Kompiuteriniai žaidimai kaip naujųjų informacinių technologijų (NIT) išraiška mokant ir ugdant pradinukus

LTKompiuterinių žaidimų taikymas pradinukų mokymo bei ugdymo procese yra potenciali priemonė padėti mokiniams kurti ir vystyti savo asmeninius kūrybinius sugebėjimus ir intelektines galias jau ankstyvajame mokykliniame amžiuje. Kompiuteriniai žaidimai viena iš NIT (naujųjų informacinių technologijų) atmainų, padedanti tobulinti, keisti bei modernizuoti mokymo bei ugdymo procesą. Straipsnyje pateikiama kompiuterinių žaidimų samprata, charakteristika bei klasifikacija, apibrėžiamos žaidimų funkcijos. Parodoma ir lyginama kompiuterinių žaidimų, kaip mokomųjų programų priemonės, kuri skatina pradinukus kūrybingai ir efektyviai veikti svarba mokyme bei ugdyme, ryšys. Lyginama kompiuterinių žaidimų ir mokomųjų programų užsienyje taikymo ryšys.

ENComputers games in education defines a game as a set of activities involving one or more players. The players are governed by the ruls of game. For Gredler, a game is any conetest or play in wich the players operate under certainconstrains or ules for the objective of wining or some sort of pau-off. It is important to remember that any game is a fantasy world, defined by its particuliarity sets or rules that not replications of real life, and efforts to win are within those rules. Electronic games are games displayed on a TV (video games). Computers games often are distributed on CD-ROMs, as well as over the Internet. The newer models of consoles come with stunning 3-D graphics, high speed processing, and sophisticated audio capabilities with deliver an impressive and compelling gaming experience. With its powerful design,tools, and flexible architekturę, the new Microsoft console known the Xbox allows game designers and programmers to produce visually stunnin and highly entertraining video games. In schools, electronic games most often are accessed as computers games.Computers games are often classified into six major categories: educational games, games of actions, adventure, or fantasy violence, games that include fighting or human violence, sports, chess, including puzzles, strategy games. According to such researchers – Juul (Danmark 1999), Kaptelinin, Cole (Sweden 2000), Johanes Fromme (Germany 2000), Cassell, Jenkins (G. Britain 2000) Papert, Harris, Wiliam (USA 1985), Jonassen (1991); Crasey, Myers (1986); Lieberman, Chaffee, Roberts (1988); van Schie, Wiegman (1997); Roberts, Foehr, Rideout, Brodie (1999); Anderson, Dill (2000), Fiddy, Yam (Canada 2000), Butterworth (Australia 2000), Govric, Zvorygina (Russia 1989) a new informtion technologies (NIT) more and more incorporating in such educational instututes as kindregardens, pre-primary schools, primary schools. Computer and video games are a maturing medium and industry and have caught the attention of scholars across a variety of disciplines. By and large, computer and video games have been ignored by educators. When educators have discussed games, they have focused on the social consequences of game play, ignoring important educational potentials of gaming. [...].