This monograph originates from my work on the HAPTEX project. In - cember 2004 Prof. Franz-Erich Wolter, the head of the Institute of Man- Machine Communication of the Leibniz Universit. at Hannover, o?ered me the opportunity to participate in that EU funded project. Being a mat- matician I had only very little experience in the ?eld of haptic simulation in those days, but Prof. Wolter trusted in my ability to become acquainted with new ?elds of research in a very short time. I am still thankful for the con?dence he has shown me. Since then I indeed learned and found out a lot. With this monograph I try to pass on the knowledge I gained. Having a reader in mind who-like me at the beginning of the project-has no background in psychophysics, neurophysiologyortextileengineeringIwillprovidethenecessarybasics.The skilled reader may safely skip these parts. Nevertheless I presume some basic knowledge in mathematics. I hope that this thesis might help a newcomer to discover the fascinating ?eld of tactile simulation. This workwouldnot havebeen possible without the funding of the project "HAPtic sensing of virtual TEXtiles" (HAPTEX) under the Sixth Fra- work Programme (FP6) of the European Union (Contract No. IST-6549).
In order to effectively use games in the classroom, teachers and parents need to agree on games' positive functions toward students' learning, decide and select good educational games relevant to content and tasks in the classroom, and disseminate their acquired knowledge into the teaching field. As part of an international dialogue between researchers in educational technology, Gaming for Classroom-Based Learning: Digital Role Playing as a Motivator of Study investigates whether games can motivate students to learn and improve their knowledge and skills. This collection of research aims to inform classroom and pre-service teachers of the potential of games for improving teaching and learning.
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