There are at least three powerful insights for educational technology researchers and designers from recent neuroscience studies of the brain and from cognitive science research findings: First, our brains learn and process two very different types of knowledge; non-conscious, automated, procedural, or implicit knowledge, and conscious,…

What makes games effective for learning? The authors argue that games provide vicarious experiences for players, which then amplify the effects of future, formal learning. However, not every game succeeds in doing so! Understanding why some games succeed and others fail at this task means investigating both a given game's design and the…

Focuses on various technological tools that support online learning: e-mail (voice mail); online discussion groups; online resources; CD-ROM; online courseware; asynchronous communication; synchronous communication; and World Wide Web. Analyzes the attributes of online delivery systems, addressing interactivity and feedback; media features;…

Explores why "learning" and "object" have been combined in the field of instructional technology. Examines why current definitions of these terms are lacking when looked at from a standards and interoperability point of view. Suggests a new definition with a rationale to satisfy needs of technologists for precise, practical…