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Games: purpose and potential in education

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Bibliographische Detailangaben
Format:	Buch
Sprache:	English
Veröffentlicht:	Berlin Springer 2008
Schlagworte:	Educational games Pädagogik Spiel Aufsatzsammlung
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	XIV, 259 S. graph. Darst. 235 mm x 155 mm
ISBN:	9780387097749

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Datensatz im Suchindex

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adam_text	CONTENTS CONTENTS ........*.....................*...................................**..........* VUE CONTRIBUTORS .....*.........................*............... ....**......... XIUE LIST OF ABBREVIATIONS ..*......*..*.........***.....*............*........ .***...... XV PREFACE .............***.....**.........***.*........* .**.......***..*.....** XVUE ACKNOW1EDGEMENTS XVII CHAPTER 1 ONCE UPON AGAME: REDISCOVERING THE ROOTS OF GAMES IN EDUCATION 1 LUCA BOTTURI AND CHRISTIAN SEBASTIAN LOH 1.1 INTRODUCTION 1 1.1.1 P1AY IS NOT THE OPPOSITE OFWORK 2 1.1.2 WHAT, THEN, IS GAME? 3 1.1.3 CHAPTER STRUCTURE 5 1.2 GAMES AS AN EDUCATIONA1 TECHNO1OGY 5 1.2.1 GAMES AND P1AYING: THEORETICA1 FRAMEWORKS 6 1.2.2 FORMAL APPROACH: WHAT DOES A GAME LOOK 1IKE? 7 1.2.3 SUBSTANTIA1 APPROACH: WHAT IS AGAME? 8 1.2.4 SUMMARY: THEORETICA1 FRAMEWORKS 12 1.3 GAME AND P1AY: WHAT THE WORDS SAY 12 1.3.1 P1AY, P1AY, AND P1AY 13 1.4 OTIUM VS. NEGOTIUM 16 1.4.1 SCHOO1 AND TEACHERS 17 1.5 CONCLUSION 18 1.5.1 EDUCATION AS GAME 19 1.6 ACKNOW1EDGMENTS 20 1.7 REFERENCES 20 CHAPTER 2 LEARNING BY DESIGNING HOMEMADE POWERPOINT GAMES 23 LLOYD RIEBER, MICHAEL BARBOUR, GRETCHEN THOMAS, AND DAWN RAUSCHER 2.1 INTRODUCTION 23 2.2 GAME DESIGN: THE OTHER USE OFGAMING IN EDUCATION 25 2.3 CONSTRUCTIONISM AS A RATIONALE FOR GAMING IN EDUCATION 27 2.4 GAME DESIGN AS A ROUTE TO P1AY AND F10W 29 2.4.1 HOMEMADE POWERPOINT GAMES: HOW DO THEY WORK? 31 2.4.2 WHAT DOES AHOMEMADE POWERPOINT GAME LOOK 1IKE? 32 VIII CONTENTS 2.4.3 HOMEMADE POWERPOINT GAMES ARE AN EXAMPLE OF APPROPRIATE TECHNOLOGY 34 2.5 HOMEMADE POWERPOINT GAMES IN USE: K-12 EDUCATION 34 2.5.1 STAGE I: STUDENT ORIENTATION 35 2.5.2 STAGE 2: STUDENT GAME DESIGN - SCAFFOLDING BY THE TEACHER 36 2.5.3 STAGE 3: STUDENT GAME DESIGN - STUDENT STORY WRITING 36 2.5.4 STAGE 4: STUDENT GAME DESIGN - DEVELOPING AN EARLY PROTOTYPE 37 2.5.5 STAGE 5: STUDENT GAME DESIGN - REFINING THE PROTOTYPE 37 2.5.6 STAGE 6: STUDENT GAME DESIGN - ITERATIVE CYCLE 38 2.6 CONCLUSIONS 39 2. 7 REFERENCES 40 CHAPTER 3 VIDEO GAMES, LEARNING, AND CONTENT ...............*** 43 JAMES PAUL GEE 3.1 EXPERIENCE AND LEARNING 43 3.2 A PIECE OFRESEARCH: ACTION, SIMULATION, AND READING 45 3.3 SOCIAL IDENTITY AND LEARNING 45 3.4 GAME DESIGN 46 3.5 THE SITUATED LEARNING MATRIX 47 3.6 CLEARING UP POSSIBLE MISCONCEPTIONS 51 3.7 REFERENCES 51 CHAPTER 4 FAIR GAME: GENDER DITTERENCES IN EDUCATIONAL GAMES .*....... 55 KIMBERELY FLETEHER NETTLETON 4.1 INTRODUCTION 55 4.2 GENDER DIFFERENCES IN TOYS AND GAMES 56 4.3 FANTASY PLAY, SIMULATIONS, AND GAMES 58 4.4 THE PLAYGROUND 61 4.5 GAMES 62 4.6 GENDER AND EDUCATION 65 4.7 GAMES IN THE CLASSROOM 66 4.8 GAME DESIGN FOR EDUCATION 69 4.9 REFERENCES 71 CHAPTER 5 VIDEO GAME PEDAGOGY: GOOD GAMES = GOOD PEDAGOGY .*.****** 73 KATRIN BECKER 5.1 INTRODUCTION 74 5.2 STUDYING THE MASTERS, AND THE SCHOLARS 75 5.3 CONNECTING THE DOTS 76 5.4 ON CHOOSING GAMES FOR STUDY 77 5.4.1 THE CHOSEN ONES 78 CONTENTS IX 5.5 GAME ELEMENTS 82 5.6 LEARNING AND INSTRUCTIONAL DESIGN THEORIES AND MODELS 84 5.7 THE CLASSICS REVISITED 85 5.7.1 GAGNE S NINE EVENTS OFINSTRUCTION 85 5.7.2 REIGELUTH S ELABORATION THEORY 92 5.7.3 MERRILL S FIRST PRINCIPLES OFINSTRUCTION 100 5.8 NEW FRONTIERS 104 5.8.1 ACTIVITY THEORY 105 5.8.2 CONSTRUCTIVIST LEARNING ENVIRONMENTS 109 5.8.3 PROBLEM-BASED LEARNING 114 5.9 DIGITAL GAMES ARE SPECIAL (EDUCATIONAL TECHNOLOGIES) 119 5.10 CONCLUSION 122 5.11 REFERENCES 122 CHAPTER 6 APPLYING PEDAGOGY DURING GAME DEVELOPMENT TO ENHANCE GAME-BASED LEARNING 127 ATSUSI HIRUMI AND CHRISTOPHER STAPLETON 6.1 APPLYING PEDAGOGY DURING GAME DEVELOPMENT TO ENHANCE GAME- BASED LEARNING 128 6.2 LEVELS OFDESIGN AND APPLICATION 129 6.3 FUNDAMENTAL COMPONENTS OFINTERACTIVE ENTERTAINMENT.. 131 6.4 APPLYING PEDAGOGY DURING THE GAME DEVELOPMENT PROCESS 132 6.4.1 THE CONCEPT DEVELOPMENT PHASE 134 6.4.2 PRE-PRODUCTION PHASE 140 6.4.3 PRODUCTION PHASE 158 6.5 CONCLUSION 159 6.6 REFERENCES 160 CHAPTER 7 VIDEO GAMES AND TEACHER DEVELOPMENT: BRIDGING THE GAP IN THE CLASSROOM 163 ELIZABETH SIMPSON AND SUSAN STANSBERRY 7.1 INTRODUCTION 163 7.2 USE OFVIDEO GAMES IN THE CLASSROOM 167 7.2.1 THERE IS ALWAYS AN ANSWER 167 7.2.2 NOTHING IS IMPOSSIBLE 167 7.2.3 TRIAL AND ERROR 167 7.2.4 COMPETITION AND COLLABORATION 168 7.2.5 ROLES ARE CLEAR 168 7.2.6 GAMERS ARE AUTONOMOUS 168 7.2.7 GAMERS DOMINATE THEIR CULTURE 168 7.3 TEACHERS BARRIERS TO VIDEO GAMES IN THE CLASSROOM 169 7.3.1 ACCOUNTABILITY 169 X CONTENTS 7.3.2 RESEARCH-BASED TOOLS AND METHODOLOGIES 170 7.3.3 ADMINISTRATIVE SUPPORT FOR INNOVATION 171 7.3.4 PROFESSIONAL COLLABORATION L72 7.3.5 TEACHER PREPAREDNESS 172 7.3.6 NEED TO SCAFFOLD NEW METHODOLOGIES TO EXISTING PRACTICE 173 7.4 STRATEGIES FOR SUCCESSFULLY INTEGRATING VIDEO GAMES IN THE CLASSROOM- BRIDGING THE GAP 173 7.5 REFERENCES 183 CHAPTER 8 CONFRONTING THE DARK SIDE OF VIDEO GAMES ......**..***... 185 CHRISTIAN SEBASTIAN LOH 8.1 INTRODUCTION 185 8.1.1 UNIQUE FEATURES OFVIDEO GAMES 186 8.1.2 THE HOLODECK EXPERIENCE 187 8.2 VIDEO GAME PLAYING 188 8.2.1 PRACTICE MAKES PERFECT? 188 8.2.2 DELIBERATE PRACTICE 188 8.2.3 IMMEDIATE FEEDBACK 190 8.2.4 THE SOURCE OFTHE FEEDBACK 191 8.3 THE RISING CONTROVERSY 192 8.3.1 THE DEBATE ABOUT VIOLENT VIDEO GAMES 192 8.3.2 R IS FOR 195 8.4 IN A GALAXY FAR, FAR, AWAY 202 8.4.1 MARKETING TO CHILDREN 203 8.5 RATING VIDEO GAMES 205 8.5.1 A FAILING SCHEME 206 8.5.2 INDEPENDENT RATING SYSTEM 208 8.6 CONCLUSION 210 8.6.1 EPILOGUE: WHICH SIDE ARE YOU ON? 211 8.7 REFERENCES 212 CHAPTER 9 BIOGGING THE FUTURE FROM MULTIPLE PERSPECTIVES: CURRENT PROBLEMS AND FUTURE POTENTIALS FOR EDUCATIONAL GAMES *..**..*****.....*. 219 CHRISTOPHER T. MILLER, CHRISTIAN SEBASTIAN LOH, KATRIN BECKER, LUCA BOTTURI, MICHAEL BARBOUR, KIMBERELY FLETCHER NETTLETON, ATSUSI HIRUMI, LLOYD RIEBER, AND ELIZABETH SIMPSON 9.1 INTRODUCTION 219 9.2 IMPORTANCE OFCONNECTING GAMES AND THE INSTRUCTIONAL DESIGN FIELD 220 9.2.1 ATSUSI 220 9.2.2 KIMBERELY 220 9.2.3 LUCA 221 9.2.4 LLOYD 221 CONTENTS XI 9.2.5 KATRIN 222 9.2.6 LUCA 223 9.2.7 CHRISTOPHER 223 9.2.8 SEBASTIAN 224 9.3 PROBLEMS WITH GAMES AND EDUCATION 224 9.3.1 KATRIN 225 9.3.2 MICHAEL 225 9.3.3 KIMBERELY 226 9.3.4 SEBASTIAN 227 9.3.5 LUCA 228 9.4 UNDERSTANDING THE BENEFITS OFGAMES 229 9.4.1 LUCA 229 9.4.2 KIMBERELY 230 9.4.3 KATRIN 231 9.4.4 MICHAEL 231 9.4.5 SEBASTIAN 232 9.5 INTEGRATING GAMES INTO TEACHER PREPARATION AND EDUCATION 232 9.5.1 KATRIN 233 9.5.2 ELIZABETH 233 9.5.3 LUCA 234 9.5.4 MICHAEL 235 9.5.5 KIMBERELY 236 9.5.6 MICHAEL 236 9.5.7 SEBASTIAN 236 9.6 WHAT ARE THE CULTURAL IMPLICATIONS OFINCREASING THE USE OFGAMES IN EDUCATION? 237 9.6.1 KATRIN 237 9.6.2 LUCA 238 9.6.3 MICHAEL 239 9.6.4 KIMBERELY 239 9.6.5 SEBASTIAN 239 9.7 HOW CAN ASSESSMENT BE CONDUCTED WHEN USING GAMES? 240 9.7.1 LUCA 240 9.7.2 KATRIN 240 9.7.3 MICHAEL 241 9.7.4 KIMBERELY 242 9.7.5 SEBASTIAN 242 9.8 WHAT ARE THE FUTURE POTENTIALS FOR GAMES IN EDUCATION? 243 9.8.1 MICHAEL 243 9.8.2 KATRIN 244 9.8.3 KATRIN 245 XII CONTENTS 9.8.4 KIMBERELY 245 9.8.5 SEBASTIAN 246 9.9 CONCLUSION 247 9.1 0 REFERENCES 249 BIOGRAPHIES 251 EDITOR BIOGRAPHY 251 AUTHOR BIOGRAPHIES 251 INDEX 257
adam_txt	CONTENTS CONTENTS ...*.........*......**...* VUE CONTRIBUTORS ...*..........*...... ...**..... XIUE LIST OF ABBREVIATIONS .*..*..*.....***..*.....*.. .***. XV PREFACE .......***..**....***.*..* .**..***..*..** XVUE ACKNOW1EDGEMENTS XVII CHAPTER 1 ONCE UPON AGAME: REDISCOVERING THE ROOTS OF GAMES IN EDUCATION 1 LUCA BOTTURI AND CHRISTIAN SEBASTIAN LOH 1.1 INTRODUCTION 1 1.1.1 P1AY IS NOT THE OPPOSITE OFWORK 2 1.1.2 "WHAT, THEN, IS GAME?" 3 1.1.3 CHAPTER STRUCTURE 5 1.2 GAMES AS AN EDUCATIONA1 TECHNO1OGY 5 1.2.1 GAMES AND P1AYING: THEORETICA1 FRAMEWORKS 6 1.2.2 FORMAL APPROACH: WHAT DOES A GAME LOOK 1IKE? 7 1.2.3 SUBSTANTIA1 APPROACH: WHAT IS AGAME? 8 1.2.4 SUMMARY: THEORETICA1 FRAMEWORKS 12 1.3 GAME AND P1AY: WHAT THE WORDS SAY 12 1.3.1 P1AY, P1AY, AND P1AY 13 1.4 OTIUM VS. NEGOTIUM 16 1.4.1 SCHOO1 AND TEACHERS 17 1.5 CONCLUSION 18 1.5.1 EDUCATION AS GAME 19 1.6 ACKNOW1EDGMENTS 20 1.7 REFERENCES 20 CHAPTER 2 LEARNING BY DESIGNING HOMEMADE POWERPOINT GAMES 23 LLOYD RIEBER, MICHAEL BARBOUR, GRETCHEN THOMAS, AND DAWN RAUSCHER 2.1 INTRODUCTION 23 2.2 GAME DESIGN: THE OTHER USE OFGAMING IN EDUCATION 25 2.3 CONSTRUCTIONISM AS A RATIONALE FOR GAMING IN EDUCATION 27 2.4 GAME DESIGN AS A ROUTE TO P1AY AND F10W 29 2.4.1 HOMEMADE POWERPOINT GAMES: HOW DO THEY WORK? 31 2.4.2 WHAT DOES AHOMEMADE POWERPOINT GAME LOOK 1IKE? 32 VIII CONTENTS 2.4.3 HOMEMADE POWERPOINT GAMES ARE AN EXAMPLE OF APPROPRIATE TECHNOLOGY 34 2.5 HOMEMADE POWERPOINT GAMES IN USE: K-12 EDUCATION 34 2.5.1 STAGE I: STUDENT ORIENTATION 35 2.5.2 STAGE 2: STUDENT GAME DESIGN - SCAFFOLDING BY THE TEACHER 36 2.5.3 STAGE 3: STUDENT GAME DESIGN - STUDENT STORY WRITING 36 2.5.4 STAGE 4: STUDENT GAME DESIGN - DEVELOPING AN EARLY PROTOTYPE 37 2.5.5 STAGE 5: STUDENT GAME DESIGN - REFINING THE PROTOTYPE 37 2.5.6 STAGE 6: STUDENT GAME DESIGN - ITERATIVE CYCLE 38 2.6 CONCLUSIONS 39 2. 7 REFERENCES 40 CHAPTER 3 VIDEO GAMES, LEARNING, AND "CONTENT" .........*** 43 JAMES PAUL GEE 3.1 EXPERIENCE AND LEARNING 43 3.2 A PIECE OFRESEARCH: ACTION, SIMULATION, AND READING 45 3.3 SOCIAL IDENTITY AND LEARNING 45 3.4 GAME DESIGN 46 3.5 THE SITUATED LEARNING MATRIX 47 3.6 CLEARING UP POSSIBLE MISCONCEPTIONS 51 3.7 REFERENCES 51 CHAPTER 4 FAIR GAME: GENDER DITTERENCES IN EDUCATIONAL GAMES .*. 55 KIMBERELY FLETEHER NETTLETON 4.1 INTRODUCTION 55 4.2 GENDER DIFFERENCES IN TOYS AND GAMES 56 4.3 FANTASY PLAY, SIMULATIONS, AND GAMES 58 4.4 THE PLAYGROUND 61 4.5 GAMES 62 4.6 GENDER AND EDUCATION 65 4.7 GAMES IN THE CLASSROOM 66 4.8 GAME DESIGN FOR EDUCATION 69 4.9 REFERENCES 71 CHAPTER 5 VIDEO GAME PEDAGOGY: GOOD GAMES = GOOD PEDAGOGY .*.****** 73 KATRIN BECKER 5.1 INTRODUCTION 74 5.2 STUDYING THE MASTERS, AND THE SCHOLARS 75 5.3 CONNECTING THE DOTS 76 5.4 ON CHOOSING GAMES FOR STUDY 77 5.4.1 THE CHOSEN ONES 78 CONTENTS IX 5.5 GAME ELEMENTS 82 5.6 LEARNING AND INSTRUCTIONAL DESIGN THEORIES AND MODELS 84 5.7 THE CLASSICS REVISITED 85 5.7.1 GAGNE'S NINE EVENTS OFINSTRUCTION 85 5.7.2 REIGELUTH'S ELABORATION THEORY 92 5.7.3 MERRILL'S FIRST PRINCIPLES OFINSTRUCTION 100 5.8 NEW FRONTIERS 104 5.8.1 ACTIVITY THEORY 105 5.8.2 CONSTRUCTIVIST LEARNING ENVIRONMENTS 109 5.8.3 PROBLEM-BASED LEARNING 114 5.9 DIGITAL GAMES ARE SPECIAL (EDUCATIONAL TECHNOLOGIES) 119 5.10 CONCLUSION 122 5.11 REFERENCES 122 CHAPTER 6 APPLYING PEDAGOGY DURING GAME DEVELOPMENT TO ENHANCE GAME-BASED LEARNING 127 ATSUSI HIRUMI AND CHRISTOPHER STAPLETON 6.1 APPLYING PEDAGOGY DURING GAME DEVELOPMENT TO ENHANCE GAME- BASED LEARNING 128 6.2 LEVELS OFDESIGN AND APPLICATION 129 6.3 FUNDAMENTAL COMPONENTS OFINTERACTIVE ENTERTAINMENT. 131 6.4 APPLYING PEDAGOGY DURING THE GAME DEVELOPMENT PROCESS 132 6.4.1 THE CONCEPT DEVELOPMENT PHASE 134 6.4.2 PRE-PRODUCTION PHASE 140 6.4.3 PRODUCTION PHASE 158 6.5 CONCLUSION 159 6.6 REFERENCES 160 CHAPTER 7 VIDEO GAMES AND TEACHER DEVELOPMENT: BRIDGING THE GAP IN THE CLASSROOM 163 ELIZABETH SIMPSON AND SUSAN STANSBERRY 7.1 INTRODUCTION 163 7.2 USE OFVIDEO GAMES IN THE CLASSROOM 167 7.2.1 THERE IS ALWAYS AN ANSWER 167 7.2.2 NOTHING IS IMPOSSIBLE 167 7.2.3 TRIAL AND ERROR 167 7.2.4 COMPETITION AND COLLABORATION 168 7.2.5 ROLES ARE CLEAR 168 7.2.6 GAMERS ARE AUTONOMOUS 168 7.2.7 GAMERS DOMINATE THEIR CULTURE 168 7.3 TEACHERS' BARRIERS TO VIDEO GAMES IN THE CLASSROOM 169 7.3.1 ACCOUNTABILITY 169 X CONTENTS 7.3.2 RESEARCH-BASED TOOLS AND METHODOLOGIES 170 7.3.3 ADMINISTRATIVE SUPPORT FOR INNOVATION 171 7.3.4 PROFESSIONAL COLLABORATION L72 7.3.5 TEACHER PREPAREDNESS 172 7.3.6 NEED TO SCAFFOLD NEW METHODOLOGIES TO EXISTING PRACTICE 173 7.4 STRATEGIES FOR SUCCESSFULLY INTEGRATING VIDEO GAMES IN THE CLASSROOM- BRIDGING THE GAP 173 7.5 REFERENCES 183 CHAPTER 8 CONFRONTING THE DARK SIDE OF VIDEO GAMES ....**..***.. 185 CHRISTIAN SEBASTIAN LOH 8.1 INTRODUCTION 185 8.1.1 UNIQUE FEATURES OFVIDEO GAMES 186 8.1.2 THE HOLODECK EXPERIENCE 187 8.2 VIDEO GAME PLAYING 188 8.2.1 PRACTICE MAKES PERFECT? 188 8.2.2 DELIBERATE PRACTICE 188 8.2.3 IMMEDIATE FEEDBACK 190 8.2.4 THE SOURCE OFTHE FEEDBACK 191 8.3 THE RISING CONTROVERSY 192 8.3.1 THE DEBATE ABOUT VIOLENT VIDEO GAMES 192 8.3.2 'R' IS FOR 195 8.4 IN A GALAXY FAR, FAR, AWAY 202 8.4.1 MARKETING TO CHILDREN 203 8.5 RATING VIDEO GAMES 205 8.5.1 A FAILING SCHEME 206 8.5.2 INDEPENDENT RATING SYSTEM 208 8.6 CONCLUSION 210 8.6.1 EPILOGUE: WHICH SIDE ARE YOU ON? 211 8.7 REFERENCES 212 CHAPTER 9 BIOGGING THE FUTURE FROM MULTIPLE PERSPECTIVES: CURRENT PROBLEMS AND FUTURE POTENTIALS FOR EDUCATIONAL GAMES *..**.*****..*. 219 CHRISTOPHER T. MILLER, CHRISTIAN SEBASTIAN LOH, KATRIN BECKER, LUCA BOTTURI, MICHAEL BARBOUR, KIMBERELY FLETCHER NETTLETON, ATSUSI HIRUMI, LLOYD RIEBER, AND ELIZABETH SIMPSON 9.1 INTRODUCTION 219 9.2 IMPORTANCE OFCONNECTING GAMES AND THE INSTRUCTIONAL DESIGN FIELD 220 9.2.1 ATSUSI 220 9.2.2 KIMBERELY 220 9.2.3 LUCA 221 9.2.4 LLOYD 221 CONTENTS XI 9.2.5 KATRIN 222 9.2.6 LUCA 223 9.2.7 CHRISTOPHER 223 9.2.8 SEBASTIAN 224 9.3 PROBLEMS WITH GAMES AND EDUCATION 224 9.3.1 KATRIN 225 9.3.2 MICHAEL 225 9.3.3 KIMBERELY 226 9.3.4 SEBASTIAN 227 9.3.5 LUCA 228 9.4 UNDERSTANDING THE BENEFITS OFGAMES 229 9.4.1 LUCA 229 9.4.2 KIMBERELY 230 9.4.3 KATRIN 231 9.4.4 MICHAEL 231 9.4.5 SEBASTIAN 232 9.5 INTEGRATING GAMES INTO TEACHER PREPARATION AND EDUCATION 232 9.5.1 KATRIN 233 9.5.2 ELIZABETH 233 9.5.3 LUCA 234 9.5.4 MICHAEL 235 9.5.5 KIMBERELY 236 9.5.6 MICHAEL 236 9.5.7 SEBASTIAN 236 9.6 WHAT ARE THE CULTURAL IMPLICATIONS OFINCREASING THE USE OFGAMES IN EDUCATION? 237 9.6.1 KATRIN 237 9.6.2 LUCA 238 9.6.3 MICHAEL 239 9.6.4 KIMBERELY 239 9.6.5 SEBASTIAN 239 9.7 HOW CAN ASSESSMENT BE CONDUCTED WHEN USING GAMES? 240 9.7.1 LUCA 240 9.7.2 KATRIN 240 9.7.3 MICHAEL 241 9.7.4 KIMBERELY 242 9.7.5 SEBASTIAN 242 9.8 WHAT ARE THE FUTURE POTENTIALS FOR GAMES IN EDUCATION? 243 9.8.1 MICHAEL 243 9.8.2 KATRIN 244 9.8.3 KATRIN 245 XII CONTENTS 9.8.4 KIMBERELY 245 9.8.5 SEBASTIAN 246 9.9 CONCLUSION 247 9.1 0 REFERENCES 249 BIOGRAPHIES 251 EDITOR BIOGRAPHY 251 AUTHOR BIOGRAPHIES 251 INDEX 257
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genre	(DE-588)4143413-4 Aufsatzsammlung gnd-content
genre_facet	Aufsatzsammlung
id	DE-604.BV035061020
illustrated	Illustrated
index_date	2024-07-02T22:00:34Z
indexdate	2024-07-09T21:21:18Z
institution	BVB
isbn	9780387097749
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-016729529
oclc_num	244421124
open_access_boolean
owner	DE-29 DE-12
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physical	XIV, 259 S. graph. Darst. 235 mm x 155 mm
publishDate	2008
publishDateSearch	2008
publishDateSort	2008
publisher	Springer
record_format	marc
spelling	Games purpose and potential in education Christopher Miller (ed.) Berlin Springer 2008 XIV, 259 S. graph. Darst. 235 mm x 155 mm txt rdacontent n rdamedia nc rdacarrier Educational games Pädagogik (DE-588)4044302-4 gnd rswk-swf Spiel (DE-588)4056218-9 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Pädagogik (DE-588)4044302-4 s Spiel (DE-588)4056218-9 s DE-604 Miller, Christopher Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016729529&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Games purpose and potential in education Educational games Pädagogik (DE-588)4044302-4 gnd Spiel (DE-588)4056218-9 gnd
subject_GND	(DE-588)4044302-4 (DE-588)4056218-9 (DE-588)4143413-4
title	Games purpose and potential in education
title_auth	Games purpose and potential in education
title_exact_search	Games purpose and potential in education
title_exact_search_txtP	Games purpose and potential in education
title_full	Games purpose and potential in education Christopher Miller (ed.)
title_fullStr	Games purpose and potential in education Christopher Miller (ed.)
title_full_unstemmed	Games purpose and potential in education Christopher Miller (ed.)
title_short	Games
title_sort	games purpose and potential in education
title_sub	purpose and potential in education
topic	Educational games Pädagogik (DE-588)4044302-4 gnd Spiel (DE-588)4056218-9 gnd
topic_facet	Educational games Pädagogik Spiel Aufsatzsammlung
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016729529&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT millerchristopher gamespurposeandpotentialineducation

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