Verfügbarkeit: Handbook of research on effective electronic gaming in education

Handbook of research on effective electronic gaming in education:

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Format:	Buch
Sprache:	English
Veröffentlicht:	Hershey, PA [u.a.] Information Science Reference
Schlagworte:	Pädagogik Internet Spiel Aufsatzsammlung
Online-Zugang:	Inhaltsverzeichnis
ISBN:	9781599048116 9781599048086

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Datensatz im Suchindex

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adam_text	TABLE OF CONTENTS FOREWORD XLVII PREFACE XLVIX VOLUME I SECTION I A REVIEW OF RESEARCH ON EDUCATIONAL GAMING CHAPTERI A QUALITATIVE META-ANALYSIS OFCOMPUTER GAMES AS LEAMING TOOLS 1 FENGFENG KE, UNIVERSITY OF NEW MEXICO, USA CHAPTER 11 GAMES, CLAIMS, GENRES, AND LEAMING 33 AROUTIS N. FOSTER, MICHIGAN STATE UNIVERSITY, USA PUNYA MISHRA, MICHIGAN STATE UNIVERSITY, USA CHAPTERIII MASSIVELY MULTIPLAYER ONLINE ROLE-PLAY GAMES FOR LEAMING 51 SARA DE FREITAS, UNIVERSITY OFCOVENTRY, UK MARK GRIFFITHS, NOTTINGHAM TRENT UNIVERSITY, UK CHAPTERIV AN INVESTIGATION OFCURRENT ONLINE EDUCATIONAL GAMES 67 YUFENG QIAN, ST. THOMAS UNIVERSITY, USA CHAPTERV AUGMENTED REALITY GAMING IN EDUCATION FOR ENGAGED LEAMING 83 CATHY CAVANAUGH, UNIVERSITY OF FLORIDA, USA CHAPTERVI MOBILITY, GAMES, AND EDUCATION 96 MICHAEL A. EVANS, VIRGINIA TECH, USA CHAPTERVII GAME INTERFACES AS BODILY TECHNIQUES III DAVID PARISI, NEW YORK UNIVERSITY, USA CHAPTER VIII A WINDOW ON DIGITAL GAMES INTERACTIONS IN HORNE SETTINGS 127 ELHANAN GAZIT, H.I.T.-HOLON INSTITUTE OFTECHNOLOGY, ISRAEL CHAPTERIX ENHANCED INTERACTION IN MIXED SOCIAL ENVIRONMENTS 146 JAMES OLIVERIO, DIGITAL WORLDS INSTITUTE, UNIVERSITY OFFLORIDA, USA DENNIS BECK, DIGITAL WORLDS INSTITUTE, UNIVERSITY OFFLORIDA, USA CHAPTERX ELECTRONIC GAMING IN GERMANY AS INNOVATION IN EDUCATION 163 ANDREAS BREITER, INSTITUTE FOR INFORMATION MANAGEMENT, UNIVERSITY OF BREMEN, GERMANY CASTULUS KOLO, MACROMEDIA UNIVERSITY OF APPLIED SCIENCES, MUNICH, GERMANY SECTION 11 EDUCATIONAL GAMING IN K-12 OR TEACHER EDUCATION CONTEXTS CHAPTERXI A GUIDE TO INTEGRATING COTS GAMES INTO YOUR CLASSROOM 179 RICHARD VAN ECK, UNIVERSITY OF NORTH DAKOTA, USA CHAPTERXII PRODUCTIVE GAMING AND THE CASE FOR HISTORIOGRAPHIE GAME-PLAY 200 SHREE DURGA, UNIVERSITY OF WISCONSIN - MADISON, USA KURT SQUIRE, UNIVERSITY OF WISCONSIN - MADISON, USA CHAPTER XIII GAME- BASED HISTORICAL LEARNING 219 ERIK MALCOLM CHAMPION, AUCKLAND SCHOOL OF DESIGN, MASSEY UNIVERSITY, NEW ZEALAND CHAPTERXIV THE ROLE OFMMORPGS IN SOCIAL STUDIES EDUCATION 235 PHI/LIP J. VANFOSSEN, PURDUE UNIVERSITY, USA ADAM FRIEDMAN, WAKE FOREST UNIVERSILY, USA RICHARD HARTSHORNE, UNIVERSITY OFNORTH CAROLINA AT CHARLOTTE, USA CHAPTERXV VIDEO GAMES, READING, AND TRANSMEDIAL COMPREHENSION 251 BROCK DUBBLES, UNIVERSITY OF MINNESOTA, USA CHAPTERXVI COTS COMPUTER GAME EFFEETIVENESS 277 CAROL LUCKHARDT REDFIELD, ST. MARY:S UNIVERSITY, USA DIANE 1. GAITHER, SOUTHWEST RESEARCH INSTITUTE, USA NEIL M REDFIELD, JOHN JAY SCIENCE AND ENGINEERING ACADEMY, USA CHAPTER XVII TEAEHER GAMERS VS. TEAEHER NON-GAMERS 295 CHRISTOPHER 1. JAMES, RUSSELLVILLE CITY SCHOOLS, USA VIVAN H WRIGHT. UNIVERSITY 0/ ALABAMA, USA CHAPTER XVIII USING ONLINE SIMULATION TO ENGAGE USERS IN AN AUTHENTIE LEAMING ENVIRONMENT.. 315 BRIAN FERRY, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA LISA KERVIN, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA CHAPTERXIX PRE-SERVIEE COMPUTER TEAEHERS AS 3D EDUEATIONAL GAME DESIGNERS 331 ZAHIDE YILDIRIM, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY EYLEM KILIC, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY CHAPTERXX ADOLESEENTS TEAEHING VIDEO-GAME MAKING-WHO IS THE EXPERT HERE? 345 KATHY SANFORD, UNIVERSITY 0/ VICTORIA, CANADA LEANNA MADILL, UNIVERSITY 0/ VICTORIA, CANADA SEETION 111 EDUCATIONAL GAMING IN OTHER LEARNING CONTEXTS CHAPTERXXI ONLINE GAMES AS POWERFU1 FOOD ADVERTISING TO CHILDREN 358 RICHARD T. COLE, MICHIGAN STATE UNIVERSITY, USA ELIZABETH TAYLOR QUILLIAM, MICHIGAN STATE UNIVERSITY, USA CHAPTER XXII CHANGING HEALTH BEHAVIOR THROUGH GAMES 370 ERIN EDGERTON, CENTERS TOR DISEASE CONTROL AND PREVENTION, USA CHAPTER XXIII AN OVERVIEW OFUSING ELEETRONIE GAMES FOR HEALTH PURPOSES 388 WEI PENG, MICHIGAN STATE UNIVERSITY, USA MING LIU, MICHIGAN STATE UNIVERSITY, USA CHAPTER XXIV MMORPGS AND FOREIGN LANGUAGE EDUCATION 402 YONG ZHAO, MICHIGAN STATE UNIVERSITY, USA CHUN LAI, MICHIGAN STATE UNIVERSITY, USA CHAPTERXXV A VIDEOGAME, A CHINESE OTAKU, AND HER DEEP LEARNING OF A LANGUAGE 422 KIM FELDMESSER, UNIVERSITY 0/ BRIGHTON, UK CHAPTER XXVI DEVELOPING A SERIOUS GAME FOR POLICE TRAINING 451 AHMED BINSUBAIH, UNIVERSITY 0/ SHEFFIELD, UK STEVE MADDOCK, UNIVERSITY 0/ SHEFFIELD, UK DANIELA ROMANO, UNIVERSITY 0/ SHEFFIELD, UK CHAPTER XXVLL GAME-BASED LEARNING IN DESIGN HISTORY 478 BARBARA MARTINSON, UNIVERSITY 0/ MINNESOTA, USA SAUMAN CHU, UNIVERSITY 0/ MINNESOTA, USA VOLUMELL CHAPTER XXVLLI A POLICY GAME IN A VIRTUAL WORLD 489 MARTHA GARCIA-MURILLO, SYRACUSE UNIVERSITY, USA IAN MACINNES, SYRACUSE UNIVERSITY, USA CHAPTER XXIX TEACHING OOP AND COP TECHNOLOGIES VIA GAMING 508 CHONG-WEI XU, KENNESAW STATE UNIVERSITY, USA CHAPTERXXX USING GAMES TO TEACH DESIGN PATTERNS AND COMPUTER GRAPHICS 525 POLLYANA NOTARGIACOMO MUSTARO, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL LUCIANO SI/VA, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL ISMAR FRANGO SILVEIRA, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL CHAPTER XXXI A 3D ENVIRONMENT FOR EXPLORING ALGEBRAIC STRUCTURE AND BEHAVIOR 546 PAUL A. FISHWICK, UNIVERSITY 0/ F/ORIDA, USA YUNA A. PARK, UNIVERSITY 0/ F/ORIDA, USA CHAPTER XXXII SURVIVING THE GAME 560 LINDA VAN RYNEVELD, TSHWANE UNIVERSITY O/TECHNOLOGY, SOUTH A/RICA SECTION IV EDUCATIONAL GAMING RESEARCH TOOLS AND METHODS CHAPTER XXXIII WAG THE KENNEL: GAMES, FRAMES, AND THE PROBLEM OF ASSESSMENT... 577 DAVID WILLIAM SHAFFER, UNIVERSITY 0/ WISCONSIN - MADISON, USA CHAPTER XXXIV CHARACTER ATTACHMENT IN GAMES AS MODERATOR FOR LEAMING 593 MELISSA L. LEWIS, MICHIGAN STATE UNIVERSITY, USA RENE WEBER, UNIVERSITY 0/ CALIFORNIA SANTA BARBARA, USA CHAPTER XXXV VISUAL ANALYSIS OF AVATARS IN GAMING ENVIRONMENTS 606 JOSEPH C. DIPIETRO, UNIVERSITY 0/ FLORIDA, USA ERIK W: BLACK, UNIVERSITY 0/ FLORIDA, USA CHAPTER XXXVI INTERPRETING GAME-PLAY THROUGH EXISTENTIAL LUDOLOGY 621 MATTHEW THOMAS PAYNE, UNIVERSITY O/TEXAS AT AUSTIN, USA CHAPTER XXXVII ON CHOOSING GAMES AND WHAT COUNTS AS A GOOD GAME 636 KATRIN BECKER, UNIVERSITY O/CALGARY, CANADA JAMES R. PARKER, UNIVERSITY 0/ CALGARY, CANADA CHAPTER XXXVIII DESCRIPTORS OFQUALITY TEACHERS AND QUALITY DIGITAL GAMES 652 TEDDY MOLINE, UNIVERSITY 0/ ALBERTA, CANADA SECTION V THE PSYCHOLOGICAL IMPACT OF EDUCATIONAL GAMING (PART 1): COGNITION, LEARNING, PLAY, AND IDENTITY CHAPTER XXXIX DESIGNING A COMPUTATIONAL MODEL OF LEAMING , 671 DAVID GIBSON, CURVESHIJI, INC., USA CHAPTERXL SOCIAL PSYCHOLOGY AND MASSIVELY MULTIPLAYER ONLINE LEAMING GAMES 702 CTINT BOWERS, UNIVERSITY OLCENTRAL FLORIDA, USA PETER A. SMITH, UNIVERSITY OLCENTRAL FLORIDA, USA JAN CANNON-BOWERS, UNIVERSITY OLCENTRAL FLORIDA, USA CHAPTERXLI EVALUATING AND MANAGING COGNITIVE LOAD IN GAMES ..........*.............................................................. 719 SLAVA KALYUGA, UNIVERSITY 01NEW SOUTH WALES, AUSTRATIA JAN L. PLASS, NEW YORK UNIVERSITY, USA CHAPTER XLII SELF-REGULATED LEAMING IN VIDEO GAME ENVIRONMENTS 738 NICK ZAP, SIMON FRASER UNIVERSITY, CANADA JILLIANNE CODE, SIMON FRASER UNIVERSITY, CANADA CHAPTER XLIII (SELF-) EDUCATIONAL EFFECTS OF COMPUTER GAMING CULTURES 757 JOHANNES FROMME, UNIVERSITY 01MAGDEBURG, GERMANY BENJAMIN JOERISSEN, UNIVERSITY 01MAGDEBURG, GERMANY ALEXANDER UNGER, UNIVERSITY 01 MAGDEBURG, GERMANY CHAPTER XLIV EXPERIENCE, COGNITION AND VIDEO GAME PLAY 776 MEREDITH DIPIETRO, UNIVERSITY 01 FLORIDA, USA CHAPTERXLV INTERTEXTUALITY IN MASSIVELY MULTI-PLAYER ONLINE GAMES 791 P. G. SCHRADER, UNIVERSITY 01NEVADA, LAS VEGAS, USA KIMBERLY A. LAWLESS, UNIVERSITY 01ILLINOIS, CHICAGO, USA MICHAEL MCCREERY, UNIVERSITY 01NEVADA, LAS VEGAS, USA CHAPTER XLVI DEVELOPMENT, IDENTITY, AND GAME-BASED LEAMING 808 YAM SAN CHEE, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE KENNETH Y. T. LIM, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE CHAPTER XLVII PLAY STYLES AND LEAMING 826 CARRIE HEETER, MICHIGAN STATE UNIVERSITY, USA CHAPTER XLVIII PLAYING ROLES IN THE MMORPG KINGDOM OFLOATHING 847 MARTIN OLIVER, LONDON KNOWLEDGE LAB, INSTITUTE OF EDUCATION, UK CHAPTER XLIX EXPLORING PERSONAL MYTHS FROM THE SIMS 862 VASA BURAPHADEJA, UNIVERSITY 0/ FLORIDA, USA KARA DAWSON, UNIVERSITY 0/ FLORIDA, USA SECTION VI THE PSYCHOLOGICAL IMPACT OF EDUCATIONAL GAMING (PART 2): VIOLENCE, EMOTION, RACE, GENDER, AND CULTURE CHAPTERL LEAMING PROCESSES AND VIOLENT VIDEO GAMES 876 EDWARD L. SWING, IOWA STATE UNIVERSITY, USA DOUGLAS A. GENTILE, IOWA STATE UNIVERSITY, USA CRAIG A. ANDERSON, IOWA STATE UNIVERSITY, USA CHAPTERLI HARNESSING THE EMOTIONAL POTENTIAL OFVIDEO GAMES 893 PATRICK FELICIA, UNIVERSITY COLLEGE CORK, IRELAND FAN PITT, UNIVERSITY COLLEGE CORK, IRELAND CHAPTER LII GAMERS, GENDER, AND REPRESENTATION 911 DIANE CARR, UNIVERSITY 0/ LONDON, UK CAROLINE PELLETIER, UNIVERSITY 0/ LONDON, UK CHAPTER LIII GENDER AND RACIAL STEREOTYPES IN POPULAR VIDEO GAMES 922 YI MOU, CAMBRIDGE, MA, USA WEI PENG, MICHIGAN STATE UNIVERSITY, USA CHAPTERLIV CAN THE SUBALTERN PLAY AND SPEAK OR JUST BE PLAYED WITH? 938 DAVID J. LEONARD, WASHINGTON STATE UNIVERSITY, USA CHAPTERLV CULTURALLY RESPONSIVE GAMES AND SIMULATIONS 956 COLLEEN SWAIN, UNIVERSITY 0/ FLORIDA, USA CHAPTERLVI SAVING WORLDS WITH VIDEO GAME ACTIVISM 970 ROBERT JONES. NEW YORK UNIVERSITY, USA VOLUME 111 SECTION VII ED UCATIONAL GAME DESIGN CHAPTER LVII CONCEPTUAL PLAY SPACES 989 SASHA A. BARAB, INDIANA UNIVERSITY SCHOOL OF EDUCATION, USA ADAM INGRAM-GOBLE, CENTER FOR RESEARCH ON LEARNING AND TECHNOLOGY, USA SCOTT WARREN, UNIVERSITY OF NORTH TEXAS, USA CHAPTER LVIII THE DESIGN, PLAY, AND EXPERIENCE FRAMEWORK 1010 BRIAN M WINN, MICHIGAN STATE UNIVERSITY, USA CHAPTERLIX REVEALING NEW HIDDEN CURRICULUM AND PEDAGOGY OFDIGITAL GAMES 1025 YOUNGKYUN BAEK, KOREA NATIONAL UNIVERSITY OF EDUCATION, REPUBLIC OF KOREA CHAPTERLX GAME DESIGN AS A COMPELLING EXPERIENCE 1041 WEI QIU, MICHIGAN STATE UNIVERSITY, USA YONG ZHAO, MICHIGAN STATE UNIVERSITY, USA CHAPTERLXI GAMING ETHICS, RULES, ETIQUETTE, AND LEARNING 1057 LAURIE N. TAYLOR, UNIVERSITY OFFLORIDA, USA CHAPTER LXII DESIGNING GAMES-BASED EMBEDDED AUTHENTIE LEARNING EXPERIENCES 1068 PENNY DE BYL, UNIVERSITY OF SOUTHERN QUEENSLAND, AUSTRALIA CHAPTER LXIII BRIDGING GAME DEVELOPMENT AND INSTRUCTIONAL DESIGN 1088 JAMES BELANICH, USOARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES, USA KARIN A. ORVIS, OLD DOMINION UNIVERSITY, USA DANIEL B. HORN, USO ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES, USA JENNIFER L. SOLBERG, USO ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES, USA CHAPTER LXIV GAME DESIGN FOR INTUITIVE CONCEPT KNOWLEDGE 1104 DEBBIE DENISE RESSE, CENTER FOR EDUCATIONAL TECHNOLOGIES, WHEELING JESUIT UNIVERSITY, USA CHAPTERLXV LEVERAGING THE AFFORDANCES OF AN ELECTRONIC GAME TO MEET INSTRUCTIONAL GOALS 1127 YUXIN MA, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA DOUGLAS WILLIAMS, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHARLES RICHARD, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA LOUISE PREJEAN, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHAPTER LXVI INSTRUCTIONAL GAME DESIGN USING COGNITIVE LOAD THEORY 1143 WENHAO DAVID HUANG, UNIVERSITY OF !LLINOIS, USA TRISTAN JOHNSON, FLORIDA STATE UNIVERSITY, USA CHAPTER LXVII MOTIVATION, LEARNING, AND GAME DESIGN 1166 MAHBOUBEH ASGARI, SIMON FRASER UNIVERSITY, CANADA DAVID KAUFMAN, SIMON FRASER UNIVERSITY, CANADA CHAPTER LXVIII DESIGNING GAMES FOR LEARNING 1183 SCOTT J. WARREN, UNIVERSITY OF NORTH TEXAS, USA MARY JO DONDLINGER, UNIVERSITY OFNORTH TEXAS, USA CHAPTER LXIX INTERACTION WITH MMOGS AND IMPLICATIONS FOR E-LEARNING DESIGN 1204 PANAGIOTIS ZAHARIAS, UNIVERSITY OF THE AEGEAN, GREECE & ATHENS UNIVERSITY OF ECONOMICS AND BUSINESS, ATHENS, GREECE ANTHONY PAPARGYRIS, ATHENS UNIVERSITY OF ECONOMICS AND BUSINESS, GREECE CHAPTERLXX NARRATIVE DEVELOPMENT AND INSTRUCTIONAL DESIGN 1218 DOUGLAS WILLIAMS, UNIVERSITY OFLOUISIANA AT LAFAYETTE, USA YUXIN MA, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHARLES RICHARD, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA LOUISE PREJEAN, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHAPTER LXXI CHILDREN AS CRITICS OFEDUCATIONAL COMPUTER GAMES DESIGNED BY OTHER CHILDREN 1234 LLOYD P. RIEBER, THE UNIVERSITY OFGEORGIA, USA JOAN M DAVIS, THE UNIVERSITY OFWASHINGTON, USA MICHAEL J. MATZKO, INDEPENDENT CONSULTANT, USA MICHAEL M GRANT, THE UNIVERSITY OF MEMPHIS, USA CHAPTER LXXLL VIDEO-GAME CREATION AS A LEAMING EXPERIENCE FOR TEACHERS AND STUDENTS. 1257 LEANNA MADILL, UNIVERSITY OF VICTORIA, CANADA KATHY SANFORD, UNIVERSITY OF VICTORIA, CANADA SECTION VLLI THE FUTURE OF EDUCATIONAL GAMING CHAPTER LXXILL THE FUTURE OFDIGITAL GAME-BASED LEAMING 1274 BRIAN MAGERKO, GEORGIA INSTITUTE OFTECHNOLOGY, USA CHAPTER LXXIV ARTISTS IN THE MEDIUM 1289 KURT SQUIRE, UNIVERSITY OFWISCONSIN - MADISON, USA CHAPTER LXXV THE POSITIVE IMPACT MODEL IN COMMERCIAL GAMES 1303 RUSEL DEMARIA, DEMARIA STUDIO, USA CHAPTER LXXVI EDUCATION AND EXPLOITATION OFFTHE VIRTUAL TRAIN TO OREGON 1318 CHAD M HARMS, IOWA STATE UNIVERSITY, USA SECTION IX APPENDIX: GLOSSARY OF TERMS APPENDIXA AN OVERVIEW OF GAMING TERMINOLOGY: CHAPTERS I-LXXVI.. 1333 CLARK ALDRICH, SIMULEARN, USA JOSEPH C. DIPIETRO, UNIVERSITY OFFLORIDA, USA SEETION X APPENDIX: SELEETED READINGS APPENDIX B, SELEETED READINGS GAMES AND SIMULATIONS: A NEW APPROACH IN EDUCATION? 1354 GOEKNUR KAPLAN AKILLI, PENNSYLVANIA STATE UNIVERSITY, USA APPENDIX C, SELECTED READINGS DEVELOPING ENJOYABLE SECOND LANGUAGE LEAMING SOFTWARE TOOLS: A COMPUTER GAME PARADIGM 1372 CHEE SIANG ANG, CITY UNIVERSITY, UK PANAYIOTIS ZAPHIRIS, CITY UNIVERSITY, UK APPENDIX D, SELECTED READINGS GAME MODS: CUSTOMIZABLE LEAMING IN A K 16 SETTING 1390 ELIZABETH FANNING, THE UNIVERSITY O/VIRGINIA, USA APPENDIX E, SELECTED READINGS ONLINE GAMES FOR 21 SI CENTURY SKILLS 1400 LISA GALARNEAU, UNIVERSITY 0/ WAIKATO, NEW ZEALAND MELANIE ZIBIT, BOSTON COLLEGE, USA APPENDIX F, SELEETED READINGS GAME-BASED INSTRUCTION IN A COLLEGE CLASSROOM 1427 NANCY SARDONE, SETON HALL UNIVERSITY, USA ROBERTA DEVLIN-SCHERER, SETON HALL UNIVERSITY, USA JOSEPH MARTINELLI, SETON HALL UNIVERSITY, USA APPENDIX G, SELEETED READINGS CREATIVE REMIXING AND DIGITAL LEAMING: DEVELOPING AN ONLINE MEDIA LITERACY LEAMING TOOL FOR GIRLS 1440 RENEE HOBBS, TEMPLE UNIVERSITY, USA JONELLE ROWE, DEPARTMENT 0/ HEALTH AND HUMAN SERVICES, USA APPENDIX H, SELEETED READINGS LEARNING WHILE PLAYING: DESIGN IMPLICATIONS FOR EDUTAINMENT GAMES 1449 KALLE JEGERS, UMEA UNIVERSITY, SWEDEN CARLOTTE WIBERG, UMEA UNIVERSITY, SWEDEN APPENDIX I, SELEETED READINGS RELIVING HISTORY WITH RELIVING THE REVOLUTION : DESIGNING AUGMENTED REALITY GAMES TO TEACH THE CRITICAL THINKING OFHISTORY 1460 KAREN SCHRIER, MIT, USA APPENDIX J, SELEETED READINGS INSIGHTS INTO THE IMPACT OF SOCIAL NETWORKS ON EVOLUTIONARY GAMES ]477 KATIA SYEARA, CARNEGIE MELLON UNIVERSITY, USA PAUL SCERRI, CARNEGIE MELLON UNIVERSITY, USA ANTON CHEEHETKA, CARNEGIE MELLON UNIVERSITY, USA DETAILED TABLE OF CONTENTS FOREWORD : XLV II PREFACE XLVIX VOLUME I SECTION I A REVIEW OF RESEARCH ON EDUCATIONAL GAMING CHAPTERI A QUALITATIVE META-ANALYSIS OFCOMPUTER GAMES AS LEARNING TOOLS I FENGFENG KE, UNIVERSITY 0/ NEW MEXICO, USA DRAWING ON THE GROUNDED THEORY APPROACH AND A QUALITATIVE META-ANALYSIS, THIS CHAPTER SYSTEMATI- CALLY REVIEWS AND SYNTHESIZES THE THEORIES, METHODS, AND FINDINGS OF BOTH QUALITATIVE AND QUANTITATIVE INQUIRIES ON COMPUTER-BASED INSTRUCTIONAL GAMES. A MAJOR PURPOSE OF THIS LITERATURE REVIEW AND META- ANALYSIS IS TO INFORM POLICY AND PRACTICE BASED ON EXISTING STUDIES. FOUR MAJOR RECURRING THEMES CONCERNING THE EFFECTIVENESS OF COMPUTER-BASED INSTRUCTIONAL GAMES EMERGED FROM A COMPARATIVE ANALYSIS OF 89 INSTRUCTIONAL GAMING STUDIES AND ARE DISCUSSED WITH THE SUPPORT OF EXEMPLAR RESEARCH. CHAPTERII GAMES, CLAIMS, GENRES, AND LEARNING 33 AROUTIS N FOSTER, MICHIGAN STATE UNIVERSITY, USA PUNYA MISHRA, MICHIGAN STATE UNIVERSITY, USA THE AUTHORS OFFER A FRAMEWORK FOR CONDUCTING RESEARCH ON GAMES FOR LEARNING. BUILDING ON A SUR- VEY OF THE LITERATURE ON GAMES, THEY SUGGEST A CATEGORIZATION SCHEME (PHYSIOLOGICAL AND PSYCHO- LOGICAL) OF THE RANGE OF CLAIMS MADE FOR GAMES. THEY ALSO ARGUE THAT ASSESSMENT ON LEARNING FROM GAMES NEEDS TO CONSIDER THE SPECIFIC CLAIMS OF GAMES, AS THEY INTERACT WITH GENRE AND CONTENT KNOWLEDGE. THE CHAPTER INCLUDES AN INTRODUCTION TO AN ONGOING STUDY THAT UTILIZES THIS APPROACH. CHAPTER 111 MASSIVELY MULTIPLAYER ONLINE ROLE-PLAY GAMES FOR LEARNING 51 SARA DE FREITAS, UNIVERSITY O/COVENTRY, UK MARK GRIJFITHS, NOTTINGHAM TRENT UNIVERSITY, UK THIS CHAPTER EXPLORES WHETHER MASSIVE1Y MULTI-PLAYER ONLINE ROLE-PLAY GAMES (MMORPGS) CAN BE USED EFFECTIVELY TO SUPPORT LEARNING AND TRAINING COMMUNITIES. THE CHAPTER PROPOSES THAT CROSS-DISCIPLINARY APPROACHES TO THE STUDY OF GAME-BASED LEARNING ARE NEEDED TO SUPPORT BETTER SYNTHESIS OF OUR CURRENT UNDERSTANDING OF THE EFFECTIVENESS OF LEARNING WITH GAMES. THIS CHAPTER INDICATES FUTURE DIRECTIONS FOR CROSS-DISCIPLINARY RESEARCH APPROACHES IN THIS FIE1D AND CONSIDERS HOW COLLABORATIVE LEARNING COULD BEST BE SUPPORTED THROUGH THIS APPROACH. CBAPTERIV AN INVESTIGATION OFCURRENT ONLINE EDUCATIONAL GAMES 67 YU/ENG QIAN, ST. THOMAS UNIVERSITY, USA TO REFLECT THE PREFERENCES AND MEET THE NEEDS OF THIS GENERATION OF LEARNERS, MYRIAD OF ONLINE GAMES FOR EDUCATIONAL PURPOSES ARE MADE AVAILABLE-THE SHEER NUMBER OF EXISTING EDUCATIONAL GAMES IS OVER- WHELMING. THE PURPOSE OFTHIS CHAPTER WAS TO INVESTIGATE THE CURRENT STATE OF EDUCATIONAL GAMES ON THE INTERNET TARGETING K-12LEARNERS IN THE UNITED STATES. MAJOR GAME PROVIDERS AND SALIENT DESIGN FEATURES WERE IDENTIFIED, AND FUTURE DIRECTIONS OF GAME DEVELOPMENT FOR EDUCATIONAL PURPOSES WERE DISCUSSED. CBAPTERV AUGMENTED REALITY GAMING IN EDUCATION FOR ENGAGED LEARNING 83 CATHY CAVANAUGH, UNIVERSITY 0/ FLORIDA, USA EDUCATIONAL GAME DEVELOPERS DESIGN AUGMENTED REALITY GAMES (AR) TO MAXIMIZE TRANSFER OF LEARN- ING THROUGH CLOSE APPROXIMATION OF THE GAME-SCAFFOLDED SKILLS AND THE GAME ENVIRONMENT TO REAL SKILLS AND CONTEXTS. THE GAMES IMMERSE PLAYERS IN ELECTRONIC AND ACTUAL LEARNING SITUATIONS US- ING FEATURES THAT MAKE THEM EFFECTIVE LEARNING EXPERIENCES FOR FOSTERING MEANINGFUL LEARNING. THIS CHAPTER PROVIDES EVIDENCE OF THE STRENGTHS AND AREAS FOR CONTINUED DEVELOPMENT IN THE APPLICA- TION OF AUGMENTED REALITY GAMES FOR CHILDHOOD AND ADULT LEARNING IN FORMAL AND INFORMAL SETTINGS. CBAPTERVI MOBILITY, GAMES, AND EDUCATION 96 MICHAEL A. EVANS, VIRGINIA TECH, USA THIS CHAPTER PROPOSES THAT THE CONVERGENCE OF MOBILE DEVICES AND DIGITAL GAME-BASED LEARNING MAY HAVE PROFOUND IMPLICATIONS FOR EDUCATIONAL TRANSFORMATION. KEY ISSUES TO BE ADDRESSED IN THE CHAPTER ARE THESE: (L) THE PERVASIVENESS OF MOBILE AND SHARED TECHNOLOGIES; (2) CONTEMPORARY ACCOUNTS OFLEARN- ING THEORY IN TERMS OFMOBILITY; (3) UNIQUE QUALITIES OFMOBILE LEARNING AND TECHNOLOGIES; (4) SUCCESSFUL APPLICATIONS FOR MOBILE LEARNING; AND (5) IMPLICATIONS FOR FUTURE RESEARCH AND PRACTICE. IT IS CRITICAL TO EXAMINE TRENDS IN MOBILE TECHNOLOGY AND DIGITAL GAME ADOPTION AND USE TO DEVELOP CREATIVE STRATEGIES AND APPLICATIONS, AND EFFECTIVE POLICIES THAT LEAD TO INNOVATIVE INSTRUCTIONAL AND LEARNING ENVIRONMENTS. CBAPTERVII GAME INTERFACES AS BODILY TECHNIQUES.................................................................... ........................... 111 DAVID PARISI, NEW YORK UNIVERSITY, USA THIS CHAPTER DISCUSSES THE WAY THAT NEW VIDEO GAME INTERFACES ARE BEING USED TO INVOKE THE WHOLE BODY AS A PARTICIPANT IN THE GAME TEXT. AS SUCH, NEW VIDEO GAMES INVOLVE MORE THAN COGNITIVE EDUCATION, BY IMPARTING A SET OFBODY HABITS TO THE PLAYER. THIS CHAPTER PROPOSES A NEW VOCABULARY FOR UNDERSTANDING THESE DEVICES, REFERRING TO THEM AS BODILY INTERFACES. IT ALSO DISCUSSES THREE ASPECTS OFBODILY INTERFACES: MODE OF CAPTURE, HAPTICS, AND BUTTON REMAPPING. FINALLY, IT CONCLUDES BY POINTING TO THEORETICALLITERATURE ON THE RELATIONSHIP BETWEEN THE PHYSICAL AND MENTAL ASPECTS OF THE LEARNING PROCESS THAT MAY BE USEFUL IN RETHINKING ELECTRONIC GAMES. CHAPTER VIII A WINDOW ON DIGITAL GAMES INTERACTIONS IN HORNE SETTINGS 127 ELHANAN GAZIT, H.I.T.-HOLON INSTITUTE OFTEEHNOLOGY, ISRAEL THIS CHAPTER PRESENTS AN ANALYSIS OF THE DYNAMICS OF THE CHILDREN S DIGITAL GAMES INTERACTIONS, WHICH TAKE PLACE IN THEIR HORNE SURROUNDINGS. SINCE DIGITAL GAMES HAVE BECOME ONE OF THE MAIN BUILDING BLOCKS IN THE CHILDREN S WORLD, THERE IS A NEED TO EXAMINE THE IMPACT OF THE WIDESPREAD USE OF DIGITAL GAMES IN CHILDREN S EVERYDAY LIFE. THE STUDY S FRAMEWORK SERVED AS A WINDOW FOR CLOSE OBSERVATION OF THE WAYS YOUNG CHILDREN SPONTANEOUSLY PLAY DIGITAL GAMES AND INTERACT WITH EACH OTHER. THEORETICAL IMPLICATIONS FOR DIGITAL GAME RESEARCH AND THE PEDAGOGICAL IMPLICA- TIONS REGARDING THE DESIGN AND IMPLEMENTATION OF INTERACTIVE LEAMING ENVIRONMENTS ARE DISCUSSED. CHAPTERIX ENHANCED INTERACTION IN MIXED SOCIAL ENVIRONMENTS 146 JAMES OLIVERIO, DIGITAL WORLDS INSTITUTE, UNIVERSITY OFFLORIDA, USA DENNIS BEEK, DIGITAL WORLDS INSTITUTE, UNIVERSITY OFFLORIDA, USA THIS CHAPTER INTRODUCES THE TERM MIXED SOCIAL ENVIRONMENTS AS A STRATEGIC LEAMING CONSTRUCT TO AUGMENT STUDENT INTERACTION WHEN UTILIZING VIRTUAL WORLD ENVIRONMENTS SUCH AS SECOND LIFE IN THE C1ASSROOM. WHILE AN INCREASING NUMBER OF INSTITUTIONS ARE INVESTIGATING THE USE OF VIRTUAL WORLD ENVIRONMENTS FOR ENHANCED LEAMING, AT PRESENT THERE ARE AT LEAST THREE MAJOR AREAS THAT ARE UNDERDEVELOPED: INTERDISCIPLINARY RESEARCH, DOCUMENTATION OF BEST PRACTICES, AND EXPLORATION OF THE USE OF MIXED SOCIAL ENVIRONMENTS. THE AUTHORS PRESENT AN OVERVIEW OF A COURSE IN HOPES OF HELPING TO INFORM BEST PRACTICES, EXPAND INTERDISCIPLINARY RESEARCH, AND ASSIST IN THE DESIGN OF FUTURE MIXED SOCIAL ENVIRONMENTS FOR ENHANCED LEAMING. CHAPTERX ELECTRONIC GAMING IN GERMANY AS INNOVATION IN EDUCATION 163 ANDREAS BREITER, INSTITUTE FOR IRIFORMATION MANAGEMENT, UNIVERSITY OF BREMEN, GERMANY CASTULUS KOLO, MAEROMEDIA UNIVERSITY OF APPLIED SCIENEES, MUNIEH, GERMANY ELECTRONIC GAMING IN EDUCATION REMAINS A THEORETICAL OR AT BEST MARGINAL ISSUE AS LONG AS IT IS NOT ADOPTED IN GENERAL EDUCATIONAL SETTINGS. AFTER INTRODUCING AN ANALYTICAL FRAMEWORK FOR STRUCTURING SUCH PROCESSES OF THE DIFFUSION OF INNOVATIONS, THE AUTHORS PRESENT EMPIRICAL EVIDENCE FROM THE ADOPTION PROCESS OF ELECTRONIC GAMING IN GERMANY. THE RESULTS ARE DISCUSSED FOCUSING ON THE ROLE OF SEVERAL INFLUENCING FACTORS ON THE SCOPE AND THE SPEED OF INNOVATIONS. THE CHAPTER CONCLUDES WITH POSSIBLE GENERALIZATIONS DEPARTING FROM THE SPECIFIC SITUATION AND THE TRADITION OF EDUCATION IN GERMANY. SEETION 11 EDUCATIONAL GAMING IN K-12 OR TEACHER EDUCATION CONTEXTS CHAPTERXI A GUIDE TO INTEGRATING COTS GAMES INTO YOUR CLASSROOM 179 RICHARD VAN ECK, UNIVERSITY 0/ NORTH DAKOTA, USA MANY OF THE EDUCATIONAL OUTCOMES WE SEEK TO PROMOTE IN PUBLIC EDUCATION, SUCH AS PROBLEM SOLV- ING AND CRITICAL THINKING, ARE DIFFICULT TO ACHIEVE GIVEN THE CONSTRAINTS OF THE REAL-WORLD C1ASSROOM. COMMERCIAL OFF-THE-SHELF (COTS) GAMES MAKE EXCELLENT TOOLS FOR ADDRESSING BOTH CONTENT-BASED AND HIGHER ORDER LEARNING OUTCOMES, AND MANY EDUCATORS ARE EXPLORING THEIR USE IN THE C1ASSROOM. THE FIRST PART OF THIS CHAPTER WILL EXAMINE THE THEORIES THAT UNDERLIE THE SUCCESSFUL INTEGRATION OF COMMERCIAL GAMES IN THE C1ASSROOM. THESE THEORIES AND THE MODEL ARE DISCUSSED IN THE SEC- OND PART OF THIS CHAPTER IN THE CONTEXT OF ACTUALLY DESIGNING COTS GAME-BASED LEARNING (GBL). CHAPTERXII PRODUCTIVE GAMING AND THE CASE FOR HISTORIOGRAPHIE GAME-PLAY 200 SHREE DURGA, UNIVERSITY 0/ WISCONSIN - MADISON, USA KURT SQUIRE, UNIVERSITY 0/ WISCONSIN - MADISON, USA THIS CHAPTER EXAMINES THE POTENTIAL OFVIDEO GAMES AS A LEARNING TOOL GIVEN THEIR PRODUCTIVE CAPACITY FOR CONTENT CREATION AND DISSEMINATION. BASED ON THE FINDINGS FROM A LONGITUDINAL STUDY, THIS PAPER ARGUES THAT HISTORICAL MODEL CONSTRUCTION IS A COMPELLING WAY TO MEDIATE ONE S UNDERSTANDINGS ABOUT HISTORY. PARTICIPANTS IN THIS GAME-BASED LEARNING PROGRAM DEVELOPED NEW IDENTITIES AS PRODUCERS AS WELL AS CON- SUMERS OFHISTORICAL SIMULATIONS. CHAPTER XIII GAME- BASED HISTORICAL LEARNING 219 ERIK MALCOLM CHAMPION, AUCKLAND SCHOOL 0/ DESIGN, MASSEY UNIVERSITY, NEW ZEALAND GAME-BASED HISTORIEALLEARNING AIMS TO PROVIDE WAYS IN WHICH THE TECHNOLOGY, INTERACTIVITY, OR CULTURAL CON- VENTIONS OF COMPUTER GAMING CAN HELP AFFORD THE CULTUML UNDERSTANDING OF THE SELF, OF THE PAST, OR OF OTHERS WITH MINDSETS QUITE DIFFERENT TO OUR OWN. THIS CHAPTER WILL OUTLINE THE MAJOR TECHNOLOGICAL, PEDAGOGICAL, AND EVALUATION ISSUES PERTINENT TO GAME-BASED HISTORIEALLEARNING, PROVIDE WORKING DEFINITIONS OFVIRTUALLEAMING THAT MAY LEND THEMSELVES TO EVALUATIONS, AND ENDEAVORTO EXPLAIN HOW SPECIFIC ISSUES OF GAME-BASED HISTORIEAL LEARNING MAY BE ADDRESSED. IT WILL ALSO FORECAST TRENDS AND SUGGEST APPROACHES TO HELP FOCUS THIS DIVERSE FIELD. CHAPTERXIV THE ROLE OFMMORPGS IN SOCIAL STUDIES EDUCATION 235 PHILLIP J. VANFOSSEN, PURDUE UNIVERSITY, USA ADAM FRIEDMAN, WAKE FOREST UNIVERSITY, USA RICHARD HARTSHORNE, UNIVERSITY 0/ NORTH CAROLINA AT CHARLOLTE, USA IN THIS CHAPTER, THE AUTHORS PROVIDE EVIDENCE FOR THE POTENTIAL OF MMORPGS FOR SOCIAL STUDIES EDUCA- TION BY PROVIDING A DETAILED REVIEW OF RELEVANT LITERATURE FROM THE FIELDS OF GAMES STUDIES, EDUCATIONAL TECHNOLOGY, AND THE SOCIAL NETWORKING UNIVERSE. THIS EVIDENCE INCLUDES GAME SCHOLARS EFFORTS TO DEVELOP C1ASSROOM APPLICATIONS OF MMORPGS IN THE SOCIAL SCIENCES AND RELATED DISCIPLINES AND ALSO PROVIDE EXAMPLES OF CITIZENSHIP EDUCATION ALREADY OCCURRING WITH MMORPGS. THE AUTHORS ALSO PROVIDE AN OVERVIEW OFPERCEIVED COSTS AND BENEFITS ASSOCIATED WITH C1ASSROOM MMORPG USE, INCLUDING LOGISTICAL HURDLES THAT NEED TO BE OVERCOME. CHAPTERXV VIDEO GAMES, READING, AND TRANSMEDIAL COMPREHENSION 251 BROCK DUBBLES, UNIVERSITY OF MINNESOTA, USA IN THIS QUALITATIVE STUDY, LITERACY PRACTICES OF STRUGGLING SEVENTH AND EIGHTH GRADERS WERE RE- CORDED ON VIDEOTAPE AS THEY ENGAGED IN BOTH TRADITIONAL AND NEW LITERACY PRACTICES IN AN AFTER SCHOOL VIDEO GAMES CLUB. THESE RECORDINGS WERE ANALYZED IN THE CONTEXT OF BUILDING COMPREHEN- SION SKILLS WITH VIDEO GAMES. PLAYING VIDEO GAMES IS VIEWED HERE AS A LITERATE PRACTICE, AND WAS SEEN TO BE MORE ENGAGING THAN TRADITIONAL ACTIVITIES (SUCH AS READING SCHOOL TEXT, WRITING JOURNALS, ETC.). THE CONCLUSION OF THIS OBSERVATION MAKES CONNECTIONS TO CURRENT RESEARCH IN COMPREHEN- SION AND PROVIDES A BASIS FOR TEACHERS TO USE GAMES TO DEVELOP COMPREHENSION AND LEARNING. CHAPTERXVI COTS COMPUTER GAME EFFECTIVENESS 277 CAROL LUCKHARDT REDFIELD, ST. MARY S UNIVERSITY, USA DIANE L. GAITHER, SOUTHWEST RESEARCH INSTITUTE, USA NEU M REDFIELD, JOHN JAY SCIENCE AND ENGINEERING ACADEMY, USA THIS CHAPTER LOOKS AT EFFECTIVENESS OF COMMERCIALLY-AVAILABLE EDUCATIONAL COMPUTER GAMES. TWO EFFECTIVENESS STUDIES CONDUCTED AT JOHN JAY HIGH SCHOOL AND THE RESULTS OF THE STUDIES ARE PRE- SENTED ON THE EDUCATIONAL COMPUTER GAME MATH BLASTER ALGEBRA. ONE OF THE STUDIES SHOWED A POSITIVE LEARNING INCREASE FROM USING MATH BLASTER ALGEBRA. BOTH STUDIES SHOWED NO NEGATIVE IMPACTS ON SCORES AND GRADES WITH MORE TIME PLAYING THE GAME. WITH LESSONS LEARNED FROM GAME THEORY, INTELLIGENT COMPUTER-BASED TRAINING FIELD, AND THESE EFFECTIVENESS STUDIES, EDUCATIONAL COMPUTER GAMING CAN CONTINUE TO GROW, BE EFFECTIVE, AND BE ACCEPTED INTO EDUCATIONAL SYSTEMS. CHAPTER XVII TEACHER GAMERS VS. TEACHER NON-GAMERS 295 CHRISTOPHER L. JAMES, RUSSELLVILLE CITY SCHOOLS, USA VIVAN H. WRIGHT, UNIVERSITY OF ALABAMA, USA THE PURPOSE OF THIS STUDY WAS TO IDENTIFY SECONDARY TEACHERS WITH VIDEO GAME PLAY EXPERIENCE AND DETERMINE IF PERCEIVED LEVELS OF COMFORT IN REGARD TO COMPLETING JOB-RELATED TECHNOLOGY TASKS, AMOUNTS OF INSTRUCTIONAL TECHNOLOGY USAGE, AND AMOUNTS OF PARTICIPATION IN INNOVATIVE TEACHING STRATEGIES ARE AFFECTED BY EXPERIENCE OR LACK OF EXPERIENCE WITH VIDEO GAMES. ALTHOUGH SIGNIFICANT DIFFERENCES WERE NOT FOUND BETWEEN TEACHERS IDENTIFIED AS GAMERS AND THOSE AS NON-GAMERS, RESEARCHERS MAY CHOOSE TO INVESTIGATE SPECIFIC AREAS WHERE MEAN DIFFERENCES WERE FOUND. THIS STUDY CAN BE USED AS A REFERENCE POINT FOR FUTURE RESEARCH INTO TEACHERS AND VIDEO GAME PLAY IN REGARD TO TEACHING PRACTICES AND JOB-RELATED TASKS. CHAPTER XVIII USING ONLINE SIMULATION TO ENGAGE USERS IN AN AUTHENTIE LEAMING ENVIRONMENT.. 315 BRIAN FERRY, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA LISA KERVIN, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA THIS CHAPTER DESCRIBES HOW AN AUTHENTIC LEAMING FRAMEWORK WAS USED TO INFORM THE DESIGN OF AN ON LINE SIMULATION THAT INCLUDED GAMING FEATURES SPECIFICALLY DESIGNED TO ENHANCE LEAMER ENGAGEMENT. IT DESCRIBES AN ANALYSIS OF USER RESPONSES TO THE SIMULATION FOCUSING PARTICULARLY ON LEAMER ENGAGEMENT AND WHAT THEY LEAMED FROM USING THE SOFTWARE. THE RESEARCH REVEALED THAT USERS INITIAL1Y APPROACHED THE SOFTWARE FROM A GAMING FRAMEWORK, HOWEVER WITH EXTENDED INTERACTION WITH THE SOFTWARE, MOVED TOWARD TREATING THE VIRTUAL EXPERIENCE AS AN AUTHENTIE ENVIRONMENT, EVEN TO THE POINT OF EMPATHISING WITH SOME OF THE VIRTUAL CHARACTERS AND DOWNLOADING SOME OFTHE SUPPORT MATERIAL THAT THEY MIGHT USE IN REAL CLASSROOMS. CHAPTERXIX PRE-SERVICE COMPUTER TEACHERS AS 3D EDUCATIONAL GAME DESIGNERS 331 ZAHIDE YILDIRIM, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY EYLEM KILIC, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY THIS CHAPTER EXPLORES PROSPECTIVE COMPUTER TEACHERS PERCEPTIONS OF AND EXPERIENCES IN GOAL-BASED SCENARIO (GBS) CENTERED 3-D EDUCATIONAL GAME DEVELOPMENT PROCESS. TWENTY-SIX PRE-SERVICE COMPUTER TEACHERS WHO ENROLLED IN AN UNDERGRADUATE COURSE FORMED THE SAMPIE OF THIS CASE STUDY. THE FINDINGS INDICATED THAT THE PRE-SERVICE TEACHERS PREFERRED GBS-CENTERED EDUCATIONAL GAME TO TRADITIONAL EDUCA- TIONAL GAME. THEY DECLARED THAT THE MOST IMPORTANT FEATURE OF EDUCATIONAL GAME WAS ITS CONTRIBUTION TO MOTIVATION, ATTENTION, AND RETENTION. CHAPTERXX ADOLESCENTS TEACHING VIDEO-GAME MAKING-WHO IS THE EXPERT HERE? 345 KATHY SANFORD, UNIVERSITY 0/ VICTORIA, CANADA LEANNA MADILL, UNIVERSITY 0/ VICTORIA, CANADA THIS CHAPTER DESCRIBES A STUDY CONDUCTED WITH NINE ADOLESCENTS HIRED TO INSTRUCT WEEK-IONG VIDEO GAME MAKING CAMPS OVER THE COURSE OF ONE SUMMER AND THE SUBSEQUENT FALL, WORKING WITH YOUNGER CHILDREN AGED 9-12. DATA WAS COLLECTED THROUGH PARTIEIPANT OBSERVATION, REPEATED INTERVIEWS, AND FOCUS GROUPS WITH THE PARTICIPANT ADOLESCENT TEACHERS. BY ENGAGING IN TEACHING AS WEIL AS PLAY- ING, THESE YOUTHS HAVE HAD GREATER OPPORTUNITIES TO CRITICALLY REFLECT ON THEIR LEAMING, ASSESSING THE VALUE OF THE TECHNICAL AND IDEOLOGICAL APPROACHES TO VIDEOGAMES. SEVERAL THEMES EMERGED RELATED TO KNOWLEDGE OF CONTENT, ISSUES OF MANAGEMENT OF LEAMING ENVIRONMENTS, AND LEAMING HOW TO TEACH. SEETION 111 EDUCATIONAL GAMING IN OTHER LEARNING CONTEXTS CHAPTERXXI ONLINE GAMES AS POWERFUL FOOD ADVERTISING TO CHILDREN 358 RICHARD T. COLE, MICHIGAN STATE UNIVERSITY, USA ELIZABETH TAYLOR QUILLIAM, MICHIGAN STATE UNIVERSITY, USA AS INTERNET MARKETING HAS EVOLVED, CUSTOMIZED ONLINE GAMES CREATED TO PROMOTE SPECIFIC BRANDS OR PRODUCTS HAVE BEEN EMBRACED BY FOOD MARKETERS. AT THE SAME TIME THAT THESE ADVERGAMES, A HYBRID OF ENTERTAINMENT AND ADVERTISING, HAVE EMERGED, CHILDHOOD OBESITY IN THE UNITED STATES HAS REACHED WHAT SOME CONSIDER EPIDEMIC PROPORTIONS. ADVERTISING TO CHILDREN IS FREQUENTLY IMPLICATED AS CONTRIBUTING TO CHILDREN S POOR DIETARY CHOICES AND ULTIMATELY TO CHILDHOOD OBESITY AND ITS ATTENDANT MEDICAL RISKS. THIS CHAPTER DESCRIBES THE NATURE OF ADVERGAMES, CONSIDERS THEIR EFFECTIVENESS AS TEACHING TOOLS AND AD- VERTISEMENTS, AND SUGGESTS PUBLIC POLICY ISSUES RELATED TO THE CONTINUED USE OF ADVERGAMES TO PROMOTE NON-NUTRITIOUS FOODS TO CHILDREN. CHAPTER XXII CHANGING HEALTH BEHAVIOR THROUGH GAMES 370 ERIN EDGERTON, CENTERS FOR DISEASE CONTROL AND PREVENTION, USA THIS CHAPTER DISCUSSES HOW PROVEN HEALTH COMMUNICATION THEORIES CAN BE USED IN ELECTRONIC GAMES TO AFFECT BEHAVIOR CHANGE. AFTER DISCUSSING THE NEED FOR EFFECTIVE HEALTH COMMUNICA- TION AND REVIEWING THE CURRENT TRENDS IN ONLINE HEALTH SEEKING BEHAVIOR, IT ARGUES THAT GAMES PROVIDE A UNIQUE OPPORTUNITY FOR USERS TO INTERACT WITH HEALTH INFORMATION, PRACTICE HEALTH BE- HAVIORS, AND BECOME IMMERSED IN MEANINGFUL CONTENT. THROUGH EXPLORATION OF THE ELABORATION LIKELIHOOD MODEL, SOCIAL COGNITIVE THEORY, AND STAGES OF CHANGE THEORY, THIS CHAPTER WILL DISCUSS HOW GAMES CAN BE USED TO CHANGE PERCEPTIONS, ATTITUDES, AND ACTIONS RELATING TO HEALTH BEHAVIORS. CHAPTER XXIII AN OVERVIEW OFUSING ELECTRONIC GAMES FOR HEALTH PURPOSES 388 WEI PENG, MICHIGAN STATE UNIVERSITY, USA MING LIU, MICHIGAN STATE UNIVERSITY, USA THIS CHAPTER AIMS TO PROVIDE AN OVERALL PICTURE OFTHE APPLICATIONS OF ELECTRONIC GAMES FOR VARIOUS HEALTH- RELATED PURPOSES, PARTICULARLY FOR HEALTH EDUCATION, HEALTH RISK PREVENTION, BEHAVIORAL INTERVENTION, AND DISEASE SELF-MANAGEMENT. IT SUMMARIZES THE ELECTRONIC GAMES FOR HEALTH THAT HAVE BEEN EMPIRICALLY TESTED BY RESEARCHERS IN THE PAST 20 YEARS. GAMES THAT HAVE NOT YET BEEN EVALUATED BUT ARE PROMISING AND NOTEWORTHY ARE ALSO INCLUDED. IT ALSO SYNTHESIZES THE KEY FEATURES OF ELECTRONIC GAMES THAT MAKE THEM PROMISING TO BE USED FOR HEALTH-RELATED PURPOSES. FINALLY, IMPLICATIONS OFUSING ELECTRONIC GAMES FOR HEALTH-RELATED PURPOSES AND FUTURE DIRECTION FOR RESEARCH IN THIS AREA ARE DISCUSSED. CHAPTER XXIV MMORPGS AND FOREIGN LANGUAGE EDUCATION 402 YONG ZHAO, MICHIGAN STATE UNIVERSITY, USA CHUN LAI, MICHIGAN STATE UNIVERSITY, USA THIS CHAPTER PROVIDES AN OVERVIEW OFTHE POTENTIAL OFMASSIVELY MULTI-PLAYER ROLE PLAYING GAMES (MMOR- PGS) FOR FOREIGN LANGUAGE EDUCATION AND DISCUSSES HOW MMORPGS CAN BE BETTER DESIGNED TO SUPPORT FOREIGN LANGUAGE EDUCATION. IT REVIEWS CURRENT CONCEPTUALIZATIONS ON IDEAL LANGUAGE LEARNING ENVIRON- MENTS, DISCUSSES THE POTENTIALS OF MMORPGS FOR FOREIGN LANGUAGE EDUCATION, AND ELABORATES ON HOW TO DESIGN MMORPGS TO FACILITATE FOREIGN LANGUAGE LEARNING. THE AUTHORS HOPE THAT THIS DISCUSSION WILL HELP FOREIGN LANGUAGE EDUCATORS REALIZE AND CAPITALIZE ON THE VALUES OFMMORPGS IN FOREIGN LANGUAGE EDUCATION, AND WILL GUIDE THE DESIGN OFMMORPGS FOR FOREIGN LANGUAGE LEARNING. CHAPTERXXV A VIDEOGAME, A CHINESE OTAKU, AND HER DEEP LEAMING OF A LANGUAGE 422 KIM FELDMESSER, UNIVERSITY OF BRIGHTON, UK LEAMING ADDITIONAL LANGUAGES RAPIDLY HAS BEEN THE GOAL OF IMMERSION SCHOOLS AND THEIR APPROACHES ARE EFFECTIVE IN MANY RESPECTS BECAUSE THEY MAKE USE OF SITUATED LEAMING EXPERIENCES IN COMMUNI- TIES OF PRACTICE. SUCH EXPERIENCES PRESENT THEIR OWN CHALLENGES HOWEVER, AS LIVING IN THE COUNTRY OF THE CHOSEN LANGUAGE FOR A CONSIDERABLE PERIOD OF TIME MAY NOT BE POSSIBLE. THIS CHAPTER WILL OUTLINE THE RELEVANT THEORIES FOR SECOND LANGUAGE LEAMING, DESCRIBE HOW THEY OPERATE IN GAMES, AND PRES- ENT GUIDELINES FOR RESEARCH AND DEVELOPMENT OF SERIOUS GAMES AND SECOND LANGUAGE ACQUISITION. CHAPTER XXVI DEVELOPING A SERIOUS GAME FOR POLICE TRAINING 451 AHMED BINSUBAIH, UNIVERSITY OF SHEFFIELD, UK STEVE MADDOCK, UNIVERSITY OF SHEFFIELD, UK DANIELA ROMANO, UNIVERSITY OF SHEFFIELD, UK THE DESIGN OF SERIOUS GAMES BASED ON SOUND LEAMING AND INSTRUCTIONAL PRINCIPLES IS IMPORTANT TO ENSURE LEAMING IS INTEGRATED IN THE GAMEPLAY . HOWEVER, THE PROCESS OF ACHIEVING THIS IS NOT YET FULLY UNDER- STOOD, AND RESEARCH IS HAMPERED BY THE LACK OF PRACTICAL DEMONSTRATIONS OF HOW EFFECTIVE INSTRUCTIONAL DESIGN IS WHEN USED ALONGSIDE GAME DESIGN. THIS CHAPTER PROVIDES AN EXAMPLE OF A SUCCESSFUL APPLICATION OF INSTRUCTIONAL DESIGN TO THE DEVELOPMENT PROCESS OF A SERIOUS GAME FOR TRAFFIC ACCIDENT INVESTIGATORS IN THE DUBAI POLICE FORCE. CHAPTER XXVLL GAME-BASED LEAMING IN DESIGN HISTORY 478 BARBARA MARTINSON, UNIVERSITY OF MINNESOTA, USA SAUMAN CHU, UNIVERSITY OF MINNESOTA, USA GAMES ARE INCREASINGLY BEING USED TO TEACH CONTENT IN A VARIETY OF COURSES FROM ELEMENTARY TO GRADUATE EDUCATION. THIS STUDY INVESTIGATES THE EFFECTIVENESS OF USING AGAME TO LEAMING DESIGN HISTORY CONTENT AND EXAMINES STUDENTS PREFERRED LEAMING ACTIVITIES BASED ON LEAMING STYLES. THIS STUDY DOES INDICATE THAT GAMES CAN BE USED AS TOOLS TO TEACH VARIOUS TYPES OF INFORMATION WITHIN A COLLEGE COURSE. GAMES ADDED VARIETY TO THE DESIGN HISTORY COURSE AND MADE LEAMING FACTS MORE FUN. THE CONCRETE NATURE OFTHE GAME WAS APPROPRIATE FOR THIS PARTICULAR GROUP OF STUDENTS, MOST OF WHOM HAD CONCRETE LEAMING STYLES. FINALLY, THE RECYCLING OF A PREVIOUSLY-DESIGNED LEAMING OBJECT MADE THE PROJECT AFFORDABLE IN TERMS OFTIME AND MONEY. VOLUMELL CHAPTER XXVLLI A POLIEY GAME IN A VIRTUAL WORLD 489 MARTHA GARCIA-MURILLO, SYRACUSE UNIVERSITY, USA FAN MACINNES, SYRACUSE UNIVERSITY, USA IN THIS CHAPTER, WE PRESENT A POLICY GAME TO BE USED IN A VIRTUAL WORLD. THE BENEFITS OFTHIS TOOL ARE EXAMINED USING GEE S LEAMING PRINCIPLES. FROM THIS ANALYSIS, WE FIND THAT GAMES IN VIRTUAL WORLDS ENABLE REFLECTIVE EXPLORATION THAT HELPS PARTICIPANTS TO LEAM FROM THEIR MISTAKES. LEAMING TAKES PLACE FROM THE CONTENT CON- VEYED THROUGH THE GAME AND THROUGH THE MULTIMEDIA IMMERSION THAT ALLOWS STUDENTS TO LEAM THE NUANCES OFTHESE VIRTUAL CONTEXTS. BECAUSE THERE ARE NO REAL WORLD CONSEQUENCES, PARTICIPANTS CAN TAKE RISKS, PROVIDE OR RECEIVE HELP FROM OTHER STUDENTS, AND, MOST IMPORTANTLY, APPLY THIS KNOWLEDGE TO A REAL-WORLD SITUATION. CHAPTER XXIX TEACHING OOP AND COP TECHNOLOGIES VIA GAMING 508 CHONG-WEI XU, KENNESAW STATE UNIVERSITY, USA THIS CHAPTER INTRODUCES AN INNOVATIVE PEDAGOGICAL METHOD FOR TEACHING OBJECT-ORIENTED PROGRAMMING (OOP) AND COMPONENT-ORIENTED PROGRAMMING (COP) VIA GAMING. GOING THROUGH THE EVOLUTION OF THE THREE-LAYER GAMING FRAMEWORK, WE C1EARLY ILLUSTRATE THAT GAMING COVERS ALMOST ALL CORE FEATURES OFOOP AND COP TECHNOLOGIES. TEACHING OOP AND COP TECHNOLOGIES VIA GAME DEVELOPMENT NOT ONLY ENGAGES STUDENTS EFIORTS BUT ALSO OPENS AN OPPORTUNITY FOR INVOLVING STUDENTS WITH INDUSTRY LEVEL PROJECTS AND ENHANCING STUDENTS ABILITY TO BRAIN-STORM AND SOLVE REAL-WORLD PROBLEMS. FURTHERMORE, GAMING MAY PLAY AN IMPORTANT ROLE IN DEVELOPING OTHER APPLICATIONS ESPECIALLY THOSE THAT FEATURE VISUALIZATION AND ANIMATION. CHAPTERXXX USING GAMES TO TEACH DESIGN PATTERNS AND COMPUTER GRAPHICS 525 PO/LYANA NOTARGIACOMO MUSTARO, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL LUCIANO SILVA, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL ISMAR FRANGO SILVEIRA, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL THIS CHAPTER DISCUSSES SOME POSSIBILITIES OF USING COMPUTER GAMES TO EFIECTIVELY REACH DIDACTIC GOALS IN UNDERGRADUATE TEACHING. TWO CASE STUDIES WERE CONDUCTED. ONE OF THEM FOCUSES DESIGN PATTERN CONTENTS IN A COMPUTER SCIENCE COURSE AND THE OTHER SPOTLIGHTS COMPUTER GRAPHIE TOPICS IN AN INFOR- MATION TECHNOLOGY COURSE. THE RESULTS GAINED IN THESE PROCESSES DEMONSTRATE THE STUDENTS INVOLVE- MENT IN THE PROPOSED ACTIVITIES AND THE CAPACITY TO APPLY THE LESSONS LEARNED IN DIVERSE SITUATIONS. CHAPTER XXXI A 3D ENVIRONMENT FOR EXPLORING AIGEBRAIC STRUCTURE AND BEHAVIOR 546 PAUL A. FISHWICK, UNIVERSITY 0/ FLORIDA, USA YUNA A. PARK, UNIVERSITY 0/ FLORIDA, USA IN THIS CHAPTER, THE AUTHORS LEVERAGED THE INHERENT MULTI-USER COLLABORATIVE BUILDING CAPABILITIES WITHIN SECOND LIFE TO EXPLORE HOW SIMPLE ALGEBRA MANIPULATIONS CAN BE ACCOMPLISHED. RESULTS SUGGEST THAT WHILE THE CURRENT TECHNOLOGY PRESENTS SOME KEY HUMAN INTERFACE CHALLENGES INHER- ENT TO 3-D USER INTERFACES, MULTI-USER ENVIRONMENTS CAN BE SUCCESSFULLY USED TO CONSTRUCT ALGEBRAIE EXPRESSIONS IN WAYS NOT POSSIBLE WITH PRIOR TECHNOLOGIES. SPECIFICALLY, THESE ENVIRONMENTS PROVIDE REAL-TIME DISTANCE COMMUNICATION, THE ABILITY FOR MULTIPLE USERS TO COLLABORATE SPATIALLY TOWARD CREAT- ING AND POSITIONING ALGEBRAIC COMPONENTS, SENSORY AND COGNITIVE IMMERSION, AND THE POSSIBILITY OF PERSONALIZING REPRESENTATIONS IN WAYS NOT EASILY ACCOMPLISHED WITH TWO-DIMENSIONAL ENVIRONMENTS. CHAPTER XXXII SURVIVING THE GAME 560 LINDA VAN RYNEVELD, TSHWANE UNIVERSITY O/TECHNOLOGY, SOUTH A/RICA RELATIVELY FEW STUDIES HAVE LOOKED AT THE POTENTIAL OF TECHNOLOGY TO SUPPORT TRADITIONAL FACE-TO-FACE GAMES IN AN ONLINE EDUCATIONAL ENVIRONMENT. WHILE SOME TRADITIONAL GAMES SUCH AS TIC-TAC-TOE, HANG- MAN, MONOPOLY, AND CHESS HAVE BEEN PORTED OVER TO AN ELECTRONIC MEDIUM, RELATIVELY LITDE THOUGHT HAS BEEN GIVEN TO PORTING GAMES WHERE HUMAN-TO-HUMAN INTERACTION IS A CENTRAL COMPONENT. THIS CHAPTER REPORTS ON THE USE OF A GAME IN AN ONLINE LEAMING MODULE THAT WAS PRESENTED TO ADULT LEAMERS. IT SETS OUT TO EXPLORE THE COMPLEXITIES INVOLVED IN TEACHING AND LEAMING IN AN ADULT ONLINE LEAMING COMMUNITY. SECTION IV EDUCATIONAL GAMING RESEARCH TOOLS AND METHODS CHAPTER XXXIII WAG THE KENNEL: GAMES, FRAMES, AND THE PROBLEM OF ASSESSMENT... 577 DAVID WILLIAM SHAFFER, UNIVERSITY 0/ WISCONSIN - MADISON, USA THIS CHAPTER EXAMINES THE RELATIONSHIP BETWEEN GAMES AND ASSESSMENT-AND MORE BROADLY AT WHAT THAT TEILS US ABOUT THE RELATIONSHIP BETWEEN EDUCATIONAL REFORM AND TECHNOLOGICAL CHANGE. RESEARCH ALREADY SHOWS THAT WITH THEIR ABILITY TO PROVIDE RICH, COMPLEX, AND COMPELLING VIRTUAL WORLDS, WELL-DESIGNED COM- PUTER GAMES CAN TEACH PLAYERS INNOVATIVE AND CREATIVE WAYS OFTHINKING, DEEP UNDERSTANDING OFCOMPLEX ACADEMIC CONTENT, AND VALUABLE FORMS OFREAL-WORLD SKILLS. BUT, IN THE END, EVEN EFFECTIVE GAMES CAN ONLY TAKE STUDENTS AS FAR AS THE TESTS WILL LET THEM GO.LFWE WANT TO USE GAMES TO PREPARE YOUNG PEOPLE FOR LIFE IN ACHANGING WORLD, WE NEED TO CHANGE HOW WE THINK ABOUT ASSESSMENT FIRST. THE AUTHOR EXAMINES ONE WAY TO THINK ABOUT ASSESSING THE DEVELOPMENT OF INNOVATIVE AND CREATIVE THINKING THROUGH GAME PLAY. CHAPTER XXXIV CHARACTER ATTACHMENT IN GAMES AS MODERATOR FOR LEAMING 593 MELISSA L. LEWIS, MICHIGAN STATE UNIVERSITY, USA RENE WEBER, UNIVERSITY O/CALIFORNIA SANTA BARBARA, USA THE ENTERTAINMENT EDUCATION PARADIGM (EEP) OFFERS A NEW WAY TO THINK ABOUT EDUCATION BY BLENDING ENTERTAINING WITH EDUCATIONAL EXPERIENCES. VIDEO GAMES PROVIDE AN EXCELLENT FORMAT FOR ENTERTAINMENT EDUCATION BECAUSE OFBOTH THE PREVALENCE AND ENJOYMENT OFPLAYING VIDEO GAMES AND THE WAYS IN WHICH INDIVIDUALS OF TODAY LEAM. ROLE-PLAYING GAMES ARE ONE OF THE BETTER GAME GENRES FOR ENTERTAINMENT EDUCATION. THEY PROVIDE BOTH HIGH LEVELS OF ENTERTAINMENT AND A STRONG CONNECTION BETWEEN PLAYER AND GAME CHARACTERS (MODELS) WHICH LEAD TO AN INCREASE IN LEAMING. BASED ON THE THEORIES OF PARA- SOCIAL INTERACTION, IDENTIFICATION, AND SOCIAL LEAMING, THIS CHAPTER OFFERS A MEASUREMENT FOR CHARACTER ATTACHMENT AND INTRODUCES THIS NEW CONSTRUCT AS A MODERATOR FOR LEAMING IN ROLE-PLAYING VIDEO GAMES. CHAPTER XXXV VISUAL ANALYSIS OF AVATARS IN GAMING ENVIRONMENTS 606 JOSEPH C. DIPIETRO, UNIVERSITY 0/ FLORIDA, USA ERIK W BLACK, UNIVERSITY 0/ FLORIDA, USA A BEUER UNDERSTANDING OF VIRTUAL CHARACTER AVATARS IS NEEDED IN ORDER TO EXPLORE THE UNDERLYING PSYCHOLOGY THAT THE AVATAR REPRESENTS TO THE USER. IN ADDITION TO PROVIDING AN OVERVIEW AND INTRODUCTION TO MASSIVE MULTI-PLAYER ONLINE ROLE PLAYING GAMES (MMORPGS), THIS CHAPTER PROVIDES AN INTRODUCTION TO VISUAL ETHNO- GRAPHIE ANALYSIS OF CHARACTER AVATARS IN VIDEO GAME ENVIRONMENTS. THE CHAPTER DETAILS AN EXAMPLE OF MIXED METHODOLOGY FOR CONDUCTING VISUAL ANALYSIS RESEARCH SPECIFIC TO LINDEN LAB S SECOND LIFE AND DETAILS SOME OFTHE METHODOLOGICAL CHALLENGES THAT RESEARCHERS WILL ENCOUNTER WHEN ENGAGED IN THIS TYPE OF INVESTIGATION. CHAPTER XXXVI INTERPRETING GAME-PLAY THROUGH EXISTENTIAL LUDOLOGY 621 MATTHEW THOMAS PAYNE, UNIVERSITY OFTEXAS AT AUSTIN, USA THIS CHAPTER INTRODUCES AND OPERATIONALIZES AN INNOVATIVE INTERPRETIVE STRATEGY CALLED EXISTENTIALLUDOLOGY TO EXPLAIN HOW THE GAME-PLAY MECHANICS OFTWO TACTICAL SHOOTER VIDEO GAMES EDUCATE GAMERS ON HOW TO PLAY MILITARILY. BY EMPLOYING EXISTENTIALLUDOLOGY AS AN INTERPRETIVE TOOL, WE CAN UNDERSTAND THESE MILITARY-BACKED GAMES FROM AN EXPERIENTIAL, PLAYER-CENTRIC PERSPECTIVE, WHILE ALSO RECOGNIZING HOW THEIR SEEMINGLY INNOC- UOUS GAME-PLAY IS LOCATED WITHIN, AND LINKED TO, LARGER NETWORKS OF POWER. MOREOVER, EXISTENTIALLUDOLOGY S FLEXIBILITY AS AN INTERPRETIVE INSTRUMENT ENCOURAGES EDUCATORS TO RECOGNIZE THE EDUCATIONAL AFFORDANCES OF POPULAR VIDEO GAMES SO THAT THEY MIGHT ADOPT THESE POPULAR MEDIA ARTIFACTS FOR THEIR OWN PEDAGOGICAL ENDS. CHAPTER XXXVII ON CHOOSING GAMES AND WHAT COUNTS AS A GOOD GAME 636 KATRIN BECKER, UNIVERSITY OFCALGARY, CANADA JAMES R. PARKER, UNIVERSITY OF CALGARY, CANADA THIS CHAPTER DISCUSSES THE GROWING IMPORTANCE OF APPLYING CONSIDERED RATIONALES TO WHICH GAMES ARE CHOSEN FOR STUDY, WHETHER IT BE FOR ETHNOGRAPHY, C1ASSROOM USE, OR ANYTHING ELSE. ABRIEF OVERVIEW OF HOW GAMES ARE CURRENTLY CHOSEN FOR STUDY IS PRESENTED THROUGH A META ANALYSIS OF STUDIES WITH GAMES THAT WERE PUBLISHED BETWEEN 2003 AND 2006 IN ORDER TO DEMONSTRATE THAT MOST PUBLISHED GAMES STUD- IES DO NOT INCLUDE A SUPPORTED RATIONALE FOR THE GAMES CHOSEN. THE CHAPTER WILL THEN PRESENT VARIOUS WAYS THAT GAME CHOICES CAN BE JUSTIFIED, AND PROPOSE AND EXPLAIN A DATA FUSION TECHNIQUE THAT CAN BE APPLIED TO GAME REVIEWS AND OTHER LISTS IN ORDER TO FACILITATE REPRESENTATIVE AND DEFENSIBLE GAME CHOICES. CHAPTER XXXVIII DESCRIPTORS OFQUALITY TEACHERS AND QUALITY DIGITAL GAMES 652 TEDDY MOLINE, UNIVERSITY OF ALBERTA, CANADA QUALITY TEACHERS AND QUALITY DIGITAL GAMES (VIDEO AND COMPUTER) ARE DYNAMIC RESOURCES THAT EXPERIENCE ONGOING CHANGES BASED PRIMARILY ON THEIR INTERACTIONS WITH LEARNERS. CHARACTERISTICS OF THESE RESOURCES HAVE BEEN, AND WILL CONTINUE TO BE RESEARCHED AND IDENTIFIED IN ORDER TO DISCOVER WAYS TO IMPROVE STU- DENT LEARNING. THIS CHAPTER USES THE DESCRIPTORS OF ONE OFTHESE RESOURCES, QUALITY TEACHERS, TO IIIUSTRATE HOW THE SAME CHARACTERISTICS ARE INTEGRAL TO EFFECTIVE DIGITAL GAMES. BY USING THE DESCRIPTORS OF QUALITY TEACHERS TO EVALUATE DIGITAL GAMES, EDUCATORS WILL GAIN A BEUER UNDERSTANDING OF WHY DIGITAL GAMES ARE EFFECTIVE LEAMING TOOLS. SECTION V THE PSYCHOLOGICAL IMPACT OFEDUCATIONAL GAMING (PART 1): COGNITION, LEARNING, PLAY, AND IDENTITY CHAPTER XXXIX DESIGNING A COMPUTATIONAL MODEL OFLEARNING 671 DAVID GIBSON, CURVESHIFT, INC., USA THIS CHAPTER USES A FOUR-PART FRAMEWORK OFKNOWLEDGE, LEARNER, ASSESSMENT AND COMMUNITY TO DISCUSS DESIGN CONSIDERATIONS FOR BUILDING A COMPUTATIONAL MODEL OFLEARNING. A TEACHING SIMULATION--SIMSCHOOL-HELPS ILLUSTRATE SELECTED PSYCHOLOGICAL, PHYSICAL, AND COGNITIVE MODELS AND HOW INTELLIGENCE CAN BE REPRESENTED IN SOFTWARE AGENTS. THE DESIGN DISCUSSION INCLUDES EVOLUTIONARY PERSPECTIVES ON ARTIFICIAL INTELLIGENCE AND THE ROLE OFTHE CONCEPTUAL ASSESSMENT FRAMEWORK FOR AUTOMATING FEEDBACK TO THE SIMULATION USER. THE PURPOSE OF THE CHAPTER IS TO INTEGRATE A NUMBER OFTHEORIES INTO A DESIGN FRAMEWORK FOR A COMPUTATIONAL MODEL OFLEARNING. CHAPTERXL SOCIAL PSYCHOLOGY AND MASSIVELY MULTIPLAYER ONLINE LEAMING GAMES 702 CLINT BOWERS, UNIVERSITY O/CENTRAL FLORIDA, USA PETER A. SMITH, UNIVERSITY 0/ CENTRAL FLORIDA, USA JAN CANNON-BOWERS, UNIVERSITY O/CENTRAL FLORIDA, USA THE USE OF COMPUTER GAMES AND ESPECIALLY ONLINE GAMES FOR EDUCATIONAL PURPOSES IS GROWING IN POPULARITY. THIS CHAPTER SUMMARIZES FINDINGS FROM THE AREA OF SOCIAL PSYCHOLOGY AS A BASIS TO FORM PROPOSITIONS, GUIDE- LINES, AND RESEARCH QUESTIONS THAT WILL HELP DEVELOP EFFECTIVE MULTI-PLAYER ENVIRONMENTS FOR LEARNING. THE AUTHORS ARE PARTICULARLY INTERESTED IN HOW TO FOSTER COLLABORATIVE LEARNING IN MULTI-PLAYER ENVIRONMENTS BY EX- PLOITING THE NATURALLY OCCURRING STRUCTURES AND FEATURES OF POPULAR MASSIVELY MULTI-PLAYER GAMES. THEY OFFER EXAMPLES OFHOW THESE FEATURES CAN BE USED TO SUPPORT LEARNING AND HIGHLIGHT AREAS IN NEED OFFUTURE RESEARCH. CHAPTERXLI EVALUATING AND MANAGING COGNITIVE LOAD IN GAMES 719 SLAVA KALYUGA, UNIVERSILY 0/ NEW SOUTH WALES, AUSTRALIA JAN L. PLASS, NEW YORK UNIVERSITY, USA THE CHAPTER DESCRIBES DIFFERENT TYPES AND SOURCES OF COGNITIVE LOAD AND THE SPECIFIC DEMANDS OF GAMES ON COGNITIVE RESOURCES. IT OUTLINES INFORMATION PRESENTATION DESIGN METHODS FOR DEALING WITH POTENTIAL COGNI- TIVE OVERLOAD, AND PRESENTS SOME TECHNIQUES (SUBJECTIVE RATING SCALES, DUAL-TASK TECHNIQUES, AND CONCUR- RENT VERBAL PROTOCOLS) THAT COULD BE USED FOR EVALUATING COGNITIVE LOAD IN ELECTRONIC GAMING IN EDUCATION. CHAPTER XLII SELF-REGULATED LEARNING IN VIDEO GAME ENVIRONMENTS 738 NICK ZAP, SIMON FRASER UNIVERSITY, CANADA JIL/IANNE CODE, SIMON FRASER UNIVERSITY, CANADA THE PSYCHOLOGICAL FACTORS THAT PRODUCE SELF-REGULATED LEAMING ARE EXPLORED AS THEY RELATE TO A PLAYER S INTENTIONALITY, INTEREST, APTITUDE, MOTIVATION, GOAL-SETTING, AND AFFECT WHILE PLAYING GAMES. A DISCUS- SION OF VIDEO GAMES AS AUTHENTIE LEARNING ENVIRONMENTS LOOKS AT THE ROLES OF STUDENT-INITIATED LEARN- ING IN AUTHENTIE CONTEXTS AND SPECIFIC DESIGN STRATEGIES ARE OUTLINED. PRACTICAL LEARNING STRATEGIES THAT PROMOTE SRL ARE PRESENTED TO FACILITATE THE USE OF CONSCIOUS SELF-REGULATORY SKILLS THAT STUDENTS CAN IMPLEMENT IN THESE AUTHENTIE LEARNING ENVIRONMENTS. THIS CHAPTER OPENS THE DISCUSSION OF THE ROLE OF SELF-REGULATED LEARNING IN VIDEO GAME ENVIRONMENTS AND ITS IMPACT IN THE FIELD OF EDUCATIONAL GAMING. CHAPTER XLIII (SELF-) EDUCATIONAL EFFECTS OFCOMPUTER GAMING CULTURES 757 JOHANNES FROMME, UNIVERSITY 0/ MAGDEBURG, GERMANY BENJAMIN JOERISSEN, UNIVERSITY 0/ MAGDEBURG, GERMANY ALEXANDER UNGER, UNIVERSITY 0/ MAGDEBURG, GERMANY THE GOAL OF THIS CHAPTER IS TO EMPHASIZE A CERTAIN NOTION OF SELF-INDUCED EDUCATION, TO DISCUSS IT IN THE CONTEXT OF DIGITAL GAMES AND TO PROVIDE THE MEANS FOR ASSESSING DIGITAL GAMES AS WEIL AS TO GIVE HINTS ON THEIR EDUCATIONAL USE. IN THE FIRST SECTION, THE CONCEPT OF SELF-EDUCATION IS INTRODUCED AND DISTINGUISHED AGAINST LESS COMPLEX LEARNING PHENOMENA. THE SECOND SECTION DISCUSSES AND ANALYZES THE DIFFERENT LAYERS OF EDUCATIONAL SPACE INHERENT TO GAMING SOFTWARE, PROVIDING THE ANALYTICAL MEANS FOR THE FURTHER SECTIONS. THE THIRD SECTION PRESENTS AND ANALYZES EDUCATIONAL ASPECTS OF SINGLE- PLAYER GAMES, WHILE THE FOURTH SECTION ADDS THE SOCIO-CULTURAL IMPACTS IMPLIED IN MULTI-PLAYER COM- MUNITIES. IN CONCLUSION, A SYNOPSIS IS GIVEN, WHICH SUMS UP THE MAIN EDUCATIONAL DIMENSIONS AND CONNECTS THEM TO ASPECTS AND ANALYTICAL CRITERIA, ALLOWING A PEDAGOGICAL ASSESSMENT OF DIGITAL GAMES. CHAPTER XLIV EXPERIENCE, COGNITION AND VIDEO GAME PLAY 776 MEREDITH DIPIETRO, UNIVERSITY 0/ FLORIDA, USA DRAWING SUPPORT FROM THE FIELD OF EXPERTISE, THE RESEARCH PRESENTED IN THIS CHAPTER LOOKS AT AND COM- PARES THE PROCESSES USED BY VIDEO GAME PLAYERS BASED ON THEIR LEVEL OF EXPERIENCE. RESULTS FROM THIS STUDY ADD TO THE UNDERSTANDING OF THE RELATIONSHIP BETWEEN EXPERIENCE, COGNITION, AND LEARNING FROM VIDEO GAME PLAY. THE RESULTS OF THIS RESEARCH ALSO HAVE IMPIICATIONS FOR EDUCATIONAL GAME DESIGN AND THE PEDAGOGICAL TECHNIQUES USED TO MAKE EFFECTIVE LEARNING OPPORTUNITIES AVAILABLE TO ALL LEARNERS. CHAPTERXLV INTERTEXTUAIITY IN MASSIVELY MULTI-PLAYER ONIINE GAMES 791 P. G. SCHRADER, UNIVERSITY O/NEVADA, LAS VEGAS, USA KIMBERLY A. LAWLESS, UNIVERSITY 0/ ILLINOIS, CHICAGO, USA MICHAEL MCCREERY, UNIVERSITY 0/ NEVADA, LAS VEGAS, USA THIS CHAPTER DESCRIBES THE MANNER IN WHICH GAMERS ENGAGE IN MULTIPLE TEXT COMPREHENSION AND INTERTEXTUAL PRACTICES WITHIN THE CONTEXT OFTHE WORLD OFWARCRAFT (WOW). IT DESCRIBES THE NATURE OF AND ISSUES ASSOCIAT- ED WITH MULTIPLE TEXT COMPREHENSION IN A KNOWLEDGE-BASED SOCIETY, INTERTEXTUALITY AS IT RELATES TO MASSIVELY MULTI-PLAYER ONLINE GAMES, AND GROUNDS THIS DISCUSSION IN SURVEY RESULTS FROM 745 WOW PLAYERS. THE AU- THORS HOPE THAT THE CHAPTER WILL PROVIDE VALUABLE INSIGHTS INTO THE DEVELOPMENT AND APPLICATION OF THE 21 ST CENTURY SKILLS AND HELP DIRECT THE DESIGN OFFUTURE GAMES AND THE IMPLEMENTATION OF GAMES IN EDUCATION. CHAPTER XLVI DEVELOPMENT, IDENTITY, AND GAME-BASED LEARNING 808 YAM SAN CHEE, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE KENNETH Y. T. LIM, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE THIS CHAPTER CONSIDERS THE USE OF COMPUTER GAMES TO HELP STUDENTS CONSTRUCT THEIR PERSONAL IDEN- TITY AND DEVELOP DISPOSITIONS THAT BECOME ACTIVE AND RESPONSIBLE CITIZENSHIP. IT ARGUES THAT THE CONSTRUCTION OF IDENTITY REQUIRES BOTH PERFORMATIVE AND NARRATIVE COMPONENTS AND THAT THESE ELE- MENTS CAN BE REALIZED IN A LEAMING ENVIRONMENT THAT AFFORDS STUDENTS THE OPPORTUNITY TO ENGAGE IN A DIALECTIC INTERPLAY BETWEEN ROLE PLAYING IN AGAME WORLD AND DIALOGIC INTERACTION OUTSIDE OF THE GAME WORLD. RESEARCH FINDINGS FROM AN INITIAL DATA SET SHOWING HOW STUDENTS PROJECT THEIR IDENTITIES ONTO IN-GAME CHARACTERS ARE SHARED. THE FINDINGS SUGGEST THAT ROLE PLAYING IN COMPUTER GAMES CAN BE EFFECTIVE IN FOSTERING ATTITUDES, VALUES, AND BELIEFS DESIRED OF CITIZENSHIP EDUCATION. CHAPTER XLVII PLAY STYLES AND LEARNING 826 CARRIE HEETER, MICHIGAN STATE UNIVERSITY, USA THIS CHAPTER REVIEWS PLAYER TYPES FOUND IN COMMERCIAL MMOS AND EDUCATIONAL GAMES AND A PALETTE OF PLAY STYLES AND LEARNING IS PROPOSED FROM WHICH GAME DESIGNERS AND EDUCATORS CAN MORE EASILY IMAGINE (OR PERHAPS PAINT ) THEIR TARGET AUDIENCE. TWO STUDIES SHOW HOW THE PALETTE MIGHT BE APPLIED. STUDY LEXAMINES THE IMPACT OF DIFFERENT IN-GAME REWARD SCHEMAS ON PLAYER TYPES. STUDY 2 COMPARES C1ASSROOM PLAY WITH ONE CHILD PER COMPUTER VERSUS PAIRED PLAY OF THE SAME EDUCATIONAL GAME. LEARN- ING STYLES RELEVANT TO EDUCATIONAL GAME DESIGN AND CLASSROOM USE ARE DESCRIBED, INCLUDING INTRINSIC AND EXTRINSIC ACHIEVEMENT ORIENTATION, MOTIVATION, INDIVIDUAL TRAITS, AND COMPETITION AND OTHER SOCIAL FACTORS. CHAPTER XLVIII PLAYING ROLES IN THE MMORPG KINGDOM OFLOATHING 847 MARTIN OLIVER, LONDON KNOWLEDGE LAB, INSTITUTE 0/ EDUCATION, UK THIS CHAPTER EXPLORES THE ROLES PLAYERS CREATED, AND HOW THESE STRUCTURED THEIR ONLINE RELATION- SHIPS, IN AN ONLINE MASSIVELY MULTI-PLAYER ROLE-PLAYING GAME, KINGDOM OF LOATHING-A LOW-TECH BROWSER-BASED GAME WITH A SATIRICAL, HUMOROUS STYLE. THIS EXPLORATION SHOWS THAT CLASSIFICA- TIONS OF PLAYERS ARE AN OVER-SIMPLIFICATION. INSTEAD, THE C1ASSIFICATION SHOULD APPLY TO EXAMPLES OF PLAY-NOT LEAST BECAUSE THE GAME ITSELF WAS NOT FIXED BUT WAS CONSTANTLY RE-DESIGNED IN RESPONSE TO PLAY. THIS HAS IMPLICATIONS FOR RESEARCH METHODOLOGY, BUT ALSO FOR THE (ONGOING) DESIGN OF GAMES. CHAPTER XLIX EXPLORING PERSONAL MYTHS FROM THE SIMS 862 VASA BURAPHADEJA, UNIVERSITY 0/ FLORIDA, USA KARA DAWSON, UNIVERSITY 0/ FLORIDA, USA THIS STUDY HYPOTHESIZED THAT NARRATIVES TOLD BY GAME PLAYERS MAY BE SIMILAR TO NARRATIVES TOLD IN REALLIFE AND EXPLORES 66 SIMS NARRATIVES. RESULTS SUGGEST THAT MOST PEOPLE WHO PLAY THE SIMS DO NOT NATURALLY ADHERE TO THE CRITERIA OF A GOOD MYTH WHEN DEVELOPING THEIR NARRATIVE, HOWEVER, OVER HALFTHE NARRATIVES MET SOME OFTHE CRITERIA. OUR RESULTS SUGGEST THAT THE SIMS HAS THE POTENTIAL TO SERVE AS A NARRATIVE STUDIO FOR PERSONAL MYTH DEVELOPMENT BUT THAT SOME KIND OF INTERVENTION OR SCAFFOLDING MAY NEED TO BE PROVIDED. THE CONCEPT OFPSYCHOSOCIAL MORATORIUM IS SUGGESTED AS ONE POSSIBLE STRATEGY PROFESSIONALS IN MULTIPLE DISCIPLINES MAY USE TO PROMOTE THE SIMS AS A NARRATIVE STUDIO FOR MYTH DEVELOPMENT. SECTION VI THE PSYCHOLOGICAL IMPACT OF EDUCATIONAL GAMING (PART 2): VIOLENCE, EMOTION, RACE, GENDER, AND CULTURE CHAPTERL LEARNING PROCESSES AND VIOLENT VIDEO GAMES 876 EDWARD L. SWING, FOWA STATE UNIVERSITY, USA DOUGLAS A. GENTILE, FOWA STATE UNIVERSITY, USA CRAIG A. ANDERSON, FOWA STATE UNIVERSITY, USA THOUGH VIDEO GAMES CAN PRODUCE DESIRABLE LEARNING OUTCOMES, SUCH AS IMPROVED PERFORMANCE IN SCHOOL SUBJECTS, THEY ALSO CAN PRODUCE UNDESIRABLE OUTCOMES, SUCH AS INCREASED AGGRESSION. SOME OFTHE BASIC LEARNING PRINCIPLES THAT MAKE VIDEO GAMES (PARTICULARLY VIOLENT VIDEO GAMES) EFFECTIVE AT TEACHING ARE DISCUSSED IN THIS CHAPTER. A GENERAL LEARNING MODEL IS PRESENTED TO EXPLAIN HOW VIDEO GAMES CAN PRO- DUCE A VARIETY OF EFFECTS IN THEIR USERS. THIS MODEL EXPLAINS BOTH THE IMMEDIATE, SHORT-TERM EFFECTS AND CUMULATIVE, LONG-TERM EFFECTS OFVIDEO GAMES.LMPLICATIONS OFTHESE PRINCIPLES ARE DISCUSSED IN RELATION TO EDUCATION. THE ISSUE OF ADDRESSING VIOLENT VIDEO GAMES EFFECTS ON AGGRESSION IS ALSO EXAMINED. CHAPTER LI HARNESSING THE EMOTIONAL POTENTIAL OF VIDEO GAMES 893 PATRIEK FELICIA, UNIVERSITY COLLEGE CORK, FRELAND FAN PITT, UNIVERSITY COLLEGE CORK, FRELAND THIS CHAPTER EXPLAINS THE IMPORTANCE OF ACKNOWLEDGING USERS PERSONALITIES, LEARNING STYLES, AND EMOTIONS IN THE DESIGN OF EDUCATIONAL GAMES. LT ARGUES THAT THE APPLICATION OF EDUCATIONAL THEORIES COMBINED WITH KNOWLEDGE OF SUBJECTS PERSONALITY TRAITS AND AN INCREASED EMOTIONAL DEPTH OFFER A SUBSTANTIVE APPROACH TO UNDERSTAND AND IMPROVE THE NATURE OFLEARNING IN EDUCATIONAL GAMES. THE AUTHORS HOPE THAT UNDERSTANDING THE UNDERLYING MOTIVATION AND BEHAVIORS OFLEAMERS THROUGH THE USE OF PERSONALITY PROFILES WILL NOT ONLY INFORM RESEARCHERS OF A BETTER DESIGN OF EDUCATIONAL GAMES, BUT ALSO ASSIST IN UNDERSTANDING THE INTRICATE RELATIONSHIP BETWEEN GAME DESIGN, INSTRUCTIONAL DESIGN, AND USERS PERSONALITY AT BOTH COGNITIVE AND EMOTIONAL LEVELS. CHAPTER LU GAMERS, GENDER, AND REPRESENTATION 911 DIANE CARR, UNIVERSITY 0/ LONDON, UK CAROLINE PELLETIER, UNIVERSITY 0/ LONDON, UK THE ISSUE OF GENDER REOCCURS IN DEBATES ABOUT THE INTRODUCTION OF COMPUTER GAMES INTO FORMALLEAMING CONTEXTS. THERE IS A FEAR THAT GIRLS WILL BE ALIENATED RATHER THAN ENGAGED BY GAMES IN THE CLASSROOM. THERE IS ALSO CONCEM OVER SEXIST IMAGERY, AND THUS ABOUT REPRESENTATIONAL ASPECTS OF COMPUTER GAMES. IN THIS CHAPTER, PARTICULAR ASPECTS OFTHESE ISSUES ARE ADDRESSED IN TURN. THE AUTHORS EXPLORE THE ISSUE OF GEN DER AND GENDERED GAME PREFERENCES, IN RELATION TO THE CULTURAL FRAMING OF THE GAMING AUDIENCE. ATTENTION IS THEN DIRECTED AT THE ISSUE OF REPRESENTATION, WITH A CONSIDERATION OF THE TENSIONS BETWEEN REPRESENTA- TION, MEANING, AND PLAYABILITY. THESE ISSUES ARE CONSIDERED PRIMARILY THROUGH PERSPECTIVES DRAWN FROM MEDIA STUDIES, AND WITH REFERENCE TO RECENT WORK FROM THE EMERGING FIELD OF COMPUTER GAME STUDIES. CHAPTER LUI GENDER AND RACIAL STEREOTYPES IN POPULAR VIDEO GAMES 922 YI MOU, CAMBRIDGE, MA, USA WEI PENG, MICHIGAN STATE UNIVERSITY, USA WHILE THE VIOLENT CONTENT OFVIDEO GAMES HAS CAUSED WIDE CONCERN AMONG SCHOLARS, GENDER AND RACIAL STEREOTYPES IN VIDEO GAMES ARE STILL AN UNDERSTUDIED AREA. THE PURPOSE OFTHIS CHAPTER IS TO PROVIDE A BETTER UNDERSTANDING OFTHE STEREOTYPICAL PHENOMENON IN VIDEO GAMES. THE BOOK CHAPTER FIRST PROVIDES A COM- PREHENSIVE REVIEW OFPREVIOUS STUDIES CONDUCTED UPON GENDER-ROLE AND RACIAL PORTRAYALS IN VIDEO GAMES. THEN A SMALL-SCALE CONTENT ANALYSIS ON A SAMPIE OF OFFICIAL TRAILERS, INTRODUCTORY SEQUENCES, AND COVERS OF 19 MOST POPULAR VIDEO GAMES IS INTRODUCED. FINALLY, THE IMPLICATIONS OF STEREOTYPE IN VIDEO GAMES AND THE POSSIBLE SOCIAL AND PSYCHOLOGICAL IMPACTS ON PLAYERS, ESPECIALLY ADOLESCENT PLAYERS, ARE DISCUSSED. CHAPTERLIV CAN THE SUBALTERN PLAY AND SPEAK OR JUST BE PLAYED WITH? 938 DAVID J. LEONARD, WASHINGTON STATE UNIVERSITY, USA THIS CHAPTER EXAMINES AND RESPONDS TO THE SILENCING, RESISTANCE TO ANY INTRUSION OF QUESTIONS ABOUT RACE AND RACISM, AND OVERALL ERASURE OF RACE FROM THE DEBATES AND BROADER DISCOURSE CONCERNING VIDEO GAME CULTURE. IT NOT ONLY PROVIDES INSIGHT INTO THE NATURE AND LOGICS GUIDING CLAIMS OF COL ORBLINDNESS, BUT ALSO CONNECTS THE IDEOLOGIES AND CULTURE OF DENIAL TO THE BROADER RACIAL DISCOURSE OF POST-CIVIL RIGHTS AMERICA. HOPING TO INSPIRE DEBATE AND TRANSFORMATIVE KNOWLEDGE SHARING, THIS CHAPTER ADDITIONALLY OFFERS A TEXTUALLY-BASED RACIAL ANALYSIS OF OUTLAW VOLLEYBALL AS AN EXAMPLE OF THE TYPE OF CRITICAL EXAMINATION REQUIRED TO MOVE BEYOND A CULTURE THAT OFTEN REDUCES BODIES AND VOICES OF PEOPLE OF COLOR TO OBJECTS OF GAZE, RIDICULE, AND CONSUMPTION WHILE DENYING ANY SORT OF CRITICISM AND QUESTIONS REGARDING THE RACIAL MEANING AND TEXTS EVIDENT WITHIN MUCH OFTODAY S GAMING. CHAPTERLV CULTURALLY RESPONSIVE GAMES AND SIMULATIONS 956 COLLEEN SWAIN, UNIVERSITY 0/ FLORIDA, USA ELECTRONIC GAMES AND SIMULATIONS ARE POWERFIILLEAMING TOOLS FOR MANY LEARNERS; YET, THE LEAMING ENVI- RONMENTS IN THESE GAMES AND SIMULATIONS FREQUENTLY REPRESENT KNOWLEDGE AND EXPERIENCES FROM A SINGLE DOMINANT CULTURE PERSPECTIVE-A WHITE, MIDDLE- TO UPPER-CLASS PERSPECTIVE. THIS CHAPTER INTRODUCES THE READER TO THE CONNECTION BETWEEN CULTURE AND LEAMING AND USING CULTURALLY RESPONSIVE TEACHING STRATEGIES AS A METHOD OF EXPANDING THE EFFECTIVENESS OF ELECTRONIC GAMES AND SIMULATIONS TO ALLLEARNERS. READERS ARE EXPOSED TO MAJOR TENETS OF CULTURALLY RESPONSIVE INSTRUCTION AND HOW SPECIFIC INSTRUCTIONAL STRATEGIES THAT EMBRACE THESE PRINCIPLES CAN EFFECTIVELY BE INCORPORATED INTO EDUCATIONAL GAMES AND SIMULATIONS. CHAPTERLVI SAVING WORLDS WITH VIDEOGAME ACTIVISM 970 ROBERT JONES, NEW YORK UNIVERSITY, USA TO DEMONSTRATE PRECISELY HOW PROCEDURAL RHETORIC WORKS THROUGH VIDEO GAME TECHNOLOGIES, THIS CHAPTER PRESENTS ADEFINITION FOR VIDEO GAME ACTIVISM AS WEH AS THREE DISTINCT MODES: ORIGINAL DESIGN, ENGINE APPROPRIATION, AND MACHINIMA. USING THREE RECENT CASE STUDIES, THE CHAPTER SUGGESTS SOME OFTHE IMPLI- CATIONS FOR EDUCATORS AND WHY THEY SHOULD TAKE VIDEO GAMES SERIOUSLY AS MEANS OFPOLITICAL EXPRESSION WHEN TEACHING STUDENTS ABOUT CIVIC DUTY. VOLUME 111 SECTION VII EDUCATIONAL GAME DESIGN CHAPTER LVII CONCEPTUAL PLAY SPACES 989 SASHA A. BARAB, INDIANA UNIVERSITY SCHOOL OF EDUCATION, USA ADAM INGRAM-GOBLE, CENTER FOR RESEARCH ON LEARNING AND TECHNOLOGY, USA SCOTT WARREN, UNIVERSITY OFNORTH TEXAS, USA THIS CHAPTER PROVIDES A FRAMEWORK FOR DESIGNING PLAY SPACES TO SUPPORT LEAMING ACADEMIC CONTENT. THE AUTHORS PROVIDE FOUR ELEMENTS THAT ONE MUST BALANCE WHEN DESIGNING A CONCEPTUAL PLAY SPACE TO SUPPORT THE LEAMING OF DISCIPLINARY CONTENT; MORE SPECIFICAHY, ENSURING THE LEAMING OF ACADEMIC CONTENT AND SUPPORTING LEGITIMATE PARTICIPATION WHILE, CONCURRENTLY ENSURING INTERACTION WITH GAMING RULES AND EN- GAGEMENT WITH THE FRAMING NARRATIVES THROUGH WHICH THE PLAY TAKES ON MEANING. THE GOALOFTHIS WORK IS TO COMMUNICATE THE POTENTIAL VALUE OF PLAY SPACES AND TO PROVIDE AN ILLUMINATIVE SET OF CASES FOR OTHERS. CHAPTER LVIII THE DESIGN, PLAY, AND EXPERIENCE FRAMEWORK 1010 BRIAN M WINN, MICHIGAN STATE UNIVERSITY, USA THIS CHAPTER INTRODUCES A FRAMEWORK FOR THE DESIGN OF SERIOUS GAMES FOR LEAMING, CALLED THE DESIGN, PLAY, AND EXPERIENCE FRAMEWORK. THE AUTHOR ARGUES THAT THE GREAT POTENTIAL OF SERIOUS GAMES WILL NOT BE REALIZED WITHOUT A FORMAL DESIGN APPROACH. TO THAT END, THE AUTHOR PRESENTS AND THOROUGHLY EXPLAINS THE DESIGN, PLAY, AND EXPERIENCE FRAMEWORK WHICH PROVIDES A FORMAL APPROACH TO DESIGNING THE LEAMING, STORYTELLING, GAME PLAY, USER EXPERIENCE, AND TECHNOLOGY COMPONENTS OF A SERIOUS GAME. THE AUTHOR CONCLUDES BY DETAILING HOW THE FRAMEWORK PROVIDES A COMMON LANGUAGE TO DISCUSS SERIOUS GAME DESIGN, A METHODOLOGY TO ANALYZE A DESIGN, AND A PROCESS TO DESIGN A SERIOUS GAME FOR LEAMING. CHAPTERLIX REVEALING NEW HIDDEN CURRICULUM AND PEDAGOGY OFDIGITAL GAMES 1025 YOUNGKYUN BAEK, KOREA NATIONAL UNIVERSITY OF EDUCATION, REPUBLIC OF KOREA THIS CHAPTER EXAMINES HIDDEN CURRICULA AND PEDAGOGY OF DIGITAL GAMES IN ORDER TO CLARITY THEIR EDUCA- TIONAL MEANING AND IMPORTANCE. THE EXPERIENCES WHICH PLAYERS GET FROM THE INHERENT IDEOLOGY OF DIGI- TAL GAMES WAS CATEGORIZED INTO FOUR AREAS: FANTASY, IMMERSION, REPRESENTATION, AND IDENTIFICATION, AND MAKING SENSE OFTHE GAME S SYSTEM OR MODEL. THESE HIDDEN CURRICULA ARE IMPORTANT FOR LEARNING-GAME DESIGNERS TO CONSIDER IN THAT THEY ARE INTERNALIZED SUBCONSCIOUSLY. ALSO THESE HIDDEN ASPECTS OF GAMES ARE IMPORTANT FOR TEACHERS TO HELP MOTIVATE PLAYERS FOR LEARNING, TO FACILITATE SELF-DIRECTED PLAYING AND LEARNING, TO IMPROVE GENDER SENSITIVITY, AND TO HELP WITH THE TRANSFER OFKNOWLEDGE FROM GAMES TO REALLIFE. CHAPTERLX GAME DESIGN AS A COMPELLING EXPERIENCE 1041 WEI QIU, MICHIGAN STATE UNIVERSITY, USA YONG ZHAO, MICHIGAN STATE UNIVERSITY, USA THIS STUDY EXPLORED THE NATURE AND DESIGN OF A COMPELLING EXPERIENCE: GAME DESIGN. THIRTY-SIX COLLEGE JUNIORS IN THE SOFTWARE ENGINEERING MAJOR PARTICIPATED IN A SEMESTER-IONG PROJECT TO DESIGN GAMES FOR CHINESE LANGUAGE LEARNING. THE PROJECT WAS DESIGNED TO HELP ENGINEERING STUDENTS UNDERSTAND EDU- CATIONAL AND OTHER ISSUES IN DESIGNING EDUCATIONAL GAMES. RESULTS SHOW THAT GAME DESIGN EXPANDED STUDENTS PERCEPTIVE CAPACITY; ENHANCED THEIR SUBJECT-MATTER UNDERSTANDING, PROBLEM-SOLVING SKILLS, META-IEARNING ABILITY AND MOTIVATION; AND FACILITATED STUDENTS REFLECTION ON THEMSELVES AS WEIL AS THEIR ENVIRONMENTS. FACTORS ARE DISCUSSED TO MAKE A GAME DESIGN LEARNING EXPERIENCE COMPELLING. CHAPTERLXI GAMING ETHICS, RULES, ETIQUETTE, AND LEARNING 1057 LAURIE N TAYLOR, UNIVERSITY 0/ FLORIDA, USA THIS CHAPTER EXPLAINS THE SIGNIFICANCE OF INFORMAL AND UNWRITTEN MIES IN ORDER TO SHOW THE CONNECTIONS AMONG FORMAL MIES OF PLAY, FORMALIZED LEARNING, INFORMAL AND UNWRITTEN MIES, AND COLLATERALLEARNING. IT ARGUES THAT COMPUTER GAMING S MIES OFPLAY INCLUDE THE FORMAL MIES BY WHICH GAMES ARE PLAYED AND THE INFORMAL AND UNWRITTEN MIES WITHIN THE MAGIE CIRCLE OFPLAY WHERE THE GAMES ARE PLAYED. TOO OFTEN GAMES ARE REDUCED TO THEIR FORMAL MIES OF PLAY AND THE COLLATERALLEARNING FOSTERED BY THE REALM OF PLAY IS NEGLECTED. BY EXAMINING UNWRITTEN MIES, THIS CHAPTER ALSO CONNECTS TO AND INFORMS OTHER AREAS THAT RELY PRIMARILY ON FORMAL RULES, INCLUDING EDUCATIONAL GAMING. CHAPTER LXII DESIGNING GAMES-BASED EMBEDDED AUTHENTIC LEARNING EXPERIENCES 1068 PENNY DE BYL, UNIVERSITY O/SOUTHERN QUEENSLAND, AUSTRALIA THIS CHAPTER PRESENTS THE EMBEDDED AUTHENTIC SERIOUS GAME-BASED LEARNING EXPERIENCES (EASLE) ARCHI- TECTURE WHICH HAS BEEN DEVELOPED TO ASSIST IN THE DEFINITION OF GAME-BASED APPLICATIONS. THE MOTIVATION BEHIND THE DESIGN OFEASLE IS TO KEEP GAME SPECIFICATIONS AS SIMPLE AND FOCUSED AS POSSIBLE FOR EDUCATORS ATTEMPTING TO CREATE SERIOUS GAMES AS CURRENT AVAILABLE GAME DESIGN METHODOLOGIES AND TEMPLATES ARE COM- PLEX AND EXTENSIVE. FURTHERMORE, IT IS ARGUED THAT GAMES CREATED WITH EASLE REDUCE THE AMOUNT OF GAME DEVELOPMENT WORK TO BE DONE BY THE EDUCATOR ALLOWING FOR DEEPER COLLABORATION BETWEEN STUDENTS. TOWARDS THE END OFTHIS CHAPTER AGAME DEVELOPED WITH EASLE WHICH TOOK TWO WEEKS TO COMPLETE IS PRESENTED. CHAPTER LXIII BRIDGING GAME DEVELOPMENT AND INSTRUCTIONAL DESIGN 1088 JAMES BELANICH, US. ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SODAL SDENCES, USA KARIN A. ORVIS, OLD DOMINION UNIVERSITY, USA DANIEL B. HORN, US. ARMY RESEARCH INSTITUTEFOR THE BEHAVIORAL AND SODAL SDENCES, USA JENNIFER L. SOLBERG, US. ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SODAL SCIENCES, USA INSTRUCTIONAL VIDEO GAME DEVELOPMENT IS OCCURRING IN BOTH THE COMMERCIAL GAME DEVELOPMENT AND THE INSTRUCTIONAL DESIGN/DEVELOPMENT COMMUNITIES, BUT REGULARLY IN ISOLATION FROM ONE ANOTHER. THIS CHAPTER ELUCIDATES THE COMMONALITIES AND DIFFERENCES IN THE DEVELOPMENT GOALS AND APPROACHES OFTHESE COMMU- NITIES AND DISCUSSES HOW BEST PRACTICES OF EACH COMMUNITY SHOULD BE BLENDED FOR OPTIMAL INSTRUCTIONAL VIDEOGAME DESIGN. THIS CHAPTER ALSO INCLUDES RELEVANT EXPERIENCES FROM AN INSTRUCTIONAL PC-VIDEO GAME DEVELOPMENT PROJECT, ILLUSTRATING CHALLENGES FACED AND NEW OPPORTUNITIES AFFORDED VIA A COLLABORATIVE DEVELOPMENT EFFORT. CHAPTER LXIV GAME DESIGN FOR INTUITIVE CONCEPT KNOWLEDGE 1104 DEBBIE DENISE RESSE, CENTER FOR EDUCATIONAL TECHNOLOGIES, WHEELING JESUIT UNIVERSITY, USA REVIEWING RELEVANT GAME DESIGN, COGNITIVE SCIENCE, AND LEAMING SCIENCE THEORIES, THE AUTHOR ARGUES: (A) THE NEED FOR GAME DESIGN; (B) THAT GAME WORLDS, COMPLEX CONCEPTS, AND MENTAL MODELS ARE ANALOGOUS SYSTEMS; (C) HOW GAME-BASED TECHNOLOGIES CAN PROVIDE A PRAGMATIC AND EMBODIED CONTEXT FOR MAKING COMPLEX, INTRODUCTORY CONCEPTS INTUITIVE; AND (D) THAT THE PRAGMATIC, PHYSICAL, AND PROCEDURAL ASPECTS OF GAMES MAKE THEM POWERFULLEAMING TOOLS THAT MUST BE CAREFULLY DESIGNED. THE AUTHOR ILLUSTRATES GAME DESIGN USING SELENE: A LUNAR CREATION GAME. RIGOROUS METHODS FOR DESIGN OF INSTRUCTIONAL GAMES WILL ENHANCE CONTROL OVER LEAMING OUTCOMES. CHAPTERLXV LEVERAGING THE AFFORDANCES OF AN ELECTRONIC GAME TO MEET INSTRUCTIONAL GOALS 1127 YUXIN MA, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA DOUGLAS WILLIAMS, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHARLES RICHARD, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA LOUISE PREJEAN, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA THIS CHAPTER IS AN EFFORT TO START TO ACCUMULATE KNOWLEDGE TO GUIDE THE DESIGN OF ELECTRONIC EDUCATIONAL GAMES. THE AUTHORS PRESENT A CASE STUDY DESCRIBING HOW THE UNIQUE COMPONENTS OF ELECTRONIC GAMES ENABLED THE DESIGN OF CONQUEST OF COASTIANDS, A LEAMING ENVIRONMENT DELIVERED AS AN ELECTRONIC GAME. THEY DESCRIBE HOW THEIR TEAM SYNTHESIZED TWO SETS OF DESIGN PRINCIPLES FROM THE LITERATURE ON ELECTRONIC GAMES, INSTRUCTIONAL DESIGN, AND INTRINSIC MOTIVATION AND HOW THESE PRINCIPLES INFORMED THE DESIGN OF CONQUEST OF COASTIANDS. THE PRINCIPLES AND THE RELATED CASE STUDY MAY INFORM THE DESIGN OF FUTURE E1ECTRONIC EDUCATIONAL GAMES AND GENERATE RESEARCH QUESTIONS TO BE INVESTIGATED IN EMPIRICAL RESEARCH. CHAPTER LXVI INSTRUCTIONAL GAME DESIGN USING COGNITIVE LOAD THEORY 1143 WENHAO DAVID HUANG, UNIVERSITY O/ILLINOIS, USA TRISTAN JOHNSON, FLORIDA STATE UNIVERSITY, USA THIS CHAPTER INTRODUCES DESIGN GUIDELINES TO ATTAIN SPECIFIC GAME CHARACTERISTICS BY PRIORITIZING THE DESIGN COMPONENTS IN 4C/ID-MODEL. EACH GAME CHARACTERISTIC CONSISTS OF THREE LEVELS OF DESIGN EMPHASIS: PRELIMINARY, SECONDARY, AND TERTIARY. THE ULTIMATE GOAL OF THIS CHAPTER IS TO INITIATE SE- RIES OF DIALOGUE BETWEEN COGNITIVE LEAMING OUTCOME, SYSTEMATIC INSTRUCTIONAL DESIGN, AND INSTRUC- TIONAL GAME DESIGN THEREBY SEEKING TO IMPROVE THE OVERALL GAME DESIGN AND INSTRUCTIONAL EFFICIENCY. CHAPTER LXVII MOTIVATION, LEAMING, AND GAME DESIGN.......... 1166 MAHBOUBEH ASGARI, SIMON FRASER UNIVERSITY, CANADA DAVID KAUFMAN, SIMON FRASER UNIVERSITY, CANADA WHILE THERE ARE THOUSANDS OF EDUCATIONAL COMPUTER AND VIDEO GAMES IN THE MARKET TODAY, FEW ARE AS ENGAG- ING AND COMPELLING AS ENTERTAINMENT GAMES. SOME ENTERTAINMENT GAMES HAVE ALSO BEEN USED IN CLASSROOMS AND HAVE PROVEN TO PRODUCE INCIDENTALLEARNING (E.G., CIVILIZATION III, SIMCITY). THE AUTHORS OFTHIS CHAPTER ARGUE THAT THERE ARE A NUMBER OF ELEMENTS USED IN ENTERTAINMENT GAMES THAT MOTIVATE PLAYERS, AND USING THESE ELEMENTS IN THE DESIGN PROCESS FOR EDUCATIONAL GAMES BASED ON LEARNING OBJECTIVES WOULD CREATE MOTIVA- TIONAL AND ENGAGING EDUCATIONAL GAMES. THIS CHAPTER OUTLINES THE ELEMENTS NEEDED TO DEVELOP SUCH GAMES. CHAPTER LXVIII DESIGNING GAMES FOR LEARNING 1183 SCOTT J. WARREN, UNIVERSITY 0/ NORTH TEXAS, USA MARY JO DONDLINGER, UNIVERSITY 0/ NORTH TEXAS, USA THIS CHAPTER DISCUSSES TWO GAMES THAT WERE DESIGNED TO TARGET LEARNING AS WEIL AS IMPLICATIONS FOR THE DESIGN OF FUTURE GAMES INTENDED FOR THIS PURPOSE. IT ILLUSTRATES HOW THE ADDIE MODEL OF IN- STRUCTIONAL DESIGN CAN BE LEVERAGED TO PRODUCE DIGITAL GAME SPACES AS WEH AS THE LIMITATIONS THAT DESIGNERS FACE BASED ON THE GOALS OF THE PROJECT, THE CHOSEN TECHNOLOGY, AND THE AUDIENCE CHOSEN FOR THE DIGITAL INTERVENTION. THE GOAL OF THIS CHAPTER IS TO USE REAL-WORLD EXAMPLES OF LEARNING GAME DESIGN PROCESSES IN ORDER TO PREPARE INSTRUCTIONAL DESIGNERS FOR THE COMPLEXITY OF USING GAME AND INSTRUCTIONAL DESIGN PRINCIPLES AS A MEANS OF IMPROVING STUDENT MOTIVATION, LEAMING, AND OTHER PSYCHOLOGICAL FACTORS THAT PREPARE THEM FOR ENGAGING MEANINGFULLY IN THE EDUCATIONAL EXPERIENCE. CHAPTER LXIX INTERACTION WITH MMOGS AND IMPLICATIONS FOR E-LEARNING DESIGN 1204 PANAGIOTIS ZAHARIAS, UNIVERSITY 0/ THE AEGEAN, GREECE & ATHENS UNIVERSITY 0/ ECONOMICS AND BUSINESS, ATHENS, GREECE ANTHONY PAPARGYRIS, ATHENS UNIVERSITY 0/ ECONOMICS AND BUSINESS, GREECE E-IEARNING IS EMERGING AS ONE OFTHE FASTEST ORGANIZATIONAL USES OFTHE INTERNET AS A SUPPLEMENTARY OR ALTERNATIVE MODE FOR CORPORATE TRAINING. IN THIS CHAPTER IT IS ARGUED THAT MANY USEFULLESSONS FOR E-LEAMING DESIGNERS CAN BE LEAMED FROM GAME DESIGN AND ESPECIALLY FROM THE DESIGN OF MASSIVE MULTI-PLAYER ONLINE GAMES (MMOGS). A REVIEW ON INSTRUCTIONAL QUALITY OF GAMES AND DESIGN ELEMENTS OFMMOGS IS CONDUCTED UNDER THE PER- SPECTIVE OF ADULT LEAMING, IN ORDER TO IDENTI1)T,ADAPT, AND PROPOSE DESIGN IMPLICATIONS FOR E-LEAMING DESIGN. CHAPTERLXX NARRATIVE DEVELOPMENT AND INSTRUCTIONAL DESIGN 1218 DOUGLAS WILLIAMS, UNIVERSITY 0/ LOUISIANA AT LAJAYETTE, USA YUXIN MA, UNIVERSITY 0/ LOUISIANA AT LA/AYETTE, USA CHARLES RICHARD. UNIVERSITY 0/ LOUISIANA AT LA/AYETTE, USA LOUISE PREJEAN, UNIVERSITY 0/ LOUISIANA AT LA/AYETTE, USA THIS CHAPTER EXPLORES THE CHALLENGE OF BALANCING NARRATIVE DEVELOPMENT AND INSTRUCTIONAL DESIGN IN THE CREATION OF AN ELECTRONIC GAME-BASED LEAMING ENVIRONMENT. NARRATIVE IS A KEY FACTOR IN SUC- CESSFUL COMMERCIAL GAMES. THE HERO S JOUMEY IS EXPLAINED AND PROPOSED AS A MODEL NARRATIVE STRUCTURE FOR DEVELOPING EDUCATIONAL ROLE-PLAYING GAMES AND INFORMING INSTRUCTIONAL DESIGN. OPPOR- TUNITIES TO EMBED VARIOUS INSTRUCTIONAL STRATEGIES WITHIN THE HERO S JOUMEY STRUCTURE ARE PRESENTED. CHAPTER LXXI CHILDREN AS CRITICS OF EDUCATIONAL COMPUTER GAMES DESIGNED BY OTHER CHILDREN 1234 LLOYD P. RIEBER, THE UNIVERSITY 0/ GEORGIA, USA JOAN M DAVIS, THE UNIVERSITY 0/ WASHINGTON, USA MICHAEL J MATZKO, INDEPENDENT CONSULTANT, USA MICHAEL M GRANT, THE UNIVERSITY 0/ MEMPHIS, USA THE AUTHORS OF THIS CHAPTER GAVE A CLASSROOM OF MIDDLE SCHOOL STUDENTS THE OPPORTUNITY TO PLAY EDUCATIONAL GAMES CREATED BY OTHER MIDDLE SCHOOL STUDENTS. THESE STUDENTS OPINIONS OF THE GAMES WERE STUDIED AND COMPARED TO THEIR ACTUAL PLAY BEHAVIOR. THIS STUDY ALSO EXPLORED THE REASONS BE- HIND THE CHILDREN S PLAY BEHAVIORS AND CRITIQUES THROUGH INTERVIEWS. IMPORTANT GAME CHARACTERIS- TIES IDENTIFIED BY THE CHILDREN INCLUDED THE FOLLOWING: (1) STORYLINE OR CONTEXT; (2) CHALLENGE; AND (3) COMPETITIVE AFFORDANCES, ESPECIALLY THOSE THAT PROMOTED SOCIAL INTERACTION. INTERESTINGLY, TWO GAME CHARACTERISTIES TOUTED IN THE LITERATURE WERE NOT FOUND TO BE IMPORTANT TO THESE CHILDREN: (1) INTEGRATION OF A GAME S STORYLINE AND EDUCATIONAL CONTENT; AND (2) A GAME S PRODUCTION VALUES. CHAPTER LXXII VIDEO-GAME CREATION AS A LEAMING EXPERIENCE FOR TEACHERS AND STUDENTS 1257 LEANNA MADILL, UNIVERSITY 0/ VICTORIA, CANADA KATHY SANFORD, UNIVERSITY O/VICTORIA, CANADA THIS CHAPTER EXPLORES CHANGING CONCEPTIONS OFLEAMING BROUGHT ABOUT BY TECHNOLOGIEAL CHANGES AND OP- PORTUNITIES AND EXAMINES MORE CLOSELY THE UNDERSTANDING OFVIDEO GAME CREATION AS A LEAMING EXPERIENCE. BASED ON THE FIRST YEAR OF A THREE-YEAR ETHNOGRAPHIC RESEARCH STUDY OFTHE EDUCATIVE VA1UE AND POTENTIAL OF VIDEO GAMES WITHIN A SCHOOL SETTING, THIS CHAPTER EXAMINES THE POWERFULLEAMING AND TEACHING PRACTICES IN CLASSES OF INFORMATION TECHNOLOGY AND PROGRAMMING IN WHICH VIDEO GAME CREATION HAS BEEN USED AS ENTRY POINTS INTO LEAMING PROGRAMMING SKILLS. SEETION VIII THE FUTURE OF EDUCATIONAL GAMING CHAPTER LXXIII THE FUTURE OFDIGITAL GAME-BASED LEARNING 1274 BRIAN MAGERKO, GEORGIA INSTITUTE OF TECHNOLOGY, USA THIS CHAPTER DISCUSSES THE POTENTIAL FUTURE OF GAMES FOR LEARNING THROUGH THE LENS OF CURRENT AD- VANTAGES OF REAL-WORLD EDUCATION THAT ARE THUS FAR LACKING IN EDUCATIONAL GAMES. IT FOCUSES ON FOUR MAIN FACETS OF THE REAL-WORLD EDUCATIONAL EXPERIENCE: ADAPTING CONTENT TO AN INDIVIDUAL STUDENT, THE RIGOROUS EVALUATION OF EDUCATIONAL MEDIA, THE EASE OF MODIFICATION OF EDUCATIONAL GAMES, AND THE APPLICATION OF GAMES TO NEW DOMAINS AND TEACHING TECHNIQUES. THE CHAPTER THEN SUGGESTS HOW WE AS DESIGNERS AND DEVELOPERS CAN MAKE STRIDES TOWARDS INCORPORATING THESE LACKING ELE- MENTS INTO HOW WE BUILD AND USE EDUCATIONAL GAMES. THE AUTHOR HOPES THAT THIS DISCUSSION CAN BE USED TO FOSTER DISCUSSION ABOUT WHERE THE FIELD COULD BE AND SHOULD BE GOING IN THE NEAR FUTURE. CHAPTER LXXIV ARTISTS IN THE MEDIUM 1289 KURT SQUIRE, UNIVERSITY OFWISCONSIN - MADISON, USA THIS CHAPTER DISCUSSES EMERGING TRENDS IN GAMES AND LEARNING. IT ARGUES FOR AN APPROACHTHAT EXAMINES GAMES AS A NEW MEDIUM. WITH THE INCREASED ATTENTION BEING GIVEN TO GAMES, CRITIQUES ABOUT THE INSTRUC- TIONAL EFFICACY OF GAMES WILL EMERGE, AND THAT EDUCATORS MUST TRULY TAKE ADVANTAGE OF THE UNIQUE CAPACITIES OF THE MEDIUM, AS WEIL AS KEEP IN MIND THE NEW FORMS OF LEARNING SUPPORTED BY GAMES. IT CONTINUES TO OUTLINE KEY TRENDS, SUCH AS EMERGING GAME GENRES, NEW FORMS OF PRODUCTIVE PLAY, AND EMBEDDED GAME ASSESSMENTS. BY TARGETING WHAT KINDS OF DESIGN ADVANCES OCCUR IN CONTEMPORARY ENTERTAINMENT GAMES, PERHAPS GAMES CAN BE DESIGNED THAT WILL BECOME INTEGRATED INTO EDUCATIONAL SYSTEMS. CHAPTER LXXV THE POSITIVE IMPACT MODEL IN COMMERCIAL GAMES 1303 RUSEL DEMARIA, DEMARIA STUDIO, USA WHAT IS THE FUTURE OFVIDEO GAMES? IS IT MORE REALISM? MORE VIOLENCE? BETTER PHYSICS? ARTIFICIALLY INTEL- LIGENT CHARACTERS? MORE SOCIAL NETWORKING GAMES? FREE TO PLAY AND ADVERTISING SUPPORTED? GAMES FOR NON-GAMERS? MORE CONTROVERSY, POLITICAL SCAPEGOATING, AND LEGAL CHALLENGES? IT S PROBABLY ALL OF THE THESE, AND MORE. IN FACT, WHILE WE MAY EXPECT TO SEE MORE OF THE SAME FROM THE COMMERCIAL VIDEO GAME INDUSTRY, THERE IS ALWAYS THE POTENTIAL FOR SURPRISES, BOTH PLEASANT AND NOT-SO PLEASANT. ONE AREA OF THE FUTURE OF GAMES IS LESS OFTEN DISCUSSED, BUT REPRESENTS ONE OF THE MOST POWERFUL AND POSITIVE DIRECTIONS THE INDUSTRY COULD TAKE. THE AUTHOR CALLS IT THE POSITIVE IMPACT MODEL, AND USES THIS CHAPTER TO DISCUSS WHAT THAT PHRASE IS MEANT TO CONVEY. CHAPTER LXXVI EDUCATION AND EXPLOITATION OFFTHE VIRTUAL TRAIN TO OREGON 1318 CHAD M HARMS, IOWA STATE UNIVERSITY, USA BY RETRACING THE TRACKS OF THE POPULAR EDUCATIONAL GAME, THE OREGON TRAIL, THIS CHAPTER PRESENTS BOTH POSITIVE AND NEGATIVE REALITIES OF THE INCORPORATION OF COMPUTER-BASED EDUCATION THAT WILL NECESSITATE STUDENTS VENTURING AWAY FROM SAFE CLOSED SYSTEMS TO ACCESS INFORMATION IN THE OPEN FRONTIER OF THE INTER- NET. INFORMATION PRESENTATION IS INCREASINGLY MULTIMODAL. THE FIDELITY OF THAT INFORMATION IS NOT ALWAYS CLEAR. ACCESS TO INFORMATION, THOUGH OFTEN ASSUMED, IS NOT ALWAYS AVAILABLE. INDIVIDUALS SELECTIVITY TO THE VARIETY OF INFORMATION CAN INFLUENCE HOW IT IS INTERNALIZED. EXPOSURE TO VIOLENT AND SEXUAL CONTENT CAN RESULT IN DESENSITIZATION. BIAS OPENS OPPORTUNITY FOR FRAGMENTATION. AND OUR CONNECTIONS TO OTHERS, THOUGH OVERWHELMINGLY POSITIVE, ALSO MAKE US VULNERABLE TO AGGRESSION AND EXPLOITATION. CERTAIN RE- SEARCH AND NEWS STORIES PRESENTED HERE DETAIL THE MOST DISTURBING ACTS OFHUMANKIND; THOSE THAT CHILDREN MUST BE SAFEGUARDED AGAINST. SEETION IX APPENDIX: GLOSSARY OF TERMS APPENDIXA AN OVERVIEW OF GAMING TERMINOLOGY: CHAPTERS I-LXXV!.. 1333 CLARK ALDRICH. SIMULEARN, USA JOSEPH C. DIPIETRO, UNIVERSITY 0/ FLORIDA, USA THIS APPENDIX INTRODUCES AND DEFINES COMMONLY USED TERMS AND PHRASES FROM THE WORLD OF VIDEO GAM- ING. IT SEEKS TO BRIDGE THE GAPS BETWEEN RESEARCHERS, GAMERS, AND EDUCATORS SO THAT A MORE THOUGHTFUL AND PRODUCTIVE CONVERSATION MAY BE HAD. THE AUTHORS HOPE THAT THIS APPENDIX ADDS TO THE UNDERSTANDING OF AND APPRECIATION FOR BOTH CONSUMER-BASED AND EDUCATIONAL VIDEO GAMES, FURTHERS ACADEMIC RESEARCH WITHIN THIS FIELD, AND SERVES AS A VALUABLE TOOL FOR ANYONE INTERESTED IN LEARNING MORE ABOUT VIDEO GAMES AND RELATED TERMINOLOGY. FIFTY-TWO ENTRIES ARE DISCUSSED WITHIN THIS APPENDIX SERVING AS ASOLID, YET NOT ALL-ENCOMPASSING, FOUNDATION FOR FUTURE INQUIRY AND DISCUSSION. SECTION X APPENDIX: SELECTED READINGS APPENDIX B, SELEETED READINGS GAMES AND SIMULATIONS: A NEW APPROACH IN EDUCATION? 1354 GOEKNUR KAPLAN AKILLI, PENNSYLVANIA STATE UNIVERSITY, USA COMPUTER GAMES AND SIMULATIONS ARE CONSIDERED POWERFUL TOOLS FOR LEARNING WITH AN UNTAPPED POTENTIAL FOR FORMAL EDUCATIONAL USE. HOWEVER, THE LACK OF AVAILABLE WELL-DESIGNED RESEARCH STUDIES ABOUT THEIR INTEGRATION INTO TEACHING AND LEARNING LEAVES UNANSWERED QUESTIONS, DESPITE THEIR MORE THAN 30 YEARS OF EXISTENCE IN THE INSTRUCTIONAL DESIGN MOVEMENT. BEGINNING WITH THESE ISSUES, THIS CHAPTER AIMS TO SHED LIGHT ON THE DEFINITION OF GAMES AND SIMULATIONS, THEIR EDUCATIONAL USE, AND SOME OF THEIR EFFECTS ON LEARN- ING. CRITICISMS AND NEW TRENDS IN THE FIELD OF INSTRUCTIONAL DESIGN/DEVE1OPMENT IN RELATION TO EDUCATIONAL USE OF GAMES AND SIMULATIONS ARE BRIEFLY REVIEWED. THE CHAPTER INTENDS TO PROVIDE ABRIEF THEORETICAL FRAMEWORK AND A FRESH STARTING POINT FOR PRACTITIONERS IN THE FIE1D WHO ARE INTERESTED IN EDUCATIONAL USE OF GAMES AND SIMULATIONS AND THEIR INTEGRATION INTO LEARNING ENVIRONMENTS. APPENDIX C, SELECTED READINGS DEVELOPING ENJOYABLE SECOND LANGUAGE LEAMING SOFTWARE TOOLS: A COMPUTER GAME PARADIGRN 1372 CHEE SIANG ANG, CITY UNIVERSITY, UK PANAYIOTIS ZAPHIRIS, CITY UNIVERSITY, UK THIS CHAPTER ATTEMPTS TO EXAMINE COMPUTER GAME THEORIES-LUDOLOGY AND NARRATOLOGY-THAT EXPLAIN COM- PUTER GAMES AS PLAY ACTIVITIES AND STORYTELLING MEDIA. FOUNDED ON THIS THEORETICAL EXPLANATION, AGAME MODEL THAT INCORPORATES GAMEPLAY AND NARRATIVES IS PRESENTED. FROM THE MODEL, TWO ASPECTS OFLEAMING IN THE GAME ENVIRONMENT ARE IDENTIFIED: GAMEPLAY-ORIENTED AND NARRATIVE-ORIENTED. IT IS BELIEVED THAT PLAYING COMPUTER GAMES INVOLVES AT LEAST ONE OFTHESE TYPES OFLEAMING; THUS, THIS GAME S NATURE CAN BE USED IN DESIGNING ENGAGING EDUCATIONAL SOFTWARE. IN ADDITION, BASED ON MALONE S THEORETICAL FRAMEWORK ON MOTIVATIONAL HEURISTICS, THERE ARE TWO METHODS OF APPLYING COMPUTER GAMES IN LANGUAGE LEAMING: EXTRINSIC AND INTRINSIC, DEPENDING ON THE INTEGRATION OF GAME DESIGNS AND LEARNING MATERIALS. THEN, TWO CASES OF LANGUAGE-IEARNING GAMES ARE SCRUTINIZED, USING THE GAME MODEL, IN ORDER TO DEMONSTRATE THE USE OF COMPUTER GAMES IN LANGUAGE LEARNING. APPENDIX D, SELECTED READINGS GAME MODS: CUSTOMIZABLE LEAMING IN A K16 SETTING 1390 E/IZABETH FANNING, THE UNIVERSITY O/VIRGINIA, USA AGAME MOD DESCRIBES A MODIFICATION WITHIN AN EXISTING COMMERCIAL, COMPUTER-BASED GAME THAT HAS BEEN CREATED BY AUSER. BY GAME MODDING, A USER CAN PARTICIPATE IN THE CREATIVE PROCESS BY TAKING THE SETTING OFTHEIR FAVORITE GAME AND CUSTOMIZING IT FOR ENTERTAINMENT PURPOSES OR TO CONVEY INFORMATION. FOR YEARS, COMMERCIAL COMPUTER-BASED GAME DEVELOPERS COMMITTED CONSIDERABLE RESOURCES TOWARDS PREVENTING USERS FROM HACKING INTO OR HIJACKING THEIR GAMES. NOW SEVERAL COMPUTER-BASED GAME DEVELOPERS PROVIDE EDITORS WITH THEIR PRODUCTS TO ENCOURAGE USERS TO CREATE CONTENT, AND TO ALLOW EDU- CATORS, FOR INSTANCE, TO TAKE ADVANTAGE OF THE BENEFITS AND PRODUCTION QUALITY OF COMMERCIAL COMPUTER GAMES TO CREATE CUSTOMIZED INSTRUCTION. THIS CHAPTER FOCUSES ON MAINSTREAM, ACCESSIBLE GAMES WITH STRAIGHTFORWARD MODDING TOOLS THAT CAN BE EASILY INTEGRATED INTO A LEAMING ENVIRONMENT. APPENDIX E, SELECTED READINGS ONLINE GAMES FOR 21 SI CENTURY SKILLS 1400 LISA GALARNEAU, UNIVERSITY 0/ WAIKATO, NEW ZEALAND MELANIE ZIBIT, BOSTON COLLEGE, USA 20TH CENTURY VISIONARIES FORESAW THAT MASTERY OF THE DYNAMIC PROCESSES UNDERPINNING THE ACQUISITION AND MANIPULATION OFKNOWLEDGE WOULD BE CRITICAL IN THE 21ST CENTURY. FORMAL EDUCATIONAL SYSTEMS HAVE NOT CHANGED TO FACILITATE THE DEVELOPMENT OF THESE NECESSARY CAPABILITIES, AND SO PEOPLE OF ALL AGES ARE DEVELOPING THEM THROUGH A VARIETY OF DIGITALLY MEDIATED MECHANISMS. ONLINE GAMES OFFER ONE AREA IN WHICH TO EXAMINE PATTERNS OF SPONTANEOUSLY OCCURRING PHENOMENA THAT REPRESENT THE NATURAL DEVELOP- MENT OF SUCH CAPABILITIES. THIS CHAPTER REVIEWS THE CHARACTER OF, AND NEED FOR, 21 ST CENTURY SKILLS. IT ALSO ILLUMINATES EXISTING DIGITAL DOMAINS IN WH ICH THESE SKILLS DEVELOP ORGANICALLY. PEERING THROUGH THE WINDOW OFTHE PRESENT INTO THE FUTURE, WE SEE THAT ENVISIONING CHANGE IN EDUCATION MEANS TAKING A LONG LOOK AT WHAT ACTIVITY PRODUCES THOSE SKILLS, REGARDLESS OF WHETHER THAT ACTIVITY IS TAKING PLACE IN A FORMAL SETTING OR WITHIN ENTERTAINMENT-BASED WORLDS WHERE THE SKILLS ARE LEAMED INCIDENTALLY THROUGH PLAY. APPENDIX F, SELEETED READINGS GAME-BASED INSTRUCTION IN A COLLEGE CLASSROOM 1427 NANCY SARDONE, SETON HALL UNIVERSITY, USA ROBERTA DEVLIN-SCHERER, SETON HALL UNIVERSITY, USA JOSEPH MARTINELLI, SETON HALL UNIVERSITY, USA THE LAST 20 YEARS HAVE BROUGHT IN INCREASE OF COMPUTERS INTO EDUCATIONAL AND HORNE ENVIRONMENTS, GEN- ERATING AN EXPLOSION OF AVAILABLE EDUCATIONAL SOFTWARE PRODUCTS. AS A RESULT, STUDENTS BRING A WEALTH OF TECHNOLOGY EXPERIENCES TO THE COLLEGE CLASSROOM. THE USE OF GAMES AS AN INSTRUCTIONAL STRATEGY IN THE HIGHER EDUCATION SETTING IS FAIRLY NEW. THIS CHAPTER EXAMINES THE EFFECTS OF GAME-BASED INSTRUCTION ON LEARNING OUTCOMES OF COLLEGE STUDENTS STUDYING BASIC COMPUTER CONCEPTS. WITH THE GROWING TREND TOWARD THE USE OF GAMES TO SUPPORT LEAMING, RESEARCH IS NEEDED TO EXAMINE LEAMING OUTCOMES. PERHAPS FACULTY WILL BE WILLING TO MOVE TO MORE EMPIRICALLY TESTED GAME-BASED LEAMING STRATEGIES, EVEN THOUGH INITIAL CURRICULUM DEVELOPMENT TIME MAY BE INCREASED. APPENDIX G, SELECTED READINGS CREATIVE REMIXING AND DIGITAL LEARNING: DEVELOPING AN ONLINE MEDIA LITERACY LEARNING TOOL FOR GIRLS 1440 RENEE HOBBS, TEMPLE UNIVERSITY, USA JONELLE ROWE, DEPARTMENT 0/ HEALTH AND HUMAN SERVICES, USA THIS CHAPTER EXPLORES HOW MEDIA LITERACY EDUCATION MAY CONTINUE TO BE RESPONSIVE AND RELEVANT TO THE CONTINUALLY CHANGING NATURE OF POPULAR CULTURE THROUGH THE DEVELOPMENT OF INNOVATIVE ONLINE MULTIMEDIA EDUCATIONAL PROGRARNS. BECAUSE PRE-ADOLESCENT AND ADOLESCENT GIRLS ARE ACTIVELY INVOLVED IN THE CON- SUMPTION OF POPULAR MUSIC, COMPETITIVE PERFORMANCE TELEVISION PROGRAMS LIKE AMERICAN IDOL AS WEIL AS ONLINE SOCIAL NETWORKS, IT IS IMPORTANT TO EXAMINE THE CONSTRUCTED NATURE OF THESE NEW TYPES OF MESSAGES AND EXPERIENCES. MY POP STUDIO (WWW.MYPOPSTUDIO.COM). A CREATIVE PLAY EXPERIENCE FOR GIRLS AGES 9 TO 14, WAS DEVELOPED BY THE AUTHORS TO ADDRESS THE NEED FOR MEDIA LITERACY SKILLS AMONG THIS GROUP. WE PRESENT A MODEL FOR ASSESSING THE IMPACT OF THE PROGRAM ON LEARNING THAT INCORPORATES THE DIMENSIONS OF PLEASURE, A SENSE OF MASTERY, PARTICIPATION IN THE ONLINE COMMUNITY, MEDIA LITERACY SKILLS, AND OTHER OUTCOMES. ONLINE GAMES THAT USE CREATIVE REMIXING TECHNIQUES MAY PROMOTE METACOGNITION, REFLECTION, AND CRITICAL ANALYSIS SKILLS. GIRLS NEED OPPORTUNITIES TO STRENGTHEN CRITICAL THINKING SKILLS ABOUT MASS MEDIA AND POPULAR CULTURE AND THE USE OF ONLINE LEARNING ENVIRONMENTS MAY SUPPORT THE DEVELOPMENT OF ADOLESCENTS MEDIA LITERACY SKILLS. APPENDIX H, SELEETED READINGS LEAMING WHILE PLAYING: DESIGN IMPLICATIONS FOR EDUTAINMENT GAMES 1449 KALLE JEGERS, UMEA UNIVERSITY, SWEDEN CARLOTTE WIBERG, UMEA UNIVERSITY, SWEDEN THIS CHAPTER REPORTS ON THE INITIAL RESULTS OF A STUDY CONDUCTED IN THE PROJECT FUNTAIN. THE MAIN PURPOSE WAS TO IDENTIFY GENERAL GUIDELINES/IMPLICATIONS FOR EDUTAINMENT GAMES, IN ORDER TO GUIDE DESIGNERS OF SUCH GAMES AS THEY OFTEN LACK IN DESIGN GUIDELINES. USABILITY EVALUATIONS WERE CONDUCTED ON AN EDUTAINMENT GAME IN ORDER TO FIND USABILITY PROBLEMS. THESE FINDINGS WERE ANALYZED AND USED AS INPUT IN FOCUS GROUP MEETINGS, HELD WITH JOINT TEAMS OF GAME DESIGNERS AND HCI EXPERTS. THE OUTCOME OF THE FOCUS GROUPS WAS A PROPOSAL OF A LIST OF TEN GENERAL DESIGN GUIDELINES. FINDINGS INDICATE THAT USERS HAD PROBLEMS IN UNDERSTANDING THE UNDERLYING MODEL FOR THE GAME AS WEIL AS IDENTIF) ING THE KNOWLEDGE RELATED CONTENT. EXPERTS, FURTHER, GAVE COMMENTS ABOUT FEEDBACK PROBLEMS AND DIFFERENT TYPES OF CONSISTENCIES. SOME OF THE IMPLICATIONS FROM THE FINDINGS ARE GUIDELINES FOR EAMING AND LOSING POINTS, SCORING AND PERFORMANCE FEEDBACK AND GAME OBJECT CHARACTERISTICS. APPENDIX I, SELECTED READINGS RELIVING HISTORY WITH RELIVING THE REVOLUTION : DESIGNING AUGMENTED REALITY GAMES TO TEACH THE CRITICAL THINKING OFHISTORY 1460 KAREN SCHRIER, MIT, USA STUDENTS NEED TO LEAM THE CRITICAL THINKING OFHISTORY, YET THEY RARELY HAVE THE OPPORTUNITIES TO AUTHENTI- CALLY SIMULATE HISTORIC INQUIRY. RESEARCH HAS SUGGESTED THE PEDAGOGICAL POTENTIAL FOR USING AUGMENTED REALITY (AR) GAMES-IOCATION-BASED GAMES THAT USE WIRELESS HANDHELD DEVICES SUCH AS PDAS TO PROVIDE VIRTUAL GAME INFORMATION IN A PHYSICAL ENVIRONMENT. THE NOVEL AR GAME, RELIVING THE REVOLUTION (RTR), WAS CREATED AS A MODEL FOR STUDYING HOW AR GAMES CAN ENGAGE STUDENTS IN INTERPRETIVE, COLLABORATIVE, AND PROBLEM-SOLVING ACTIVITIES. IN THIS CHAPTER, THE GAME IS INTRODUCE, AND MAIN RESULTS OF THE INITIAL ITERATIVE TESTS ARE DISCUSSED, INCLUDING WHAT WENT WRONG AND HOW THE GAME WAS REDESIGNED TO BETTER SUPPORT DEEPER ENGAGEMENT AND HISTORICAL THINKING AND LEAMING. APPENDIX J, SELECTED READINGS INSIGHTS INTO THE IMPACT OFSOCIAL NETWORKS ON EVOLUTIONARY GAMES 1477 KATIA SYCARA, CAMEGIE MEL/ON UNIVERSITY, USA PAUL SCERRI, CAMEGIE MEL/ON UNIVERSITY, USA ANTON CHECHETKA, CAMEGIE MEL/ON UNIVERSITY, USA THIS CHAPTER EXPLORES THE USE OF EVOLUTIONARY GAME THEORY (EGT) TO MODEL THE DYNAMICS OF ADAPTIVE OPPONENT STRATEGIES FOR A LARGE POPULATION OF PLAYERS. IN PARTICULAR, IT EXPLORES EFFECTS OF INFORMATION PROPAGATION THROUGH SOCIAL NETWORKS IN EVOLUTIONARY GAMES. TBE KEY UNDERLYING PHENOMENON THAT THE INFORMATION DIFFUSION AIMS TO CAPTURE IS THAT REASONING ABOUT THE EXPERIENCES OF ACQUAINTANCES CAN DRAMATICALLY IMPACT THE DYNAMICS OF A SOCIETY. EXPERIMENTAL RESULTS FROM AGENT-BASED SIMULATIONS ARE PRESENTED THAT SHOW THE IMPACT OF DIFFUSION THROUGH SOCIAL NETWORKS ON THE PLAYER STRATEGIES OF AN EVO- LUTIONARY GAME AND THE SENSITIVITY OF THE DYNAMICS TO FEATURES OF THE SOCIAL NETWORK.
adam_txt	TABLE OF CONTENTS FOREWORD XLVII PREFACE XLVIX VOLUME I SECTION I A REVIEW OF RESEARCH ON EDUCATIONAL GAMING CHAPTERI A QUALITATIVE META-ANALYSIS OFCOMPUTER GAMES AS LEAMING TOOLS 1 FENGFENG KE, UNIVERSITY OF NEW MEXICO, USA CHAPTER 11 GAMES, CLAIMS, GENRES, AND LEAMING 33 AROUTIS N. FOSTER, MICHIGAN STATE UNIVERSITY, USA PUNYA MISHRA, MICHIGAN STATE UNIVERSITY, USA CHAPTERIII MASSIVELY MULTIPLAYER ONLINE ROLE-PLAY GAMES FOR LEAMING 51 SARA DE FREITAS, UNIVERSITY OFCOVENTRY, UK MARK GRIFFITHS, NOTTINGHAM TRENT UNIVERSITY, UK CHAPTERIV AN INVESTIGATION OFCURRENT ONLINE EDUCATIONAL GAMES 67 YUFENG QIAN, ST. THOMAS UNIVERSITY, USA CHAPTERV AUGMENTED REALITY GAMING IN EDUCATION FOR ENGAGED LEAMING 83 CATHY CAVANAUGH, UNIVERSITY OF FLORIDA, USA CHAPTERVI MOBILITY, GAMES, AND EDUCATION 96 MICHAEL A. EVANS, VIRGINIA TECH, USA CHAPTERVII GAME INTERFACES AS BODILY TECHNIQUES III DAVID PARISI, NEW YORK UNIVERSITY, USA CHAPTER VIII A WINDOW ON DIGITAL GAMES INTERACTIONS IN HORNE SETTINGS 127 ELHANAN GAZIT, H.I.T.-HOLON INSTITUTE OFTECHNOLOGY, ISRAEL CHAPTERIX ENHANCED INTERACTION IN MIXED SOCIAL ENVIRONMENTS 146 JAMES OLIVERIO, DIGITAL WORLDS INSTITUTE, UNIVERSITY OFFLORIDA, USA DENNIS BECK, DIGITAL WORLDS INSTITUTE, UNIVERSITY OFFLORIDA, USA CHAPTERX ELECTRONIC GAMING IN GERMANY AS INNOVATION IN EDUCATION 163 ANDREAS BREITER, INSTITUTE FOR INFORMATION MANAGEMENT, UNIVERSITY OF BREMEN, GERMANY CASTULUS KOLO, MACROMEDIA UNIVERSITY OF APPLIED SCIENCES, MUNICH, GERMANY SECTION 11 EDUCATIONAL GAMING IN K-12 OR TEACHER EDUCATION CONTEXTS CHAPTERXI A GUIDE TO INTEGRATING COTS GAMES INTO YOUR CLASSROOM 179 RICHARD VAN ECK, UNIVERSITY OF NORTH DAKOTA, USA CHAPTERXII PRODUCTIVE GAMING AND THE CASE FOR HISTORIOGRAPHIE GAME-PLAY 200 SHREE DURGA, UNIVERSITY OF WISCONSIN - MADISON, USA KURT SQUIRE, UNIVERSITY OF WISCONSIN - MADISON, USA CHAPTER XIII GAME- BASED HISTORICAL LEARNING 219 ERIK MALCOLM CHAMPION, AUCKLAND SCHOOL OF DESIGN, MASSEY UNIVERSITY, NEW ZEALAND CHAPTERXIV THE ROLE OFMMORPGS IN SOCIAL STUDIES EDUCATION 235 PHI/LIP J. VANFOSSEN, PURDUE UNIVERSITY, USA ADAM FRIEDMAN, WAKE FOREST UNIVERSILY, USA RICHARD HARTSHORNE, UNIVERSITY OFNORTH CAROLINA AT CHARLOTTE, USA CHAPTERXV VIDEO GAMES, READING, AND TRANSMEDIAL COMPREHENSION 251 BROCK DUBBLES, UNIVERSITY OF MINNESOTA, USA CHAPTERXVI COTS COMPUTER GAME EFFEETIVENESS 277 CAROL LUCKHARDT REDFIELD, ST. MARY:S UNIVERSITY, USA DIANE 1. GAITHER, SOUTHWEST RESEARCH INSTITUTE, USA NEIL M REDFIELD, JOHN JAY SCIENCE AND ENGINEERING ACADEMY, USA CHAPTER XVII TEAEHER GAMERS VS. TEAEHER NON-GAMERS 295 CHRISTOPHER 1. JAMES, RUSSELLVILLE CITY SCHOOLS, USA VIVAN H WRIGHT. UNIVERSITY 0/ ALABAMA, USA CHAPTER XVIII USING ONLINE SIMULATION TO ENGAGE USERS IN AN AUTHENTIE LEAMING ENVIRONMENT. 315 BRIAN FERRY, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA LISA KERVIN, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA CHAPTERXIX PRE-SERVIEE COMPUTER TEAEHERS AS 3D EDUEATIONAL GAME DESIGNERS 331 ZAHIDE YILDIRIM, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY EYLEM KILIC, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY CHAPTERXX ADOLESEENTS TEAEHING VIDEO-GAME MAKING-WHO IS THE EXPERT HERE? 345 KATHY SANFORD, UNIVERSITY 0/ VICTORIA, CANADA LEANNA MADILL, UNIVERSITY 0/ VICTORIA, CANADA SEETION 111 EDUCATIONAL GAMING IN OTHER LEARNING CONTEXTS CHAPTERXXI ONLINE GAMES AS POWERFU1 FOOD ADVERTISING TO CHILDREN 358 RICHARD T. COLE, MICHIGAN STATE UNIVERSITY, USA ELIZABETH TAYLOR QUILLIAM, MICHIGAN STATE UNIVERSITY, USA CHAPTER XXII CHANGING HEALTH BEHAVIOR THROUGH GAMES 370 ERIN EDGERTON, CENTERS TOR DISEASE CONTROL AND PREVENTION, USA CHAPTER XXIII AN OVERVIEW OFUSING ELEETRONIE GAMES FOR HEALTH PURPOSES 388 WEI PENG, MICHIGAN STATE UNIVERSITY, USA MING LIU, MICHIGAN STATE UNIVERSITY, USA CHAPTER XXIV MMORPGS AND FOREIGN LANGUAGE EDUCATION 402 YONG ZHAO, MICHIGAN STATE UNIVERSITY, USA CHUN LAI, MICHIGAN STATE UNIVERSITY, USA CHAPTERXXV A VIDEOGAME, A CHINESE OTAKU, AND HER DEEP LEARNING OF A LANGUAGE 422 KIM FELDMESSER, UNIVERSITY 0/ BRIGHTON, UK CHAPTER XXVI DEVELOPING A SERIOUS GAME FOR POLICE TRAINING 451 AHMED BINSUBAIH, UNIVERSITY 0/ SHEFFIELD, UK STEVE MADDOCK, UNIVERSITY 0/ SHEFFIELD, UK DANIELA ROMANO, UNIVERSITY 0/ SHEFFIELD, UK CHAPTER XXVLL GAME-BASED LEARNING IN DESIGN HISTORY 478 BARBARA MARTINSON, UNIVERSITY 0/ MINNESOTA, USA SAUMAN CHU, UNIVERSITY 0/ MINNESOTA, USA VOLUMELL CHAPTER XXVLLI A POLICY GAME IN A VIRTUAL WORLD 489 MARTHA GARCIA-MURILLO, SYRACUSE UNIVERSITY, USA IAN MACINNES, SYRACUSE UNIVERSITY, USA CHAPTER XXIX TEACHING OOP AND COP TECHNOLOGIES VIA GAMING 508 CHONG-WEI XU, KENNESAW STATE UNIVERSITY, USA CHAPTERXXX USING GAMES TO TEACH DESIGN PATTERNS AND COMPUTER GRAPHICS 525 POLLYANA NOTARGIACOMO MUSTARO, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL LUCIANO SI/VA, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL ISMAR FRANGO SILVEIRA, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL CHAPTER XXXI A 3D ENVIRONMENT FOR EXPLORING ALGEBRAIC STRUCTURE AND BEHAVIOR 546 PAUL A. FISHWICK, UNIVERSITY 0/ F/ORIDA, USA YUNA A. PARK, UNIVERSITY 0/ F/ORIDA, USA CHAPTER XXXII SURVIVING THE GAME 560 LINDA VAN RYNEVELD, TSHWANE UNIVERSITY O/TECHNOLOGY, SOUTH A/RICA SECTION IV EDUCATIONAL GAMING RESEARCH TOOLS AND METHODS CHAPTER XXXIII WAG THE KENNEL: GAMES, FRAMES, AND THE PROBLEM OF ASSESSMENT. 577 DAVID WILLIAM SHAFFER, UNIVERSITY 0/ WISCONSIN - MADISON, USA CHAPTER XXXIV CHARACTER ATTACHMENT IN GAMES AS MODERATOR FOR LEAMING 593 MELISSA L. LEWIS, MICHIGAN STATE UNIVERSITY, USA RENE WEBER, UNIVERSITY 0/ CALIFORNIA SANTA BARBARA, USA CHAPTER XXXV VISUAL ANALYSIS OF AVATARS IN GAMING ENVIRONMENTS 606 JOSEPH C. DIPIETRO, UNIVERSITY 0/ FLORIDA, USA ERIK W: BLACK, UNIVERSITY 0/ FLORIDA, USA CHAPTER XXXVI INTERPRETING GAME-PLAY THROUGH EXISTENTIAL LUDOLOGY 621 MATTHEW THOMAS PAYNE, UNIVERSITY O/TEXAS AT AUSTIN, USA CHAPTER XXXVII ON CHOOSING GAMES AND WHAT COUNTS AS A "GOOD" GAME 636 KATRIN BECKER, UNIVERSITY O/CALGARY, CANADA JAMES R. PARKER, UNIVERSITY 0/ CALGARY, CANADA CHAPTER XXXVIII DESCRIPTORS OFQUALITY TEACHERS AND QUALITY DIGITAL GAMES 652 TEDDY MOLINE, UNIVERSITY 0/ ALBERTA, CANADA SECTION V THE PSYCHOLOGICAL IMPACT OF EDUCATIONAL GAMING (PART 1): COGNITION, LEARNING, PLAY, AND IDENTITY CHAPTER XXXIX DESIGNING A COMPUTATIONAL MODEL OF LEAMING , 671 DAVID GIBSON, CURVESHIJI, INC., USA CHAPTERXL SOCIAL PSYCHOLOGY AND MASSIVELY MULTIPLAYER ONLINE LEAMING GAMES 702 CTINT BOWERS, UNIVERSITY OLCENTRAL FLORIDA, USA PETER A. SMITH, UNIVERSITY OLCENTRAL FLORIDA, USA JAN CANNON-BOWERS, UNIVERSITY OLCENTRAL FLORIDA, USA CHAPTERXLI EVALUATING AND MANAGING COGNITIVE LOAD IN GAMES .*. 719 SLAVA KALYUGA, UNIVERSITY 01NEW SOUTH WALES, AUSTRATIA JAN L. PLASS, NEW YORK UNIVERSITY, USA CHAPTER XLII SELF-REGULATED LEAMING IN VIDEO GAME ENVIRONMENTS 738 NICK ZAP, SIMON FRASER UNIVERSITY, CANADA JILLIANNE CODE, SIMON FRASER UNIVERSITY, CANADA CHAPTER XLIII (SELF-) EDUCATIONAL EFFECTS OF COMPUTER GAMING CULTURES 757 JOHANNES FROMME, UNIVERSITY 01MAGDEBURG, GERMANY BENJAMIN JOERISSEN, UNIVERSITY 01MAGDEBURG, GERMANY ALEXANDER UNGER, UNIVERSITY 01 MAGDEBURG, GERMANY CHAPTER XLIV EXPERIENCE, COGNITION AND VIDEO GAME PLAY 776 MEREDITH DIPIETRO, UNIVERSITY 01 FLORIDA, USA CHAPTERXLV INTERTEXTUALITY IN MASSIVELY MULTI-PLAYER ONLINE GAMES 791 P. G. SCHRADER, UNIVERSITY 01NEVADA, LAS VEGAS, USA KIMBERLY A. LAWLESS, UNIVERSITY 01ILLINOIS, CHICAGO, USA MICHAEL MCCREERY, UNIVERSITY 01NEVADA, LAS VEGAS, USA CHAPTER XLVI DEVELOPMENT, IDENTITY, AND GAME-BASED LEAMING 808 YAM SAN CHEE, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE KENNETH Y. T. LIM, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE CHAPTER XLVII PLAY STYLES AND LEAMING 826 CARRIE HEETER, MICHIGAN STATE UNIVERSITY, USA CHAPTER XLVIII PLAYING ROLES IN THE MMORPG KINGDOM OFLOATHING 847 MARTIN OLIVER, LONDON KNOWLEDGE LAB, INSTITUTE OF EDUCATION, UK CHAPTER XLIX EXPLORING PERSONAL MYTHS FROM THE SIMS 862 VASA BURAPHADEJA, UNIVERSITY 0/ FLORIDA, USA KARA DAWSON, UNIVERSITY 0/ FLORIDA, USA SECTION VI THE PSYCHOLOGICAL IMPACT OF EDUCATIONAL GAMING (PART 2): VIOLENCE, EMOTION, RACE, GENDER, AND CULTURE CHAPTERL LEAMING PROCESSES AND VIOLENT VIDEO GAMES 876 EDWARD L. SWING, IOWA STATE UNIVERSITY, USA DOUGLAS A. GENTILE, IOWA STATE UNIVERSITY, USA CRAIG A. ANDERSON, IOWA STATE UNIVERSITY, USA CHAPTERLI HARNESSING THE EMOTIONAL POTENTIAL OFVIDEO GAMES 893 PATRICK FELICIA, UNIVERSITY COLLEGE CORK, IRELAND FAN PITT, UNIVERSITY COLLEGE CORK, IRELAND CHAPTER LII GAMERS, GENDER, AND REPRESENTATION 911 DIANE CARR, UNIVERSITY 0/ LONDON, UK CAROLINE PELLETIER, UNIVERSITY 0/ LONDON, UK CHAPTER LIII GENDER AND RACIAL STEREOTYPES IN POPULAR VIDEO GAMES 922 YI MOU, CAMBRIDGE, MA, USA WEI PENG, MICHIGAN STATE UNIVERSITY, USA CHAPTERLIV CAN THE SUBALTERN PLAY AND SPEAK OR JUST BE PLAYED WITH? 938 DAVID J. LEONARD, WASHINGTON STATE UNIVERSITY, USA CHAPTERLV CULTURALLY RESPONSIVE GAMES AND SIMULATIONS 956 COLLEEN SWAIN, UNIVERSITY 0/ FLORIDA, USA CHAPTERLVI SAVING WORLDS WITH VIDEO GAME ACTIVISM 970 ROBERT JONES. NEW YORK UNIVERSITY, USA VOLUME 111 SECTION VII ED UCATIONAL GAME DESIGN CHAPTER LVII CONCEPTUAL PLAY SPACES 989 SASHA A. BARAB, INDIANA UNIVERSITY SCHOOL OF EDUCATION, USA ADAM INGRAM-GOBLE, CENTER FOR RESEARCH ON LEARNING AND TECHNOLOGY, USA SCOTT WARREN, UNIVERSITY OF NORTH TEXAS, USA CHAPTER LVIII THE DESIGN, PLAY, AND EXPERIENCE FRAMEWORK 1010 BRIAN M WINN, MICHIGAN STATE UNIVERSITY, USA CHAPTERLIX REVEALING NEW HIDDEN CURRICULUM AND PEDAGOGY OFDIGITAL GAMES 1025 YOUNGKYUN BAEK, KOREA NATIONAL UNIVERSITY OF EDUCATION, REPUBLIC OF KOREA CHAPTERLX GAME DESIGN AS A COMPELLING EXPERIENCE 1041 WEI QIU, MICHIGAN STATE UNIVERSITY, USA YONG ZHAO, MICHIGAN STATE UNIVERSITY, USA CHAPTERLXI GAMING ETHICS, RULES, ETIQUETTE, AND LEARNING 1057 LAURIE N. TAYLOR, UNIVERSITY OFFLORIDA, USA CHAPTER LXII DESIGNING GAMES-BASED EMBEDDED AUTHENTIE LEARNING EXPERIENCES 1068 PENNY DE BYL, UNIVERSITY OF SOUTHERN QUEENSLAND, AUSTRALIA CHAPTER LXIII BRIDGING GAME DEVELOPMENT AND INSTRUCTIONAL DESIGN 1088 JAMES BELANICH, USOARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES, USA KARIN A. ORVIS, OLD DOMINION UNIVERSITY, USA DANIEL B. HORN, USO ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES, USA JENNIFER L. SOLBERG, USO ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES, USA CHAPTER LXIV GAME DESIGN FOR INTUITIVE CONCEPT KNOWLEDGE 1104 DEBBIE DENISE RESSE, CENTER FOR EDUCATIONAL TECHNOLOGIES, WHEELING JESUIT UNIVERSITY, USA CHAPTERLXV LEVERAGING THE AFFORDANCES OF AN ELECTRONIC GAME TO MEET INSTRUCTIONAL GOALS 1127 YUXIN MA, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA DOUGLAS WILLIAMS, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHARLES RICHARD, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA LOUISE PREJEAN, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHAPTER LXVI INSTRUCTIONAL GAME DESIGN USING COGNITIVE LOAD THEORY 1143 WENHAO DAVID HUANG, UNIVERSITY OF !LLINOIS, USA TRISTAN JOHNSON, FLORIDA STATE UNIVERSITY, USA CHAPTER LXVII MOTIVATION, LEARNING, AND GAME DESIGN 1166 MAHBOUBEH ASGARI, SIMON FRASER UNIVERSITY, CANADA DAVID KAUFMAN, SIMON FRASER UNIVERSITY, CANADA CHAPTER LXVIII DESIGNING GAMES FOR LEARNING 1183 SCOTT J. WARREN, UNIVERSITY OF NORTH TEXAS, USA MARY JO DONDLINGER, UNIVERSITY OFNORTH TEXAS, USA CHAPTER LXIX INTERACTION WITH MMOGS AND IMPLICATIONS FOR E-LEARNING DESIGN 1204 PANAGIOTIS ZAHARIAS, UNIVERSITY OF THE AEGEAN, GREECE & ATHENS UNIVERSITY OF ECONOMICS AND BUSINESS, ATHENS, GREECE ANTHONY PAPARGYRIS, ATHENS UNIVERSITY OF ECONOMICS AND BUSINESS, GREECE CHAPTERLXX NARRATIVE DEVELOPMENT AND INSTRUCTIONAL DESIGN 1218 DOUGLAS WILLIAMS, UNIVERSITY OFLOUISIANA AT LAFAYETTE, USA YUXIN MA, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHARLES RICHARD, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA LOUISE PREJEAN, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHAPTER LXXI CHILDREN AS CRITICS OFEDUCATIONAL COMPUTER GAMES DESIGNED BY OTHER CHILDREN 1234 LLOYD P. RIEBER, THE UNIVERSITY OFGEORGIA, USA JOAN M DAVIS, THE UNIVERSITY OFWASHINGTON, USA MICHAEL J. MATZKO, INDEPENDENT CONSULTANT, USA MICHAEL M GRANT, THE UNIVERSITY OF MEMPHIS, USA CHAPTER LXXLL VIDEO-GAME CREATION AS A LEAMING EXPERIENCE FOR TEACHERS AND STUDENTS. 1257 LEANNA MADILL, UNIVERSITY OF VICTORIA, CANADA KATHY SANFORD, UNIVERSITY OF VICTORIA, CANADA SECTION VLLI THE FUTURE OF EDUCATIONAL GAMING CHAPTER LXXILL THE FUTURE OFDIGITAL GAME-BASED LEAMING 1274 BRIAN MAGERKO, GEORGIA INSTITUTE OFTECHNOLOGY, USA CHAPTER LXXIV ARTISTS IN THE MEDIUM 1289 KURT SQUIRE, UNIVERSITY OFWISCONSIN - MADISON, USA CHAPTER LXXV THE POSITIVE IMPACT MODEL IN COMMERCIAL GAMES 1303 RUSEL DEMARIA, DEMARIA STUDIO, USA CHAPTER LXXVI EDUCATION AND EXPLOITATION OFFTHE VIRTUAL TRAIN TO OREGON 1318 CHAD M HARMS, IOWA STATE UNIVERSITY, USA SECTION IX APPENDIX: GLOSSARY OF TERMS APPENDIXA AN OVERVIEW OF GAMING TERMINOLOGY: CHAPTERS I-LXXVI. 1333 CLARK ALDRICH, SIMULEARN, USA JOSEPH C. DIPIETRO, UNIVERSITY OFFLORIDA, USA SEETION X APPENDIX: SELEETED READINGS APPENDIX B, SELEETED READINGS GAMES AND SIMULATIONS: A NEW APPROACH IN EDUCATION? 1354 GOEKNUR KAPLAN AKILLI, PENNSYLVANIA STATE UNIVERSITY, USA APPENDIX C, SELECTED READINGS DEVELOPING ENJOYABLE SECOND LANGUAGE LEAMING SOFTWARE TOOLS: A COMPUTER GAME PARADIGM 1372 CHEE SIANG ANG, CITY UNIVERSITY, UK PANAYIOTIS ZAPHIRIS, CITY UNIVERSITY, UK APPENDIX D, SELECTED READINGS GAME MODS: CUSTOMIZABLE LEAMING IN A K 16 SETTING 1390 ELIZABETH FANNING, THE UNIVERSITY O/VIRGINIA, USA APPENDIX E, SELECTED READINGS ONLINE GAMES FOR 21 SI CENTURY SKILLS 1400 LISA GALARNEAU, UNIVERSITY 0/ WAIKATO, NEW ZEALAND MELANIE ZIBIT, BOSTON COLLEGE, USA APPENDIX F, SELEETED READINGS GAME-BASED INSTRUCTION IN A COLLEGE CLASSROOM 1427 NANCY SARDONE, SETON HALL UNIVERSITY, USA ROBERTA DEVLIN-SCHERER, SETON HALL UNIVERSITY, USA JOSEPH MARTINELLI, SETON HALL UNIVERSITY, USA APPENDIX G, SELEETED READINGS CREATIVE REMIXING AND DIGITAL LEAMING: DEVELOPING AN ONLINE MEDIA LITERACY LEAMING TOOL FOR GIRLS 1440 RENEE HOBBS, TEMPLE UNIVERSITY, USA JONELLE ROWE, DEPARTMENT 0/ HEALTH AND HUMAN SERVICES, USA APPENDIX H, SELEETED READINGS LEARNING WHILE PLAYING: DESIGN IMPLICATIONS FOR EDUTAINMENT GAMES 1449 KALLE JEGERS, UMEA UNIVERSITY, SWEDEN CARLOTTE WIBERG, UMEA UNIVERSITY, SWEDEN APPENDIX I, SELEETED READINGS RELIVING HISTORY WITH "RELIVING THE REVOLUTION": DESIGNING AUGMENTED REALITY GAMES TO TEACH THE CRITICAL THINKING OFHISTORY 1460 KAREN SCHRIER, MIT, USA APPENDIX J, SELEETED READINGS INSIGHTS INTO THE IMPACT OF SOCIAL NETWORKS ON EVOLUTIONARY GAMES ]477 KATIA SYEARA, CARNEGIE MELLON UNIVERSITY, USA PAUL SCERRI, CARNEGIE MELLON UNIVERSITY, USA ANTON CHEEHETKA, CARNEGIE MELLON UNIVERSITY, USA DETAILED TABLE OF CONTENTS FOREWORD : XLV II PREFACE XLVIX VOLUME I SECTION I A REVIEW OF RESEARCH ON EDUCATIONAL GAMING CHAPTERI A QUALITATIVE META-ANALYSIS OFCOMPUTER GAMES AS LEARNING TOOLS I FENGFENG KE, UNIVERSITY 0/ NEW MEXICO, USA DRAWING ON THE GROUNDED THEORY APPROACH AND A QUALITATIVE META-ANALYSIS, THIS CHAPTER SYSTEMATI- CALLY REVIEWS AND SYNTHESIZES THE THEORIES, METHODS, AND FINDINGS OF BOTH QUALITATIVE AND QUANTITATIVE INQUIRIES ON COMPUTER-BASED INSTRUCTIONAL GAMES. A MAJOR PURPOSE OF THIS LITERATURE REVIEW AND META- ANALYSIS IS TO INFORM POLICY AND PRACTICE BASED ON EXISTING STUDIES. FOUR MAJOR RECURRING THEMES CONCERNING THE EFFECTIVENESS OF COMPUTER-BASED INSTRUCTIONAL GAMES EMERGED FROM A COMPARATIVE ANALYSIS OF 89 INSTRUCTIONAL GAMING STUDIES AND ARE DISCUSSED WITH THE SUPPORT OF EXEMPLAR RESEARCH. CHAPTERII GAMES, CLAIMS, GENRES, AND LEARNING 33 AROUTIS N FOSTER, MICHIGAN STATE UNIVERSITY, USA PUNYA MISHRA, MICHIGAN STATE UNIVERSITY, USA THE AUTHORS OFFER A FRAMEWORK FOR CONDUCTING RESEARCH ON GAMES FOR LEARNING. BUILDING ON A SUR- VEY OF THE LITERATURE ON GAMES, THEY SUGGEST A CATEGORIZATION SCHEME (PHYSIOLOGICAL AND PSYCHO- LOGICAL) OF THE RANGE OF CLAIMS MADE FOR GAMES. THEY ALSO ARGUE THAT ASSESSMENT ON LEARNING FROM GAMES NEEDS TO CONSIDER THE SPECIFIC CLAIMS OF GAMES, AS THEY INTERACT WITH GENRE AND CONTENT KNOWLEDGE. THE CHAPTER INCLUDES AN INTRODUCTION TO AN ONGOING STUDY THAT UTILIZES THIS APPROACH. CHAPTER 111 MASSIVELY MULTIPLAYER ONLINE ROLE-PLAY GAMES FOR LEARNING 51 SARA DE FREITAS, UNIVERSITY O/COVENTRY, UK MARK GRIJFITHS, NOTTINGHAM TRENT UNIVERSITY, UK THIS CHAPTER EXPLORES WHETHER MASSIVE1Y MULTI-PLAYER ONLINE ROLE-PLAY GAMES (MMORPGS) CAN BE USED EFFECTIVELY TO SUPPORT LEARNING AND TRAINING COMMUNITIES. THE CHAPTER PROPOSES THAT CROSS-DISCIPLINARY APPROACHES TO THE STUDY OF GAME-BASED LEARNING ARE NEEDED TO SUPPORT BETTER SYNTHESIS OF OUR CURRENT UNDERSTANDING OF THE EFFECTIVENESS OF LEARNING WITH GAMES. THIS CHAPTER INDICATES FUTURE DIRECTIONS FOR CROSS-DISCIPLINARY RESEARCH APPROACHES IN THIS FIE1D AND CONSIDERS HOW COLLABORATIVE LEARNING COULD BEST BE SUPPORTED THROUGH THIS APPROACH. CBAPTERIV AN INVESTIGATION OFCURRENT ONLINE EDUCATIONAL GAMES 67 YU/ENG QIAN, ST. THOMAS UNIVERSITY, USA TO REFLECT THE PREFERENCES AND MEET THE NEEDS OF THIS GENERATION OF LEARNERS, MYRIAD OF ONLINE GAMES FOR EDUCATIONAL PURPOSES ARE MADE AVAILABLE-THE SHEER NUMBER OF EXISTING EDUCATIONAL GAMES IS OVER- WHELMING. THE PURPOSE OFTHIS CHAPTER WAS TO INVESTIGATE THE CURRENT STATE OF EDUCATIONAL GAMES ON THE INTERNET TARGETING K-12LEARNERS IN THE UNITED STATES. MAJOR GAME PROVIDERS AND SALIENT DESIGN FEATURES WERE IDENTIFIED, AND FUTURE DIRECTIONS OF GAME DEVELOPMENT FOR EDUCATIONAL PURPOSES WERE DISCUSSED. CBAPTERV AUGMENTED REALITY GAMING IN EDUCATION FOR ENGAGED LEARNING 83 CATHY CAVANAUGH, UNIVERSITY 0/ FLORIDA, USA EDUCATIONAL GAME DEVELOPERS DESIGN AUGMENTED REALITY GAMES (AR) TO MAXIMIZE TRANSFER OF LEARN- ING THROUGH CLOSE APPROXIMATION OF THE GAME-SCAFFOLDED SKILLS AND THE GAME ENVIRONMENT TO REAL SKILLS AND CONTEXTS. THE GAMES IMMERSE PLAYERS IN ELECTRONIC AND ACTUAL LEARNING SITUATIONS US- ING FEATURES THAT MAKE THEM EFFECTIVE LEARNING EXPERIENCES FOR FOSTERING MEANINGFUL LEARNING. THIS CHAPTER PROVIDES EVIDENCE OF THE STRENGTHS AND AREAS FOR CONTINUED DEVELOPMENT IN THE APPLICA- TION OF AUGMENTED REALITY GAMES FOR CHILDHOOD AND ADULT LEARNING IN FORMAL AND INFORMAL SETTINGS. CBAPTERVI MOBILITY, GAMES, AND EDUCATION 96 MICHAEL A. EVANS, VIRGINIA TECH, USA THIS CHAPTER PROPOSES THAT THE CONVERGENCE OF MOBILE DEVICES AND DIGITAL GAME-BASED LEARNING MAY HAVE PROFOUND IMPLICATIONS FOR EDUCATIONAL TRANSFORMATION. KEY ISSUES TO BE ADDRESSED IN THE CHAPTER ARE THESE: (L) THE PERVASIVENESS OF MOBILE AND SHARED TECHNOLOGIES; (2) CONTEMPORARY ACCOUNTS OFLEARN- ING THEORY IN TERMS OFMOBILITY; (3) UNIQUE QUALITIES OFMOBILE LEARNING AND TECHNOLOGIES; (4) SUCCESSFUL APPLICATIONS FOR MOBILE LEARNING; AND (5) IMPLICATIONS FOR FUTURE RESEARCH AND PRACTICE. IT IS CRITICAL TO EXAMINE TRENDS IN MOBILE TECHNOLOGY AND DIGITAL GAME ADOPTION AND USE TO DEVELOP CREATIVE STRATEGIES AND APPLICATIONS, AND EFFECTIVE POLICIES THAT LEAD TO INNOVATIVE INSTRUCTIONAL AND LEARNING ENVIRONMENTS. CBAPTERVII GAME INTERFACES AS BODILY TECHNIQUES. . 111 DAVID PARISI, NEW YORK UNIVERSITY, USA THIS CHAPTER DISCUSSES THE WAY THAT NEW VIDEO GAME INTERFACES ARE BEING USED TO INVOKE THE WHOLE BODY AS A PARTICIPANT IN THE GAME TEXT. AS SUCH, NEW VIDEO GAMES INVOLVE MORE THAN COGNITIVE EDUCATION, BY IMPARTING A SET OFBODY HABITS TO THE PLAYER. THIS CHAPTER PROPOSES A NEW VOCABULARY FOR UNDERSTANDING THESE DEVICES, REFERRING TO THEM AS BODILY INTERFACES. IT ALSO DISCUSSES THREE ASPECTS OFBODILY INTERFACES: MODE OF CAPTURE, HAPTICS, AND BUTTON REMAPPING. FINALLY, IT CONCLUDES BY POINTING TO THEORETICALLITERATURE ON THE RELATIONSHIP BETWEEN THE PHYSICAL AND MENTAL ASPECTS OF THE LEARNING PROCESS THAT MAY BE USEFUL IN RETHINKING ELECTRONIC GAMES. CHAPTER VIII A WINDOW ON DIGITAL GAMES INTERACTIONS IN HORNE SETTINGS 127 ELHANAN GAZIT, H.I.T.-HOLON INSTITUTE OFTEEHNOLOGY, ISRAEL THIS CHAPTER PRESENTS AN ANALYSIS OF THE DYNAMICS OF THE CHILDREN'S DIGITAL GAMES INTERACTIONS, WHICH TAKE PLACE IN THEIR HORNE SURROUNDINGS. SINCE DIGITAL GAMES HAVE BECOME ONE OF THE MAIN BUILDING BLOCKS IN THE CHILDREN'S WORLD, THERE IS A NEED TO EXAMINE THE IMPACT OF THE WIDESPREAD USE OF DIGITAL GAMES IN CHILDREN'S EVERYDAY LIFE. THE STUDY'S FRAMEWORK SERVED AS A WINDOW FOR CLOSE OBSERVATION OF THE WAYS YOUNG CHILDREN SPONTANEOUSLY PLAY DIGITAL GAMES AND INTERACT WITH EACH OTHER. THEORETICAL IMPLICATIONS FOR DIGITAL GAME RESEARCH AND THE PEDAGOGICAL IMPLICA- TIONS REGARDING THE DESIGN AND IMPLEMENTATION OF INTERACTIVE LEAMING ENVIRONMENTS ARE DISCUSSED. CHAPTERIX ENHANCED INTERACTION IN MIXED SOCIAL ENVIRONMENTS 146 JAMES OLIVERIO, DIGITAL WORLDS INSTITUTE, UNIVERSITY OFFLORIDA, USA DENNIS BEEK, DIGITAL WORLDS INSTITUTE, UNIVERSITY OFFLORIDA, USA THIS CHAPTER INTRODUCES THE TERM MIXED SOCIAL ENVIRONMENTS AS A STRATEGIC LEAMING CONSTRUCT TO AUGMENT STUDENT INTERACTION WHEN UTILIZING VIRTUAL WORLD ENVIRONMENTS SUCH AS SECOND LIFE IN THE C1ASSROOM. WHILE AN INCREASING NUMBER OF INSTITUTIONS ARE INVESTIGATING THE USE OF VIRTUAL WORLD ENVIRONMENTS FOR ENHANCED LEAMING, AT PRESENT THERE ARE AT LEAST THREE MAJOR AREAS THAT ARE UNDERDEVELOPED: INTERDISCIPLINARY RESEARCH, DOCUMENTATION OF BEST PRACTICES, AND EXPLORATION OF THE USE OF MIXED SOCIAL ENVIRONMENTS. THE AUTHORS PRESENT AN OVERVIEW OF A COURSE IN HOPES OF HELPING TO INFORM BEST PRACTICES, EXPAND INTERDISCIPLINARY RESEARCH, AND ASSIST IN THE DESIGN OF FUTURE MIXED SOCIAL ENVIRONMENTS FOR ENHANCED LEAMING. CHAPTERX ELECTRONIC GAMING IN GERMANY AS INNOVATION IN EDUCATION 163 ANDREAS BREITER, INSTITUTE FOR IRIFORMATION MANAGEMENT, UNIVERSITY OF BREMEN, GERMANY CASTULUS KOLO, MAEROMEDIA UNIVERSITY OF APPLIED SCIENEES, MUNIEH, GERMANY ELECTRONIC GAMING IN EDUCATION REMAINS A THEORETICAL OR AT BEST MARGINAL ISSUE AS LONG AS IT IS NOT ADOPTED IN GENERAL EDUCATIONAL SETTINGS. AFTER INTRODUCING AN ANALYTICAL FRAMEWORK FOR STRUCTURING SUCH PROCESSES OF THE DIFFUSION OF INNOVATIONS, THE AUTHORS PRESENT EMPIRICAL EVIDENCE FROM THE ADOPTION PROCESS OF ELECTRONIC GAMING IN GERMANY. THE RESULTS ARE DISCUSSED FOCUSING ON THE ROLE OF SEVERAL INFLUENCING FACTORS ON THE SCOPE AND THE SPEED OF INNOVATIONS. THE CHAPTER CONCLUDES WITH POSSIBLE GENERALIZATIONS DEPARTING FROM THE SPECIFIC SITUATION AND THE TRADITION OF EDUCATION IN GERMANY. SEETION 11 EDUCATIONAL GAMING IN K-12 OR TEACHER EDUCATION CONTEXTS CHAPTERXI A GUIDE TO INTEGRATING COTS GAMES INTO YOUR CLASSROOM 179 RICHARD VAN ECK, UNIVERSITY 0/ NORTH DAKOTA, USA MANY OF THE EDUCATIONAL OUTCOMES WE SEEK TO PROMOTE IN PUBLIC EDUCATION, SUCH AS PROBLEM SOLV- ING AND CRITICAL THINKING, ARE DIFFICULT TO ACHIEVE GIVEN THE CONSTRAINTS OF THE REAL-WORLD C1ASSROOM. COMMERCIAL OFF-THE-SHELF (COTS) GAMES MAKE EXCELLENT TOOLS FOR ADDRESSING BOTH CONTENT-BASED AND HIGHER ORDER LEARNING OUTCOMES, AND MANY EDUCATORS ARE EXPLORING THEIR USE IN THE C1ASSROOM. THE FIRST PART OF THIS CHAPTER WILL EXAMINE THE THEORIES THAT UNDERLIE THE SUCCESSFUL INTEGRATION OF COMMERCIAL GAMES IN THE C1ASSROOM. THESE THEORIES AND THE MODEL ARE DISCUSSED IN THE SEC- OND PART OF THIS CHAPTER IN THE CONTEXT OF ACTUALLY DESIGNING COTS GAME-BASED LEARNING (GBL). CHAPTERXII PRODUCTIVE GAMING AND THE CASE FOR HISTORIOGRAPHIE GAME-PLAY 200 SHREE DURGA, UNIVERSITY 0/ WISCONSIN - MADISON, USA KURT SQUIRE, UNIVERSITY 0/ WISCONSIN - MADISON, USA THIS CHAPTER EXAMINES THE POTENTIAL OFVIDEO GAMES AS A LEARNING TOOL GIVEN THEIR PRODUCTIVE CAPACITY FOR CONTENT CREATION AND DISSEMINATION. BASED ON THE FINDINGS FROM A LONGITUDINAL STUDY, THIS PAPER ARGUES THAT HISTORICAL MODEL CONSTRUCTION IS A COMPELLING WAY TO MEDIATE ONE'S UNDERSTANDINGS ABOUT HISTORY. PARTICIPANTS IN THIS GAME-BASED LEARNING PROGRAM DEVELOPED NEW IDENTITIES AS PRODUCERS AS WELL AS CON- SUMERS OFHISTORICAL SIMULATIONS. CHAPTER XIII GAME- BASED HISTORICAL LEARNING 219 ERIK MALCOLM CHAMPION, AUCKLAND SCHOOL 0/ DESIGN, MASSEY UNIVERSITY, NEW ZEALAND GAME-BASED HISTORIEALLEARNING AIMS TO PROVIDE WAYS IN WHICH THE TECHNOLOGY, INTERACTIVITY, OR CULTURAL CON- VENTIONS OF COMPUTER GAMING CAN HELP AFFORD THE CULTUML UNDERSTANDING OF THE SELF, OF THE PAST, OR OF OTHERS WITH MINDSETS QUITE DIFFERENT TO OUR OWN. THIS CHAPTER WILL OUTLINE THE MAJOR TECHNOLOGICAL, PEDAGOGICAL, AND EVALUATION ISSUES PERTINENT TO GAME-BASED HISTORIEALLEARNING, PROVIDE WORKING DEFINITIONS OFVIRTUALLEAMING THAT MAY LEND THEMSELVES TO EVALUATIONS, AND ENDEAVORTO EXPLAIN HOW SPECIFIC ISSUES OF GAME-BASED HISTORIEAL LEARNING MAY BE ADDRESSED. IT WILL ALSO FORECAST TRENDS AND SUGGEST APPROACHES TO HELP FOCUS THIS DIVERSE FIELD. CHAPTERXIV THE ROLE OFMMORPGS IN SOCIAL STUDIES EDUCATION 235 PHILLIP J. VANFOSSEN, PURDUE UNIVERSITY, USA ADAM FRIEDMAN, WAKE FOREST UNIVERSITY, USA RICHARD HARTSHORNE, UNIVERSITY 0/ NORTH CAROLINA AT CHARLOLTE, USA IN THIS CHAPTER, THE AUTHORS PROVIDE EVIDENCE FOR THE POTENTIAL OF MMORPGS FOR SOCIAL STUDIES EDUCA- TION BY PROVIDING A DETAILED REVIEW OF RELEVANT LITERATURE FROM THE FIELDS OF GAMES STUDIES, EDUCATIONAL TECHNOLOGY, AND THE SOCIAL NETWORKING UNIVERSE. THIS EVIDENCE INCLUDES GAME SCHOLARS' EFFORTS TO DEVELOP C1ASSROOM APPLICATIONS OF MMORPGS IN THE SOCIAL SCIENCES AND RELATED DISCIPLINES AND ALSO PROVIDE EXAMPLES OF "CITIZENSHIP EDUCATION" ALREADY OCCURRING WITH MMORPGS. THE AUTHORS ALSO PROVIDE AN OVERVIEW OFPERCEIVED COSTS AND BENEFITS ASSOCIATED WITH C1ASSROOM MMORPG USE, INCLUDING LOGISTICAL HURDLES THAT NEED TO BE OVERCOME. CHAPTERXV VIDEO GAMES, READING, AND TRANSMEDIAL COMPREHENSION 251 BROCK DUBBLES, UNIVERSITY OF MINNESOTA, USA IN THIS QUALITATIVE STUDY, LITERACY PRACTICES OF "STRUGGLING" SEVENTH AND EIGHTH GRADERS WERE RE- CORDED ON VIDEOTAPE AS THEY ENGAGED IN BOTH TRADITIONAL AND NEW LITERACY PRACTICES IN AN AFTER SCHOOL VIDEO GAMES CLUB. THESE RECORDINGS WERE ANALYZED IN THE CONTEXT OF BUILDING COMPREHEN- SION SKILLS WITH VIDEO GAMES. PLAYING VIDEO GAMES IS VIEWED HERE AS A LITERATE PRACTICE, AND WAS SEEN TO BE MORE ENGAGING THAN TRADITIONAL ACTIVITIES (SUCH AS READING SCHOOL TEXT, WRITING JOURNALS, ETC.). THE CONCLUSION OF THIS OBSERVATION MAKES CONNECTIONS TO CURRENT RESEARCH IN COMPREHEN- SION AND PROVIDES A BASIS FOR TEACHERS TO USE GAMES TO DEVELOP COMPREHENSION AND LEARNING. CHAPTERXVI COTS COMPUTER GAME EFFECTIVENESS 277 CAROL LUCKHARDT REDFIELD, ST. MARY S UNIVERSITY, USA DIANE L. GAITHER, SOUTHWEST RESEARCH INSTITUTE, USA NEU M REDFIELD, JOHN JAY SCIENCE AND ENGINEERING ACADEMY, USA THIS CHAPTER LOOKS AT EFFECTIVENESS OF COMMERCIALLY-AVAILABLE EDUCATIONAL COMPUTER GAMES. TWO EFFECTIVENESS STUDIES CONDUCTED AT JOHN JAY HIGH SCHOOL AND THE RESULTS OF THE STUDIES ARE PRE- SENTED ON THE EDUCATIONAL COMPUTER GAME MATH BLASTER ALGEBRA. ONE OF THE STUDIES SHOWED A POSITIVE LEARNING INCREASE FROM USING MATH BLASTER ALGEBRA. BOTH STUDIES SHOWED NO NEGATIVE IMPACTS ON SCORES AND GRADES WITH MORE TIME PLAYING THE GAME. WITH LESSONS LEARNED FROM GAME THEORY, INTELLIGENT COMPUTER-BASED TRAINING FIELD, AND THESE EFFECTIVENESS STUDIES, EDUCATIONAL COMPUTER GAMING CAN CONTINUE TO GROW, BE EFFECTIVE, AND BE ACCEPTED INTO EDUCATIONAL SYSTEMS. CHAPTER XVII TEACHER GAMERS VS. TEACHER NON-GAMERS 295 CHRISTOPHER L. JAMES, RUSSELLVILLE CITY SCHOOLS, USA VIVAN H. WRIGHT, UNIVERSITY OF ALABAMA, USA THE PURPOSE OF THIS STUDY WAS TO IDENTIFY SECONDARY TEACHERS WITH VIDEO GAME PLAY EXPERIENCE AND DETERMINE IF PERCEIVED LEVELS OF COMFORT IN REGARD TO COMPLETING JOB-RELATED TECHNOLOGY TASKS, AMOUNTS OF INSTRUCTIONAL TECHNOLOGY USAGE, AND AMOUNTS OF PARTICIPATION IN INNOVATIVE TEACHING STRATEGIES ARE AFFECTED BY EXPERIENCE OR LACK OF EXPERIENCE WITH VIDEO GAMES. ALTHOUGH SIGNIFICANT DIFFERENCES WERE NOT FOUND BETWEEN TEACHERS IDENTIFIED AS GAMERS AND THOSE AS NON-GAMERS, RESEARCHERS MAY CHOOSE TO INVESTIGATE SPECIFIC AREAS WHERE MEAN DIFFERENCES WERE FOUND. THIS STUDY CAN BE USED AS A REFERENCE POINT FOR FUTURE RESEARCH INTO TEACHERS AND VIDEO GAME PLAY IN REGARD TO TEACHING PRACTICES AND JOB-RELATED TASKS. CHAPTER XVIII USING ONLINE SIMULATION TO ENGAGE USERS IN AN AUTHENTIE LEAMING ENVIRONMENT. 315 BRIAN FERRY, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA LISA KERVIN, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA THIS CHAPTER DESCRIBES HOW AN AUTHENTIC LEAMING FRAMEWORK WAS USED TO INFORM THE DESIGN OF AN ON LINE SIMULATION THAT INCLUDED GAMING FEATURES SPECIFICALLY DESIGNED TO ENHANCE LEAMER ENGAGEMENT. IT DESCRIBES AN ANALYSIS OF USER RESPONSES TO THE SIMULATION FOCUSING PARTICULARLY ON LEAMER ENGAGEMENT AND WHAT THEY LEAMED FROM USING THE SOFTWARE. THE RESEARCH REVEALED THAT USERS INITIAL1Y APPROACHED THE SOFTWARE FROM A GAMING FRAMEWORK, HOWEVER WITH EXTENDED INTERACTION WITH THE SOFTWARE, MOVED TOWARD TREATING THE VIRTUAL EXPERIENCE AS AN AUTHENTIE ENVIRONMENT, EVEN TO THE POINT OF EMPATHISING WITH SOME OF THE VIRTUAL CHARACTERS AND DOWNLOADING SOME OFTHE SUPPORT MATERIAL THAT THEY MIGHT USE IN REAL CLASSROOMS. CHAPTERXIX PRE-SERVICE COMPUTER TEACHERS AS 3D EDUCATIONAL GAME DESIGNERS 331 ZAHIDE YILDIRIM, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY EYLEM KILIC, MIDDLE EAST TECHNICAL UNIVERSITY, TURKEY THIS CHAPTER EXPLORES PROSPECTIVE COMPUTER TEACHERS' PERCEPTIONS OF AND EXPERIENCES IN GOAL-BASED SCENARIO (GBS) CENTERED 3-D EDUCATIONAL GAME DEVELOPMENT PROCESS. TWENTY-SIX PRE-SERVICE COMPUTER TEACHERS WHO ENROLLED IN AN UNDERGRADUATE COURSE FORMED THE SAMPIE OF THIS CASE STUDY. THE FINDINGS INDICATED THAT THE PRE-SERVICE TEACHERS PREFERRED GBS-CENTERED EDUCATIONAL GAME TO TRADITIONAL EDUCA- TIONAL GAME. THEY DECLARED THAT THE MOST IMPORTANT FEATURE OF EDUCATIONAL GAME WAS ITS CONTRIBUTION TO MOTIVATION, ATTENTION, AND RETENTION. CHAPTERXX ADOLESCENTS TEACHING VIDEO-GAME MAKING-WHO IS THE EXPERT HERE? 345 KATHY SANFORD, UNIVERSITY 0/ VICTORIA, CANADA LEANNA MADILL, UNIVERSITY 0/ VICTORIA, CANADA THIS CHAPTER DESCRIBES A STUDY CONDUCTED WITH NINE ADOLESCENTS HIRED TO INSTRUCT WEEK-IONG VIDEO GAME MAKING CAMPS OVER THE COURSE OF ONE SUMMER AND THE SUBSEQUENT FALL, WORKING WITH YOUNGER CHILDREN AGED 9-12. DATA WAS COLLECTED THROUGH PARTIEIPANT OBSERVATION, REPEATED INTERVIEWS, AND FOCUS GROUPS WITH THE PARTICIPANT ADOLESCENT TEACHERS. BY ENGAGING IN TEACHING AS WEIL AS PLAY- ING, THESE YOUTHS HAVE HAD GREATER OPPORTUNITIES TO CRITICALLY REFLECT ON THEIR LEAMING, ASSESSING THE VALUE OF THE TECHNICAL AND IDEOLOGICAL APPROACHES TO VIDEOGAMES. SEVERAL THEMES EMERGED RELATED TO KNOWLEDGE OF CONTENT, ISSUES OF MANAGEMENT OF LEAMING ENVIRONMENTS, AND LEAMING HOW TO TEACH. SEETION 111 EDUCATIONAL GAMING IN OTHER LEARNING CONTEXTS CHAPTERXXI ONLINE GAMES AS POWERFUL FOOD ADVERTISING TO CHILDREN 358 RICHARD T. COLE, MICHIGAN STATE UNIVERSITY, USA ELIZABETH TAYLOR QUILLIAM, MICHIGAN STATE UNIVERSITY, USA AS INTERNET MARKETING HAS EVOLVED, CUSTOMIZED ONLINE GAMES CREATED TO PROMOTE SPECIFIC BRANDS OR PRODUCTS HAVE BEEN EMBRACED BY FOOD MARKETERS. AT THE SAME TIME THAT THESE ADVERGAMES, A HYBRID OF ENTERTAINMENT AND ADVERTISING, HAVE EMERGED, CHILDHOOD OBESITY IN THE UNITED STATES HAS REACHED WHAT SOME CONSIDER EPIDEMIC PROPORTIONS. ADVERTISING TO CHILDREN IS FREQUENTLY IMPLICATED AS CONTRIBUTING TO CHILDREN'S POOR DIETARY CHOICES AND ULTIMATELY TO CHILDHOOD OBESITY AND ITS ATTENDANT MEDICAL RISKS. THIS CHAPTER DESCRIBES THE NATURE OF ADVERGAMES, CONSIDERS THEIR EFFECTIVENESS AS TEACHING TOOLS AND AD- VERTISEMENTS, AND SUGGESTS PUBLIC POLICY ISSUES RELATED TO THE CONTINUED USE OF ADVERGAMES TO PROMOTE NON-NUTRITIOUS FOODS TO CHILDREN. CHAPTER XXII CHANGING HEALTH BEHAVIOR THROUGH GAMES 370 ERIN EDGERTON, CENTERS FOR DISEASE CONTROL AND PREVENTION, USA THIS CHAPTER DISCUSSES HOW PROVEN HEALTH COMMUNICATION THEORIES CAN BE USED IN ELECTRONIC GAMES TO AFFECT BEHAVIOR CHANGE. AFTER DISCUSSING THE NEED FOR EFFECTIVE HEALTH COMMUNICA- TION AND REVIEWING THE CURRENT TRENDS IN ONLINE HEALTH SEEKING BEHAVIOR, IT ARGUES THAT GAMES PROVIDE A UNIQUE OPPORTUNITY FOR USERS TO INTERACT WITH HEALTH INFORMATION, PRACTICE HEALTH BE- HAVIORS, AND BECOME IMMERSED IN MEANINGFUL CONTENT. THROUGH EXPLORATION OF THE ELABORATION LIKELIHOOD MODEL, SOCIAL COGNITIVE THEORY, AND STAGES OF CHANGE THEORY, THIS CHAPTER WILL DISCUSS HOW GAMES CAN BE USED TO CHANGE PERCEPTIONS, ATTITUDES, AND ACTIONS RELATING TO HEALTH BEHAVIORS. CHAPTER XXIII AN OVERVIEW OFUSING ELECTRONIC GAMES FOR HEALTH PURPOSES 388 WEI PENG, MICHIGAN STATE UNIVERSITY, USA MING LIU, MICHIGAN STATE UNIVERSITY, USA THIS CHAPTER AIMS TO PROVIDE AN OVERALL PICTURE OFTHE APPLICATIONS OF ELECTRONIC GAMES FOR VARIOUS HEALTH- RELATED PURPOSES, PARTICULARLY FOR HEALTH EDUCATION, HEALTH RISK PREVENTION, BEHAVIORAL INTERVENTION, AND DISEASE SELF-MANAGEMENT. IT SUMMARIZES THE ELECTRONIC GAMES FOR HEALTH THAT HAVE BEEN EMPIRICALLY TESTED BY RESEARCHERS IN THE PAST 20 YEARS. GAMES THAT HAVE NOT YET BEEN EVALUATED BUT ARE PROMISING AND NOTEWORTHY ARE ALSO INCLUDED. IT ALSO SYNTHESIZES THE KEY FEATURES OF ELECTRONIC GAMES THAT MAKE THEM PROMISING TO BE USED FOR HEALTH-RELATED PURPOSES. FINALLY, IMPLICATIONS OFUSING ELECTRONIC GAMES FOR HEALTH-RELATED PURPOSES AND FUTURE DIRECTION FOR RESEARCH IN THIS AREA ARE DISCUSSED. CHAPTER XXIV MMORPGS AND FOREIGN LANGUAGE EDUCATION 402 YONG ZHAO, MICHIGAN STATE UNIVERSITY, USA CHUN LAI, MICHIGAN STATE UNIVERSITY, USA THIS CHAPTER PROVIDES AN OVERVIEW OFTHE POTENTIAL OFMASSIVELY MULTI-PLAYER ROLE PLAYING GAMES (MMOR- PGS) FOR FOREIGN LANGUAGE EDUCATION AND DISCUSSES HOW MMORPGS CAN BE BETTER DESIGNED TO SUPPORT FOREIGN LANGUAGE EDUCATION. IT REVIEWS CURRENT CONCEPTUALIZATIONS ON IDEAL LANGUAGE LEARNING ENVIRON- MENTS, DISCUSSES THE POTENTIALS OF MMORPGS FOR FOREIGN LANGUAGE EDUCATION, AND ELABORATES ON HOW TO DESIGN MMORPGS TO FACILITATE FOREIGN LANGUAGE LEARNING. THE AUTHORS HOPE THAT THIS DISCUSSION WILL HELP FOREIGN LANGUAGE EDUCATORS REALIZE AND CAPITALIZE ON THE VALUES OFMMORPGS IN FOREIGN LANGUAGE EDUCATION, AND WILL GUIDE THE DESIGN OFMMORPGS FOR FOREIGN LANGUAGE LEARNING. CHAPTERXXV A VIDEOGAME, A CHINESE OTAKU, AND HER DEEP LEAMING OF A LANGUAGE 422 KIM FELDMESSER, UNIVERSITY OF BRIGHTON, UK LEAMING ADDITIONAL LANGUAGES RAPIDLY HAS BEEN THE GOAL OF IMMERSION SCHOOLS AND THEIR APPROACHES ARE EFFECTIVE IN MANY RESPECTS BECAUSE THEY MAKE USE OF SITUATED LEAMING EXPERIENCES IN COMMUNI- TIES OF PRACTICE. SUCH EXPERIENCES PRESENT THEIR OWN CHALLENGES HOWEVER, AS LIVING IN THE COUNTRY OF THE CHOSEN LANGUAGE FOR A CONSIDERABLE PERIOD OF TIME MAY NOT BE POSSIBLE. THIS CHAPTER WILL OUTLINE THE RELEVANT THEORIES FOR SECOND LANGUAGE LEAMING, DESCRIBE HOW THEY OPERATE IN GAMES, AND PRES- ENT GUIDELINES FOR RESEARCH AND DEVELOPMENT OF SERIOUS GAMES AND SECOND LANGUAGE ACQUISITION. CHAPTER XXVI DEVELOPING A SERIOUS GAME FOR POLICE TRAINING 451 AHMED BINSUBAIH, UNIVERSITY OF SHEFFIELD, UK STEVE MADDOCK, UNIVERSITY OF SHEFFIELD, UK DANIELA ROMANO, UNIVERSITY OF SHEFFIELD, UK THE DESIGN OF SERIOUS GAMES BASED ON SOUND LEAMING AND INSTRUCTIONAL PRINCIPLES IS IMPORTANT TO ENSURE LEAMING IS INTEGRATED IN THE "GAMEPLAY". HOWEVER, THE PROCESS OF ACHIEVING THIS IS NOT YET FULLY UNDER- STOOD, AND RESEARCH IS HAMPERED BY THE LACK OF PRACTICAL DEMONSTRATIONS OF HOW EFFECTIVE INSTRUCTIONAL DESIGN IS WHEN USED ALONGSIDE GAME DESIGN. THIS CHAPTER PROVIDES AN EXAMPLE OF A SUCCESSFUL APPLICATION OF INSTRUCTIONAL DESIGN TO THE DEVELOPMENT PROCESS OF A SERIOUS GAME FOR TRAFFIC ACCIDENT INVESTIGATORS IN THE DUBAI POLICE FORCE. CHAPTER XXVLL GAME-BASED LEAMING IN DESIGN HISTORY 478 BARBARA MARTINSON, UNIVERSITY OF MINNESOTA, USA SAUMAN CHU, UNIVERSITY OF MINNESOTA, USA GAMES ARE INCREASINGLY BEING USED TO TEACH CONTENT IN A VARIETY OF COURSES FROM ELEMENTARY TO GRADUATE EDUCATION. THIS STUDY INVESTIGATES THE EFFECTIVENESS OF USING AGAME TO LEAMING DESIGN HISTORY CONTENT AND EXAMINES STUDENTS' PREFERRED LEAMING ACTIVITIES BASED ON LEAMING STYLES. THIS STUDY DOES INDICATE THAT GAMES CAN BE USED AS TOOLS TO TEACH VARIOUS TYPES OF INFORMATION WITHIN A COLLEGE COURSE. GAMES ADDED VARIETY TO THE DESIGN HISTORY COURSE AND MADE LEAMING FACTS MORE FUN. THE CONCRETE NATURE OFTHE GAME WAS APPROPRIATE FOR THIS PARTICULAR GROUP OF STUDENTS, MOST OF WHOM HAD CONCRETE LEAMING STYLES. FINALLY, THE RECYCLING OF A PREVIOUSLY-DESIGNED LEAMING OBJECT MADE THE PROJECT AFFORDABLE IN TERMS OFTIME AND MONEY. VOLUMELL CHAPTER XXVLLI A POLIEY GAME IN A VIRTUAL WORLD 489 MARTHA GARCIA-MURILLO, SYRACUSE UNIVERSITY, USA FAN MACINNES, SYRACUSE UNIVERSITY, USA IN THIS CHAPTER, WE PRESENT A POLICY GAME TO BE USED IN A VIRTUAL WORLD. THE BENEFITS OFTHIS TOOL ARE EXAMINED USING GEE'S LEAMING PRINCIPLES. FROM THIS ANALYSIS, WE FIND THAT GAMES IN VIRTUAL WORLDS ENABLE REFLECTIVE EXPLORATION THAT HELPS PARTICIPANTS TO LEAM FROM THEIR MISTAKES. LEAMING TAKES PLACE FROM THE CONTENT CON- VEYED THROUGH THE GAME AND THROUGH THE MULTIMEDIA IMMERSION THAT ALLOWS STUDENTS TO LEAM THE NUANCES OFTHESE VIRTUAL CONTEXTS. BECAUSE THERE ARE NO REAL WORLD CONSEQUENCES, PARTICIPANTS CAN TAKE RISKS, PROVIDE OR RECEIVE HELP FROM OTHER STUDENTS, AND, MOST IMPORTANTLY, APPLY THIS KNOWLEDGE TO A REAL-WORLD SITUATION. CHAPTER XXIX TEACHING OOP AND COP TECHNOLOGIES VIA GAMING 508 CHONG-WEI XU, KENNESAW STATE UNIVERSITY, USA THIS CHAPTER INTRODUCES AN INNOVATIVE PEDAGOGICAL METHOD FOR TEACHING OBJECT-ORIENTED PROGRAMMING (OOP) AND COMPONENT-ORIENTED PROGRAMMING (COP) VIA GAMING. GOING THROUGH THE EVOLUTION OF THE THREE-LAYER GAMING FRAMEWORK, WE C1EARLY ILLUSTRATE THAT GAMING COVERS ALMOST ALL CORE FEATURES OFOOP AND COP TECHNOLOGIES. TEACHING OOP AND COP TECHNOLOGIES VIA GAME DEVELOPMENT NOT ONLY ENGAGES STUDENTS EFIORTS BUT ALSO OPENS AN OPPORTUNITY FOR INVOLVING STUDENTS WITH INDUSTRY LEVEL PROJECTS AND ENHANCING STUDENTS' ABILITY TO BRAIN-STORM AND SOLVE REAL-WORLD PROBLEMS. FURTHERMORE, GAMING MAY PLAY AN IMPORTANT ROLE IN DEVELOPING OTHER APPLICATIONS ESPECIALLY THOSE THAT FEATURE VISUALIZATION AND ANIMATION. CHAPTERXXX USING GAMES TO TEACH DESIGN PATTERNS AND COMPUTER GRAPHICS 525 PO/LYANA NOTARGIACOMO MUSTARO, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL LUCIANO SILVA, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL ISMAR FRANGO SILVEIRA, UNIVERSIDADE PRESBITERIANA MACKENZIE, BRAZIL THIS CHAPTER DISCUSSES SOME POSSIBILITIES OF USING COMPUTER GAMES TO EFIECTIVELY REACH DIDACTIC GOALS IN UNDERGRADUATE TEACHING. TWO CASE STUDIES WERE CONDUCTED. ONE OF THEM FOCUSES DESIGN PATTERN CONTENTS IN A COMPUTER SCIENCE COURSE AND THE OTHER SPOTLIGHTS COMPUTER GRAPHIE TOPICS IN AN INFOR- MATION TECHNOLOGY COURSE. THE RESULTS GAINED IN THESE PROCESSES DEMONSTRATE THE STUDENTS' INVOLVE- MENT IN THE PROPOSED ACTIVITIES AND THE CAPACITY TO APPLY THE LESSONS LEARNED IN DIVERSE SITUATIONS. CHAPTER XXXI A 3D ENVIRONMENT FOR EXPLORING AIGEBRAIC STRUCTURE AND BEHAVIOR 546 PAUL A. FISHWICK, UNIVERSITY 0/ FLORIDA, USA YUNA A. PARK, UNIVERSITY 0/ FLORIDA, USA IN THIS CHAPTER, THE AUTHORS LEVERAGED THE INHERENT MULTI-USER COLLABORATIVE BUILDING CAPABILITIES WITHIN SECOND LIFE TO EXPLORE HOW SIMPLE ALGEBRA MANIPULATIONS CAN BE ACCOMPLISHED. RESULTS SUGGEST THAT WHILE THE CURRENT TECHNOLOGY PRESENTS SOME KEY HUMAN INTERFACE CHALLENGES INHER- ENT TO 3-D USER INTERFACES, MULTI-USER ENVIRONMENTS CAN BE SUCCESSFULLY USED TO CONSTRUCT ALGEBRAIE EXPRESSIONS IN WAYS NOT POSSIBLE WITH PRIOR TECHNOLOGIES. SPECIFICALLY, THESE ENVIRONMENTS PROVIDE REAL-TIME DISTANCE COMMUNICATION, THE ABILITY FOR MULTIPLE USERS TO COLLABORATE SPATIALLY TOWARD CREAT- ING AND POSITIONING ALGEBRAIC COMPONENTS, SENSORY AND COGNITIVE IMMERSION, AND THE POSSIBILITY OF PERSONALIZING REPRESENTATIONS IN WAYS NOT EASILY ACCOMPLISHED WITH TWO-DIMENSIONAL ENVIRONMENTS. CHAPTER XXXII SURVIVING THE GAME 560 LINDA VAN RYNEVELD, TSHWANE UNIVERSITY O/TECHNOLOGY, SOUTH A/RICA RELATIVELY FEW STUDIES HAVE LOOKED AT THE POTENTIAL OF TECHNOLOGY TO SUPPORT TRADITIONAL FACE-TO-FACE GAMES IN AN ONLINE EDUCATIONAL ENVIRONMENT. WHILE SOME TRADITIONAL GAMES SUCH AS TIC-TAC-TOE, HANG- MAN, MONOPOLY, AND CHESS HAVE BEEN PORTED OVER TO AN ELECTRONIC MEDIUM, RELATIVELY LITDE THOUGHT HAS BEEN GIVEN TO PORTING GAMES WHERE HUMAN-TO-HUMAN INTERACTION IS A CENTRAL COMPONENT. THIS CHAPTER REPORTS ON THE USE OF A GAME IN AN ONLINE LEAMING MODULE THAT WAS PRESENTED TO ADULT LEAMERS. IT SETS OUT TO EXPLORE THE COMPLEXITIES INVOLVED IN TEACHING AND LEAMING IN AN ADULT ONLINE LEAMING COMMUNITY. SECTION IV EDUCATIONAL GAMING RESEARCH TOOLS AND METHODS CHAPTER XXXIII WAG THE KENNEL: GAMES, FRAMES, AND THE PROBLEM OF ASSESSMENT. 577 DAVID WILLIAM SHAFFER, UNIVERSITY 0/ WISCONSIN - MADISON, USA THIS CHAPTER EXAMINES THE RELATIONSHIP BETWEEN GAMES AND ASSESSMENT-AND MORE BROADLY AT WHAT THAT TEILS US ABOUT THE RELATIONSHIP BETWEEN EDUCATIONAL REFORM AND TECHNOLOGICAL CHANGE. RESEARCH ALREADY SHOWS THAT WITH THEIR ABILITY TO PROVIDE RICH, COMPLEX, AND COMPELLING VIRTUAL WORLDS, WELL-DESIGNED COM- PUTER GAMES CAN TEACH PLAYERS INNOVATIVE AND CREATIVE WAYS OFTHINKING, DEEP UNDERSTANDING OFCOMPLEX ACADEMIC CONTENT, AND VALUABLE FORMS OFREAL-WORLD SKILLS. BUT, IN THE END, EVEN EFFECTIVE GAMES CAN ONLY TAKE STUDENTS AS FAR AS THE TESTS WILL LET THEM GO.LFWE WANT TO USE GAMES TO PREPARE YOUNG PEOPLE FOR LIFE IN ACHANGING WORLD, WE NEED TO CHANGE HOW WE THINK ABOUT ASSESSMENT FIRST. THE AUTHOR EXAMINES ONE WAY TO THINK ABOUT ASSESSING THE DEVELOPMENT OF INNOVATIVE AND CREATIVE THINKING THROUGH GAME PLAY. CHAPTER XXXIV CHARACTER ATTACHMENT IN GAMES AS MODERATOR FOR LEAMING 593 MELISSA L. LEWIS, MICHIGAN STATE UNIVERSITY, USA RENE WEBER, UNIVERSITY O/CALIFORNIA SANTA BARBARA, USA THE ENTERTAINMENT EDUCATION PARADIGM (EEP) OFFERS A NEW WAY TO THINK ABOUT EDUCATION BY BLENDING ENTERTAINING WITH EDUCATIONAL EXPERIENCES. VIDEO GAMES PROVIDE AN EXCELLENT FORMAT FOR ENTERTAINMENT EDUCATION BECAUSE OFBOTH THE PREVALENCE AND ENJOYMENT OFPLAYING VIDEO GAMES AND THE WAYS IN WHICH INDIVIDUALS OF TODAY LEAM. ROLE-PLAYING GAMES ARE ONE OF THE BETTER GAME GENRES FOR ENTERTAINMENT EDUCATION. THEY PROVIDE BOTH HIGH LEVELS OF ENTERTAINMENT AND A STRONG CONNECTION BETWEEN PLAYER AND GAME CHARACTERS (MODELS) WHICH LEAD TO AN INCREASE IN LEAMING. BASED ON THE THEORIES OF PARA- SOCIAL INTERACTION, IDENTIFICATION, AND SOCIAL LEAMING, THIS CHAPTER OFFERS A MEASUREMENT FOR CHARACTER ATTACHMENT AND INTRODUCES THIS NEW CONSTRUCT AS A MODERATOR FOR LEAMING IN ROLE-PLAYING VIDEO GAMES. CHAPTER XXXV VISUAL ANALYSIS OF AVATARS IN GAMING ENVIRONMENTS 606 JOSEPH C. DIPIETRO, UNIVERSITY 0/ FLORIDA, USA ERIK W BLACK, UNIVERSITY 0/ FLORIDA, USA A BEUER UNDERSTANDING OF VIRTUAL CHARACTER AVATARS IS NEEDED IN ORDER TO EXPLORE THE UNDERLYING PSYCHOLOGY THAT THE AVATAR REPRESENTS TO THE USER. IN ADDITION TO PROVIDING AN OVERVIEW AND INTRODUCTION TO MASSIVE MULTI-PLAYER ONLINE ROLE PLAYING GAMES (MMORPGS), THIS CHAPTER PROVIDES AN INTRODUCTION TO VISUAL ETHNO- GRAPHIE ANALYSIS OF CHARACTER AVATARS IN VIDEO GAME ENVIRONMENTS. THE CHAPTER DETAILS AN EXAMPLE OF MIXED METHODOLOGY FOR CONDUCTING VISUAL ANALYSIS RESEARCH SPECIFIC TO LINDEN LAB'S SECOND LIFE AND DETAILS SOME OFTHE METHODOLOGICAL CHALLENGES THAT RESEARCHERS WILL ENCOUNTER WHEN ENGAGED IN THIS TYPE OF INVESTIGATION. CHAPTER XXXVI INTERPRETING GAME-PLAY THROUGH EXISTENTIAL LUDOLOGY 621 MATTHEW THOMAS PAYNE, UNIVERSITY OFTEXAS AT AUSTIN, USA THIS CHAPTER INTRODUCES AND OPERATIONALIZES AN INNOVATIVE INTERPRETIVE STRATEGY CALLED "EXISTENTIALLUDOLOGY" TO EXPLAIN HOW THE GAME-PLAY MECHANICS OFTWO TACTICAL SHOOTER VIDEO GAMES EDUCATE GAMERS ON HOW TO PLAY MILITARILY. BY EMPLOYING EXISTENTIALLUDOLOGY AS AN INTERPRETIVE TOOL, WE CAN UNDERSTAND THESE MILITARY-BACKED GAMES FROM AN EXPERIENTIAL, PLAYER-CENTRIC PERSPECTIVE, WHILE ALSO RECOGNIZING HOW THEIR SEEMINGLY INNOC- UOUS GAME-PLAY IS LOCATED WITHIN, AND LINKED TO, LARGER NETWORKS OF POWER. MOREOVER, EXISTENTIALLUDOLOGY'S FLEXIBILITY AS AN INTERPRETIVE INSTRUMENT ENCOURAGES EDUCATORS TO RECOGNIZE THE EDUCATIONAL AFFORDANCES OF POPULAR VIDEO GAMES SO THAT THEY MIGHT ADOPT THESE POPULAR MEDIA ARTIFACTS FOR THEIR OWN PEDAGOGICAL ENDS. CHAPTER XXXVII ON CHOOSING GAMES AND WHAT COUNTS AS A "GOOD" GAME 636 KATRIN BECKER, UNIVERSITY OFCALGARY, CANADA JAMES R. PARKER, UNIVERSITY OF CALGARY, CANADA THIS CHAPTER DISCUSSES THE GROWING IMPORTANCE OF APPLYING CONSIDERED RATIONALES TO WHICH GAMES ARE CHOSEN FOR STUDY, WHETHER IT BE FOR ETHNOGRAPHY, C1ASSROOM USE, OR ANYTHING ELSE. ABRIEF OVERVIEW OF HOW GAMES ARE CURRENTLY CHOSEN FOR STUDY IS PRESENTED THROUGH A META ANALYSIS OF STUDIES WITH GAMES THAT WERE PUBLISHED BETWEEN 2003 AND 2006 IN ORDER TO DEMONSTRATE THAT MOST PUBLISHED GAMES STUD- IES DO NOT INCLUDE A SUPPORTED RATIONALE FOR THE GAMES CHOSEN. THE CHAPTER WILL THEN PRESENT VARIOUS WAYS THAT GAME CHOICES CAN BE JUSTIFIED, AND PROPOSE AND EXPLAIN A DATA FUSION TECHNIQUE THAT CAN BE APPLIED TO GAME REVIEWS AND OTHER LISTS IN ORDER TO FACILITATE REPRESENTATIVE AND DEFENSIBLE GAME CHOICES. CHAPTER XXXVIII DESCRIPTORS OFQUALITY TEACHERS AND QUALITY DIGITAL GAMES 652 TEDDY MOLINE, UNIVERSITY OF ALBERTA, CANADA QUALITY TEACHERS AND QUALITY DIGITAL GAMES (VIDEO AND COMPUTER) ARE DYNAMIC RESOURCES THAT EXPERIENCE ONGOING CHANGES BASED PRIMARILY ON THEIR INTERACTIONS WITH LEARNERS. CHARACTERISTICS OF THESE RESOURCES HAVE BEEN, AND WILL CONTINUE TO BE RESEARCHED AND IDENTIFIED IN ORDER TO DISCOVER WAYS TO IMPROVE STU- DENT LEARNING. THIS CHAPTER USES THE DESCRIPTORS OF ONE OFTHESE RESOURCES, QUALITY TEACHERS, TO IIIUSTRATE HOW THE SAME CHARACTERISTICS ARE INTEGRAL TO EFFECTIVE DIGITAL GAMES. BY USING THE DESCRIPTORS OF QUALITY TEACHERS TO EVALUATE DIGITAL GAMES, EDUCATORS WILL GAIN A BEUER UNDERSTANDING OF WHY DIGITAL GAMES ARE EFFECTIVE LEAMING TOOLS. SECTION V THE PSYCHOLOGICAL IMPACT OFEDUCATIONAL GAMING (PART 1): COGNITION, LEARNING, PLAY, AND IDENTITY CHAPTER XXXIX DESIGNING A COMPUTATIONAL MODEL OFLEARNING 671 DAVID GIBSON, CURVESHIFT, INC., USA THIS CHAPTER USES A FOUR-PART FRAMEWORK OFKNOWLEDGE, LEARNER, ASSESSMENT AND COMMUNITY TO DISCUSS DESIGN CONSIDERATIONS FOR BUILDING A COMPUTATIONAL MODEL OFLEARNING. A TEACHING SIMULATION--SIMSCHOOL-HELPS ILLUSTRATE SELECTED PSYCHOLOGICAL, PHYSICAL, AND COGNITIVE MODELS AND HOW INTELLIGENCE CAN BE REPRESENTED IN SOFTWARE AGENTS. THE DESIGN DISCUSSION INCLUDES EVOLUTIONARY PERSPECTIVES ON ARTIFICIAL INTELLIGENCE AND THE ROLE OFTHE CONCEPTUAL ASSESSMENT FRAMEWORK FOR AUTOMATING FEEDBACK TO THE SIMULATION USER. THE PURPOSE OF THE CHAPTER IS TO INTEGRATE A NUMBER OFTHEORIES INTO A DESIGN FRAMEWORK FOR A COMPUTATIONAL MODEL OFLEARNING. CHAPTERXL SOCIAL PSYCHOLOGY AND MASSIVELY MULTIPLAYER ONLINE LEAMING GAMES 702 CLINT BOWERS, UNIVERSITY O/CENTRAL FLORIDA, USA PETER A. SMITH, UNIVERSITY 0/ CENTRAL FLORIDA, USA JAN CANNON-BOWERS, UNIVERSITY O/CENTRAL FLORIDA, USA THE USE OF COMPUTER GAMES AND ESPECIALLY ONLINE GAMES FOR EDUCATIONAL PURPOSES IS GROWING IN POPULARITY. THIS CHAPTER SUMMARIZES FINDINGS FROM THE AREA OF SOCIAL PSYCHOLOGY AS A BASIS TO FORM PROPOSITIONS, GUIDE- LINES, AND RESEARCH QUESTIONS THAT WILL HELP DEVELOP EFFECTIVE MULTI-PLAYER ENVIRONMENTS FOR LEARNING. THE AUTHORS ARE PARTICULARLY INTERESTED IN HOW TO FOSTER COLLABORATIVE LEARNING IN MULTI-PLAYER ENVIRONMENTS BY EX- PLOITING THE NATURALLY OCCURRING STRUCTURES AND FEATURES OF POPULAR MASSIVELY MULTI-PLAYER GAMES. THEY OFFER EXAMPLES OFHOW THESE FEATURES CAN BE USED TO SUPPORT LEARNING AND HIGHLIGHT AREAS IN NEED OFFUTURE RESEARCH. CHAPTERXLI EVALUATING AND MANAGING COGNITIVE LOAD IN GAMES 719 SLAVA KALYUGA, UNIVERSILY 0/ NEW SOUTH WALES, AUSTRALIA JAN L. PLASS, NEW YORK UNIVERSITY, USA THE CHAPTER DESCRIBES DIFFERENT TYPES AND SOURCES OF COGNITIVE LOAD AND THE SPECIFIC DEMANDS OF GAMES ON COGNITIVE RESOURCES. IT OUTLINES INFORMATION PRESENTATION DESIGN METHODS FOR DEALING WITH POTENTIAL COGNI- TIVE OVERLOAD, AND PRESENTS SOME TECHNIQUES (SUBJECTIVE RATING SCALES, DUAL-TASK TECHNIQUES, AND CONCUR- RENT VERBAL PROTOCOLS) THAT COULD BE USED FOR EVALUATING COGNITIVE LOAD IN ELECTRONIC GAMING IN EDUCATION. CHAPTER XLII SELF-REGULATED LEARNING IN VIDEO GAME ENVIRONMENTS 738 NICK ZAP, SIMON FRASER UNIVERSITY, CANADA JIL/IANNE CODE, SIMON FRASER UNIVERSITY, CANADA THE PSYCHOLOGICAL FACTORS THAT PRODUCE SELF-REGULATED LEAMING ARE EXPLORED AS THEY RELATE TO A PLAYER'S INTENTIONALITY, INTEREST, APTITUDE, MOTIVATION, GOAL-SETTING, AND AFFECT WHILE PLAYING GAMES. A DISCUS- SION OF VIDEO GAMES AS AUTHENTIE LEARNING ENVIRONMENTS LOOKS AT THE ROLES OF STUDENT-INITIATED LEARN- ING IN AUTHENTIE CONTEXTS AND SPECIFIC DESIGN STRATEGIES ARE OUTLINED. PRACTICAL LEARNING STRATEGIES THAT PROMOTE SRL ARE PRESENTED TO FACILITATE THE USE OF CONSCIOUS SELF-REGULATORY SKILLS THAT STUDENTS CAN IMPLEMENT IN THESE AUTHENTIE LEARNING ENVIRONMENTS. THIS CHAPTER OPENS THE DISCUSSION OF THE ROLE OF SELF-REGULATED LEARNING IN VIDEO GAME ENVIRONMENTS AND ITS IMPACT IN THE FIELD OF EDUCATIONAL GAMING. CHAPTER XLIII (SELF-) EDUCATIONAL EFFECTS OFCOMPUTER GAMING CULTURES 757 JOHANNES FROMME, UNIVERSITY 0/ MAGDEBURG, GERMANY BENJAMIN JOERISSEN, UNIVERSITY 0/ MAGDEBURG, GERMANY ALEXANDER UNGER, UNIVERSITY 0/ MAGDEBURG, GERMANY THE GOAL OF THIS CHAPTER IS TO EMPHASIZE A CERTAIN NOTION OF SELF-INDUCED EDUCATION, TO DISCUSS IT IN THE CONTEXT OF DIGITAL GAMES AND TO PROVIDE THE MEANS FOR ASSESSING DIGITAL GAMES AS WEIL AS TO GIVE HINTS ON THEIR EDUCATIONAL USE. IN THE FIRST SECTION, THE CONCEPT OF "SELF-EDUCATION" IS INTRODUCED AND DISTINGUISHED AGAINST LESS COMPLEX LEARNING PHENOMENA. THE SECOND SECTION DISCUSSES AND ANALYZES THE DIFFERENT LAYERS OF "EDUCATIONAL SPACE" INHERENT TO GAMING SOFTWARE, PROVIDING THE ANALYTICAL MEANS FOR THE FURTHER SECTIONS. THE THIRD SECTION PRESENTS AND ANALYZES EDUCATIONAL ASPECTS OF SINGLE- PLAYER GAMES, WHILE THE FOURTH SECTION ADDS THE SOCIO-CULTURAL IMPACTS IMPLIED IN MULTI-PLAYER COM- MUNITIES. IN CONCLUSION, A SYNOPSIS IS GIVEN, WHICH SUMS UP THE MAIN EDUCATIONAL DIMENSIONS AND CONNECTS THEM TO ASPECTS AND ANALYTICAL CRITERIA, ALLOWING A PEDAGOGICAL ASSESSMENT OF DIGITAL GAMES. CHAPTER XLIV EXPERIENCE, COGNITION AND VIDEO GAME PLAY 776 MEREDITH DIPIETRO, UNIVERSITY 0/ FLORIDA, USA DRAWING SUPPORT FROM THE FIELD OF EXPERTISE, THE RESEARCH PRESENTED IN THIS CHAPTER LOOKS AT AND COM- PARES THE PROCESSES USED BY VIDEO GAME PLAYERS BASED ON THEIR LEVEL OF EXPERIENCE. RESULTS FROM THIS STUDY ADD TO THE UNDERSTANDING OF THE RELATIONSHIP BETWEEN EXPERIENCE, COGNITION, AND LEARNING FROM VIDEO GAME PLAY. THE RESULTS OF THIS RESEARCH ALSO HAVE IMPIICATIONS FOR EDUCATIONAL GAME DESIGN AND THE PEDAGOGICAL TECHNIQUES USED TO MAKE EFFECTIVE LEARNING OPPORTUNITIES AVAILABLE TO ALL LEARNERS. CHAPTERXLV INTERTEXTUAIITY IN MASSIVELY MULTI-PLAYER ONIINE GAMES 791 P. G. SCHRADER, UNIVERSITY O/NEVADA, LAS VEGAS, USA KIMBERLY A. LAWLESS, UNIVERSITY 0/ ILLINOIS, CHICAGO, USA MICHAEL MCCREERY, UNIVERSITY 0/ NEVADA, LAS VEGAS, USA THIS CHAPTER DESCRIBES THE MANNER IN WHICH GAMERS ENGAGE IN MULTIPLE TEXT COMPREHENSION AND INTERTEXTUAL PRACTICES WITHIN THE CONTEXT OFTHE WORLD OFWARCRAFT (WOW). IT DESCRIBES THE NATURE OF AND ISSUES ASSOCIAT- ED WITH MULTIPLE TEXT COMPREHENSION IN A KNOWLEDGE-BASED SOCIETY, INTERTEXTUALITY AS IT RELATES TO MASSIVELY MULTI-PLAYER ONLINE GAMES, AND GROUNDS THIS DISCUSSION IN SURVEY RESULTS FROM 745 WOW PLAYERS. THE AU- THORS HOPE THAT THE CHAPTER WILL PROVIDE VALUABLE INSIGHTS INTO THE DEVELOPMENT AND APPLICATION OF THE 21 ST CENTURY SKILLS AND HELP DIRECT THE DESIGN OFFUTURE GAMES AND THE IMPLEMENTATION OF GAMES IN EDUCATION. CHAPTER XLVI DEVELOPMENT, IDENTITY, AND GAME-BASED LEARNING 808 YAM SAN CHEE, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE KENNETH Y. T. LIM, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE THIS CHAPTER CONSIDERS THE USE OF COMPUTER GAMES TO HELP STUDENTS CONSTRUCT THEIR PERSONAL IDEN- TITY AND DEVELOP DISPOSITIONS THAT BECOME ACTIVE AND RESPONSIBLE CITIZENSHIP. IT ARGUES THAT THE CONSTRUCTION OF IDENTITY REQUIRES BOTH PERFORMATIVE AND NARRATIVE COMPONENTS AND THAT THESE ELE- MENTS CAN BE REALIZED IN A LEAMING ENVIRONMENT THAT AFFORDS STUDENTS THE OPPORTUNITY TO ENGAGE IN A DIALECTIC INTERPLAY BETWEEN ROLE PLAYING IN AGAME WORLD AND DIALOGIC INTERACTION OUTSIDE OF THE GAME WORLD. RESEARCH FINDINGS FROM AN INITIAL DATA SET SHOWING HOW STUDENTS' PROJECT THEIR IDENTITIES ONTO IN-GAME CHARACTERS ARE SHARED. THE FINDINGS SUGGEST THAT ROLE PLAYING IN COMPUTER GAMES CAN BE EFFECTIVE IN FOSTERING ATTITUDES, VALUES, AND BELIEFS DESIRED OF CITIZENSHIP EDUCATION. CHAPTER XLVII PLAY STYLES AND LEARNING 826 CARRIE HEETER, MICHIGAN STATE UNIVERSITY, USA THIS CHAPTER REVIEWS PLAYER TYPES FOUND IN COMMERCIAL MMOS AND EDUCATIONAL GAMES AND A PALETTE OF PLAY STYLES AND LEARNING IS PROPOSED FROM WHICH GAME DESIGNERS AND EDUCATORS CAN MORE EASILY IMAGINE (OR PERHAPS "PAINT") THEIR TARGET AUDIENCE. TWO STUDIES SHOW HOW THE PALETTE MIGHT BE APPLIED. STUDY LEXAMINES THE IMPACT OF DIFFERENT IN-GAME REWARD SCHEMAS ON PLAYER TYPES. STUDY 2 COMPARES C1ASSROOM PLAY WITH ONE CHILD PER COMPUTER VERSUS PAIRED PLAY OF THE SAME EDUCATIONAL GAME. LEARN- ING STYLES RELEVANT TO EDUCATIONAL GAME DESIGN AND CLASSROOM USE ARE DESCRIBED, INCLUDING INTRINSIC AND EXTRINSIC ACHIEVEMENT ORIENTATION, MOTIVATION, INDIVIDUAL TRAITS, AND COMPETITION AND OTHER SOCIAL FACTORS. CHAPTER XLVIII PLAYING ROLES IN THE MMORPG KINGDOM OFLOATHING 847 MARTIN OLIVER, LONDON KNOWLEDGE LAB, INSTITUTE 0/ EDUCATION, UK THIS CHAPTER EXPLORES THE ROLES PLAYERS CREATED, AND HOW THESE STRUCTURED THEIR ONLINE RELATION- SHIPS, IN AN ONLINE MASSIVELY MULTI-PLAYER ROLE-PLAYING GAME, KINGDOM OF LOATHING-A LOW-TECH BROWSER-BASED GAME WITH A SATIRICAL, HUMOROUS STYLE. THIS EXPLORATION SHOWS THAT CLASSIFICA- TIONS OF PLAYERS ARE AN OVER-SIMPLIFICATION. INSTEAD, THE C1ASSIFICATION SHOULD APPLY TO EXAMPLES OF PLAY-NOT LEAST BECAUSE THE GAME ITSELF WAS NOT "FIXED" BUT WAS CONSTANTLY RE-DESIGNED IN RESPONSE TO PLAY. THIS HAS IMPLICATIONS FOR RESEARCH METHODOLOGY, BUT ALSO FOR THE (ONGOING) DESIGN OF GAMES. CHAPTER XLIX EXPLORING PERSONAL MYTHS FROM THE SIMS 862 VASA BURAPHADEJA, UNIVERSITY 0/ FLORIDA, USA KARA DAWSON, UNIVERSITY 0/ FLORIDA, USA THIS STUDY HYPOTHESIZED THAT NARRATIVES TOLD BY GAME PLAYERS MAY BE SIMILAR TO NARRATIVES TOLD IN REALLIFE AND EXPLORES 66 SIMS NARRATIVES. RESULTS SUGGEST THAT MOST PEOPLE WHO PLAY THE SIMS DO NOT NATURALLY ADHERE TO THE CRITERIA OF A GOOD MYTH WHEN DEVELOPING THEIR NARRATIVE, HOWEVER, OVER HALFTHE NARRATIVES MET SOME OFTHE CRITERIA. OUR RESULTS SUGGEST THAT THE SIMS HAS THE POTENTIAL TO SERVE AS A NARRATIVE STUDIO FOR PERSONAL MYTH DEVELOPMENT BUT THAT SOME KIND OF INTERVENTION OR SCAFFOLDING MAY NEED TO BE PROVIDED. THE CONCEPT OFPSYCHOSOCIAL MORATORIUM IS SUGGESTED AS ONE POSSIBLE STRATEGY PROFESSIONALS IN MULTIPLE DISCIPLINES MAY USE TO PROMOTE THE SIMS AS A NARRATIVE STUDIO FOR MYTH DEVELOPMENT. SECTION VI THE PSYCHOLOGICAL IMPACT OF EDUCATIONAL GAMING (PART 2): VIOLENCE, EMOTION, RACE, GENDER, AND CULTURE CHAPTERL LEARNING PROCESSES AND VIOLENT VIDEO GAMES 876 EDWARD L. SWING, FOWA STATE UNIVERSITY, USA DOUGLAS A. GENTILE, FOWA STATE UNIVERSITY, USA CRAIG A. ANDERSON, FOWA STATE UNIVERSITY, USA THOUGH VIDEO GAMES CAN PRODUCE DESIRABLE LEARNING OUTCOMES, SUCH AS IMPROVED PERFORMANCE IN SCHOOL SUBJECTS, THEY ALSO CAN PRODUCE UNDESIRABLE OUTCOMES, SUCH AS INCREASED AGGRESSION. SOME OFTHE BASIC LEARNING PRINCIPLES THAT MAKE VIDEO GAMES (PARTICULARLY VIOLENT VIDEO GAMES) EFFECTIVE AT TEACHING ARE DISCUSSED IN THIS CHAPTER. A GENERAL LEARNING MODEL IS PRESENTED TO EXPLAIN HOW VIDEO GAMES CAN PRO- DUCE A VARIETY OF EFFECTS IN THEIR USERS. THIS MODEL EXPLAINS BOTH THE IMMEDIATE, SHORT-TERM EFFECTS AND CUMULATIVE, LONG-TERM EFFECTS OFVIDEO GAMES.LMPLICATIONS OFTHESE PRINCIPLES ARE DISCUSSED IN RELATION TO EDUCATION. THE ISSUE OF ADDRESSING VIOLENT VIDEO GAMES' EFFECTS ON AGGRESSION IS ALSO EXAMINED. CHAPTER LI HARNESSING THE EMOTIONAL POTENTIAL OF VIDEO GAMES 893 PATRIEK FELICIA, UNIVERSITY COLLEGE CORK, FRELAND FAN PITT, UNIVERSITY COLLEGE CORK, FRELAND THIS CHAPTER EXPLAINS THE IMPORTANCE OF ACKNOWLEDGING USERS' PERSONALITIES, LEARNING STYLES, AND EMOTIONS IN THE DESIGN OF EDUCATIONAL GAMES. LT ARGUES THAT THE APPLICATION OF EDUCATIONAL THEORIES COMBINED WITH KNOWLEDGE OF SUBJECTS' PERSONALITY TRAITS AND AN INCREASED EMOTIONAL DEPTH OFFER A SUBSTANTIVE APPROACH TO UNDERSTAND AND IMPROVE THE NATURE OFLEARNING IN EDUCATIONAL GAMES. THE AUTHORS HOPE THAT UNDERSTANDING THE UNDERLYING MOTIVATION AND BEHAVIORS OFLEAMERS THROUGH THE USE OF PERSONALITY PROFILES WILL NOT ONLY INFORM RESEARCHERS OF A BETTER DESIGN OF EDUCATIONAL GAMES, BUT ALSO ASSIST IN UNDERSTANDING THE INTRICATE RELATIONSHIP BETWEEN GAME DESIGN, INSTRUCTIONAL DESIGN, AND USERS' PERSONALITY AT BOTH COGNITIVE AND EMOTIONAL LEVELS. CHAPTER LU GAMERS, GENDER, AND REPRESENTATION 911 DIANE CARR, UNIVERSITY 0/ LONDON, UK CAROLINE PELLETIER, UNIVERSITY 0/ LONDON, UK THE ISSUE OF GENDER REOCCURS IN DEBATES ABOUT THE INTRODUCTION OF COMPUTER GAMES INTO FORMALLEAMING CONTEXTS. THERE IS A FEAR THAT GIRLS WILL BE ALIENATED RATHER THAN ENGAGED BY GAMES IN THE CLASSROOM. THERE IS ALSO CONCEM OVER SEXIST IMAGERY, AND THUS ABOUT REPRESENTATIONAL ASPECTS OF COMPUTER GAMES. IN THIS CHAPTER, PARTICULAR ASPECTS OFTHESE ISSUES ARE ADDRESSED IN TURN. THE AUTHORS EXPLORE THE ISSUE OF GEN DER AND GENDERED GAME PREFERENCES, IN RELATION TO THE CULTURAL FRAMING OF THE GAMING AUDIENCE. ATTENTION IS THEN DIRECTED AT THE ISSUE OF REPRESENTATION, WITH A CONSIDERATION OF THE TENSIONS BETWEEN REPRESENTA- TION, MEANING, AND PLAYABILITY. THESE ISSUES ARE CONSIDERED PRIMARILY THROUGH PERSPECTIVES DRAWN FROM MEDIA STUDIES, AND WITH REFERENCE TO RECENT WORK FROM THE EMERGING FIELD OF COMPUTER GAME STUDIES. CHAPTER LUI GENDER AND RACIAL STEREOTYPES IN POPULAR VIDEO GAMES 922 YI MOU, CAMBRIDGE, MA, USA WEI PENG, MICHIGAN STATE UNIVERSITY, USA WHILE THE VIOLENT CONTENT OFVIDEO GAMES HAS CAUSED WIDE CONCERN AMONG SCHOLARS, GENDER AND RACIAL STEREOTYPES IN VIDEO GAMES ARE STILL AN UNDERSTUDIED AREA. THE PURPOSE OFTHIS CHAPTER IS TO PROVIDE A BETTER UNDERSTANDING OFTHE STEREOTYPICAL PHENOMENON IN VIDEO GAMES. THE BOOK CHAPTER FIRST PROVIDES A COM- PREHENSIVE REVIEW OFPREVIOUS STUDIES CONDUCTED UPON GENDER-ROLE AND RACIAL PORTRAYALS IN VIDEO GAMES. THEN A SMALL-SCALE CONTENT ANALYSIS ON A SAMPIE OF OFFICIAL TRAILERS, INTRODUCTORY SEQUENCES, AND COVERS OF 19 MOST POPULAR VIDEO GAMES IS INTRODUCED. FINALLY, THE IMPLICATIONS OF STEREOTYPE IN VIDEO GAMES AND THE POSSIBLE SOCIAL AND PSYCHOLOGICAL IMPACTS ON PLAYERS, ESPECIALLY ADOLESCENT PLAYERS, ARE DISCUSSED. CHAPTERLIV CAN THE SUBALTERN PLAY AND SPEAK OR JUST BE PLAYED WITH? 938 DAVID J. LEONARD, WASHINGTON STATE UNIVERSITY, USA THIS CHAPTER EXAMINES AND RESPONDS TO THE SILENCING, RESISTANCE TO ANY INTRUSION OF QUESTIONS ABOUT RACE AND RACISM, AND OVERALL ERASURE OF RACE FROM THE DEBATES AND BROADER DISCOURSE CONCERNING VIDEO GAME CULTURE. IT NOT ONLY PROVIDES INSIGHT INTO THE NATURE AND LOGICS GUIDING CLAIMS OF COL ORBLINDNESS, BUT ALSO CONNECTS THE IDEOLOGIES AND CULTURE OF DENIAL TO THE BROADER RACIAL DISCOURSE OF POST-CIVIL RIGHTS AMERICA. HOPING TO INSPIRE DEBATE AND TRANSFORMATIVE KNOWLEDGE SHARING, THIS CHAPTER ADDITIONALLY OFFERS A TEXTUALLY-BASED RACIAL ANALYSIS OF OUTLAW VOLLEYBALL AS AN EXAMPLE OF THE TYPE OF CRITICAL EXAMINATION REQUIRED TO MOVE BEYOND A CULTURE THAT OFTEN REDUCES BODIES AND VOICES OF PEOPLE OF COLOR TO OBJECTS OF GAZE, RIDICULE, AND CONSUMPTION WHILE DENYING ANY SORT OF CRITICISM AND QUESTIONS REGARDING THE RACIAL MEANING AND TEXTS EVIDENT WITHIN MUCH OFTODAY'S GAMING. CHAPTERLV CULTURALLY RESPONSIVE GAMES AND SIMULATIONS 956 COLLEEN SWAIN, UNIVERSITY 0/ FLORIDA, USA ELECTRONIC GAMES AND SIMULATIONS ARE POWERFIILLEAMING TOOLS FOR MANY LEARNERS; YET, THE LEAMING ENVI- RONMENTS IN THESE GAMES AND SIMULATIONS FREQUENTLY REPRESENT KNOWLEDGE AND EXPERIENCES FROM A SINGLE DOMINANT CULTURE PERSPECTIVE-A WHITE, MIDDLE- TO UPPER-CLASS PERSPECTIVE. THIS CHAPTER INTRODUCES THE READER TO THE CONNECTION BETWEEN CULTURE AND LEAMING AND USING CULTURALLY RESPONSIVE TEACHING STRATEGIES AS A METHOD OF EXPANDING THE EFFECTIVENESS OF ELECTRONIC GAMES AND SIMULATIONS TO ALLLEARNERS. READERS ARE EXPOSED TO MAJOR TENETS OF CULTURALLY RESPONSIVE INSTRUCTION AND HOW SPECIFIC INSTRUCTIONAL STRATEGIES THAT EMBRACE THESE PRINCIPLES CAN EFFECTIVELY BE INCORPORATED INTO EDUCATIONAL GAMES AND SIMULATIONS. CHAPTERLVI SAVING WORLDS WITH VIDEOGAME ACTIVISM 970 ROBERT JONES, NEW YORK UNIVERSITY, USA TO DEMONSTRATE PRECISELY HOW PROCEDURAL RHETORIC WORKS THROUGH VIDEO GAME TECHNOLOGIES, THIS CHAPTER PRESENTS ADEFINITION FOR VIDEO GAME ACTIVISM AS WEH AS THREE DISTINCT MODES: ORIGINAL DESIGN, ENGINE APPROPRIATION, AND MACHINIMA. USING THREE RECENT CASE STUDIES, THE CHAPTER SUGGESTS SOME OFTHE IMPLI- CATIONS FOR EDUCATORS AND WHY THEY SHOULD TAKE VIDEO GAMES SERIOUSLY AS MEANS OFPOLITICAL EXPRESSION WHEN TEACHING STUDENTS ABOUT CIVIC DUTY. VOLUME 111 SECTION VII EDUCATIONAL GAME DESIGN CHAPTER LVII CONCEPTUAL PLAY SPACES " 989 SASHA A. BARAB, INDIANA UNIVERSITY SCHOOL OF EDUCATION, USA ADAM INGRAM-GOBLE, CENTER FOR RESEARCH ON LEARNING AND TECHNOLOGY, USA SCOTT WARREN, UNIVERSITY OFNORTH TEXAS, USA THIS CHAPTER PROVIDES A FRAMEWORK FOR DESIGNING PLAY SPACES TO SUPPORT LEAMING ACADEMIC CONTENT. THE AUTHORS PROVIDE FOUR ELEMENTS THAT ONE MUST BALANCE WHEN DESIGNING A CONCEPTUAL PLAY SPACE TO SUPPORT THE LEAMING OF DISCIPLINARY CONTENT; MORE SPECIFICAHY, ENSURING THE LEAMING OF ACADEMIC CONTENT AND SUPPORTING LEGITIMATE PARTICIPATION WHILE, CONCURRENTLY ENSURING INTERACTION WITH GAMING RULES AND EN- GAGEMENT WITH THE FRAMING NARRATIVES THROUGH WHICH THE PLAY TAKES ON MEANING. THE GOALOFTHIS WORK IS TO COMMUNICATE THE POTENTIAL VALUE OF PLAY SPACES AND TO PROVIDE AN ILLUMINATIVE SET OF CASES FOR OTHERS. CHAPTER LVIII THE DESIGN, PLAY, AND EXPERIENCE FRAMEWORK 1010 BRIAN M WINN, MICHIGAN STATE UNIVERSITY, USA THIS CHAPTER INTRODUCES A FRAMEWORK FOR THE DESIGN OF SERIOUS GAMES FOR LEAMING, CALLED THE DESIGN, PLAY, AND EXPERIENCE FRAMEWORK. THE AUTHOR ARGUES THAT THE GREAT POTENTIAL OF SERIOUS GAMES WILL NOT BE REALIZED WITHOUT A FORMAL DESIGN APPROACH. TO THAT END, THE AUTHOR PRESENTS AND THOROUGHLY EXPLAINS THE DESIGN, PLAY, AND EXPERIENCE FRAMEWORK WHICH PROVIDES A FORMAL APPROACH TO DESIGNING THE LEAMING, STORYTELLING, GAME PLAY, USER EXPERIENCE, AND TECHNOLOGY COMPONENTS OF A SERIOUS GAME. THE AUTHOR CONCLUDES BY DETAILING HOW THE FRAMEWORK PROVIDES A COMMON LANGUAGE TO DISCUSS SERIOUS GAME DESIGN, A METHODOLOGY TO ANALYZE A DESIGN, AND A PROCESS TO DESIGN A SERIOUS GAME FOR LEAMING. CHAPTERLIX REVEALING NEW HIDDEN CURRICULUM AND PEDAGOGY OFDIGITAL GAMES 1025 YOUNGKYUN BAEK, KOREA NATIONAL UNIVERSITY OF EDUCATION, REPUBLIC OF KOREA THIS CHAPTER EXAMINES HIDDEN CURRICULA AND PEDAGOGY OF DIGITAL GAMES IN ORDER TO CLARITY THEIR EDUCA- TIONAL MEANING AND IMPORTANCE. THE EXPERIENCES WHICH PLAYERS GET FROM THE INHERENT IDEOLOGY OF DIGI- TAL GAMES WAS CATEGORIZED INTO FOUR AREAS: FANTASY, IMMERSION, REPRESENTATION, AND IDENTIFICATION, AND MAKING SENSE OFTHE GAME'S SYSTEM OR MODEL. THESE HIDDEN CURRICULA ARE IMPORTANT FOR LEARNING-GAME DESIGNERS TO CONSIDER IN THAT THEY ARE INTERNALIZED SUBCONSCIOUSLY. ALSO THESE HIDDEN ASPECTS OF GAMES ARE IMPORTANT FOR TEACHERS TO HELP MOTIVATE PLAYERS FOR LEARNING, TO FACILITATE SELF-DIRECTED PLAYING AND LEARNING, TO IMPROVE GENDER SENSITIVITY, AND TO HELP WITH THE TRANSFER OFKNOWLEDGE FROM GAMES TO REALLIFE. CHAPTERLX GAME DESIGN AS A COMPELLING EXPERIENCE 1041 WEI QIU, MICHIGAN STATE UNIVERSITY, USA YONG ZHAO, MICHIGAN STATE UNIVERSITY, USA THIS STUDY EXPLORED THE NATURE AND DESIGN OF A COMPELLING EXPERIENCE: GAME DESIGN. THIRTY-SIX COLLEGE JUNIORS IN THE SOFTWARE ENGINEERING MAJOR PARTICIPATED IN A SEMESTER-IONG PROJECT TO DESIGN GAMES FOR CHINESE LANGUAGE LEARNING. THE PROJECT WAS DESIGNED TO HELP ENGINEERING STUDENTS UNDERSTAND EDU- CATIONAL AND OTHER ISSUES IN DESIGNING EDUCATIONAL GAMES. RESULTS SHOW THAT GAME DESIGN EXPANDED STUDENTS' PERCEPTIVE CAPACITY; ENHANCED THEIR SUBJECT-MATTER UNDERSTANDING, PROBLEM-SOLVING SKILLS, META-IEARNING ABILITY AND MOTIVATION; AND FACILITATED STUDENTS' REFLECTION ON THEMSELVES AS WEIL AS THEIR ENVIRONMENTS. FACTORS ARE DISCUSSED TO MAKE A GAME DESIGN LEARNING EXPERIENCE COMPELLING. CHAPTERLXI GAMING ETHICS, RULES, ETIQUETTE, AND LEARNING 1057 LAURIE N TAYLOR, UNIVERSITY 0/ FLORIDA, USA THIS CHAPTER EXPLAINS THE SIGNIFICANCE OF INFORMAL AND UNWRITTEN MIES IN ORDER TO SHOW THE CONNECTIONS AMONG FORMAL MIES OF PLAY, FORMALIZED LEARNING, INFORMAL AND UNWRITTEN MIES, AND COLLATERALLEARNING. IT ARGUES THAT COMPUTER GAMING'S MIES OFPLAY INCLUDE THE FORMAL MIES BY WHICH GAMES ARE PLAYED AND THE INFORMAL AND UNWRITTEN MIES WITHIN THE MAGIE CIRCLE OFPLAY WHERE THE GAMES ARE PLAYED. TOO OFTEN GAMES ARE REDUCED TO THEIR FORMAL MIES OF PLAY AND THE COLLATERALLEARNING FOSTERED BY THE REALM OF PLAY IS NEGLECTED. BY EXAMINING UNWRITTEN MIES, THIS CHAPTER ALSO CONNECTS TO AND INFORMS OTHER AREAS THAT RELY PRIMARILY ON FORMAL RULES, INCLUDING EDUCATIONAL GAMING. CHAPTER LXII DESIGNING GAMES-BASED EMBEDDED AUTHENTIC LEARNING EXPERIENCES 1068 PENNY DE BYL, UNIVERSITY O/SOUTHERN QUEENSLAND, AUSTRALIA THIS CHAPTER PRESENTS THE EMBEDDED AUTHENTIC SERIOUS GAME-BASED LEARNING EXPERIENCES (EASLE) ARCHI- TECTURE WHICH HAS BEEN DEVELOPED TO ASSIST IN THE DEFINITION OF GAME-BASED APPLICATIONS. THE MOTIVATION BEHIND THE DESIGN OFEASLE IS TO KEEP GAME SPECIFICATIONS AS SIMPLE AND FOCUSED AS POSSIBLE FOR EDUCATORS ATTEMPTING TO CREATE SERIOUS GAMES AS CURRENT AVAILABLE GAME DESIGN METHODOLOGIES AND TEMPLATES ARE COM- PLEX AND EXTENSIVE. FURTHERMORE, IT IS ARGUED THAT GAMES CREATED WITH EASLE REDUCE THE AMOUNT OF GAME DEVELOPMENT WORK TO BE DONE BY THE EDUCATOR ALLOWING FOR DEEPER COLLABORATION BETWEEN STUDENTS. TOWARDS THE END OFTHIS CHAPTER AGAME DEVELOPED WITH EASLE WHICH TOOK TWO WEEKS TO COMPLETE IS PRESENTED. CHAPTER LXIII BRIDGING GAME DEVELOPMENT AND INSTRUCTIONAL DESIGN 1088 JAMES BELANICH, US. ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SODAL SDENCES, USA KARIN A. ORVIS, OLD DOMINION UNIVERSITY, USA DANIEL B. HORN, US. ARMY RESEARCH INSTITUTEFOR THE BEHAVIORAL AND SODAL SDENCES, USA JENNIFER L. SOLBERG, US. ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SODAL SCIENCES, USA INSTRUCTIONAL VIDEO GAME DEVELOPMENT IS OCCURRING IN BOTH THE COMMERCIAL GAME DEVELOPMENT AND THE INSTRUCTIONAL DESIGN/DEVELOPMENT COMMUNITIES, BUT REGULARLY IN ISOLATION FROM ONE ANOTHER. THIS CHAPTER ELUCIDATES THE COMMONALITIES AND DIFFERENCES IN THE DEVELOPMENT GOALS AND APPROACHES OFTHESE COMMU- NITIES AND DISCUSSES HOW BEST PRACTICES OF EACH COMMUNITY SHOULD BE BLENDED FOR OPTIMAL INSTRUCTIONAL VIDEOGAME DESIGN. THIS CHAPTER ALSO INCLUDES RELEVANT EXPERIENCES FROM AN INSTRUCTIONAL PC-VIDEO GAME DEVELOPMENT PROJECT, ILLUSTRATING CHALLENGES FACED AND NEW OPPORTUNITIES AFFORDED VIA A COLLABORATIVE DEVELOPMENT EFFORT. CHAPTER LXIV GAME DESIGN FOR INTUITIVE CONCEPT KNOWLEDGE 1104 DEBBIE DENISE RESSE, CENTER FOR EDUCATIONAL TECHNOLOGIES, WHEELING JESUIT UNIVERSITY, USA REVIEWING RELEVANT GAME DESIGN, COGNITIVE SCIENCE, AND LEAMING SCIENCE THEORIES, THE AUTHOR ARGUES: (A) THE NEED FOR GAME DESIGN; (B) THAT GAME WORLDS, COMPLEX CONCEPTS, AND MENTAL MODELS ARE ANALOGOUS SYSTEMS; (C) HOW GAME-BASED TECHNOLOGIES CAN PROVIDE A PRAGMATIC AND EMBODIED CONTEXT FOR MAKING COMPLEX, INTRODUCTORY CONCEPTS INTUITIVE; AND (D) THAT THE PRAGMATIC, PHYSICAL, AND PROCEDURAL ASPECTS OF GAMES MAKE THEM POWERFULLEAMING TOOLS THAT MUST BE CAREFULLY DESIGNED. THE AUTHOR ILLUSTRATES GAME DESIGN USING SELENE: A LUNAR CREATION GAME. RIGOROUS METHODS FOR DESIGN OF INSTRUCTIONAL GAMES WILL ENHANCE CONTROL OVER LEAMING OUTCOMES. CHAPTERLXV LEVERAGING THE AFFORDANCES OF AN ELECTRONIC GAME TO MEET INSTRUCTIONAL GOALS 1127 YUXIN MA, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA DOUGLAS WILLIAMS, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA CHARLES RICHARD, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA LOUISE PREJEAN, UNIVERSITY OF LOUISIANA AT LAFAYETTE, USA THIS CHAPTER IS AN EFFORT TO START TO ACCUMULATE KNOWLEDGE TO GUIDE THE DESIGN OF ELECTRONIC EDUCATIONAL GAMES. THE AUTHORS PRESENT A CASE STUDY DESCRIBING HOW THE UNIQUE COMPONENTS OF ELECTRONIC GAMES ENABLED THE DESIGN OF CONQUEST OF COASTIANDS, A LEAMING ENVIRONMENT DELIVERED AS AN ELECTRONIC GAME. THEY DESCRIBE HOW THEIR TEAM SYNTHESIZED TWO SETS OF DESIGN PRINCIPLES FROM THE LITERATURE ON ELECTRONIC GAMES, INSTRUCTIONAL DESIGN, AND INTRINSIC MOTIVATION AND HOW THESE PRINCIPLES INFORMED THE DESIGN OF CONQUEST OF COASTIANDS. THE PRINCIPLES AND THE RELATED CASE STUDY MAY INFORM THE DESIGN OF FUTURE E1ECTRONIC EDUCATIONAL GAMES AND GENERATE RESEARCH QUESTIONS TO BE INVESTIGATED IN EMPIRICAL RESEARCH. CHAPTER LXVI INSTRUCTIONAL GAME DESIGN USING COGNITIVE LOAD THEORY 1143 WENHAO DAVID HUANG, UNIVERSITY O/ILLINOIS, USA TRISTAN JOHNSON, FLORIDA STATE UNIVERSITY, USA THIS CHAPTER INTRODUCES DESIGN GUIDELINES TO ATTAIN SPECIFIC GAME CHARACTERISTICS BY PRIORITIZING THE DESIGN COMPONENTS IN 4C/ID-MODEL. EACH GAME CHARACTERISTIC CONSISTS OF THREE LEVELS OF DESIGN EMPHASIS: PRELIMINARY, SECONDARY, AND TERTIARY. THE ULTIMATE GOAL OF THIS CHAPTER IS TO INITIATE SE- RIES OF DIALOGUE BETWEEN COGNITIVE LEAMING OUTCOME, SYSTEMATIC INSTRUCTIONAL DESIGN, AND INSTRUC- TIONAL GAME DESIGN THEREBY SEEKING TO IMPROVE THE OVERALL GAME DESIGN AND INSTRUCTIONAL EFFICIENCY. CHAPTER LXVII MOTIVATION, LEAMING, AND GAME DESIGN. 1166 MAHBOUBEH ASGARI, SIMON FRASER UNIVERSITY, CANADA DAVID KAUFMAN, SIMON FRASER UNIVERSITY, CANADA WHILE THERE ARE THOUSANDS OF EDUCATIONAL COMPUTER AND VIDEO GAMES IN THE MARKET TODAY, FEW ARE AS ENGAG- ING AND COMPELLING AS ENTERTAINMENT GAMES. SOME ENTERTAINMENT GAMES HAVE ALSO BEEN USED IN CLASSROOMS AND HAVE PROVEN TO PRODUCE INCIDENTALLEARNING (E.G., CIVILIZATION III, SIMCITY). THE AUTHORS OFTHIS CHAPTER ARGUE THAT THERE ARE A NUMBER OF ELEMENTS USED IN ENTERTAINMENT GAMES THAT MOTIVATE PLAYERS, AND USING THESE ELEMENTS IN THE DESIGN PROCESS FOR EDUCATIONAL GAMES BASED ON LEARNING OBJECTIVES WOULD CREATE MOTIVA- TIONAL AND ENGAGING EDUCATIONAL GAMES. THIS CHAPTER OUTLINES THE ELEMENTS NEEDED TO DEVELOP SUCH GAMES. CHAPTER LXVIII DESIGNING GAMES FOR LEARNING 1183 SCOTT J. WARREN, UNIVERSITY 0/ NORTH TEXAS, USA MARY JO DONDLINGER, UNIVERSITY 0/ NORTH TEXAS, USA THIS CHAPTER DISCUSSES TWO GAMES THAT WERE DESIGNED TO TARGET LEARNING AS WEIL AS IMPLICATIONS FOR THE DESIGN OF FUTURE GAMES INTENDED FOR THIS PURPOSE. IT ILLUSTRATES HOW THE ADDIE MODEL OF IN- STRUCTIONAL DESIGN CAN BE LEVERAGED TO PRODUCE DIGITAL GAME SPACES AS WEH AS THE LIMITATIONS THAT DESIGNERS FACE BASED ON THE GOALS OF THE PROJECT, THE CHOSEN TECHNOLOGY, AND THE AUDIENCE CHOSEN FOR THE DIGITAL INTERVENTION. THE GOAL OF THIS CHAPTER IS TO USE REAL-WORLD EXAMPLES OF LEARNING GAME DESIGN PROCESSES IN ORDER TO PREPARE INSTRUCTIONAL DESIGNERS FOR THE COMPLEXITY OF USING GAME AND INSTRUCTIONAL DESIGN PRINCIPLES AS A MEANS OF IMPROVING STUDENT MOTIVATION, LEAMING, AND OTHER PSYCHOLOGICAL FACTORS THAT PREPARE THEM FOR ENGAGING MEANINGFULLY IN THE EDUCATIONAL EXPERIENCE. CHAPTER LXIX INTERACTION WITH MMOGS AND IMPLICATIONS FOR E-LEARNING DESIGN 1204 PANAGIOTIS ZAHARIAS, UNIVERSITY 0/ THE AEGEAN, GREECE & ATHENS UNIVERSITY 0/ ECONOMICS AND BUSINESS, ATHENS, GREECE ANTHONY PAPARGYRIS, ATHENS UNIVERSITY 0/ ECONOMICS AND BUSINESS, GREECE E-IEARNING IS EMERGING AS ONE OFTHE FASTEST ORGANIZATIONAL USES OFTHE INTERNET AS A SUPPLEMENTARY OR ALTERNATIVE MODE FOR CORPORATE TRAINING. IN THIS CHAPTER IT IS ARGUED THAT MANY USEFULLESSONS FOR E-LEAMING DESIGNERS CAN BE LEAMED FROM GAME DESIGN AND ESPECIALLY FROM THE DESIGN OF MASSIVE MULTI-PLAYER ONLINE GAMES (MMOGS). A REVIEW ON INSTRUCTIONAL QUALITY OF GAMES AND DESIGN ELEMENTS OFMMOGS IS CONDUCTED UNDER THE PER- SPECTIVE OF ADULT LEAMING, IN ORDER TO IDENTI1)T,ADAPT, AND PROPOSE DESIGN IMPLICATIONS FOR E-LEAMING DESIGN. CHAPTERLXX NARRATIVE DEVELOPMENT AND INSTRUCTIONAL DESIGN 1218 DOUGLAS WILLIAMS, UNIVERSITY 0/ LOUISIANA AT LAJAYETTE, USA YUXIN MA, UNIVERSITY 0/ LOUISIANA AT LA/AYETTE, USA CHARLES RICHARD. UNIVERSITY 0/ LOUISIANA AT LA/AYETTE, USA LOUISE PREJEAN, UNIVERSITY 0/ LOUISIANA AT LA/AYETTE, USA THIS CHAPTER EXPLORES THE CHALLENGE OF BALANCING NARRATIVE DEVELOPMENT AND INSTRUCTIONAL DESIGN IN THE CREATION OF AN ELECTRONIC GAME-BASED LEAMING ENVIRONMENT. NARRATIVE IS A KEY FACTOR IN SUC- CESSFUL COMMERCIAL GAMES. THE HERO'S JOUMEY IS EXPLAINED AND PROPOSED AS A MODEL NARRATIVE STRUCTURE FOR DEVELOPING EDUCATIONAL ROLE-PLAYING GAMES AND INFORMING INSTRUCTIONAL DESIGN. OPPOR- TUNITIES TO EMBED VARIOUS INSTRUCTIONAL STRATEGIES WITHIN THE HERO'S JOUMEY STRUCTURE ARE PRESENTED. CHAPTER LXXI CHILDREN AS CRITICS OF EDUCATIONAL COMPUTER GAMES DESIGNED BY OTHER CHILDREN 1234 LLOYD P. RIEBER, THE UNIVERSITY 0/ GEORGIA, USA JOAN M DAVIS, THE UNIVERSITY 0/ WASHINGTON, USA MICHAEL J MATZKO, INDEPENDENT CONSULTANT, USA MICHAEL M GRANT, THE UNIVERSITY 0/ MEMPHIS, USA THE AUTHORS OF THIS CHAPTER GAVE A CLASSROOM OF MIDDLE SCHOOL STUDENTS THE OPPORTUNITY TO PLAY EDUCATIONAL GAMES CREATED BY OTHER MIDDLE SCHOOL STUDENTS. THESE STUDENTS' OPINIONS OF THE GAMES WERE STUDIED AND COMPARED TO THEIR ACTUAL PLAY BEHAVIOR. THIS STUDY ALSO EXPLORED THE REASONS BE- HIND THE CHILDREN'S PLAY BEHAVIORS AND CRITIQUES THROUGH INTERVIEWS. IMPORTANT GAME CHARACTERIS- TIES IDENTIFIED BY THE CHILDREN INCLUDED THE FOLLOWING: (1) STORYLINE OR CONTEXT; (2) CHALLENGE; AND (3) COMPETITIVE AFFORDANCES, ESPECIALLY THOSE THAT PROMOTED SOCIAL INTERACTION. INTERESTINGLY, TWO GAME CHARACTERISTIES TOUTED IN THE LITERATURE WERE NOT FOUND TO BE IMPORTANT TO THESE CHILDREN: (1) INTEGRATION OF A GAME'S STORYLINE AND EDUCATIONAL CONTENT; AND (2) A GAME'S PRODUCTION VALUES. CHAPTER LXXII VIDEO-GAME CREATION AS A LEAMING EXPERIENCE FOR TEACHERS AND STUDENTS 1257 LEANNA MADILL, UNIVERSITY 0/ VICTORIA, CANADA KATHY SANFORD, UNIVERSITY O/VICTORIA, CANADA THIS CHAPTER EXPLORES CHANGING CONCEPTIONS OFLEAMING BROUGHT ABOUT BY TECHNOLOGIEAL CHANGES AND OP- PORTUNITIES AND EXAMINES MORE CLOSELY THE UNDERSTANDING OFVIDEO GAME CREATION AS A LEAMING EXPERIENCE. BASED ON THE FIRST YEAR OF A THREE-YEAR ETHNOGRAPHIC RESEARCH STUDY OFTHE EDUCATIVE VA1UE AND POTENTIAL OF VIDEO GAMES WITHIN A SCHOOL SETTING, THIS CHAPTER EXAMINES THE POWERFULLEAMING AND TEACHING PRACTICES IN CLASSES OF INFORMATION TECHNOLOGY AND PROGRAMMING IN WHICH VIDEO GAME CREATION HAS BEEN USED AS ENTRY POINTS INTO LEAMING PROGRAMMING SKILLS. SEETION VIII THE FUTURE OF EDUCATIONAL GAMING CHAPTER LXXIII THE FUTURE OFDIGITAL GAME-BASED LEARNING 1274 BRIAN MAGERKO, GEORGIA INSTITUTE OF TECHNOLOGY, USA THIS CHAPTER DISCUSSES THE POTENTIAL FUTURE OF GAMES FOR LEARNING THROUGH THE LENS OF CURRENT AD- VANTAGES OF REAL-WORLD EDUCATION THAT ARE THUS FAR LACKING IN EDUCATIONAL GAMES. IT FOCUSES ON FOUR MAIN FACETS OF THE REAL-WORLD EDUCATIONAL EXPERIENCE: ADAPTING CONTENT TO AN INDIVIDUAL STUDENT, THE RIGOROUS EVALUATION OF EDUCATIONAL MEDIA, THE EASE OF MODIFICATION OF EDUCATIONAL GAMES, AND THE APPLICATION OF GAMES TO NEW DOMAINS AND TEACHING TECHNIQUES. THE CHAPTER THEN SUGGESTS HOW WE AS DESIGNERS AND DEVELOPERS CAN MAKE STRIDES TOWARDS INCORPORATING THESE LACKING ELE- MENTS INTO HOW WE BUILD AND USE EDUCATIONAL GAMES. THE AUTHOR HOPES THAT THIS DISCUSSION CAN BE USED TO FOSTER DISCUSSION ABOUT WHERE THE FIELD COULD BE AND SHOULD BE GOING IN THE NEAR FUTURE. CHAPTER LXXIV ARTISTS IN THE MEDIUM 1289 KURT SQUIRE, UNIVERSITY OFWISCONSIN - MADISON, USA THIS CHAPTER DISCUSSES EMERGING TRENDS IN GAMES AND LEARNING. IT ARGUES FOR AN APPROACHTHAT EXAMINES GAMES AS A NEW MEDIUM. WITH THE INCREASED ATTENTION BEING GIVEN TO GAMES, CRITIQUES ABOUT THE INSTRUC- TIONAL EFFICACY OF GAMES WILL EMERGE, AND THAT EDUCATORS MUST TRULY TAKE ADVANTAGE OF THE UNIQUE CAPACITIES OF THE MEDIUM, AS WEIL AS KEEP IN MIND THE NEW FORMS OF LEARNING SUPPORTED BY GAMES. IT CONTINUES TO OUTLINE KEY TRENDS, SUCH AS EMERGING GAME GENRES, NEW FORMS OF PRODUCTIVE PLAY, AND EMBEDDED GAME ASSESSMENTS. BY TARGETING WHAT KINDS OF DESIGN ADVANCES OCCUR IN CONTEMPORARY ENTERTAINMENT GAMES, PERHAPS GAMES CAN BE DESIGNED THAT WILL BECOME INTEGRATED INTO EDUCATIONAL SYSTEMS. CHAPTER LXXV THE POSITIVE IMPACT MODEL IN COMMERCIAL GAMES 1303 RUSEL DEMARIA, DEMARIA STUDIO, USA WHAT IS THE FUTURE OFVIDEO GAMES? IS IT MORE REALISM? MORE VIOLENCE? BETTER PHYSICS? ARTIFICIALLY INTEL- LIGENT CHARACTERS? MORE SOCIAL NETWORKING GAMES? FREE TO PLAY AND ADVERTISING SUPPORTED? GAMES FOR NON-GAMERS? MORE CONTROVERSY, POLITICAL SCAPEGOATING, AND LEGAL CHALLENGES? IT'S PROBABLY ALL OF THE THESE, AND MORE. IN FACT, WHILE WE MAY EXPECT TO SEE MORE OF THE SAME FROM THE COMMERCIAL VIDEO GAME INDUSTRY, THERE IS ALWAYS THE POTENTIAL FOR SURPRISES, BOTH PLEASANT AND NOT-SO PLEASANT. ONE AREA OF THE FUTURE OF GAMES IS LESS OFTEN DISCUSSED, BUT REPRESENTS ONE OF THE MOST POWERFUL AND POSITIVE DIRECTIONS THE INDUSTRY COULD TAKE. THE AUTHOR CALLS IT THE "POSITIVE IMPACT MODEL," AND USES THIS CHAPTER TO DISCUSS WHAT THAT PHRASE IS MEANT TO CONVEY. CHAPTER LXXVI EDUCATION AND EXPLOITATION OFFTHE VIRTUAL TRAIN TO OREGON 1318 CHAD M HARMS, IOWA STATE UNIVERSITY, USA BY RETRACING THE TRACKS OF THE POPULAR EDUCATIONAL GAME, THE OREGON TRAIL, THIS CHAPTER PRESENTS BOTH POSITIVE AND NEGATIVE REALITIES OF THE INCORPORATION OF COMPUTER-BASED EDUCATION THAT WILL NECESSITATE STUDENTS VENTURING AWAY FROM SAFE CLOSED SYSTEMS TO ACCESS INFORMATION IN THE OPEN FRONTIER OF THE INTER- NET. INFORMATION PRESENTATION IS INCREASINGLY MULTIMODAL. THE FIDELITY OF THAT INFORMATION IS NOT ALWAYS CLEAR. ACCESS TO INFORMATION, THOUGH OFTEN ASSUMED, IS NOT ALWAYS AVAILABLE. INDIVIDUALS' SELECTIVITY TO THE VARIETY OF INFORMATION CAN INFLUENCE HOW IT IS INTERNALIZED. EXPOSURE TO VIOLENT AND SEXUAL CONTENT CAN RESULT IN DESENSITIZATION. BIAS OPENS OPPORTUNITY FOR FRAGMENTATION. AND OUR CONNECTIONS TO OTHERS, THOUGH OVERWHELMINGLY POSITIVE, ALSO MAKE US VULNERABLE TO AGGRESSION AND EXPLOITATION. CERTAIN RE- SEARCH AND NEWS STORIES PRESENTED HERE DETAIL THE MOST DISTURBING ACTS OFHUMANKIND; THOSE THAT CHILDREN MUST BE SAFEGUARDED AGAINST. SEETION IX APPENDIX: GLOSSARY OF TERMS APPENDIXA AN OVERVIEW OF GAMING TERMINOLOGY: CHAPTERS I-LXXV!. 1333 CLARK ALDRICH. SIMULEARN, USA JOSEPH C. DIPIETRO, UNIVERSITY 0/ FLORIDA, USA THIS APPENDIX INTRODUCES AND DEFINES COMMONLY USED TERMS AND PHRASES FROM THE WORLD OF VIDEO GAM- ING. IT SEEKS TO BRIDGE THE GAPS BETWEEN RESEARCHERS, GAMERS, AND EDUCATORS SO THAT A MORE THOUGHTFUL AND PRODUCTIVE CONVERSATION MAY BE HAD. THE AUTHORS HOPE THAT THIS APPENDIX ADDS TO THE UNDERSTANDING OF AND APPRECIATION FOR BOTH CONSUMER-BASED AND EDUCATIONAL VIDEO GAMES, FURTHERS ACADEMIC RESEARCH WITHIN THIS FIELD, AND SERVES AS A VALUABLE TOOL FOR ANYONE INTERESTED IN LEARNING MORE ABOUT VIDEO GAMES AND RELATED TERMINOLOGY. FIFTY-TWO ENTRIES ARE DISCUSSED WITHIN THIS APPENDIX SERVING AS ASOLID, YET NOT ALL-ENCOMPASSING, FOUNDATION FOR FUTURE INQUIRY AND DISCUSSION. SECTION X APPENDIX: SELECTED READINGS APPENDIX B, SELEETED READINGS GAMES AND SIMULATIONS: A NEW APPROACH IN EDUCATION? 1354 GOEKNUR KAPLAN AKILLI, PENNSYLVANIA STATE UNIVERSITY, USA COMPUTER GAMES AND SIMULATIONS ARE CONSIDERED POWERFUL TOOLS FOR LEARNING WITH AN UNTAPPED POTENTIAL FOR FORMAL EDUCATIONAL USE. HOWEVER, THE LACK OF AVAILABLE WELL-DESIGNED RESEARCH STUDIES ABOUT THEIR INTEGRATION INTO TEACHING AND LEARNING LEAVES UNANSWERED QUESTIONS, DESPITE THEIR MORE THAN 30 YEARS OF EXISTENCE IN THE INSTRUCTIONAL DESIGN MOVEMENT. BEGINNING WITH THESE ISSUES, THIS CHAPTER AIMS TO SHED LIGHT ON THE DEFINITION OF GAMES AND SIMULATIONS, THEIR EDUCATIONAL USE, AND SOME OF THEIR EFFECTS ON LEARN- ING. CRITICISMS AND NEW TRENDS IN THE FIELD OF INSTRUCTIONAL DESIGN/DEVE1OPMENT IN RELATION TO EDUCATIONAL USE OF GAMES AND SIMULATIONS ARE BRIEFLY REVIEWED. THE CHAPTER INTENDS TO PROVIDE ABRIEF THEORETICAL FRAMEWORK AND A FRESH STARTING POINT FOR PRACTITIONERS IN THE FIE1D WHO ARE INTERESTED IN EDUCATIONAL USE OF GAMES AND SIMULATIONS AND THEIR INTEGRATION INTO LEARNING ENVIRONMENTS. APPENDIX C, SELECTED READINGS DEVELOPING ENJOYABLE SECOND LANGUAGE LEAMING SOFTWARE TOOLS: A COMPUTER GAME PARADIGRN 1372 CHEE SIANG ANG, CITY UNIVERSITY, UK PANAYIOTIS ZAPHIRIS, CITY UNIVERSITY, UK THIS CHAPTER ATTEMPTS TO EXAMINE COMPUTER GAME THEORIES-LUDOLOGY AND NARRATOLOGY-THAT EXPLAIN COM- PUTER GAMES AS PLAY ACTIVITIES AND STORYTELLING MEDIA. FOUNDED ON THIS THEORETICAL EXPLANATION, AGAME MODEL THAT INCORPORATES GAMEPLAY AND NARRATIVES IS PRESENTED. FROM THE MODEL, TWO ASPECTS OFLEAMING IN THE GAME ENVIRONMENT ARE IDENTIFIED: GAMEPLAY-ORIENTED AND NARRATIVE-ORIENTED. IT IS BELIEVED THAT PLAYING COMPUTER GAMES INVOLVES AT LEAST ONE OFTHESE TYPES OFLEAMING; THUS, THIS GAME'S NATURE CAN BE USED IN DESIGNING ENGAGING EDUCATIONAL SOFTWARE. IN ADDITION, BASED ON MALONE'S THEORETICAL FRAMEWORK ON MOTIVATIONAL HEURISTICS, THERE ARE TWO METHODS OF APPLYING COMPUTER GAMES IN LANGUAGE LEAMING: EXTRINSIC AND INTRINSIC, DEPENDING ON THE INTEGRATION OF GAME DESIGNS AND LEARNING MATERIALS. THEN, TWO CASES OF LANGUAGE-IEARNING GAMES ARE SCRUTINIZED, USING THE GAME MODEL, IN ORDER TO DEMONSTRATE THE USE OF COMPUTER GAMES IN LANGUAGE LEARNING. APPENDIX D, SELECTED READINGS GAME MODS: CUSTOMIZABLE LEAMING IN A K16 SETTING 1390 E/IZABETH FANNING, THE UNIVERSITY O/VIRGINIA, USA AGAME MOD DESCRIBES A MODIFICATION WITHIN AN EXISTING COMMERCIAL, COMPUTER-BASED GAME THAT HAS BEEN CREATED BY AUSER. BY GAME MODDING, A USER CAN PARTICIPATE IN THE CREATIVE PROCESS BY TAKING THE SETTING OFTHEIR FAVORITE GAME AND CUSTOMIZING IT FOR ENTERTAINMENT PURPOSES OR TO CONVEY INFORMATION. FOR YEARS, COMMERCIAL COMPUTER-BASED GAME DEVELOPERS COMMITTED CONSIDERABLE RESOURCES TOWARDS PREVENTING USERS FROM "HACKING" INTO OR "HIJACKING" THEIR GAMES. NOW SEVERAL COMPUTER-BASED GAME DEVELOPERS PROVIDE EDITORS WITH THEIR PRODUCTS TO ENCOURAGE USERS TO CREATE CONTENT, AND TO ALLOW EDU- CATORS, FOR INSTANCE, TO TAKE ADVANTAGE OF THE BENEFITS AND PRODUCTION QUALITY OF COMMERCIAL COMPUTER GAMES TO CREATE CUSTOMIZED INSTRUCTION. THIS CHAPTER FOCUSES ON MAINSTREAM, ACCESSIBLE GAMES WITH STRAIGHTFORWARD MODDING TOOLS THAT CAN BE EASILY INTEGRATED INTO A LEAMING ENVIRONMENT. APPENDIX E, SELECTED READINGS ONLINE GAMES FOR 21 SI CENTURY SKILLS 1400 LISA GALARNEAU, UNIVERSITY 0/ WAIKATO, NEW ZEALAND MELANIE ZIBIT, BOSTON COLLEGE, USA 20TH CENTURY VISIONARIES FORESAW THAT MASTERY OF THE DYNAMIC PROCESSES UNDERPINNING THE ACQUISITION AND MANIPULATION OFKNOWLEDGE WOULD BE CRITICAL IN THE 21ST CENTURY. FORMAL EDUCATIONAL SYSTEMS HAVE NOT CHANGED TO FACILITATE THE DEVELOPMENT OF THESE NECESSARY CAPABILITIES, AND SO PEOPLE OF ALL AGES ARE DEVELOPING THEM THROUGH A VARIETY OF DIGITALLY MEDIATED MECHANISMS. ONLINE GAMES OFFER ONE AREA IN WHICH TO EXAMINE PATTERNS OF SPONTANEOUSLY OCCURRING PHENOMENA THAT REPRESENT THE NATURAL DEVELOP- MENT OF SUCH CAPABILITIES. THIS CHAPTER REVIEWS THE CHARACTER OF, AND NEED FOR, 21 ST CENTURY SKILLS. IT ALSO ILLUMINATES EXISTING DIGITAL DOMAINS IN WH ICH THESE SKILLS DEVELOP ORGANICALLY. PEERING THROUGH THE WINDOW OFTHE PRESENT INTO THE FUTURE, WE SEE THAT ENVISIONING CHANGE IN EDUCATION MEANS TAKING A LONG LOOK AT WHAT ACTIVITY PRODUCES THOSE SKILLS, REGARDLESS OF WHETHER THAT ACTIVITY IS TAKING PLACE IN A FORMAL SETTING OR WITHIN ENTERTAINMENT-BASED WORLDS WHERE THE SKILLS ARE LEAMED INCIDENTALLY THROUGH PLAY. APPENDIX F, SELEETED READINGS GAME-BASED INSTRUCTION IN A COLLEGE CLASSROOM 1427 NANCY SARDONE, SETON HALL UNIVERSITY, USA ROBERTA DEVLIN-SCHERER, SETON HALL UNIVERSITY, USA JOSEPH MARTINELLI, SETON HALL UNIVERSITY, USA THE LAST 20 YEARS HAVE BROUGHT IN INCREASE OF COMPUTERS INTO EDUCATIONAL AND HORNE ENVIRONMENTS, GEN- ERATING AN EXPLOSION OF AVAILABLE EDUCATIONAL SOFTWARE PRODUCTS. AS A RESULT, STUDENTS BRING A WEALTH OF TECHNOLOGY EXPERIENCES TO THE COLLEGE CLASSROOM. THE USE OF GAMES AS AN INSTRUCTIONAL STRATEGY IN THE HIGHER EDUCATION SETTING IS FAIRLY NEW. THIS CHAPTER EXAMINES THE EFFECTS OF GAME-BASED INSTRUCTION ON LEARNING OUTCOMES OF COLLEGE STUDENTS STUDYING BASIC COMPUTER CONCEPTS. WITH THE GROWING TREND TOWARD THE USE OF GAMES TO SUPPORT LEAMING, RESEARCH IS NEEDED TO EXAMINE LEAMING OUTCOMES. PERHAPS FACULTY WILL BE WILLING TO MOVE TO MORE EMPIRICALLY TESTED GAME-BASED LEAMING STRATEGIES, EVEN THOUGH INITIAL CURRICULUM DEVELOPMENT TIME MAY BE INCREASED. APPENDIX G, SELECTED READINGS CREATIVE REMIXING AND DIGITAL LEARNING: DEVELOPING AN ONLINE MEDIA LITERACY LEARNING TOOL FOR GIRLS 1440 RENEE HOBBS, TEMPLE UNIVERSITY, USA JONELLE ROWE, DEPARTMENT 0/ HEALTH AND HUMAN SERVICES, USA THIS CHAPTER EXPLORES HOW MEDIA LITERACY EDUCATION MAY CONTINUE TO BE RESPONSIVE AND RELEVANT TO THE CONTINUALLY CHANGING NATURE OF POPULAR CULTURE THROUGH THE DEVELOPMENT OF INNOVATIVE ONLINE MULTIMEDIA EDUCATIONAL PROGRARNS. BECAUSE PRE-ADOLESCENT AND ADOLESCENT GIRLS ARE ACTIVELY INVOLVED IN THE CON- SUMPTION OF POPULAR MUSIC, COMPETITIVE PERFORMANCE TELEVISION PROGRAMS LIKE AMERICAN IDOL AS WEIL AS ONLINE SOCIAL NETWORKS, IT IS IMPORTANT TO EXAMINE THE CONSTRUCTED NATURE OF THESE NEW TYPES OF MESSAGES AND EXPERIENCES. MY POP STUDIO (WWW.MYPOPSTUDIO.COM). A CREATIVE PLAY EXPERIENCE FOR GIRLS AGES 9 TO 14, WAS DEVELOPED BY THE AUTHORS TO ADDRESS THE NEED FOR MEDIA LITERACY SKILLS AMONG THIS GROUP. WE PRESENT A MODEL FOR ASSESSING THE IMPACT OF THE PROGRAM ON LEARNING THAT INCORPORATES THE DIMENSIONS OF PLEASURE, A SENSE OF MASTERY, PARTICIPATION IN THE ONLINE COMMUNITY, MEDIA LITERACY SKILLS, AND OTHER OUTCOMES. ONLINE GAMES THAT USE CREATIVE REMIXING TECHNIQUES MAY PROMOTE METACOGNITION, REFLECTION, AND CRITICAL ANALYSIS SKILLS. GIRLS NEED OPPORTUNITIES TO STRENGTHEN CRITICAL THINKING SKILLS ABOUT MASS MEDIA AND POPULAR CULTURE AND THE USE OF ONLINE LEARNING ENVIRONMENTS MAY SUPPORT THE DEVELOPMENT OF ADOLESCENTS' MEDIA LITERACY SKILLS. APPENDIX H, SELEETED READINGS LEAMING WHILE PLAYING: DESIGN IMPLICATIONS FOR EDUTAINMENT GAMES 1449 KALLE JEGERS, UMEA UNIVERSITY, SWEDEN CARLOTTE WIBERG, UMEA UNIVERSITY, SWEDEN THIS CHAPTER REPORTS ON THE INITIAL RESULTS OF A STUDY CONDUCTED IN THE PROJECT FUNTAIN. THE MAIN PURPOSE WAS TO IDENTIFY GENERAL GUIDELINES/IMPLICATIONS FOR EDUTAINMENT GAMES, IN ORDER TO GUIDE DESIGNERS OF SUCH GAMES AS THEY OFTEN LACK IN DESIGN GUIDELINES. USABILITY EVALUATIONS WERE CONDUCTED ON AN EDUTAINMENT GAME IN ORDER TO FIND USABILITY PROBLEMS. THESE FINDINGS WERE ANALYZED AND USED AS INPUT IN FOCUS GROUP MEETINGS, HELD WITH JOINT TEAMS OF GAME DESIGNERS AND HCI EXPERTS. THE OUTCOME OF THE FOCUS GROUPS WAS A PROPOSAL OF A LIST OF TEN GENERAL DESIGN GUIDELINES. FINDINGS INDICATE THAT USERS HAD PROBLEMS IN UNDERSTANDING THE UNDERLYING MODEL FOR THE GAME AS WEIL AS IDENTIF)'ING THE KNOWLEDGE RELATED CONTENT. EXPERTS, FURTHER, GAVE COMMENTS ABOUT FEEDBACK PROBLEMS AND DIFFERENT TYPES OF CONSISTENCIES. SOME OF THE IMPLICATIONS FROM THE FINDINGS ARE GUIDELINES FOR EAMING AND LOSING POINTS, SCORING AND PERFORMANCE FEEDBACK AND GAME OBJECT CHARACTERISTICS. APPENDIX I, SELECTED READINGS RELIVING HISTORY WITH "RELIVING THE REVOLUTION": DESIGNING AUGMENTED REALITY GAMES TO TEACH THE CRITICAL THINKING OFHISTORY 1460 KAREN SCHRIER, MIT, USA STUDENTS NEED TO LEAM THE CRITICAL THINKING OFHISTORY, YET THEY RARELY HAVE THE OPPORTUNITIES TO AUTHENTI- CALLY SIMULATE HISTORIC INQUIRY. RESEARCH HAS SUGGESTED THE PEDAGOGICAL POTENTIAL FOR USING AUGMENTED REALITY (AR) GAMES-IOCATION-BASED GAMES THAT USE WIRELESS HANDHELD DEVICES SUCH AS PDAS TO PROVIDE VIRTUAL GAME INFORMATION IN A PHYSICAL ENVIRONMENT. THE NOVEL AR GAME, RELIVING THE REVOLUTION (RTR), WAS CREATED AS A MODEL FOR STUDYING HOW AR GAMES CAN ENGAGE STUDENTS IN INTERPRETIVE, COLLABORATIVE, AND PROBLEM-SOLVING ACTIVITIES. IN THIS CHAPTER, THE GAME IS INTRODUCE, AND MAIN RESULTS OF THE INITIAL ITERATIVE TESTS ARE DISCUSSED, INCLUDING WHAT WENT WRONG AND HOW THE GAME WAS REDESIGNED TO BETTER SUPPORT DEEPER ENGAGEMENT AND HISTORICAL THINKING AND LEAMING. APPENDIX J, SELECTED READINGS INSIGHTS INTO THE IMPACT OFSOCIAL NETWORKS ON EVOLUTIONARY GAMES 1477 KATIA SYCARA, CAMEGIE MEL/ON UNIVERSITY, USA PAUL SCERRI, CAMEGIE MEL/ON UNIVERSITY, USA ANTON CHECHETKA, CAMEGIE MEL/ON UNIVERSITY, USA THIS CHAPTER EXPLORES THE USE OF EVOLUTIONARY GAME THEORY (EGT) TO MODEL THE DYNAMICS OF ADAPTIVE OPPONENT STRATEGIES FOR A LARGE POPULATION OF PLAYERS. IN PARTICULAR, IT EXPLORES EFFECTS OF INFORMATION PROPAGATION THROUGH SOCIAL NETWORKS IN EVOLUTIONARY GAMES. TBE KEY UNDERLYING PHENOMENON THAT THE INFORMATION DIFFUSION AIMS TO CAPTURE IS THAT REASONING ABOUT THE EXPERIENCES OF ACQUAINTANCES CAN DRAMATICALLY IMPACT THE DYNAMICS OF A SOCIETY. EXPERIMENTAL RESULTS FROM AGENT-BASED SIMULATIONS ARE PRESENTED THAT SHOW THE IMPACT OF DIFFUSION THROUGH SOCIAL NETWORKS ON THE PLAYER STRATEGIES OF AN EVO- LUTIONARY GAME AND THE SENSITIVITY OF THE DYNAMICS TO FEATURES OF THE SOCIAL NETWORK.
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spelling	Handbook of research on effective electronic gaming in education Richard E. Ferdig Hershey, PA [u.a.] Information Science Reference txt rdacontent n rdamedia nc rdacarrier Pädagogik (DE-588)4044302-4 gnd rswk-swf Internet (DE-588)4308416-3 gnd rswk-swf Spiel (DE-588)4056218-9 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Spiel (DE-588)4056218-9 s Internet (DE-588)4308416-3 s Pädagogik (DE-588)4044302-4 s DE-604 Ferdig, Richard Eugene Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016995841&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Handbook of research on effective electronic gaming in education Pädagogik (DE-588)4044302-4 gnd Internet (DE-588)4308416-3 gnd Spiel (DE-588)4056218-9 gnd
subject_GND	(DE-588)4044302-4 (DE-588)4308416-3 (DE-588)4056218-9 (DE-588)4143413-4
title	Handbook of research on effective electronic gaming in education
title_auth	Handbook of research on effective electronic gaming in education
title_exact_search	Handbook of research on effective electronic gaming in education
title_exact_search_txtP	Handbook of research on effective electronic gaming in education
title_full	Handbook of research on effective electronic gaming in education Richard E. Ferdig
title_fullStr	Handbook of research on effective electronic gaming in education Richard E. Ferdig
title_full_unstemmed	Handbook of research on effective electronic gaming in education Richard E. Ferdig
title_short	Handbook of research on effective electronic gaming in education
title_sort	handbook of research on effective electronic gaming in education
topic	Pädagogik (DE-588)4044302-4 gnd Internet (DE-588)4308416-3 gnd Spiel (DE-588)4056218-9 gnd
topic_facet	Pädagogik Internet Spiel Aufsatzsammlung
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