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From Content to Context: Videogames as Designed Experience
Abstract
Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about them. This article argues for framing game play as a designed experience. Players’ understandings are developed through cycles of performance within the gameworlds, which instantiate particular theories of the world (ideological worlds). Players develop new identities both through game play and through the gaming communities in which these identities are enacted. Thus research that examines game-based learning needs to account for both kinds of interactions within the game-world and in broader social contexts. Examples from curriculum developed for Civilization III and Supercharged! show how games can communicate powerful ideas and open new identity trajectories for learners.
... Rather than transforming teaching and learning, however, gamification often results in the reification of rote learning (Tsay et al., 2018) -such as using Jeopardy for content review. Thinking beyond play as a mere instructional strategy, there is a breadth of education scholarship that frames gaming and play as sites of robust literacy practices (Gee, 2007, Kingsly & Grabner-Hagen, 2015Squire, 2006). Research on game-based learning examines the unique, complex processes of composing and meaning-making that occur during playful interactions (Cole & Barker, 2021;Corbitt, 2024;Garcia, 2019;Storm & Jones, 2021). ...
... By the turn of the Millenium, scholars highlighted the various literacy practices employed in video games and digital play (Gee, 2007). As content and contexts for learning (Squire, 2006), play and games are texts ripe for critical analysis (Nakamura, 2009, Cole & Barker, 2021. Given that play contains unique design elements and processes of interaction, educators and researchers must (re)consider how play participants engage in meaning-making. ...
... We began this article by underscoring that gamification, as it is often taken up in educational contexts, often reinforces rote learning (Kuschner, 2012;Tsay et al., 2018). In our study, however, we offer an alternative to these typical approaches to gamification by illustrating contexts that take up games not as complex systems of literate activity (Gee, 2007, Kingsly & Grabner-Hagen, 2015Squire, 2006). Teachers can design lessons and units that engage with the kinds of games we outline here. ...
This article examines how youths and adults make meaning across three play-based contexts: digital roleplaying, cosplaying, and improvisational theatre. Thinking with reader-response theory and employing methods of nexus analysis, we examine how the latter three cases illuminate new ways of understanding and engaging with play-based texts. As a result, we forward three principles of play-based response that expand traditional notions of reading. Our findings support researchers and practitioners by offering new invitations to engage youth learning through play-based texts.
... São atividades que estimulam o domínio de habilidades enquanto proporcionam satisfação e sensação de realização (Astell, 2013). Jogos são dotados da capacidade de criar culturas e permitir aos jogadores criarem identidades tanto através do ato de jogar quanto com a socialização com outras pessoas que também jogam (Gasi, 2013;Squire, 2006). Ao mesmo tempo em que entretêm, os jogos oferecem possibilidades de experimentação, desenvolvimento de habilidades e de valores com o potencial de afetar outras esferas da vida dos jogadores, inclusive fora dos meios digitais. ...
... À medida que aprendem a jogar, os usuários também aprendem a utilizar os dispositivos nos quais os jogos estão sendo executados e desenvolvem habilidades de navegação em meios digitais (Blažič, Primož & Blažič, 2018). Essas habilidades envolvem o reconhecimento de elementos gráficos e as possibilidades que eles representam (Gee, 2003;Squire, 2006), ou seja, desenvolvimento de um "vocabulário digital" 1 , viabilizado pelas ferramentas que o jogo oferece. ...
... Esse aprendizado acontece de forma ativa, enquanto o jogador está "atuando" no mundo do jogo a partir das ações que são permitidas e dentro dos limites colocados. O conhecimento é desenvolvido a partir das performances mediadas pela mídia digital, com os acertos e erros cometidos, ao mesmo tempo entretendo e desenvolvendo a identidade do jogador como uma pessoa capaz de resolver problemas (Squire, 2006). ...
The fifth volume of the series "Perspectives in Engineering, Media, and Knowledge Management" compiles research that explores the complex relationships between technology, communication, and human development in the 21st century. The book focuses on contemporary challenges and emerging opportunities, investigating how technological innovation and knowledge management can contribute to building a more inclusive, sustainable, and democratic future. It covers topics such as leadership in VUCA environments, the role of educational digital games for elderly autonomy, and the collaboration between humans and machines in knowledge production. The volume also highlights the transformative potential of AI in legislative processes, ecosystem governance, and psychological safety in organizational culture. Additionally, it reflects on the impact of generative AI on news production and the future of journalism, particularly with ChatGPT. The book concludes by presenting innovative strategies for primary education, preparing students for a world of constant transformation through STEAM and project-based learning.
... According to educational game researcher Kurt Squire (2006), games are a medium that provides simplified worlds, in which the game design focuses players on what is important within the world. As games primarily involve doing, they present a "functional epistemology" (Squire, 2006) in which players actively facilitate their own learning. ...
... According to educational game researcher Kurt Squire (2006), games are a medium that provides simplified worlds, in which the game design focuses players on what is important within the world. As games primarily involve doing, they present a "functional epistemology" (Squire, 2006) in which players actively facilitate their own learning. During the pandemic, designers created playful experiences to pass on public health messages while embedding interactivity and the opportunity to identify themselves as heroes. ...
... According to Squire (2006), in educational games, graphics double as signposts, giving players insight into the world and how to learn within it. While metaphors can work in games, Vaccine Nation is designed to help the player see their real-world behavior as way to effect people in their own neighborhoods and communities. ...
During the Covid-19 pandemic, scientists and public health organizations such as the CDC and the WHO promoted health guidelines to the public. However, social media misinformation, social stigma, and a drastic change in lifestyle lead to reduced compliance or non-compliance with these measures. As a result, playful public health messaging emerged as an attempt to increase health literacy around Covid-19 preventative practices, one of which was the tower defense game, Vaccine Nation. This article outlines the design principles of Cognitive Behavioral Game Design (CBGD) and how they were used to design the tower-defense game Vaccine Nation, incorporating recommended health interventions including isolating, hand hygiene, social distancing, wearing masks, and eventually getting vaccinated.
... Videogames can advance deep conceptual learning goals (e.g., Cai et al., 2006;Charsky, 2010;Gee, 2005), offering environments where learners must use scientific practices and problem solving to succeed (Barab & Dede, 2007;Li & Tsai, 2013;Squire, 2006Squire, , 2010Steinkuehler, 2006). Collaborative games can encourage problem solving and scientific discussion of complex ideas, from sustainability (Antle et al., 2013) to neuroscience (Piper et al., 2012) to evolution (Horn et al., 2012). ...
... In particular, endogenous games have great potential for learning (Squire, 2006;Squire et al., 2007). As compared to exogenous games, in which context is extrinsic to gameplay, endogenous games link context and gameplay, with learning goals embedded in game mechanics (Rieber, 1996). ...
The need for well-designed learning experiences about modern, anthropogenic climate change is great. In light of this need, many scholars have looked towards museums, arguing that as trusted institutions of informal learning, museums are uniquely positioned to support public engagement with contentious, impactful issues like climate change. However, while several museum exhibits have emerged over recent years, empirical research on museum-based learning experiences remains quite limited. We take a step towards advancing understanding of museum-based climate change learning through an empirical investigation at a natural history museum in the US. This study examines learners’ collaborative discourse within one exhibit about climate change, a multiplayer video game called Utah Climate Challenge (UCC). Investigating moments of failure and struggle, we analyze learners’ forms of collaboration through moment-to-moment discourse analysis. Findings demonstrate the importance of scaffolding multiple types of collaboration, as well as the potential for a collaborative, museum-based videogame to support learning of important science concepts relevant to climate change.
... As discussed in Chapter 1, previous research of domain-specific GBL recommends intrinsic integration of learning content with gameplay (Habgood & Ainsworth, 2011;Ke, 2016;Plass et al., 2015), such that playing the game implies working Recall from the introduction on GBL in Chapter 1 and the literature review in Chapter 3 that, as an alternative to intrinsic integration, learning and playing can be combined in an exogenous way: when learning and playing are alternating activities (alternating activities principle). The risk is that learners are not sufficiently engaged, as learning and playing are now more separate (Rieber, 1996;Squire, 2006 (Gajadhar et al., 2008). As discussed briefly in Chapter 1, competition or cooperation within games can offer a specific type of social incentive for players to engage with the gameplay . ...
... intrinsic integration principle integrating learning goals and activities with gameplay goals and activities ensures that engaging with the gameplay becomes equivalent with engaging in learning (Arnab et al., 2015;Carvalho et al., 2015;Habgood, 2007;Habgood & Ainsworth, 2011;Ke, 2016) Chapter 1: Introduction (Verpoorten et al., 2014) alignment principle aligning game activities and goals with learning activities and goals ensures that engagement resulting from gameplay is directed at initiating and sustaining learning (Amory, 2007;Arnab et al., 2012Arnab et al., , 2015Bedwell et al., 2012;Carvalho et al., 2015;Lim et al., 2013) Chapter 1: Introduction alternating activities principle combining playing with learning by alternating playing activities and learning activities ensures both types of activities are performed but risks not sufficiently engaging learners to continue playing or learning (Rieber, 1996;Squire, 2006) Chapter 1: Introduction ...
One of the most influential determinants of efficient and effective learning is metacognition: the knowledge a learner has about how they learn, and the skills to use that knowledge to monitor and regulate learning. As not all learners within higher education are equally or sufficiently apt in metacognition, providing metacognitive training is a very effective way of improving current and future learning skills and, in turn, learning performance. Metacognitive training must be active (for learners to understand and be able to apply metacognition to learning) as well as engaging (for learners to put in the additional effort over a longer period of time). In this dissertation, we examine how game-based learning (GBL), as a technique to harness learning and motivation in a self-contained game-based learning environment (GBLE), can be leveraged for metacognitive training. The educational context for this dissertation is higher education in The Netherlands, where metacognitive knowledge and skills involved in self-regulated learning are often implicitly expected of students, but seldomly explicitly taught
within study programs.
The main research question for this dissertation is: How can we design effective game-based learning environments to improve metacognition of learners in higher
education? With our research we seek to achieve two objectives: (i) to gather and synthesize design knowledge, across different disciplines and from existent and new research, to further the understanding of the design of game-based learning environments for metacognition; and (ii) to apply and evaluate design knowledge in real-world educational settings, through the conceptualization and construction of prototypes, and by collecting insights about and from students using them.
The overarching research methodology used throughout this dissertation is design research: the systematic and iterative study of and through designed interventions to inform the design of an effective solution. Design research provides synergy between knowledge contributions and practical contributions, accommodates an interdisciplinary integration of concepts and methods, and provides ways of generalizing findings beyond a specific instantiation. Through analysis of existent work, through design and construction of prototypes, and through design experiments within real-world educational settings, mixed methods are used to gather insights on the design of GBLEs for metacognitive training.
The first part of this dissertation concerns the Analysis and Exploration phase, with the objective of gathering and synthesizing current insights on training metacognition, designing GBLEs, and their combination in the design of GBLEs for metacognition.
We conducted a qualitative review of current literature on the design of GBLEs that promote metacognition in learners. Our analysis of the GBLE-designs from the selected studies identified key mechanisms for promoting metacognition within GBLEs, three types of integration of metacognitive content with gameplay, and a number of preliminary design implications. However, we also found that research in this area is predominantly reported as case-by-case findings. The limited ways in which GBLE-designs can be compared across such different studies stands in the way of advancing insights across this field and, correspondingly, there is a lack of design-informing work based on a combination of empirical and theoretical insights. To improve the way in which the designs of GBLEs for training metacognition can be communicated, we developed a design framework. The Design Framework for Metacognition in GBL is derived from existing literature and cases as identified in the literature review, and further elaborated through a formative expert evaluation. For metacognitive instruction, for gameplay, and for the integration of both, the resulting framework defines specific design dimensions that indicate the relevant areas in which informed design-decisions are likely to affect learners' metacognition. As such, this framework aids specification of designs, structured comparisons between different designs, and a more focused research effort in identifying specific design guidelines for metacognition in GBL.
The second part of this dissertation concerns the phases of Design and Construction and Evaluation and Reflection, with the objective of applying and elaborating design knowledge through the design, construction, and evaluation of GBLEs for training metacognition. We first focused on the instructional dimensions of the framework and designed a digital tool to support metacognition through self-explication of learners' otherwise implicit conceptions of learning. Through a pre-test/post-test quasi-experiment with a comparison group we examined a detached approach to metacognitive training, where digital metacognitive support is offered via a digital tool in parallel to ongoing domain-specific training. We compared effects between domain-specific and domain-general metacognitive support, and evaluated how learners use and perceive the use of such a tool. We found that self-explication is an effective mechanism to support and improve metacognition and confirmed the effectiveness of detached metacognitive support. While only domain-specific metacognitive support was found to be effective, quantitative and qualitative analysis warrant further research into domain-general and detached metacognitive support. However, we also found that learners with low a priori metacognition were particularly likely to not make use of the available support: the group that can benefit most from metacognitive training does not see the added value of it.
To address this issue by making metacognitive training easier and more appealing to use, we then focused on the gameplay dimensions of the framework and the integration of metacognitive training with gameplay. We formalized and formulated known design principles within the dimensions of the design framework. As such, the descriptive design framework is augmented with increasingly prescriptive design knowledge. We conducted a series of design experiments within real-world educational settings to articulate, apply, and evaluate the design knowledge as applied to the design of concrete GBLEs. Each design experiment addresses a particular configuration of the design dimensions of the framework. From these design experiments we were able to synthesize findings into further recommendations for the design of GBLEs for training metacognition. GBLEs to train metacognition must be carefully designed to effectively promote metacognition and learning, while at the same time inciting and sustaining engagement in learners so they keep making use of it. We found that the design of such GBLEs is a complex endeavor, where many design decisions must be made while little guidance is available. Our work has identified and synthesized relevant design knowledge to provide such guidance.
Together, the design framework dimensions and the accompanying design principles, as well as the different integration types and metacognitive mechanisms provide the basis for more informed and more deliberate designs of GBLEs. Furthermore, we provide an initial design process that incorporates these different types of design knowledge. However, further theoretical and empirical work is needed to advance insights into game-based metacognitive training. For this purpose, the dimensions of the framework can serve as a research agenda by indicating where design knowledge is lacking or needs empirical verification. We also put forward a possible theoretical model that could help to improve understanding of the design of game-based metacognitive training. The ideas, design knowledge, prototypes, and general thoughts put forward in this work form a solid foundation for such relevant future work.
... Gaming and Simulation: These tools can add interest and fun to the learning process. They can be utilized to provide virtual lab experiences, encourage strategic thinking, and illustrate difficult ideas [15]. ...
... When sustainable development and technology-mediated education are combined, there are a lot of potential benefits and opportunities that can be ensured. Some possible benefits, opportunities and barriers involved in technologymediated learning and sustainable development are shown in the following table [13,14,15,16,17,18,25,26,27,28,29,30,31]: Even while Technology-Mediated Learning has a lot of potential for sustainable development, there are certain issues that must be considered. For example, the difference between those who have access to technology and those who do not (digital divide), if not purposefully addressed, may result in even more inequality. ...
... Although the interdisciplinary nature of STEM subjects poses challenges to their comprehension (Corredor et al., 2014;Homer et al., 2020;Sedig, 2008;Yu et al., 2024), DGBL helps mitigate these issues by blending interactive elements with engaging gameplay (Connolly et al., 2012;Guan et al., 2024;Squire, 2006). Various game types, including simulation, role-playing, strategy, and puzzle games, cater to diverse learning preferences and styles (Kiili, 2005;Wouters et al., 2013). ...
Impacto del Aprendizaje Basado en Juegos Digitales en la educación STEM en las escuelas primarias: Un meta-análisis de enfoques de aprendizaje ABSTRACT Enhancing learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) subjects for primary school students remains a challenge. This meta-analysis, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), explores Digital Game-Based Learning (DGBL) interventions as a potential solution. Eighteen empirical studies published from 2010 to 2020 were analyzed to identify effective DGBL approaches. Key factors examined include subject disciplines, control treatment, game type, platforms, and intervention duration. Findings reveal significant positive effects of DGBL interventions on learning outcomes, particularly in mathematics, language, and science. The study underscores the importance of optimizing gameplay design and platform choices for DGBL effectiveness and highlights the potential benefits of incorporating DGBL into primary STEM education. Future research should further investigate contributing factors like game genres, technologies, implementation strategies, and specific game components to promote optimal learning processes in diverse educational settings.
... In e-learning environments, game-based learning can be implemented through various formats, including standalone educational games, gamified learning modules, and simulations. The key is to align the game mechanics with educational objectives, ensuring that the gameplay directly contributes to the learning outcomes (Squire, 2006). ...
Volume 3 of the Sourcebook Series, titled Innovative Methodologies and Digital Tools for Online Education in the Field of Smart and Sustainable Cities, explores the intersection of digital technology and education, specifically tailored for the rapidly evolving disciplines of smart and sustainable urban development. Edited by Dr. Ticiano Costa Jordão, Nelly Narges Karimi, and Eduardo Carrillo Zambrano, this sourcebook addresses the growing demand for innovative e-learning tools and methodologies that equip students and educators with the skills to tackle contemporary urban challenges.
Funded by the EEA & Norway Grants, this volume provides educators with a comprehensive guide to digital learning strategies, integrating advanced tools such as virtual reality (VR), gamification, and collaborative online platforms. It is structured in two parts: the first part examines the theoretical foundations of e-learning in the context of smart and sustainable cities, emphasizing the role of digital pedagogy in transforming traditional learning environments. The second part offers practical applications, including global case studies, that showcase how digital tools are currently being implemented to enhance education and research in urban sustainability.
This sourcebook is an essential resource for educators, urban planners, and policymakers dedicated to fostering a digital-forward approach in teaching smart city concepts. By bridging theoretical insights with actionable strategies, it empowers academic institutions to adapt their curricula to the demands of a digitalized, sustainability-focused world. Volume 3 emphasizes the importance of equipping future professionals with digital competencies essential for creating resilient and sustainable urban spaces.
Keywords: Online Education, Digital Tools, Smart Cities, Sustainability, Virtual Learning, Urban Development, Innovative Pedagogy
... Serious Games (SG) emerged as game tools with a primary purpose distinct from entertainment, bridging the gap between complex real-world problem-solving cases and less sophisticated applications that seek to provide training, learning or behavioural change (Michael and Chen, 2005). Distinguished by explicit rules and clear goals, SGs are intentionally designed to be applied to relevant issues where players can experiment in a safe environment with different alternatives and see the consequences of their decisions (Corti, 2006;Dörner et al., 2016;Squire, 2006) . Although first applications aimed to improve the user's decision-making skills in a diverse simulated environment, such as educational (Rawitsch, 1978) and military combat performance (Krulak, 1997) later efforts have concentrated on tracing players' actions and behaviours within the game environments (Medler and Magerko, 2011). ...
Discrete Choice Modelling serves as a robust framework for modelling human choice behaviour across various disciplines. Building a choice model is a semi structured research process that involves a combination of a priori assumptions, behavioural theories, and statistical methods. This complex set of decisions, coupled with diverse workflows, can lead to substantial variability in model outcomes. To better understand these dynamics, we developed the Serious Choice Modelling Game, which simulates the real world modelling process and tracks modellers' decisions in real time using a stated preference dataset. Participants were asked to develop choice models to estimate Willingness to Pay values to inform policymakers about strategies for reducing noise pollution. The game recorded actions across multiple phases, including descriptive analysis, model specification, and outcome interpretation, allowing us to analyse both individual decisions and differences in modelling approaches. While our findings reveal a strong preference for using data visualisation tools in descriptive analysis, it also identifies gaps in missing values handling before model specification. We also found significant variation in the modelling approach, even when modellers were working with the same choice dataset. Despite the availability of more complex models, simpler models such as Multinomial Logit were often preferred, suggesting that modellers tend to avoid complexity when time and resources are limited. Participants who engaged in more comprehensive data exploration and iterative model comparison tended to achieve better model fit and parsimony, which demonstrate that the methodological choices made throughout the workflow have significant implications, particularly when modelling outcomes are used for policy formulation.
... When viewed from a sociocultural perspective, game-based learning recognizes that learning is socially constructed and motivated (Wenger, 1998;Bandura, 2002;Slyman, 2018;Slyman, 2022). Games offer opportunities for social engagement and create environments where peer interactions can enhance learning (Squire and Gee, 2011;Squire, 2006). Learning designs emphasize that social and cultural aspects focus on how learners can work in groups, leverage collective knowledge to achieve goals, connect learning to cultural norms and identities, and use social and cultural influences as motivators. ...
Utilizing the potential in game mechanisms for learning purposes is not new. This version of gaming for learning is about developing a Digital Escape Room (DER) revolving around a specific subject: qualitative research methods. Qualitative research methods have proved to be a difficult topic for many UG and PG students. It is thus important to develop tasks that will enable these students to obtain a deep learning experience. The significance of this project lies in that both qualitative and quantitative research methods seem to be difficult to learn for students. It seems to be a curriculum that the students need to invest more time learning than they expect and are willing to spend. Hence, seeking to utilize the potential that lies in immersive gaming. One of the aims of this project is to investigate if and how the DER approach will suit the step-by-step approach that is often used in qualitative research methods courses. Will this approach of solving puzzle-by-puzzle, and then combining answers in order to unlock the next level enable an emergence of more understandings of what the qualitative research is about? In this theoretical paper (work-in-progress), we will look at the DER literature and describe how the different components of the DER will contribute to pedagogical support regarding learning outcomes. In this next phase of this project, we are planning to develop our DER based on the current literature and previous evaluations of DERs, we will also conduct more semi-structure interviews, and further investigation is underway.
... Such scenario challenges traditional notions of what it means to be literate in the 21 st Century, and it is crucial that we understand how young learners are engaging with digital literacy practices. Prompted by this need, a body of research emerged, focusing on the study of literacy learning in settings that traditionally have not been associated with literacy acquisition (Black, 2009;Squire, 2006;Steinkuehler et al. , 2010). For instance, Ito and colleagues (2008) research focuses on out-of school practices, and suggests that there are changes in 'the dynamics of youth-adult negotiations over literacy, learning, and authoritative knowledge' (Ito et al., 2008, p.5). ...
Growing up as part of a networked society is demanding youth’s active engagement in digital literacy practices – where their ability to find, evaluate, use, and create digital content is critical, as well as their ability to successfully participate in networks. Those with restrict access or those unable to effectively use technologies are unlikely to meaningfully contribute to a globalized world, with potential negative impact on individuals’ lives and on community prosperity. Understanding how to best design and encourage youth involvement in networked learning is therefore crucial. Drawing on the ACAD framework, this study examines the structural components of two learning networks geared at youth, within two learning scenarios: ‘in’ and ‘out’ of schools. By exploring the relationship between youth, tools, and spaces, we attempt to contribute to connect literature on formal and informal learning, digital culture and literacies. We also attempt to contribute to the call for understanding networked learning beyond the boundaries of Higher Education. Our research employs a case study methodology, conducted over consecutive weeks of a semester in two research sites: a year 10 classroom and a multiplayer online game called Potterworldmc. The asynchronous conversations of students on a social network site with learning purposes used at a school, as well as observations, interviews, and artefacts of a player were collected. The paper identifies key design elements and the emergent learning activity young people are engaging in, with a particular focus on digital literacy. We analyse the influence of social structures, tasks, tools and resources on youth activity, and discuss how previous boundaries between in-school and out-of-school, physical and digital spaces, traditional and new literacies might be rather blurred in learning networks geared at youth. We conclude by highlighting some key design elements across formal and informal networks.
... Health education can be facilitated through the use of gaming media. Games, being technology-driven, have the potential to enhance sensory coordination and decision-making skills [12], [13]. Research conducted in the field of medical and nursing education indicated that students exhibit positive attitudes towards utilizing educational games as a means to enhance their knowledge [14]. ...
Oral diseases can profoundly affect a person’s overall well-being, resulting in persistent pain, discomfort, and challenges with basic functions such as eating, speaking, and carrying out daily tasks. The acquisition of healthy behaviours is a complex process that can be facilitated by health education. Utilizing gaming media presents an effective method for delivering dental health education. This study aims to increase knowledge about dental health. 52 children were presented with 8 questions about dental health and 10 about healthy foods for dental health. A pretest-posttest design was used to measure the effectiveness of increasing the children’s knowledge in this area. The study results stated a significance value of less than 0.05 (0,001) for dental health and foods for dental health. The results show an increase in knowledge about dental health and good food for dental health. Video Game is an innovative way to improve children’s understanding of dental and oral care practices.
... Consequently, they have distinct learning preferences and expectations in comparison to earlier generations (Steinkuehler & Duncan, 2008). As a result, educators are faced with the task of modifying their instructional approaches to cater to the requirements of this emerging cohort of students (Squire, 2006). The significance of game-based instructional courseware in contemporary education cannot be exaggerated (Kapp, 2012). ...
This abstract explores the development of game-based educational courseware for Physical & Health Education (PHE) tailored to secondary school syllabi, employing the ADDIE Model as the framework for its design. With the increasing integration of technology in education, particularly in the form of game-based learning, there is a growing need to create engaging and effective tools that align with curriculum standards. The ADDIE Model, an instructional design methodology comprising Analysis, Design, Development, Implementation, and Evaluation phases, serves as a systematic approach to ensure the quality and effectiveness of educational interventions. The Analysis phase involves assessing the needs of both educators and students, understanding curriculum requirements, and identifying learning objectives specific to PHE. This phase lays the foundation for the subsequent stages by delineating key 41 content and skill areas to be addressed. In the Design phase, the courseware's structure, interface, and gameplay mechanics are conceptualized to facilitate meaningful learning experiences. This stage emphasizes the incorporation of interactive elements, feedback mechanisms, and progression pathways aligned with the PHE curriculum. Development encompasses the actual creation of game-based educational courseware, including storyboard, content creation, and multimedia integration. It focuses on realizing the design concepts into functional and visually appealing courseware. Subsequently, in the Implementation phase, the courseware is deployed in educational settings, ensuring accessibility and usability for both teachers and students. Finally, the Evaluation phase employs formative and summative assessments to measure the courseware's effectiveness in achieving learning outcomes, gathering feedback for iterative improvements. By employing the ADDIE Model, educators can systematically develop game-based educational courseware for PHE that not only enhances student engagement but also aligns with curriculum standards, fostering holistic learning experiences in secondary education.
... Classroom engagement is an essential component to student attention which facilitates a deeper understanding of material, better knowledge retention, and a sense of community and comradery between classmates (Gasiewski et al., 2012;Walker et al., 2017;Rissanen, 2018). While engagement in the classroom can be achieved through various mechanisms, game-based learning allows students to participate in an activity with their peers to learn and continue to apply their knowledge (Squire, 2006;Pagnotti and Russell, 2012;Gao et al., 2020). Moreover, gamebased learning has a proven success rate in higher education with increased engagement, motivation, and assessment scores observed in courses with science curricula such as pharmacy, nursing, and medical education (Oestreich et al., 2022;Xu et al., 2021;Ozdemir et al., 2022;Xu et al., 2023). ...
Engagement activities in large classrooms (>100 students) are difficult due to space constraints, number of participants, and overall noise. Additionally, electrophysiological concepts in foundational neuroscience courses can be confusing and lack excitement. Providing students an opportunity to further engage in the material they are learning and apply their knowledge promotes community in the classroom, a deeper understanding of the topic, and an overall increase in retention. Game-based learning has been used in education across all levels and disciplines to provide students with this opportunity. You’re Getting on my Nerves is a board game created to offer students a fun way to learn and apply cable properties of action potential propagation. This game allows students to practice vocabulary terms, apply their knowledge of changes in the cell that impact the speed of an action potential, and develop comradery with their classmates. In this article, we have assessed the board game for its efficacy in teaching concepts of cable properties, its ability to promote engagement in a large classroom, its feasibility and timing with a large class, and its potential to elicit comparable formative assessment scores to students who learned these concepts through didactic lecture. Overall, the board game was feasible for a large class to complete within the class period. The results showed an increase in understanding and retention of the material in addition to preference over didactic lectures with students reporting higher engagement, interaction with their peers, and enjoyment in the activity.
... Unlike gamification, which borrows game elements, game-based learning entails the existence of a fully developed game intended for learning outcomes. For instance, Squire exemplified this approach by integrating the historical strategy game Civilization III (2001) into a high school history class, providing students with an immersive and interactive educational experience to grapple with complex historical phenomena and develop problem-solving skills (Squire 2006). Thus, while both approaches aim to harness the motivational appeal of games to enhance learning, they diverge in the level of integration of game mechanics into the learning experience. ...
... [14] discuss how you can boost student motivation and involvement, even with limited access to advanced technologies, by introducing game mechanics into traditional educational contexts to encourage and drive learning. [15] points out the potential of video games to create meaningful, contextualized learning experiences, which can be powerful tools to teach complex concepts even when conventional educational resources are limited. ...
This chapter presents a detailed analysis of the impact of gamification on architectural pedagogy, focused on enhancing the students’ autonomy and skills, both technical and soft. A meticulous bibliographic review identifies four critical gamification components, laying the foundations for a matrix analysis. This analysis accurately examines the levels of autonomy in learning, from operational to strategic, and delves into the skills and competencies needed at each stage.
A discussion argument is introduced based on a multiple linear regression analysis applied to a hypothetical sample of 50 students. This research seeks to explore the influence of gamification (independent variables) on autonomy levels (dependent variable) and the impact of these techniques on the development of skills in architecture students. The analysis addresses critical questions: How can gamification enrich and enhance the learning experience in architectural teaching? How can the technological tools of gamification contribute to the formation of highly qualified professional profiles in architecture in the digital context?
The results suggest that gamification can effectively address specific challenges at various levels of autonomy, enriching the depth and applicability of learning experiences in architecture. In conclusion, this study proposes gamification as a transformative tool in architectural teaching. It suggests that its adoption can equip future architects with the skills and mentality needed to thrive in the changing digital environment. This approach promises to improve the pedagogical process and align architectural teaching with the demands of contemporary professional practice.
This word cloud shows key terms of gamification in architectural education, highlighting concepts such as “cognitive process,” “virtual reality,” and “3D printing” in interactive learning and spatial design.
... This soon led researchers to explore components of expertise expressed in video game environments (Jones et al., 1981). Here, video games are defined as complex systems (Schrader et al., 2017) presenting designed experiences (Squire, 2006) characterized by the presence of goals, rules, feedback, and voluntary participation (McGonigal, 2011). ...
In the evolving landscape of gaming, a need for reliable methods to differentiate expertise levels among players has emerged. This study defines experts by their exceptional skills, domain-specific knowledge, and successful application of these attributes in complex situations. Unlike conventional methods that rely on self-reported experience for expertise stratification, this research proposes a shift towards systematic behavioral observation for a more reliable assessment of expertise. The Model of Domain Learning (MDL) facilitates empirical differentiation between novice, competent, and expert categories, allowing for appropriate stratification. Drawing from digital proxemics theory and adapted from the behavioral assessment matrix used by McCreery and team (2011), this research is situated in observable behaviors in digital environments within the constructs of spatial positioning, spatial realization, spatial appropriation, and spatial interactivity as pivotal facets of expertise.
The innovative Behavioral Observation Matrix-Proxemics (BOM-Proxemics) was developed to systematically code indicators of expertise expressed via observable in-game behaviors. Through iterative expert review, the BOM-Proxemics underwent development and judgment-qualification stages to identify 16 observable in-game behaviors. The BOM-Proxemics demonstrated high inter-observer agreement and moderate to high internal consistency. Concurrent validity was established with a moderate positive correlation between the BOM-Proxemics scores and in-game ranks. Subsequently, a proportional-odds ordinal logistic regression was conducted to predict in-game rank using BOM-Proxemics scores. The results indicated that the BOM-Proxemics was a significant positive predictor of in-game rank, suggesting that higher scores on the instrument were associated with increased odds of achieving a higher rank in the game. The magnitude of this effect size was substantial, emphasizing the practical significance of the findings and reaffirming its efficacy in assessing expertise.
Proportional-odds ordinal logistic regression analysis was conducted for each subscale, revealing that the Spatial Positioning, Spatial Appropriation, and Spatial Interactivity subscales emerged as significant predictors of in-game rank, while Spatial Realization did not. These outcomes underscore the differential impact of proxemics domains on expertise categorization, offering insights into the specific behavioral dimensions that hold significance in assessing video game proficiency. By employing an one-way analysis of variance (ANOVA), the investigation uncovered substantial between-group differences based on in-game rank (novice, competent, expert). Notably, a significant variation in BOM-Proxemics scores was observed among these groups, with pairwise comparisons indicating significant differences in mean scores across all three expertise categories. This evidence highlights the discriminatory potential of the BOM-Proxemics in effectively differentiating expertise levels.
These outcomes demonstrate the BOM-Proxemics' validity, predictive power, and the varying impacts of different subscales, contributing to its robustness as a tool for evaluating game expertise based on observable behaviors. Further, the results offer insights that could inform the development of effective strategies for skill enhancement and training within the gaming community. The results of this study underscore the value of objective behavioral observation in quantifying gaming expertise and contribute to the discourse surrounding skill measurement within dynamic virtual environments.
... Similarly, researchers have found that there is significant value in roleplay for learning. Virtual technologies can promote identity exploration through role-play, e.g., allowing students to "try on" the role of a scientist, which can contribute to a sense of science identity [13] and even inspire thoughts of future STEM careers [14], [15]. ...
... Many science games incorporate competitive and collaborative elements, encouraging healthy competition between students and promoting teamwork skills (Naumovska et al., 2023). Science games often present complex challenges that require critical thinking and problem-solving skills, encouraging students to apply scientific knowledge in realistic scenarios (Squire, 2006). Game-based learning also promotes deep learning. ...
A game-based approach is widely used to increase students’ motivation through their active participation, whereby research is interwoven with fun and competition is incorporated with cooperation. Working in teams or groups encourages students to exchange their opinions, to try to find solutions together or to win a game. In this way, they learn and improve skills such as collaboration and responsibility. Several activities involving the 5E model as part of inquiry-based science education and an escape room as part of game-based learning were used in science classes (chemistry, biology and physics). The activities were designed on three different topics – gases, ecology and electrical circuits – within the project “Diversity in Science towards Social Inclusion – Non-formal Education in Science for Students’ Diversity”. The activities focused on the students’
self-concept towards science, interest in the subject, motivation and career
aspirations in STEM, as well as the effectiveness of the implemented activities. The study aimed to assess the potential advantages of implementing
activities in an ethnically diverse environment, benefiting both students
and teachers. Pre- and post-questionnaires were designed and distributed
to 190 students from various primary and secondary schools in Macedonia. The present paper provides an overview of game-based activities as
well as a brief analysis of the pre- and post-questionnaire responses from
students, focusing on the topic of ecology
... Many science games incorporate competitive and collaborative elements, encouraging healthy competition between students and promoting teamwork skills (Naumovska et al., 2023). Science games often present complex challenges that require critical thinking and problem-solving skills, encouraging students to apply scientific knowledge in realistic scenarios (Squire, 2006). Game-based learning also promotes deep learning. ...
A game-based approach is widely used to increase students’ motivation
through their active participation, whereby research is interwoven with
fun and competition is incorporated with cooperation. Working in teams
or groups encourages students to exchange their opinions, to try to find
solutions together or to win a game. In this way, they learn and improve
skills such as collaboration and responsibility. Several activities involving
the 5E model as part of inquiry-based science education and an escape
room as part of game-based learning were used in science classes
(chemistry, biology and physics). The activities were designed on three
different topics – gases, ecology and electrical circuits – within the project
“Diversity in Science towards Social Inclusion – Non-formal Education
in Science for Students’ Diversity”. The activities focused on the students’
self-concept towards science, interest in the subject, motivation and career
aspirations in STEM, as well as the effectiveness of the implemented activities.
The study aimed to assess the potential advantages of implementing
activities in an ethnically diverse environment, benefiting both students
and teachers. Pre- and post-questionnaires were designed and distributed
to 190 students from various primary and secondary schools in Macedonia.
The present paper provides an overview of game-based activities as
well as a brief analysis of the pre- and post-questionnaire responses from
students, focusing on the topic of ecology.
... In addition, digital games in the classroom can also help to develop students' social and cognitive skills. Squire [11] argues that many games require teamwork, critical thinking, games in geography classes. The reflection diary is based on the structure of a learning diary. ...
In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions.
... We report on the preliminary design activities for an educational game undertaken closely with technology consultants and three high school teachers (Arts, English, and STEM). This paper reports on our first phase of design-based research (Brown, 1992), in which we work closely with teachers, game design experts, and technology consultants to develop an understanding of learning goals, gameplay dynamics, and learning environments (Gee,2005;Squire, 2006; Djaouti,2011), that would be suitable for students to collaboratively building an embodied game-based learning experiences. ...
... While many fields require an internship-type experience for learners to practice using knowledge in real scenarios, the development of computer-based simulations can expand these experiential opportunities [8] allowing them to occur much more frequently. Simulation-based games can also train thinking skills, helping students focus on important parts of a problem, monitor the impact of their decisions, make multiple attempts on a problem, and, overall, assist in efficacy development [9]. Interactive simulation games can even provide in-the-moment support for beginners and fade this support as students' performance improves. ...
... However, the incorporation of Game Builder Garage, known for its user-friendly interface (Guerrero-Serrano et al., 2023), successfully bridged the gap between theoretical understanding and hands-on application. To build on this success, the course could introduce "mini-challenges" throughout the term, further preparing students for the more open-ended game jam project (Squire, 2006). Examples of mini-challenges could be based around core game mechanics such as a) getting a character to move successfully, b) setting up game goals and win/fail states, and c) creating non-playable characters that can be interacted with. ...
This activity is built around the hands-on use of Nintendo's (n.d.a) Game Builder Garage as a tool for teaching game design principles in an online, graduate-level course. Throughout the course, students use Game Builder Garage to design and create a fully functional game over four weeks, applying the course concepts to their projects, demonstrating their practical application of these principles, and receiving feedback. This activity details a four-week game jam implementation of game design theories and best practices using Game Builder Garage.
... GBL also promotes critical, creative, or unconventional thinking, which is especially important for young learners due to their increased neuroplasticity. Additionally, GBL incorporates simulation-based learning, the development of games for educational purposes, enhances students' motivation which makes them primed and better suited to understand complex concepts via feedback, trial and error, or independent learning (Squire 2006). GBL is not only limited to schools and academia, but it can also be used for incidental or recreational learning, where the learners do not acquire new knowledge in a formal environment. ...
This paper deals with some practical aspects of game-based learning (GBL) in terms of foreign language acquisition. The main premise of this paper is that game-based learning is inherently more suitable for language learning than a traditional classroom, since it is based on the concept of playfulness, which is an integral part of the personalities of virtually all learners and especially young learners. Therefore game-based learning can be used to remove the linearity and negative predictability of the traditional classroom paradigm and introduce a novel way of teaching students in Montenegro. Another benefit of game-based learning is that it can be applied to just about any subject in our schools and faculties with the caveat of first implementing appropriate adjustments to the curriculum design depending on the specific nature of the subject in question. First, we will introduce the concept of GBL, then provide an overview of the overall theories this paper is based on and introduce the outcomes of our GBL study with a game called Portal 2 and show how game-based learning can be practically applied to foreign language teaching and learning. Our study was designed to function as longitudinal research containing the Target and two Control groups with the aim of investigating whether game-based learning can be an effective tool for foreign language learning. We found that GBL may provide an interactive and engaging environment that encourages active participation and immersion in the language, which helps learners develop their communication, vocabulary, grammar, and cultural awareness skills in a fun and motivating way.
Videogames, like other new media, reflect and shape culture and are influenced by societal attitude shifts. We conducted a qualitative close-reading analysis of queer representation in the AAA historical-fiction series Assassin's Creed and the historical antecedents thereof to explore (a) the traditional marginalization of queer-identifying folks in (b) the context of growing societal acceptance within the (inter)national zeitgeist. In our examination of the developer's reaction operationalized as observable shifts in developers’ design choices, we observed an increase in representation that aligns with the shift in social attitudes toward queer folks over the last 15 years. With respect to the historical antecedents, we discovered a misalignment between the in-game portrayal of queer folks and acceptance thereof vis a vis the available historical record.
L’apprendimento basato sul gioco, o game-based learning (GBL) gode di numerose evidenze a sostegno della sua valenza educativa e formativa.
Tuttavia, la sua penetrazione nei contesti di istruzione formale è ridotta, a causa di problematiche contingenti, come la scarsa preparazione degli insegnanti, ma anche di un problema intrinseco: la difficoltà nel conciliare obiettivi di apprendimento ed esperienza di gioco. Questo contributo propone un innovativo modello per l’allineamento degli obiettivi specifici di apprendimento e l’esperienza di gioco, attraverso il concetto di scenari ludici e l’introduzione di obiettivi ludici SMART. Questo modello è trasversale a giochi analogici e digitali e rappresenta il primo step per la realizzazione di un modello di progettazione universale per il GBL.
: In an era where digital technology often dominates the educational landscape, the enduring appeal and educational potential of analogue learning games remain significant. These traditional, non-digital games, offer a tactile and interactive approach to learning that is both unique and impactful. Unlike their digital counterparts, analogue games require physical presence and direct interaction, which bring benefits to the educational process (Ribeiro, 2019; Medeisiene et al., 2021). This small case study explores, through a sociocultural lens, how analogue learning games influence creative learning processes in Continuing Education students. The results of a questionnaire to 43 participants enrolled in a course on Data Literacy in Norway, show that analogue learning games promote active engagement, foster social interaction, and stimulate innovative thinking connected to the course content when the setting around the activity feels safe for the participants. Participants also expressed that the tactile and social nature of analogue games encouraged more profound group discussions, leading to diverse perspectives and novel ideas. This resonates with findings from Medeisiene et al. (2021) who highlight the pedagogical value of game-based learning in enhancing engagement. These interactions not only bolstered creativity but also enhanced and deepened understanding and retention of knowledge from the Data Literacy course content. Moreover, the study highlights the importance of context and facilitation in maximising the benefits of analogue games for Continuing Education students. The findings suggest a promising avenue for further exploration into using analogue games in educational contexts. The study concludes with advocating conducting more research on the integration of learning games into continuing education curricula as a strategy to leverage the benefits of social interaction and active engagement, and to enhance creative learning that can deepen learning of course content.
The present research was conducted by the aim of investigating the effect of educational simulation on learning and academic self-efficacy in experiential sciences class in fifth-grade male students in the 4th district of Karaj, Iran. The statistical population included all the fifth-grade male students in elementary schools of the 4th district of Karaj in the academic year of 2019-2020. The study sample was selected by convenience sampling method and divided into two groups of 16 (experimental and control). The research method was semi-experimental with a pretest-posttest with control group design. The data collection tools included a researcher-made learning test and an academic self-efficacy test. To examine their validity, the comments and evaluations of teachers and professors were used. The reliability of the research instrument, that is the experiential sciences learning test, was determined by the Coder Richardson 21 which equaled 0.82, and 0.80, respectively and the Cronbach’s alpha for the academic self-efficacy test was 0.85. Univariate analysis of covariance was used to analyze learning test data and multivariate analysis of covariance was used to assess academic self-efficacy. The results showed that educational simulation had a positive effect on both variables of learning with %95 confidence level (F: 69.74, P: 0.000), and academic self-efficacy (F: 14.848, P: 0.000) in students of experiential sciences classes it can be used as a learning tool. Simulation education makes it easy for students to understand the method and nature of science in order to improve problem-solving, search and generalization, knowledge acquisition and promotion of positive attitudes.
This chapter examines the intersection of digital preservation methods, such as 3D scanning and virtual reality simulations, with traditional conservation practices, highlighting how these tools not only protect but also extend the life and reach of cultural artifacts. It delves into the challenges and opportunities presented by the digital preservation of art and cultural heritage, including issues of authenticity, accessibility, and the ethical considerations of reproducing sacred and historically significant items. The chapter discusses the concept of “The Game of Culture,” where game-based learning and interactive digital environments are utilized to educate and engage the public in cultural heritage, thereby fostering a deeper appreciation and understanding of diverse cultural histories. Furthermore, the narrative addresses the role of digital platforms in counteracting the effects of cultural erosion by providing alternative spaces for the exhibition and experience of endangered cultural assets. By highlighting examples from around the world, the chapter illustrates the global impact of digital technologies in cultural preservation efforts, suggesting that these digital endeavors not only preserve but also perpetuate cultural narratives in an ever-evolving digital landscape.
Sarah Lynne Bowman, William J. White, Evan Torner -- "Editorial: The Increasing Specificity and Maturity of Role-playing Game Studies" Kjell Hedgard Hugaas -- “Bleed and Identity: A Conceptual Model of Bleed and How Bleed-out from Role-playing Games Can Affect a Player’s Sense of Self” Orla Walsh and Conor Linehan -- “Roll for Insight: Understanding How the Experience of Playing Dungeons & Dragons Impacts the Mental Health of a Frequent Player” Emry Sottile -- “‘It Might Have a Little to Do with Wish Fulfillment’: The Life-Giving Force of Queer Performance in TTRPG Spaces” Kerttu Lehto -- “Nordic Larp as a Method in Mental Health Care and Substance Abuse Work: Case SÄRÖT” Lennart Bartenstein -- “Live Action Role-playing (Larp) in Cognitive Behavioral Psychotherapy: A Case Study” Maryanne Cullinan -- “Surveying the Perspectives of Middle and High School Educators Who Use Role-playing Games as Pedagogy” Mátyás Hartyándi and Gijs van Bilsen -- “Playing With Leadership: A Multiple-Case Study of Leadership Development Larps” Jeremy Riel and Rob Monahan -- “Learning from Ludemes: An Inventory of Common Player Actions within Tabletop Role-Playing Games (TTRPGs) to Inform Principled Design of Game-Based Learning Experiences”
In this study, the authors investigate role-playing game design through the lens of instructional design practice to probe the ecosystem of tabletop role-playing games (TTRPGs) and their applied use for learning. A qualitative thematic analysis approach is used to systematically catalog and categorize all possible player actions, called ludemes, from the 5th Edition of Dungeons & Dragons (D&D). Through this analysis, the interplay of game mechanics, player actions, and rules of TTRPGs are explored, unveiling their potential to stimulate various psychological, environmental , and behavioral factors that positively influence learning processes. Specifically, this study's analysis of a game's ludemes (i.e., player actions) exposes the interrelationships, congruence, and combinations of actions with various learning processes. The identified categories of ludemes in the study pave the way toward a working vocabulary and framework for future research in the application of game-based learning and its potential to catalyze meaningful learning outcomes. From a global instructional standpoint, this study highlights the role of pedagogical affordances, such as collaborative storytelling and problem solving skills, theorizing how TTRPGs can promote cognitive, metacognitive, affective, social, and cultural learning. Toward these goals, the authors posit that role-playing, with its complex dynamics and compelling narratives, offers a robust and natural conduit for learning.
The genesis of Transforming Learning: The Power of Educational
Technology lies in the recognition of a profound shift in the landscape of
education, driven by rapid advancements in technology. This book is conceived
as a comprehensive exploration of how digital tools and innovative approaches
are reshaping educational environments and enhancing learning outcomes
across the globe.
The digital revolution has permeated all aspects of our lives, and education is
no exception. As editors, we observed a burgeoning interest among educators,
policymakers, and researchers to understand and leverage these changes for
improved educational practices. This volume is an effort to capture the current
state of educational technology, presenting both challenges and opportunities
that come with integrating technology into teaching and learning processes.
Each chapter in this book is meticulously crafted by experts in the field,
offering empirical research, case studies, and theoretical insights into various
aspects of educational technology. From virtual classrooms and e-learning
platforms to AI-driven educational tools and digital curriculum integration, the
chapters provide a panoramic view of cutting-edge developments and them
practical implementations.
Moreover, this book addresses critical concerns such as digital equity, the
pedagogical implications of technology, and the sustainability of tech-based
educational innovations. The diversity of content not only reflects the
multidisciplinary nature of educational technology but also caters to a wide
audience, including educators, administrators, technology developers, and
scholars.
As editors, our role has been to curate a volume that not only informs but also
inspires. We have striven to ensure that each contribution adheres to academic
rigor while remaining accessible to practitioners and decision-makers in
education. The collaborative nature of this work is a testament to the vibrant
community committed to advancing educational technology.
In compiling this book, we have been guided by a vision of creating a resource
that is both reflective and forward-looking. It is our hope that Transforming
Learning: The Power of Educational Technology will serve as a valuable
reference for those embarking on the journey of integrating technology into
education, as well as a platform for sparking further dialogue and innovation in
this dynamic field.
We are profoundly grateful to all the contributors whose expertise and
dedication have made this book possible. Their chapters not only reflect the
current trends and issues but also offer a glimpse into the future possibilities of
educational technology.
As you delve into the pages of this book, we invite you to reflect on the
transformative power of technology and consider how these insights can be
applied to enhance educational practices in diverse contexts. We hope this book
will be a valuable addition to your library, enriching your understanding and
practice of educational technology.
In the last decade, the concepts “serious games” and “gamification”—ergo, game-based artifacts that harbor purposes that go beyond entertainment—have attracted increased public interest, acceptance, and adoption and have consequently undergone an exponential growth. Although with the growing prevalence and influence of these two game-based siblings in diverse areas such as sustainability, community engagement, corporate training, healthcare, governmental initiatives, and perhaps most consequential, formal education, it also becomes imperative to ensure that the “serious games” and “gamification” artifacts furnished experiences are attainable for its targeted audience. Simultaneously, these game-based concepts possess a multifaceted nature. Besides promoting an entertaining experience for the participants, they frequently encompass ideas that promote growth in participants’ task performance, positively encourage sustainable behaviors, and stimulate the acquisition of new skills or the refinement of previously mastered competencies. Such utilitarian objectives differentiate game-based artifacts from the design space of traditional video games, as they must align with distinctive design directives and constraints postulated by their intended context. This chapter will comprehensively analyze the enablers and barriers that can impact your creation of game-based artifacts. Furthermore, it examines the appropriateness of serious games and gamification across varied scenarios and outlines strategies for crafting universally designed, inclusive games that cater to a broad audience. We aim to provide you with essential directions and insights to help you navigate these factors more easily and confidently. By doing so, you will be better equipped to produce top-quality game-based artifacts that are engaging and entertaining but also impactful, and effective.
Rooted in the principles of gamification within the context of the communicative era of foreign language teaching, but with a strong openness to the digital approach, the research conducted by the team of linguists, authors of this study, explored the stimulation of motivation among students in the Preparatory Year (PY) in learning Romanian as a foreign language (RFL) at the Faculty of Letters within the Transilvania University of Brașov. Working within the modern framework provided by Design-Based Research (DBR), it was observed as the teaching progressed, and, applying and adapting the use of various gamification-based concepts in the experimental semester's didactic process, the activities and curriculum of Romanian language courses for specialists (RLCS) could be macro-designed according to principles derived from gamification, thus offering students the opportunity to engage in a complex system of interactions aimed at improving motivation during the learning process.
The discussion regarding ethical implications of entertainment and arts has been an age-old story in the world of philosophy, dating as far as Plato and Aristotle. Ancient Rome's citizens during the third century BCE and the fourth century BCE got treated to the format of gladiatorial combat in which prisoners of war and slaves duked it out with deadly weapons to become the ultimate survivors, as a popular form of entertainment. The spectators of the civilized Rome were indirectly exposed to the gory altercations of violence and endless slaughter. In the modern world, spectacles like gladiatorial combat scenes or fight scenes have been meticulously replicated and rendered realistically in various forms of graphic portrayals and photorealism-specifically in video games; and of course, the themes for video games span beyond historical depictions, taking inspirations from different slices of life. Nonetheless, instead of having indirect exposition to the events depicted, the user-or player-of video games actively acts out their part in the happenings of the designated story. The simulated quasi-realism of the game world allows the players, while not being intoxicated directly by the consequences of their actions (by following the story line), to directly experience and influence the actions of the in-game avatars and the environment of the game world. This research firstly addresses how a human's epistemological engagement-the process of meaning-making-in video games is not entirely different from real-world interactions; more specifically, applying the theory of the extended and embodied mind, the video games' simulations extend the human's mind into the game, thus allowing phenomenological interactions. Secondly, this research aims to elaborate on how video games bring up ethical implications by making the player an ethical agent for in-game scenarios.
This chapter delves into the realm of gamification and its applications within cultural heritage institutions. It highlights the potential of game-based learning, treasure hunts, and gamified digital storytelling in creating immersive, engaging, and memorable experiences for diverse audiences in museums and heritage sites. The discussion begins with an overview of game-based learning, exploring its principles, cognitive benefits, and effectiveness in fostering a deeper understanding and appreciation of cultural heritage. Case studies of game-based learning projects are presented. The chapter then examines treasure hunts as a means of engaging audiences with heritage, discussing their design and implementation to create interactive and exciting experiences. Case studies of treasure hunt projects in heritage sites showcase their transformative potential. Lastly, the chapter explores how gamification can enhance digital storytelling in heritage contexts, covering the design and implementation of gamified digital storytelling and demonstrating the benefits through examples of projects. Emphasizing the power of gamification, the chapter highlights its role in enriching the visitor experience and fostering a deeper connection with cultural heritage. Through these techniques, cultural heritage institutions can create engaging and interactive experiences that captivate and educate diverse audiences.
Game technologies in Architecture, Engineering and Construction (AEC) industries are currently utilised for a variety of analytical, and single author applications such as test fitting, simulated city fabric, and evaluation of feasible solution sets. Advances in materials and fabrication technologies, design for manufacture and assembly (DfMA), and industrialised construction of building components, continue to shift the housing paradigm from standardisation toward mass customisation. These recent developments are trending toward user focus, negotiated planning, and choice prioritisation in design, production planning, and manufacture. The authors’ research is motivated by game technologies’ suitability to negotiate problems facing integration of design customisation, user choice, and negotiated governance in supply chain integration and procurment pipeline. The paper presents the author’s research into decentralised multi-author decision making, co-authorship, contribution of digital experts, and incentivisation models. Game engine technology is outlined to deliver user-focused, participation-driven, mass-customised housing outcomes. A real-time online platform use case configurator and the corresponding digital tool-chain integration is presented and discussed. The multiplayer gameplay of such results in construction feasible customised housing developments. The footprint, unit mix, and spatial organisation of which, conventionally authored by an architect or developer, herein is authored by the participants aggregate decisions.
New media technologies have long tapped into social hopes and anxieties, and the turmoil that follows their appearance offers a window into the social tensions of the time. Clashing sets of utopian and dystopian visions have typically resulted in an ambivalent portrayal of such technologies. Video games prove to be no exception. Through a content analysis of media frames in the USA's three leading news magazines, the reception and presentation of video-game technology was tracked over a thirty-year period, 1970–2000. The resulting patterns tell a story of vilification and partial redemption, owing to the mainstream acceptance of the medium and the aging user base. Fears of the negative effects from the new technology were hypothesized to come from a routine set of conservative worries. The results support this hypothesis. Moreover, the frames surrounding games, especially in the 1980s, reveal many of the key social tensions of the times, primarily those surrounding gender roles, the separation of age and racial groups, and the role of female parents within an increasingly technological society. The place of video games within the larger context of media history, and the social causes of the frames are discussed.
ABSTRACT Four approaches to playing MUDs are identified and described. These approaches may arise from the inter-relationship of two dimensions of playing style: action versus interaction, and world-oriented versus player-oriented. An account of the dynamics of player populations is given in terms of these dimensions, with particular attention to how to promote balance or equilibrium. This analysis also offers an explanation for the labelling of MUDs as being either "social" or "gamelike".
The claim that video games are replacing literacy activities that is bandied about in the American mainstream press is based not only on unspecified definitions of both ‘games' and ‘literacy’ but also on a surprising lack of research on what children actually do when they play video games. In this article, the author examines some of the practices that comprise game play in the context of one genre of video games in particular — massively multiplayer online games (MMOGs). Based on data culled from a two-year online cognitive ethnography of the MMOG Lineage (both I and II), the author argues that forms of video game play such as those entailed in MMOGs are not replacing literacy activities but rather are literacy activities. In order to make this argument, the author surveys the literacy practices that MMOGamers routinely participate in, both within the game's virtual world (e.g. social interaction, in-game letters) and beyond (e.g. online game forums, the creation of fan sites and fan fiction). Then, with this argument in place, she attempts to historicize this popular contempt toward electronic ‘pop culture’ media such as video games and suggest a potentially more productive (and accurate) framing of the literacy practices of today's generation of adolescents and young adults.
Purpose
A growing number of educators are turning to games for a model of next‐generation learning environments. To date, there has been a lack of critical inquiry into what kind of learning occurs through game play, and how games get learned by their players. Aims to plug this gap
Design/methodology/approach
This paper is a critical study of Viewtiful Joe, a cult‐classic sidescrolling 2D fighting game for the Nintendo Gamecube. Noted for its difficulty, Viewtiful Joe is an interesting case because, as a fighting game, it embodies many of the principles fundamental to the medium, most of which are missed by educators illiterate regarding the medium. It shows the cognitive complexity that goes into a fighting game, as well as a cutting‐edge example of how to manage that complexity. Far from button‐mashing, success in Viewtiful Joe requires the player to learn to read the game symbol systems, understand Viewtiful Joe's capacities, and see potential interchanges between them.
Findings
The paper analyzes how Viewtiful Joe is structured to balance flow and novelty, encourage players both to develop new skills and to master those they have. Finally, the paper examines how learning occurs through game play as an activity system, using player‐generated FAQs to analyze how gamers represent their practice and suggest theories of expert game practice.
Originality/value
Central to this paper is the argument that playing Viewtiful Joe is a performative act, where declarative knowledge, while clearly present for players, is secondary to players' ability to see and do in real‐time.
In today's increasingly "flat" world of globalization, the need for a scientifically literate citizenry has only grown more urgent; yet, by some measures, we have done a poor job at fostering the right scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies/communities may be one viable alternative -- not to teachers and classrooms but to textbooks and science labs. In this paper, we provide empirical evidence substantiating previous claims about the potential of games for learning and offer specific design heuristics that might inform their future production and use. Using codes based on AAAS benchmarks and Chinn and Malhotra's (2002) framework for evaluating inquiry tasks, we examine the scientific habits of mind that characterize online discussion forums of the MMOG World of Warcraft and the features of the game -- both as designed object and emergent culture -- that appear to foster them.
This experiment examined the effects on the learning process of 3 complementary strategies—contextualization, personalization, and provision of choices—for enhancing students' intrinsic motivation. Elementary school children in 1 control and 4 experimental conditions worked with educational computer activities designed to teach arithmetical order of operations rules. In the control condition, this material was presented abstractly. In the experimental conditions, identical material was presented in meaningful and appealing learning contexts, in either generic or individually personalized form. Half of the students in each group were also offered choices concerning instructionally incidental aspects of the learning contexts; the remainder were not. Contextualization, personalization, and choice all produced dramatic increases, not only in students' motivation but also in their depth of engagement in learning, the amount they learned in a fixed time period, and their perceived competence and levels of aspiration. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Given their increasing domination of the entertainment industry and wide spread popularity among a wide range of populations, massively multiplayer online videogames (MMOGs) are quickly becoming the form of entertainment and a major mechanism of socialization. Researchers have taken notice, and educational MMOGs are now beginning to emerge; however, there is a paucity of research on the actual culture/cognition of MMOGameplay, despite its necessity for sound theory and viable design. This paper outlines an ongoing cognitive ethnography of a currently thriving MMOG. Using discourse analytic methods, this project is developing a "thick description" (Geertz, 1973) of naturally-occurring gameplay, paying particular attention to the forms of socially and materially distributed cognition that emerge, the learning mechanisms embedded within community practice, and the ways in which participation shapes and is shaped by the situated (on-and off-screen) identities of its members. After outlining the data collection and analysis methods used, I present an illustrative analysis of selected data and preliminary findings specific to learning within this new virtual space for play. Imagine an entire 3D world online, complete with forests, cities, and seas. Now imagine it populated with others from across the globe who gather in virtual inns and taverns, gossiping about the most popular guild or comparing notes on the best hunting spots. Imagine yourself in a heated battle for the local castle, live opponents from all over collaborating or competing with you. Imagine a place where you can be the brave hero, the kingdom rogue, or the village sage, developing a reputation for yourself that is known from Peoria to Peking. Now imagine that you could come home from school or work, drop your bookbag on the ground, log in, and enter that world any day, any time, anywhere. Welcome to the world of massively multiplayer online gaming. Massively multiplayer online games (MMOGs) are highly graphical 2-or 3-D videogames played online, allowing individuals, through their self-created digital characters or "avatars," to interact not only with the gaming software (the designed environment of the game and the computer-controlled characters within it) but with other players' avatars as well. These virtual worlds are persistent social and material worlds, loosely structured by open-ended (fantasy) narratives, where players are largely free to do as they please – slay ogres, siege castles, barter goods in town, or shake the fruit out of trees. They are notorious for their peculiar combination of designed "escapist fantasy" yet emergent "social realism" (Kolbert, 2001): In a setting of wizards and elves, princes and knights, people save for homes, create basket indices of the trading market, build relationships of status and solidarity, and worry about crime. Such games are ripe for cultural/cognitive analysis of the social and material practices attending them: Given their increasing domination of the entertainment industry, wide-spread and growing popularity with people of all age groups, ethnicities, and economic classes, and purported addictive quality for those who plug in (Jewels, 2002), MMOGs are quickly becoming the form of entertainment and a major mechanism of socialization for young and old alike.
The form factors of handheld computers make them increasingly popular among K-12 educators. Although some compelling examples
of educational software for handhelds exist, we believe that the potential of this platform are just being discovered. This
paper reviews innovative applications for mobile computing for both education and entertainment purposes, and then proposes
a framework for approaching handheld applications we call “augmented reality educational gaming.” We then describe our development
process in creating a development platform for augmented reality games that draws from rapid prototyping, learner-centered
software, and contemporary game design methodologies. We provide a narrative case study of our development activities spread
across five case studies with classrooms, and provide a design narrative explaining this development process and articulate
an approach to designing educational software on emerging technology platforms. Pedagogical, design, and technical conclusions
and implications are discussed.
Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.
Many scholars of language have accepted a view of grammar as a clearly delineated and internally coherent structure which is best understood as a self-contained system. The contributors to this volume propose a very different way of approaching and understanding grammar, taking it as part of a broader range of systems which underlie the organisation of social life and emphasising its role in the use of language in everyday interaction and cognition. Taking as their starting-point the position that the very integrity of grammar is bound up with its place in the larger schemes of the organisation of human conduct, particularly with social interaction, their essays explore a rich variety of linkages between interaction and grammar.
Edwin Hutchins combines his background as an anthropologist and an open ocean racing sailor and navigator in this account of how anthropological methods can be combined with cognitive theory to produce a new reading of cognitive science. His theoretical insights are grounded in an extended analysis of ship navigation—its computational basis, its historical roots, its social organization, and the details of its implementation in actual practice aboard large ships. The result is an unusual interdisciplinary approach to cognition in culturally constituted activities outside the laboratory—"in the wild."
Hutchins examines a set of phenomena that have fallen in the cracks between the established disciplines of psychology and anthropology, bringing to light a new set of relationships between culture and cognition. The standard view is that culture affects the cognition of individuals. Hutchins argues instead that cultural activity systems have cognitive properties of their own that are different from the cognitive properties of the individuals who participate in them. Each action for bringing a large naval vessel into port, for example, is informed by culture: the navigation team can be seen as a cognitive and computational system.
Introducing Navy life and work on the bridge, Hutchins makes a clear distinction between the cognitive properties of an individual and the cognitive properties of a system. In striking contrast to the usual laboratory tasks of research in cognitive science, he applies the principal metaphor of cognitive science—cognition as computation (adopting David Marr's paradigm)—to the navigation task. After comparing modern Western navigation with the method practiced in Micronesia, Hutchins explores the computational and cognitive properties of systems that are larger than an individual. He then turns to an analysis of learning or change in the organization of cognitive systems at several scales. Hutchins's conclusion illustrates the costs of ignoring the cultural nature of cognition, pointing to the ways in which contemporary cognitive science can be transformed by new meanings and interpretations.
Bradford Books imprint
The foundations of using technology to increase students' engagement and learning are most often associated with the work of Seymour Papert, a mathematician at the Massachusetts Institute of Technology (MIT) who co‐founded the Artificial Intelligence Laboratory with Marvin Minsky. This chapter presents promising theories and practices that utilize technology as a means to enhance educational outcomes. The efficacy of technology adoption, and practice in the classroom is dependent on teachers' pre‐service education and professional development over the course of his or her career. Integrating the Technological Pedagogical Content Knowledge (TPACK) model into pre‐service teacher preparation and in‐service professional development may help educators select, adopt, implement, and assess technology effectively. Video games and simulations have the potential to provide more accurate information about student learning than other traditional forms of assessment such as standardized tests.
World history has expanded dramatically in recent years, primarily as a teaching field, and increasingly as a research field. Growing numbers of teachers and Ph.Ds in history are required to teach the subject. They must be current on topics from human evolution to industrial development in Song-dynasty China to today's disease patterns - and then link these disparate topics into a coherent course. Numerous textbooks in print and in preparation summarize the field of world history at an introductory level. But good teaching also requires advanced training for teachers, and access to a stream of new research from scholars trained as world historians. In this book, Patrick Manning provides the first comprehensive overview of the academic field of world history. He reviews patterns of research and debate, and proposes guidelines for study by teachers and by researchers in world history.
This chapter describes the progress made toward understanding chess skill. It describes the work on perception in chess, adding some new analyses of the data. It presents a theoretical formulation to characterize how expert chess players perceive the chess board. It describes some tasks that correlate with chess skill and the cognitive processes of skilled chess players. It is believed that the demonstration of de Groot's, far from being an incidental side effect of chess skill, actually reveals one of the most important processes that underlie chess skill—the ability to perceive familiar patterns of pieces. In the first experiment discussed in the chapter, two tasks were used. The memory task was very similar to de Groot's task: chess players saw a position for 5 seconds and then attempted to recall it. Unlike de Groot, multiple trials were used—5 seconds of viewing followed by recall—until the position was recalled perfectly. The second task or the perception task for simplicity involved showing chess players a position in plain view.
The purpose of this review was to examine the literature on the effectiveness of computers in social studies instruction and learning. Studies exploring computer activities including simulations, drill and practice, educational games, tutorials, database management, word processing and writing, and graphing were included. Assessment of the efficiency and effectiveness of computer technology in the social studies remains in its infancy with a limited research base. The author explores required shifts in the pedagogical functioning of social studies educators and associated future research directions for the integration of computers into the social studies curriculum.
Why do poor and minority students under-perform in school? Do computer games help or hinder learning? What can new research in psychology teach our educational policy-makers?
Despite the popularity of violent electronic games, anecdotal evidence suggests that many parents lack even basic information about children's game-playing habits. The goal of the present study was to examine parental knowledge of children's electronic game-playing habits by assessing the congruence between children's and parents' perceptions of child's playing time, parental supervision, game preference, and reaction to actual game-playing. 35 children in Grades 3 to 5 and one parent of each child completed a background questionnaire and played either a violent or nonviolent electronic game. In paired comparisons, parents reported significantly higher estimates of supervision time than children. Most parents either named an incorrect game or were not able to guess their child's favorite game. In 70% of these incorrect matches, children described their favorite game as violent. Parents may underestimate their child's exposure to violence in electronic games. After playing the same electronic game as part of the study, parents reported significantly higher frustration than children. Higher frustration with game-playing could contribute to deficits in parental knowledge of children's playing habits.
Modem science has been built on a Cartesian or Newtonian (mechanical) world view giving rise to an artifactual view of mind and suggesting that particles (learners) are continuously working to destroy order (are recalcitrant), which can only be maintained by an external artificer (the teacher). At the core of the Cartesian worldview is the absolute separation of mind and matter. Beginning with the separation of mind and body, Cartesianism is grounded in a set of dualisms that separate individual from environment and leads to the belief that knowledge refers to a self-sufficient immaterial substance that can be understood independently from the individual, environment, and context in which it is situated. In contrast, we make the argument for an alternative set of assumptions predicated on a relational ontology and grounded in recent developments in the understanding of self-organizing systems. In our view, knowing, meaning, and cognition are actualized through the dynamic between learner (self) and environment (nonself), and that which is neither the learner nor the environment. We further argue that the ecologized, or self-organization, model (relational ontology) establishes that (under the appropriate conditions) the particles (learners), in effect, "want" to or strive opportunistically to order themselves once the intention has been properly initialized. From this perspective, instruction involves establishing the appropriate field conditions or connecting the learner into a system (a set of relations) through participation (e.g., as part of a community of practice) in the service of an intention. The type of learning that we are advocating cannot be handed to the learner wholecloth but develops itself through dynamic activity (participation) as part of a system as a whole. Central to this line of reasoning is the assertion not only that learner practices and meaningful relations that arise due to their functional significance as part of a dynamic system are fundamentally different from teacher- or textbook-owned descriptions of practices and meanings, but that they are in this way far richer, more meaningful, and more functional. Context and participation, to put it directly, not only matter but in a deep and fundamental way are everything.
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. This paper examines the history of games in educational research, and argues that the cognitive potential of games have been largely ignored by educators. Contemporary developments in gaming, particularly interactive stories, digital authoring tools, and collaborative worlds, suggest powerful new opportunities for educational media.
Years ago, when Robert Caro's magisterial biography of Robert Moses was first published, I remember reading it with mixed emotions. On the one hand, it reinforced every lesson I tried to convey in my course on urban politics. On the other hand, it taught those lessons in a way that was so vivid, and so engaging, that it made my conventional textbooks and lectures seem hopelessly abstract and lifeless. There was only one thing to do: throw out the old texts and make The Power Broker (Caro 1975) the centerpiece of the course. I redesigned everything from scratch.
Recently, one of the students in my course on the history of city planning (offered in the University Honors Program at the University of Maryland at College Park) ambled up after class. “Have you ever played sin city?” I thought I heard him ask. He set me straight—“ SimCity ” he said, enunciating carefully—and then offered a demonstration, during which I was reminded of Caro's book. Here we go again, I though to myself as I purchased the Windows version of the simulation.
When computer literacy was almost synonymous with programming, the programming-in-education advocates were divided into two camps: those who supported BASIC as the language of choice and those who supported the Logo language. BASIC, developed at Dartmouth and with a long history of use in educational settings, had a head start, a strong 'installed base' of users, master teachers, and teaching materials. Logo, developed in Cambridge-based research centres and the Massachusetts Institute of Technology, had been built from the start with child users in mind. It presented itself as the language that could best use programming to transmit programming's most powerful ideas.
From the Publisher:
'Video Kids' raises significant questions about the role of video games and their impact on the lives and values of young people. It delivers a mandate to researchers who are investigating ways in which video games can be used in the classroom.
An exploration by TEEM of the contribution which games can make to the education process.
Abstract A growing number,of educators are turning to games for a model of next-generation learning environments. To date, there has been a lack of critical inquiry into what kinds of learning occurs through game play, and how games get learned by their players. This paper is a critical study of Viewtiful Joe, a cult-classic sidescrolling 2D fighting game for the Nintendo Gamecube. Noted for its difficulty, Viewtiful Joeis an interesting case becauseas a fighting game, it embodies many of the principles fundamental to the medium, most of which are missed by educators illiterate with the medium. It shows the cognitive complexity thatgoes into a fighting game, as well as a cutting-edge example for how to manage that complexity. Far from button-mashing, success in Viewtiful Joerequires the player to learn to read the game symbol systems, understand Viewtiful Joe’s capacities, and see potential interchanges between them. The paper analyzes how Viewtiful Joeis structured to balance flow and novelty, encourage players to both develop new skills and master the ones they have. Finally, the paper examines how learning occurs through game play as an activity system, using player-generatedFAQs to analyze how gamers represent their practice and suggest theories of expert game practice. Central to this paper is the argument that playing Viewtiful Joeis a performativeact, where declarative knowledge, while clearly present for players, is secondary to players’ ability to see and do in real-time.
1. The Foundations for a New Kind of Science 2. The Crucial Experiment 3. The World of Simple Programs 4. Systems Based on Numbers 5. Two Dimensions and Beyond 6. Starting from Randomness 7. Mechanisms in Programs and Nature 8. Implications for Everyday Systems 9. Fundamental Physics 10. Processes of Perception and Analysis 11. The Notion of Computation 12. The Principle of Computational Equivalence
Examines the literature on the effectiveness of computers in social studies instruction and learning. Topics include drill and practice, tutorials, study guides, games and simulations, inquiry and problem solving, graphics, and word processing and writing. Contains 58 references. (LRW)
For many digital world creators and thinkers, a core belief is that digital worlds benefit from isolation from the real world. In particular, real-world economies and legal structures should be excluded from digital worlds. As attractive as these positions can be, they do not act in the best interests of digital worlds or the residents of these worlds. With millions of players moving into online spaces and spending increasing amounts of time living their lives in them, ties to the real world become critical. This Article will argue that strong economic and intellectual property ties to the real world are vital components of successful digital worlds.
Online fanfiction communities provide adolescent English-language learners (ELLs) with a forum for engaging in an array of sophisticated literacy practices. This article draws on constructs from literacy studies and second-language acquisition as conceptual bases for exploring the writing, reviewing, and social practices in an online fanfiction community. Analyses focus on how the networked structure of such sites facilitates English-language learning and promotes writing by providing ELLs with access to a broad audience of readers and multiple community writing resources. By highlighting the social and interactive nature of writing in this space, connections among language, literacy, and identity are emphasized. In conclusion, the author explores some of the possibilities that networked computer environments offer for developing authentic, interactive writing activities in the classroom.
First, a number of previous theories of intrinsic motivation are reviewed. Then, several studies of highly motivating computer games are described. These studies focus on what makes the games fun, not on what makes them educational. Finally, with this background, a rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity.
Challenge is hypothesized to depend on goals with uncertain outcomes. Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information, and randomness. Fantasy is claimed to have both cognitive and emotional advantages in designing instructional environments. A distinction is made between extrinsic fantasies that depend only weakly on the skill used in a game, and intrinsic fantasies that are intimately related to the use of the skill. Curiosity is separated into sensory and cognitive components, and it is suggested that cognitive curiosity can be aroused by making learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious.