Pursel and Bailey (2005) focus their attention on how online video games can contribute to the elearning processes and stimulate them. They explore a number of resources demonstrating that there are two primary limitations of online learning. Learners generally lack motivation and they do not interact enough during their online courses. Pursel and Bailey (2005) propose that in order to enhance the elearning possibilities new approaches should be adopted by teachers. The new generation processes information in a different way in comparison to their parents', consequently methods used in online games have to be included in the virtual learning. The author's main purpose in writing the article is to offer an alternative solution in overcoming the decreasing interest and value of courses conducted online. Their attempt presents innovative and facilitating model of the learning within the virtual world.
Education is a great asset which transforms communication in a higher level. The benefits of good quality online education, however are not available to the urban sections of society. Pursel and Bailey (2005) provide information only about the U.S. consumers and do not refer to sources about the rest of the world. Yajnik (2005) notes that information technology is such a powerful tool that has the potential to make education available even to people in remote locations. The primary limitations lack of interactivity and motivation deficit that Pursel and Bailey (2005) have to be related to a specific strata from the society and clarifications made about the economic status from the country in questions. The generalizations delivered by Pursel and Bailey (2005) show limited research scope. A problematic issue is that the majority of those who drop out of the online courses do not find them challenging enough. It is of critical importance to emphasize that Pursel and Bailey's (2005) proposal to incorporate video games strategies into elearning is directed mainly to satisfy the requirements of U.S. student audience. In countries with developing economies students are willing to engage in all kinds of learning to higher their educational background.
Yajnik (2005) suggests that the growth in communication technology in India widens the divide between those who have access and those who do not. The main task of elearning methods is not to increase the social gap introducing video games methodology, but to make it possible for underdeveloped countries to have the same opportunities. Implementing video games in the structure of online courses will create immediate exclusion of certain users. E-learning tutors might not want to risk "information exclusion" of their students by complex design or unaffordable software. Kenya's education minister, Professor George Saitoti (cited in Ogodo, 2007) says that when integrated into educational system the Internet Communication technologies "have the capacities to improve the delivery of education through distance learning, provide access to universal digital libraries, offer ways in which universities can globally compete and offer improvements in academic administration (par. 17)."
The elearning technologies offer new ways in which the quality and effectiveness of higher education is delivered. However the way in which elearning will be made constructive depends on the