousiainen | first1=Tuula | last2=Kankaanranta | first2=Marja | date=July 24, 2008 | doi=10.1155/2008/284056 | doi-access=free }}</ref> Children's early involvement in requirements gathering has revealed clues about gender differences in preferences related to technology, children's navigation skills, ways of presenting textual information, application-specific content-related preferences, the variety of elements to be included in user interfaces and their structures, and children's desire to personalize their applications.<ref name=hindawi/> Multiplayer role playing games (MMO's) provide opportunities for players to improve such skills as, “complex learning, thinking, and social practices”.<ref>Barab, 2009, p. 990</ref> MMO's also provide a social network which can favor collaborative gaming and learning and contribute to the formation of teams, communication within a group and help strengthen individual and communal identities.<ref>Klopfer, E, Osterweil, S and Salen, K. Moving Learning Games Forward: Obstacles, oppostunities & openness. The education Arcade. 2009</ref>