Handbook of research on improving learning and motivation through educational games: multidisciplinary approaches
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| ISBN: | 9781609604950 9781609604967 |
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TABLE OF CONTENTS
FORELVORD , ,., , XXXV
PREFACE ,.,., , , , , ,., , , , , XXX VI II
ACKNOWLEDGMENT , , , , , , , , , , ,., XIIX
VOLUME I
SECTION 1
INTRODUCTION TO GAME-BASED LEARNING
CHAPTER I
RESEARCH REVIEW: EMPIRICAL STUDIES ON COMPUTER GAME PLAY IN SCIENCE
EDUCATION I
CL/NILLA SVINGBY, MALM UNIVERSITY, SWEDEN ELISABET M. NILSSON,
MAL111UN I VERS ITY. SWEDEN
CHAPTER 2 THE USE OFCOMPUTER GAMES IN EDUCATION: A REVIEW OFTHE
LITERATURE 29
THOMAS HAINEY. UNIVERSITY ORTHE WEST OISCOTLAND, SCOTLAND THOMAS
CONNOLLY, UNIVERSITY OJ THE WEST OJSCOTLAND. SCOTLAND MARK STANSFIELD,
UNIVERSITY OITHE WEST OISCOTLAND. SCOTLAND LIZ OYLE, UNIVERSITY OLTHE
WEST OI SCOTLAND, SCOTLAND
CHAPTER 3 EUROPEAN SCHOOLNET S GAMES IN SEHOOLS STUDY: THE CURRENT
STATE OF PLAY IN EUROPEAN SCHOOLS AND THE GAME AHEAD 51
CAROLINE KEARNEY, EUROPEAN SCHOOLNET, ELGIUM
CHAPTER 4 LEARNING WITH VIDEO GAMES 74
RENE ST-PIERRE. UNIVERSITE DL/ QUEBEC CIMONTREAL. CANADA
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SECTION 2
COGNITIVE APPROACH TO GAME-BASED LEARNING: DESIGN PATTERNS AND
INSTRUCTIONAL DESIGN
CHAPTER 5 A FIRST STEP TOWARDS INTEGRATING EDUCATIONAL THEORY AND GAME
DESIGN 98
JAN-PAUL STAALDUINEN, DELFT UNIVERSITY OFTECHNOLOGY, THE NETHERLANDS
CHAPTER 6 CLASSIFYING SERIOUS GAMES: THE G/P/S MODEL... 118
DAMIEN DJAOUTI, IRIT - UNIVERSITY OFTOULOUSE, FRANCE JULIAN ALVAREZ,
IRIT - UNIVERSITY OFTOULOUSE, FRANCE JEAN-PIERRE JESSEL, IRIT -
UNIVERSITY OFTOULOUSE, FRANCE
CHAPTER 7 GAME-BASED LEARNING DESIGN PATTERNS: AN APPROACH TO SUPPORT
THE DEVELOPMENT OF BETTER EDUCATIONAL GAMES 137
MANUEL ECKER, UNIVERSITY OF EDUCATION WEINGARTEN, GERMANY WOLFGANG
MLLER, UNIVERSITY OF EDUCATION WEINGARTEN, GERMANY JOHANNES ZYLKA,
UNIVERSITY OF EDUCATION WEINGARTEN, GERMANY
CHAPTER 8 I D RATHER BE PLAYING CALCULUS: ADAPTING ENTERTAINMENT GAME
STRUCTURES TO EDUCATIONAL GAMES 153
MONICA EVANS, THE UNIVERSITY OFTEXAS AT DALLAS, USA
CHAPTER 9 GAME LITERACY: ASSESSING ITS VALUE FOR BOTH CLASSIFICATION AND
PUBLIC PERCEPTIONS OF GAMES IN A NEW ZEALAND CONTEXT 176
GARETH SCHOTT, UNIVERSITY OF WAIKATO, NEW ZEALAND NEIL SELWYN, LONDON
KNOWLEDGE LAB, UK
CHAPTER 10 UNIFYING INSTRUCTIONAL AND GAME DESIGN 192
DAVID 1. SCHWARTZ, ROCHESTER INSTITUTE OFTECHNOLOGY, USA JESSICA D.
BAYLISS, ROCHESTER INSTITUTE OFTECHNOLOGY, USA
CHAPTER 11 A THEORETICAL BACKGROUND FOR EDUCATIONAL VIDEO GAMES: GAMES,
SIGNS, KNOWLEDGE 215 NICOLAS SZILAS, UNIVERSITY OF GENEVA, SWITZERLAND
MARTIN ACOSTA, UNIVERSIDAD INDUSTRIAL DE SANTANDER, COLOMBIA
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SECTION 3
PSYCHOLOGICAL APPROACH TO GAME-BASED LEARNING: EMOTIONS, MOTIVATION AND
ENGAGEMENT
CHAPTER 12 ARGUING FOR MULTILINGUAL MOTIVATION IN WEB 2.0: AN EVALUATION
OF A LARGE-SCALE EUROPEAN PILOT. 240
THOMAS HAINEY, UNIVERSITY OFTHE WEST OFSCOTLAND, SCOTLAND THOMAS
CONNO/LY, UNIVERSITY OFTHE WEST OFSCOTLAND, SCOTLAND MARK STANSFIELD,
UNIVERSITY OFTHE WEST OFSCOTLAND, SCOTLAND LIZ BOYLE, UNIVERSITY OFTHE
WEST OFSCOTLAND, SCOTLAND
CHAPTER 13 COMPUTER GAMES FOR AFFECTIVE LEAMING 261
CLAIRE DORMANN, CARLETON UNIVERSITY, CANADA JENNIFER R. WHITSON,
CARLETON UNIVERSITY, CANADA ROBERT BIDDLE, CARLETON UNIVERSITY, CANADA
CHAPTER 14 MOTIVATING BY DESIGN: USING DIGITAL-GAME BASED LEAMING
TECHNIQUES TO CREATE AN INTERESTING PROBLEM-BASED LEAMING ENVIRONMENT
283
PAUL TOPRAC, SOUTHERN METHODIST UNIVERSITY, USA
CHAPTER 15 ASSESSING ENGAGEMENT IN SERIOUS EDUCATIONAL GAMES: THE
DEVELOPMENT OFTHE STUDENT ENGAGED LEAMING IN A TECHNOLOGY RICH
INTERACTIVE CLASSROOM (SELTIC) 310 LEONARD A. ANNEUA, NORTH CAROLINA
STATE UNIVERSITY, USA
RICHARD LAMB, NORTH CAROLINA STATE UNIVERSITY, USA BRANDY BOWLING, NORTH
CAROLINA STATE UNIVERSITY, USA REBECCA CHENG, NORTH CAROLINA STATE
UNIVERSITY, USA
CHAPTER 16 GAMES THAT MOTIVATE TO LEAM: DESIGN SERIOUS GAMES BY
IDENTIFIED REGULATIONS 330
MENNO DEEN, FONTYS UNIVERSITY OF APPLIED SCIENCES, THE NETHERLANDS BEN
A. M SHOUTEN, FONTYS UNIVERSITY OF APPLIED SCIENCES, THE NETHERLANDS
CHAPTER 17 THEORIES OFMOTIVATION FOR ADULTS LEAMING WITH GAMES 352
NICOLA WHIUON, MANCHESTER METROPOLITAN UNIVERSITY, UK
CHAPTER 18 COLLABORATIVE LEAMING IN MASSIVELY MULTIPLAYER ONLINE GAMES:
A REVIEW OF SOCIAL, COGNITIVE AND MOTIVATIONAL PERSPECTIVES 370
IRO VOULGARI, UNIVERSITY OF PATRAS, GREECE VASSILIS KOMIS, UNIVERSITY OF
PATRAS, GREECE
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CHAPTER 19
HOW DIGITAL GAMING ENHANCES NON-FORMAL AND INFORMAL LEAMING 395
DANIEL ARANDA. UNIVERSITAT OBERTA DE CATALUNYA. SPAIN JORDI
SANCHEZ-NAVARRO, UNIVERSITAT OBERTA DE CATALUNYA. SPAIN
CHAPTER 20 UNDERSTANDING SERIOUS GAMING: A PSYCHOLOGICAL PERSPECTIVE 413
PRISCI//A HARING, VU UNIVERSITY 0/ AMSTERDAM, THE NETHERLAND~ DIMITRINA
CHAKINSKA. VU UNIVERSITY 0/ AMSTERDAM. THE NETHERLAND~ UTE RITTERFIELD,
TECHNICAL UNIVERSITY 0/ DORTMUND, GERMANY
CHAPTER 21 USING SPATIAL AUDIO IN GAME TECHNOLOGY FOR EXPRESSING
MATHEMATICAL PROBLEMS TO BLIND STUDENTS 431
FLAITHRI NEFF, LIMERICK INSTITUTE O/TECHNOLOGY. IRELAND IAN PITT,
UNIVERSITY COLLEGE CORK, IRELAND
CHAPTER 22 MOBILE GAMING ENVIRONMENT: LEAMING AND MOTIVATIONAL EFFECTS
467
NAMSOO SHIN. UNIVERSITY 0/ MICHIGAN. USA CATHLEEN NORRIS. UNIVERSITY 0/
NORTH TEXAS, USA ELLIOT SOLOWAY, UNIVERSITY 0/ MICHIGAN, USA
CHAPTER 23 AFFECTIVE GAMING IN EDUCATION, TRAINING AND THERAPY:
MOTIVATION, REQUIREMENTS, TECHNIQUCS .482 EVA HUDLICKA, PSYCHOMETRIX
ASSOCIATES. INC, USA
CHAPTER 24 GESTURAL MOTIVATION, LEAMING AND EVALUATION USING INTERACTIVE
GAME DESIGN 512
ROMAN DANYLAK. STOCKHOLM UNIVERSITY, SWEDEN
SECTION 4
USER-CENTERED APPROACH TO GAME-BASED LEARNING: ACCOUNTING FOR USERS
DIFFERENCES, SPECIFICITIES AND DISABILITIES
CHAPTER 25 HINTS FOR IMPROVING MOTIVATION IN GAME-BASED LEAMING
ENVIRONMENTS 530
JEAN-CHARLES MARTY. UNIVERSITY O/SAVOIE, FRANCE THIBAULT CARRON,
UNIVERSITY O/SAVOIE, FRANCE
CHAPTER 26 EXPLORING THE GENDER DIFFERENCES BETWEEN STUDENT TEACHERS
WHEN USING AN EDUCATIONAL GAME TO LEAM PROGRAMMING CONCEPTS 550
EUGENIA M. W NG, THE HONG KONG INSTITUTE OF EDUCATION, HONG KONG SAR.
CHINA
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CHAPTER 27
DESIGNING GAMES TO MOTIVATE STUDENT COHORTS THROUGH TARGETED GAME GENRE
SELECTION 567
PENNY DE BYL, BON UNIVERSITY, AUSTRALIA
JE/FEY E. BRAND, BOND UNIVERSITY, AUSTRALIA
CHAPTER 28 GAME-BASED LEAMING: CURRENT RESEARCH IN GAMES FOR HEALTH, A
FOCUS ON
BIOFEEDBACK VIDEO GAMES AS TREATMENT FOR AD/HD 583
KRESTINA L. AMON, THE UNIVERSITY OFSYDNEY, AUSTRALIA
ANDREL L!.J. CAMPBELL, THE UNIVERSITY OJ SYDNEY, AUSTRALIA
CHAPTER 29 AS YOU LIKE IT: WHAT MEDIA PSYCHOLOGY CAN TELL US ABOUT
EDUCATIONAL GAME DESIGN 606
STEPHANIE B. LINEK, GERMAN NATIONAL LIBRARY OFECONOMICS (ZBW), GERMANY
CHAPTER 30 ENGAGING THE UN-ENGAGEABLE 633
.LOHN CAL L~ UNIVERSITY OFNOLLINGHAM, UK
PETER BLANCHFIELD. UNIVERSITY OFNOTTINGHAM, UK
VOLUME 11
CHAPTER 3J
A REFERENCE ARCHITECTURE FOR GAME-BASED INTELLIGENT TUTORING 658
DENNIS MACIUSZEK. UNIVERSITY OFROSTOCK, GERMANY
ALKE MARTEN.~, UNIVERSITY OFROSTOCK, GERMANY
CHAPTER 32 EFFECTIVE GAME USE IN NEUROREHABILITATION: USER-CENTERED
PERSPECTIVES 683
JOEL C. PENY. TECNALIA RESEARCH & INNOVATION, SPAIN
JULIEN ANDUREU, TECNALIA RESEARCH & INNOVATION, SPAIN FRANCESCA IRENE
CAVALLARA, TECNALIA RESEARCH & INNOVATION, SPAIN JAN VENEMAN, TECNALIA
RESEARCH & INNOVATION, SPAIN STEJ AN CARMIEN, TECNALIA RESEARCH &
INNOVATION, SPAIN
THIENY KELLE/: TECNALIA RESEARCH & INNOVATION, SPAIN
CHAPTER 33 SERIOUS LINGUISTIC GAMES AS INTELLIGENT TUTORING SYSTEMS 726
STEPHEN HOWEL, UNIVERSITY COLLEGE DUBLIN, IRELAND
TONY VEALE, UNIVERSITY COLLEGE DUBLIN, IRELAND
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CHAPTER 34
MOTIVATING THE DEMOTIVATED CLASSROOM: GAMING AS A MOTIVATIONAL MEDIUM
FOR STUDENTS WITH INTELLECTUAL DISABILITY AND THEIR EDUCATORS 759
MARIA SARIDAKI, NATIONAL AND KAPODISTRIAN UNIVERSITY OF ATHENS, GREECE
CONSTANTINOS MOURLAS, NATIONAL AND KAPODISTRIAN UNIVERSITY OF ATHENS,
GREECE
SECTION 5
CURRICULAR APPROACH TO GAME-BASED LEARNING: INTEGRATING VIDEO GAMES IN
INSTRUCTIONAL SETTINGS
CHAPTER 35 FIELD REPORT: USING A VIOLENT MULTIPLAYER GAME AS A VIRTUAL
CLASSROOM FOR A COURSE ON VIOLENT VIDEO GAMES 777
WOLFGANG BSCHE, TECHNISCHE UNIVERSITT DARMSTADT, GERMANY FLORIAN
KAUNER, TECHNISCHE UNIVERSITT DARMSTADT, GERMANY
CHAPTER 36 STUDENTS USING INDIGENOUS KNOWLEDGE IN VIDEO GAME CREATION TO
DEVELOP DESIGN THINKING SKILLS 806
NEIL ANDERSON, JAMES COOK UNIVERSITY, AUSTRALIA LYN COURTNEY, JAMES COOK
UNIVERSITY, AUSTRALIA
CHAPTER 37 INTEGRATION OFEDUCATIONAL GAMES IN SYNCHRONOUS VIRTUAL
CLASSROOM: A CASE STUDY 820 ELENI ROSSIOU, UNIVERSITY OFTHESSALONIKI,
GREECE
CHAPTER 38 PLAYFUL PEDAGOGIES: CULTURAL AND CURRICULAR APPROACHES TO
GAMES-BASED LEAMING IN THE SCHOOL CLASSROOM 846
BEN WILLIAMSON, FUTURELAB, UK RICHARD SANDFORD, FUTURELAB, UK
CHAPTER 39 GAME-BASED LEAMING WITH A DIALOGIC TEACHING APPROACH: A CASE
OFDEEP LEAMING AND THE USE OF SPORE LM IN A-IEVEL BIOLOGY LESSONS 860
WEE HOE TAN, UNIVERSITY OF WARWICK, UK SUE JOHNSTON-WILDER, UNIVERSITY
OFWARWICK, UK SEAN NEILL, UNIVERSITY OF WARWICK, UK
CHAPTER 40 MODIFYING COMMERCIAL OFF-THE-SHELF (COTS) GAMES FOR USE IN
EDUCATION 876
RYAN FLYNN, UNIVERSITY OFGREENWICH, UK
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CHAPTER 41
PROMOTING SEXUAL HEALTH EDUCATION VIA GAMING: EVIDENCE FROM THE BARRIOS
OF LIMA, PERU 895 ARUL CHIB, NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE
CHAPTER 42 DEVELOPING EDUCATIONAL GAMES FOR ENGINEERING EDUCATION: A
CASE STUDY 913
VINOD SRINIVASAN, TEXAS A&M UNIVERSITY, USA KAREN BUTLER-PURRY, TEXAS
A&M UNIVERSITY, USA SUSAN PEDERSEN, TEXAS A&M UNIVERSITY, USA
CHAPTER 43 DEVELOPING VIDEO GAMES FOR PHYSICS EDUCATION 939
KOSTAS ANAGNOSTOU, IONIAN UNIVERSITY, GREECE ANASTASIA PAPPA, ALIBRETO
SCIENCE COMMUNICATION AND EDUCATION, GREECE
CHAPTER 44 PRACTICAL APPLICATIONS OFSERIOUS GAMES IN EDUCATION 961
HELEN AXE, PIXELEARNING, UK HELEN ROUTLEDGE, PIXELEARNING, UK
CHAPTER 45 GAME-BASED LEAMING FOR KNOWLEDGE SHARING AND TRANSFER: THE
E-VITA APPROACH FOR INTERGENERATIONAL LEAMING 974
DIMITRA PAPPA, NCSR DEMOKRITOS, GREECE IAN DUNWEIL, SERIOUS GAMES
INSTITUTE, UK ARISTIDIS PROTOPSALTIS, SERIOUS GAMES INSTITUTE, UK LUCIA
PANNESE, IMAGINARY SRL, ITALY
SONIA HETZNER, FRIEDRICH-ALEXANDER-UNIVERSITT ERLANGEN-NRNBERG,
GERMANY SARA DE FREITAS, SERIOUS GAMES INSTITUTE, UK GENARO
REBOLLEDO-MENDEZ, UNIVERSIDA VERACRUZANA, MEXICO
CHAPTER 46 EXPLORING EDUCATIONAL VIDEO GAME DESIGN: MEANING POTENTIALS
AND IMPLICATIONS FOR LEAMING 1004 ANNA AKEIFELDT, STOCKHOLM UNIVERSITY,
SWEDEN STAFFAN SELANDER, STOCKHOLM UNIVERSITY. SWEDEN
CHAPTER 47 EMERGING PARADIGMS IN LEGAL EDUCATION: A LEAMING ENVIRONMENT
TO TEACH LAW THROUGH ONLINE ROLE PLAYING GAMES 1019
NICOLA LETTIERI, INSTITUTE /OR DEVELOPMENT 0/ VOCATIONAL TRAINING, ITALY
ERNESTO FABIANI. UNIVERSITA DEI SANNIO, ITALY ANTONNELLA TARTAGLIA
POLEINI, UNIVERSITA DEI SANNIO, ITALY ROSARIO DE CHIARA, UNIVERSITA
DEGLI STUDI DI SALERNO, ITALY
VITTORIO SCARANO, UNIVERSITA DEGLI STUDI DI SALERNO, ITALY
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CHAPTER 48
COMPUTER GAMES FOR ALGORITHM LEARNING 1036
SAHAR SHABANAH. KING ABDUL-AZIZ UNIVERSITY. SAUDI ARABIA
CHAPTER 49 CONTEXT-FREE EDUCATIONAL GAMES: OPEN-SOURCE AND FLEXIBLE 1064
VASILIKI DAI. SECONDARY SCHOOL TEACHER 0/ ENGLISH. GREECE VASILIS
DALOUKAS. SECONDARY SCHOOL TEACHER O/LN/ORMATICS. GREECE MARIA RIGOU.
UNIVERSITY 0/ PATRAS. GREECE SPIROS SIRMAKESSIS. TECHNOLOGICALINSTITUTE
0/ MESOLONGHI. GREECE. & RESEARCH ACADEMIC
COMPUTER TECHNOLOGY INSTITUTE (R.A. CTI). GREECE
CHAPTER 50 A STUDY ON WHETHER DIGITAL GAMES CAN EFFECT SPATIAL REASONING
SKILLS 1086
ANDREA CORRADINI. UNIVERSITY OFSOUTHERN DENMARK, DENMARK
CHAPTER 51 LEADER.EDU: USING INTERACTIVE SCENARIO-BASED SIMULATIONS FR
LEADERSHIP DCVELOPMENT 1111 BRENT D. RUBEN. RUTGERS UNIVERSITY. USA
KATHLEEN M. LMMORDINO. RUTGERS UNIVERSITY. USA
SHERRIE TROMP. RUTGERS UNIVERSITY, USA BRIAN AGNEW, RUTGERS UNIVERSITY,
USA
CHAPTER 52 DIGITAL PROPENSITY: AN INVESTIGATION OFVIDEO GAME AND
INFORMATION AND COMMUNICATION TECHNOLOGY PRACTICES 1148
BOAVENTURA DACOSTA. SOLERS RESEARCH GROUP. USA ANGELIQUE NASAH. SOLERS
RESEARCH GROUP. USA CAROLYN KINSEIL, SOLERS RESEARCH GROUP. USA SOONHWA
SEOK. UNIVERSITY OF KANSAS. USA
COMPILATION OF REFERENCES 1174
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DETAILED TABLE OF CONTENTS
FOREWORD XXXV
PREFACE XXXVII I
ACKNO VLEDGLNENT X IIX
VOLUMC I
SECTION I
INTRODUCTION TO GAME-BASED LEARNING
THIS SECTION PROVIDES INTRODUCTOLY MATERIAL ON GAME-ASED LEARNING.
READERS WILH LILLIE 01 NO PRIOR
KNOWLEDGE 0ITHE/IELD WI/LFIND VALUABLE IN/ORMALION 10 HELP IHEIR
UNDERSLANDING OL HOW VIDEO GAMES CAN BE APPRECIALED AND EXPLAINED IN IHE
LIGHL O[ EDUCALIONAL AND MOLIVALIONALLHEORIES. IT ALSO INC/UDES TWO
LITERATURE REVIEWS ON THE USE O/COMPUTER GAMES IN EDUCATION IHAT WILL
HELP IHE READER 10 APPRECIATE THE EVOLUTION OLGL AND THE CHALLENGES
THAT LIE AHEAD. THIS SECTION ALSO COMPRISES AN ANALYSIS OLTHE
BARRIERS TO USING VIDEO GAMES IN THE C/ASSROOM, AN OVERVIEW OITHE
NECESSARY CONDITIONS .LAI IHE SUCCES4ITL INTEGRAL ION AND DEPLOYMENT OL
VIDEO GAMES IN INSTRUCTIONAL SELLINGS, AND AN EXPLANATION OLTHE ROLE
THATLEACHE,.S CAL1PLAY TO SUPPORTTHE EFLECTIVE USE O/VIDEO GAMES.
CHAPTER I RESEARCH REVIEW: EMPIRICAL STUDIES ON COMPUTER GAME PLAY IN
SCIENCE EDUCATION )
GUNILLA SVINGBY. MALM UNIVERSITY. SWEDEN
ELISABET M. NILSSON, MALM UNIVERS ITY. SWEDEN
IN THIS CHAPTER, SVINGBY AND NILSSON PRESENT A LITERATURE REVIEW OF
PROJECTS WHERE GAME-BASED LEARNING (GBL) WAS EMPLOYED TO SUPPORT SCIENCE
TEACHING. THEY ELASSIFY 50 PUBLICATIONS OF THE LAST DECADE,
WH ICH INCLUDE EMPIRICAL DATA ON THE USE OFVIDEO GAMES TO TEACH SCIENCE.
THIS IN-DEPTH LITERATURE REVIEW
C1ASSIILES AND ASSESSES EACH OF THE PUB IICATIONS, BASED ON SEVERAL
CRITERIA, SUCH AS TYPE OF GAME, RESEARCH
DESIGN, RESEARCH METHODOLOGY AND TOPIC TAUGHT.
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CHAPTER 2
THE USE OFCOMPUTER GAMES IN EDUCATION: A REVIEW OFTHE LITERATURE 29
THOMAS HAINEY, UNIVERSITY 0/ THE WEST 0/ SCOTLAND, SCOTLAND THOMAS
CONNOLLY, UNIVERSITY 0/ THE WEST 0/ SCOTLAND, SCOTLAND MARK STANSFIELD,
UNIVERSITY 0/ THE WEST 0/ SCOTLAND, SCOTLAND LIZ BOYLE, UNIVERSITY 0/
THE WEST 0/ SCOTLAND, SCOTLAND
IN THIS CHAPTER, HAINEY, CONNOLLY, STANSFIELD, AND BOYLE PROVIDE AN
INTRODUCTION TO AND A LITERATURE REVIEW OF GBL. THEY DEFINE GBL AND
ASSOCIATED TERMS, AND ANALYZE HOW VIDEO GAMES HAVE BEEN EMPLOYED TO
TEACH COMPUTER SCIENCE, SOFTWARE ENGINEERING, AND INFORMATION SYSTEMS.
THE AUTHORS ALSO DISCUSS THE ADVANTAGES AND LIMITATIONS OF VIDEO GAMES
AS LEAMING PLATFORMS.
CHAPTER 3 EUROPEAN SCHOOLNET S GAMES IN SCHOOLS STUDY: THE CURRENT
STATE OF PLAY IN EUROPEAN SCHOOLS AND THE GAME AHEAD 51
CAROLINE KEARNEY, EUROPEAN SCHOOLNET, BELGIUM
IN THIS CHAPTER, KEAMEY REVIEWS AND SURNMARIZES A STUDY CONDUCTED ACROSS
EUROPE ON THE USE OF VIDEO GAMES FOR LEAMING PURPOSES. OURING THIS
PROJECT, A COMPREHENSIVE AMOUNT OF DATA WAS COLLECTED IN ORDER TO
PRESENT ASTATE OF PLAY OF GBL FROM MANY DIFFERENT PERSPECTIVES (E.G.,
TEACHERS, EXPERTS AND POLICY-MAKERS). AN ANALYSIS OF THE DATA COLLECTED
HAS HELPED THE RESEARCHER TO IDENTIFY AND EXPLAIN THE BARRIERS TO USING
VIDEO GAMES IN THE C1ASSROOM, THE NECESSARY CONDITIONS FOR THE
SUCCESSFUL INTEGRATION
AND DEPLOYMENT OF VIDEO GAMES, AND THE ROLE THAT TEACHERS CAN PLAY TO
FACILITATE AND SUPPORT THE USE OF VIDEO GAMES IN EDUCATIONAL SETTINGS.
BASED ON HER ANALYSIS, KEAMEY PROVIDES USEFUL RECOMMENDATIONS TO
TEACHERS AND OTHER PRACTITIONERS.
CHAPTER 4 LEAMING WITH VIDEO GAMES 74
RENE ST-PIERRE, UNIVERSITE DU QUEBEC A MONTREAL, CANADA
IN THIS CHAPTER, ST-PIERRE EXPLAINS HOW VIDEO GAMES CAN BE APPRECIATED
AND ANALYZED IN THE LIGHT OF EDUCATIONAL AND MOTIVATION AL THEORIES.
AFTER ABRIEF INTRODUCTION THAT SITUATES THE EVOLUTION OF EDUCATIONAL
VIDEO GAMES WITHIN THE WIDER CONTEXT OF MULTIMEDIA AND EDUCATIONAL
THEORIES, HE PROVIDES AN INTERESTING OVERVIEW OF THE INSTRUCTIONAL
THEORIES, OFTEN IMPLEMENTED IMPLICITLY IN VIDEO GAMES, WHICH CAN BE
USED TO GUIDE THE DESIGN, IMPLEMENTATION, AND DEPLOYMENT OF VIDEO GAMES.
BEHAVIORAL, COGNITIVIST, AND CONSTRUCTIVIST APPROACHES TO LEAMING ARE
CONSIDERED. PARTICULAR ATTENTION IS PAID TO USER-CENTERED DESIGN, AND HE
EXPLAINS HOW INDIVIDUAL DIFFERENCES (E.G., PERSONALITY, LEAMING STYLES
OR MULTIPLE INTELLIGENCES) CAN BE ACCOUNTED FOR IN DESIGNING EDUCATIONAL
VIDEO GAMES. ST-PIERRE ALSO GIVES DESIGNERS AND
INSTRUCTORS A SET OF SPECIFICATIONS FOR THE SUCCESSFUL DEVELOPMENT OF
VIDEO GAMES.
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SECTION 2
COGNITIVE APPROACH TO GAME-BASED LEARNING: DESIGN PATTERNS AND
INSTRUCTIONAL DESIGN
THIS SECTION DESCRIBES GBL SOLUTIONS THAT CONCENTRATE ON THE COGNITIVE
ASPECTS OF LEARNING. WITH PARTICULAR EMPHASIS ON INSTRUCTIONAL DESIGN.
EDUCATIONAL THEORIES, AND DESIGN PATTERNS. THE AUTHORS ADDRESS THE
DIFFICULT AND COMPLEX TASKS OF IDENTIFYING, MEASURING AND COMBINING THE
FACTORS THAT CONTRIBUTE TO BOTH LEARNING AND MOTIVATION IN VIDEO GAMES.
CHAPTER 5 A FIRST STEP TOWARDS INTEGRATING EDUCATIONAL THEORY AND GAME
DESIGN 98
JAN-PAUL STAALDUINEN. DELFT UNIVERSITY OFTECHNOLOGY, THE NETHERLANDS
IDENTIFYING AND MEASURING FACTORS THAT CONTRIBUTE TO LEARNING AND
MOTIVATION IN VIDEO GAMES IS A DIFFICULT TASK, PERHAPS DUE TO THE
COMPLEXITY INVOLVED IN ACCOUNTING FOR BOTH COGNITION AND MOTIVATION.
HOWEVER, IN THIS CHAPTER, STAALDUINEN, BASED ON A LITERATURE REVIEW
OFBOTH VIDEO GAMES DESIGN AND INSTRUCTIONAL DESIGN THEORIES, HAS
SINGLED-OUT 25 GAME ELEMENTS THAT SUPPORT DEEP LEARNING, ASTATE WHERE
LEARNERS DEVELOP A CRITICAL UNDERSTANDING OF THE TOPIC TAUGHT. IN A
STUDY WHERE STUDENTS USED AGAME CALLED TOPSIM, THE AUTHOR HAS MANAGED TO
ASSESS THE EDUCATIONAL IMPACT OF 16 OF THESE ELEMENTS, AND
HE SHARES HIS ANALYSIS AND RESULTS.
CHAPTER 6 DEFINING AND CLASSIFYING SERIOUS GAMES: THE G/P/S MODEL 118
DAMIEN DJAOUTI, IRIT - UNIVERSITY OFTOULOUSE, FRANCE JULIAN ALVAREZ,
IRIT - UNIVERSITY OF TOULOUSE, FRANCE JEAN-PIERRE JESSEL, IRIT -
UNIVERSITY OFTOULOUSE, FRANCE
IN THIS CHAPTER, DJAOUTI, ALVAREZ AND JESSEL INTRODUCE A CLASSIFICATION
OF VIDEO GAMES THAT THEY CALL THE G/P/S. THIS CLASSIFICATION CAN BE USED
TO CHOOSE AND ANALYZE VIDEO GAMES, BASED ON THEIR EDUCATIONAL AND
ENTERTAINING FEATURES. THIS MODEL MIGHT BE PARTICULARLY USEFUL FOR
INSTRUCTORS WITH LITTLE OR NO PRIOR KNOWLEDGE OF VIDEO GAMES. THE
AUTHORS EXPLAIN THE THEORETICAL BASIS FOR THEIR MODEL BY PROVIDING A
COMPREHENSIVE REVIEW OF EXISTING CLASSIFICATIONS, IDENTIFYING THEIR
LIMITATIONS, AND EXPLAINING IN GREAT DETAIL HOW THESE LIMITATIONS HAVE
BEEN ADDRESSED IN THEIR MODEL. THE AUTHORS ALSO OFFER A PRACTICAL
EXAMPLE OF THEIR METHODOLOGY, BY CLASSIFYING A SAMPIE OF DIFFERENT TYPES
OF SERIOUS GAMES WITH THE G/P/S MODEL.
CHAPTER 7 GAME-BASED LEARNING DESIGN PATTERNS: AN APPROACH TO SUPPORT
THE DEVELOPMENT OFBETTER EDUCATIONAL GAMES 137
MANUEL ECKER, UNIVERSITY OF EDUCATION WEINGARTEN, GERMANY WOLFGANG
MLLER, UNIVERSITY OF EDUCATION WEINGARTEN, GERMANY JOHANNES ZYLKA,
UNIVERSITY OF EDUCATION WEINGARTEN, GERMANY
IN THIS CHAPTER, ECKER, MLLER AND ZYLKA ADDRESS THE DIFFICULTY OF
SUCCESSFULLY COMBINING EDUCATIONAL AND ENTERTAINING FEATURES OF VIDEO
GAMES THANKS TO DESIGN PATTERNS. THEIR WORK IS BASED ON BOTH GAME
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DESIGN PATTERNS AND PEDAGOGICAL PATTERNS. THE AUTHORS EXPLAIN THE
BACKGROUND FOR GAME-BASCD LEARN-
ING DESIGN PATTERNS (GBLDPS); THEY PROVIDE EXAMPLES FOR SUCH PATTERNS,
AND DISCUSS THE CHALLCNGES IN IDENTIFYING, RECORDING, AND EMPLOYING
ADEQUATE PATTERNS FOR GBL.
CHAPTER 8 I D RATHER BE PLAYING CALCULUS: ADAPTING ENTERTAINMENT GAME
STRLLCTURES TO EDUCATIONAL GAMES 153
MONICA EVANS, THE UNIVERSITY OFTEXAS AT DALLAS, UNITED STATES
IN THIS CHAPTER, EVANS EXPLORES BEST PRACTICES FOR THE DESIGN OF
ETTECTIVE GBL ENVIRONMENTS AT LINIVERSITY-LEVEL AND FOR ADULT LEARNERS.
HER APPROACH IS BASED ON THE PREMISE THAT GAMES ARE INTRINSIC IEARNING
EXPERIENCES. SHE DESCRIBES SEVEN BEST PRACTICES OF ENTERTAINMENT GAMES
DESIGN THAT CAN BC ADAPTED TO EDUCATIONAL CONTENT, NAMELY, METAPHOR,
VISUALIZATION, CONTENT AS MECHANIC, SCLF-ASSESSMENT, ACHIEVE-
MENT, REPETITION, AND MULTI-LINEAR PLAY. SHE THEN EXPLORES HOW THESE
BEST PRACTICCS CAN BE EMPLOYCD USING DIGITAL CALCULUS COACH, AN ONLINE
VIDEO GAME THAT TEACHES CALCULUS CONCEPTS AND PROBLEM-SOLVING TO
THIRD-LEVEL STUDENTS.
CHAPTER 9 GAME LITERACY: ASSESSING ITS VALUE FOR BOTH CLASSIFICATION AND
PUBLIC PERCEPTIONS OFGAMES IN A NEW ZEALAND CONTEXT 176
GARETH SCHOTT, UNIVERSITY OF WAIKATO, NEW ZEALAND
NEU SELWYN, LONDON KNOWLEDGE LAB, UK
IN THIS CHAPTER, SCHOTT AND SELWYN ARGUE THAT THERE IS A DISCREPANCY
BETWEEN THE LITERACY EMPLOYCD BY DIGITAL NATIVES WHEN PLAYING VIDEO
GAMES AND THE C ASSIFICATION ESTABLISHED BY DIGITAL IMMIGRANTS. THEY
EXPLAIN THAT, CONTRARY TO MANY PRECONCEIVED OPINIONS AMONG PARENTS AND
TEACHERS, GAMES ALSO CONTRIBUTE TO KNOWLEDGE, AND THAT MORE ADULTS
SHOULD START TO TEAM ABOUT VIDEO GAMES, AND ACKNOWLEDGE THEIR
LEARNING BENEFITS. THE AUTHORS BELIEVE THAT GAME LITERACY GOES FAR
BEYOND ENTCL1AINMENT; HOWEVER THEY ALSO THINK THAT GAME REGULATIONS ARE
OFTEN GUIDED BY BELIEFS, PERCEPTION AND ATTITLLDES. THCIR CHAPTER OFFERS
INTERESTING INSIGHTS AND IDEAS TO CHANGE THIS STATE-OF-MIND.
CHAPTER 10 UNIFYING INSTRUCTIONAL AND GAME DESIGN 192
DAVID SCHWARTZ, ROCHESTER INSTITUTE OFTECHNOLOGY, USA
JESSICA BAYLISS, ROCHESTER INSTITUTE OFTECHNOLOGY, USA
IN THIS CHAPTER, SCHWARTZ AND BAYLISS OFFER TO BRIDGE THE GAP BETWEEN
INSTRUCTIONAL DESIGN AND GAME DESIGN, BY REVIEWING INSTRUCTIONAL AND
GAME DESIGN CONCEPTS, AND BY COMPARING AND CONTRASTING THEIR KEY
ASPECTS. USING THREE CASE STUDIES, SCHWARTZ AND BAYLISS DRAW PARALLEIS
BETWCCN INSTRUCTIONAL DESIGN AND GAME DESIGN, AND EXPLAIN HOW THESE TWO
FIELDS CAN BE COMBINED SUCCESSFULLY.
CHAPTER 11 A THEORETICAL BACKGROUND FOR EDUCATIONAL VIDEO GAMES: GAMES,
SIGNS, KNOWLEDGE 2 I 5 NICOLAS SZILAS, UNIVERSITY OFGENEVA, SWITZERLAND
MARTIN ACOSTA, UNIVERSIDAD INDUSTRIAL DE SANTANDE/~ COLOMBIA
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IN THIS CHAPTER, SZILAS AND ACOSTA, WHO BELIEVE THAT VIDEO GAMES ARE
DYNAMIC SYSTEMS OF SIGNS, IN-
TRODUCC A THEORCTICAL FRAMCWORK TO EXPLAIN HOW LEARNING OCCURS IN VIDEO
GAMES, USING A SEMIOTIC APPROACH. THEY THCN USE THEIR MODEL TO CLASSIFY
GBL STRATEGIES EMPLOYED IN THREE COMMERCIAL GAMES.
SECTION 3
PSYCHOLOGICAL APPROACH TO GAME-BASED LEARNING: EMOTIONS, MOTIVATION AND
ENGAGEMENT
THIS SECTIONFOCUSES ON A PSYCHOLOGICAL APPROACH TO GBL, AND EXPLAINS HOW
EMOTIONS AND MOTIVATION CAN BE HARNESSED TO IMPROVE LEARNING IN VIDEO
GAMES.
CHAPTER 12 ARGUING FOR MULTILINGUAL MOTIVATION IN WEB 2.0: AN EVALUATION
OF A LARGE-SCALE EUROPEAN PI LOT 240
THOMAS HA INEY, UNIVERSITY OLTHE WEST OLSCOTLAND, SCOTLAND
THOMAS CONNOLLY, UNIVERSITY OJ THE WEST OLSCOTLAND, SCOTLAND LIZ BOYLE,
UNIVERSITY OFTHE WEST OLSCOTLAND. SCOTLAND
IN THIS CHAPTCR, HAINCY, CONNOLLY AND BOYLE PRESENT A STUDY WHERE
ALTERNATIVE REALITY GAMES (ARGS), A POPULAR FORM OF INTERACTIVE
NARRATIVE, WERE EMPLOYED TO MOTIVATE SECONDARY SCHOOL STUDENTS TO KARN
A MODERN FOREIGN LANGUAGE. THEIR CHAPTER EXPLAINS THE RATIONALE FOR THE
USE OF ARGS. IT PROVIDES A LITERATURE REVIEW OFTHE UTILIZATION OF ARGS
FOR EDUCATIONAL PURPOSES, WITH A FOCUS ON LANGUAGE LEARNING,
AND PRESCNTS BOTH QUALITATIVE AND QUANTITATIVE ANALYSES OF THE
MOTIVATION OF THE STUDENTS WHO TOOK PART
IN THE STUDY.
CHAPTER 13
COMPUTER GAMES AND AFFECTIVE LEARNING 261
CLAIRE DORMANN, CARLETON UNIVERSITY, CANADA
JENNIJ ER WHITSON, CARLETON UNIVERSITY, CANADA ROBERT BIDDLE, CARLETON
UNIVERSITY, CANADA
IN THIS CHAPTER, DORMANN, WHITSON, AND BIDDLE TAKE A LOOK AT HOW
COMPUTER GAMES CAN SUPPORT AFFECTIVC LEARNING. THCIR APPROACH, PARTIALLY
BASED ON THE ACTIVITY THEORY, EMPHASIZES THE ROLE OF GAMES AS
EFFCCTIVE MEDIATORS OF LEARNING IN THE AFFECTIVE DOMAIN. THEY IDENTIFY
AND DESCRIBE DESIGN PATTERNS THAT
SUPPORT A FFECTI VE ICARN ING.
CHAPTER 14
MOTIVATING BY DESIGN: AN INTERESTING DIGITAL-GAME BASED LEARNING
ENVIRONMENT 283
PAUL TOPRAC, SOUTHERN METHODIST UNIVERSITY, USA
MANY EUROPCAN COUNTRIES ARE EXPERIENCING A DECLINE IN THE NUMBER OF
STUDENTS EMBRACING A CAREER IN SCIENCE, AND GBL IS OFTCN PEREEIVED AS AN
APPROPRIATE SOLUTION BEEAUSE IT PROVIDES AN OPEN-ENDED AND
ENTERTAINING ENVIRONMENT, WHERE STUDENTS EAN EXPERIMENT AND
LEARN-BY-DOING. IN THIS CHAPTER, TOPRAE
DESERIBES HIS EXPERIENEE OF EMPLOYING A PROBLEM-BASED DIGITAL VIDEO GAME
EALLED THE ALIEN RESEUE
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GAME (TARG) TO TEACH, AND PROMOTE AN INTEREST IN SCIENCE TO MIDDLE
SCHOOL STUDENTS. THROUGHOUT THIS
CHAPTER, TOPRAC DEFINES AND EXPLAINS THE THEORETICAL FOUNDATIONS AND KEY
MOTIVATIONAL FACTORS IN VIDEO GAMES. HE THEN DESCRIBES HIS EXPERIMENTS
CONDUCTED WITH TARG. HE EXPLAINS AND ANALYSES HOW THIS VIDEO GAME HAS
MANAGED TO INCREASE STUDENTS LEAMING INTERESTS AND MOTIVATION. TOPRAC
ALSO PROVIDES NEWSWORTHY RECOMMENDATIONS FOR DESIGNERS AND INSTRUCTORS,
AND IDENTIFIES FUTURE RELEVANT RESEARCH DI-
RECTIONS.
CHAPTER 15 ASSESSING ENGAGEMENT IN SERIOUS EDUCATIONAL GAMES: THE
DEVELOPMENT OFTHE STUDENT ENGAGED LEAMING IN A TECBNOLOGY RICH
INTERACTIVE CLASSROOM (SELTIC) 310 LEONARD ANNETTA, NORTH CAROLINA STATE
UNIVERSITY, USA
RICHARD LAMB, NORTH CAROLINA STATE UNIVERSITY, USA BRANDY BOWLING, NORTH
CAROLINA STATE UNIVERSITY, USA REBECCA CHENG, NORTH CAROLINA STATE
UNIVERSITY, USA
IN THIS CHAPTER, ANNETTA, LAMB, BOWLING, AND CHENG EXPLORE THE
PSYCHOMETRICS OF AN ENGAGEMENT OBSERVATION PROTOCOL, BASED ON COGNITION
AND LEAMING THEORIES. THEY EXPLAIN THAT LEAMING IS STRONGLY LINKED TO
INVOLVEMENT AND ENGAGEMENT, AND THEY DESCRIBE HOW A STUDENT ENGAGED
LEAMING TECHNOLOGY RICH INTERACTIVE CLASSROOM PROTOCOL (SELTIC) WAS
DEVELOPED TO INCREASE AND MEASURE K-12 STU-
DENTS MOTIVATION WHEN USING A SERIOUS EDUCATIONAL GAME (SEG).
CHAPTER 16 GAMES THAT MOTIVATE TO LEAM: DESIGN SERIOUS GAMES BY
IDENTIFIED REGULATIONS 330
MENNO DEEN, FONTYS UNIVERSITY 0/ APPLIED SCIENCES, THE NETHERLANDS BEN
SHOUTEN, FONTYS UNIVERSITY 0/ APPLIED SCIENCES, THE NETHERLANDS
IN THIS CHAPTER, DEEN AND SHOUTEN PROPOSE TO ADDRESS LEAMING AND
MOTIVATION IN VIDEO GAMES THROUGH IDENTIFIED REGULATIONS, WHICH CAN BE
DESCRIBED AS NEGOTIATIONS WITH PERSONAL VALUED MIES . THEY EXPLAIN HOW
IDENTIFIED REGULATIONS CAN MOTIVATE PLAYERS TO LEAM DURING THE GAME, AND
EVEN WHEN THE GAME IS OVER. THEY ILLUSTRATE THEIR THEORY THROUGH THE
VALIDATION OF A BETA-VERSION OF A SECOND LANGUAGE LEAM-
ING GAME CALLED CHECKOUT!, AGAME DESIGNED WITH IDENTIFIED REGULATIONS IN
MIND.
CHAPTER 17 THEORIES OFMOTIVATION FOR ADULTS LEAMING WITH GAMES 352
NICOLA WHITTON, MANCHESTER METROPOLITAN UNIVERSITY, UK
IN THIS CHAPTER, WHITTON CONSIDERS THE FACTORS AFFECTING THE MOTIVATION
OF ADULTS IN THE CONTEXT OF HIGHER EDUCATION (HE). SHE ARGUES THAT
ADULTS MOTIVATIONS FOR PLAYING VIDEO GAMES DIFFER FROM THOSE OF
CHILDREN AND TEENAGERS. SHE REVIEWS THE THEORETICAL EXPLANATIONS FOR
ADULT MOTIVATION, AND PRESENTS RELEVANT GUIDELINES TO HAMESS THE
EDUCATIONAL BENEFITS OF MOTIVATION FOR ADULTS.
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CHAPTER 18
COLLABORATIVE LEARNING IN MASSIVELY MULTIPLAYER ONLINE GAMES:
A REVIEW OFSOCIAL, COGNITIVE AND MOTIVATIONAL PERSPECTIVES 370
IRO VOULGARI, UNIVERSITY 0/ PATRAS, GREECE VASSILIS KOMIS, UNIVERSITY 0/
PATRAS. GREECE
IN THIS CHAPTER, VOULGARI AND KOMIS INVESTIGATE THE USE OF MASSIVELY
MULTIPLAYER ONLINE GAMES (MMOGS) FOR COLLABORATIVE LEARNING. THEY ARGUE
THAT THESE ENVIRONMENTS IMPLICITLY INCLUDE A WIDE RANGE OF MOTIVATIONAL
AND INSTRUCTIONAL FEATURES THAT OUGHT TO BE HARNESSED TO AUGMENT AND
IMPROVE CURRENT EDUCATIONAL PRACTICES. VOULGARI AND KOMIS IDENTIFY AND
ANALYZE RELEVANT CHARACTERISTICS THAT
MAY POSITIVELY IMPACT ON LEARNING IN MMOGS, AND THEY REVIEW LEARNING AND
PSYCHOLOGY THEORIES THAT COULD EXPLAIN HOW LEARNING AND ENGAGEMENT OCCUR
IN THESE ENVIRONMENTS. FOLLOWING THIS ANALYSIS, THEY PRESENT A FRAMEWORK
BASED ON THEIR OBSERVATIONS, AND PROVIDE THE READER WITH RECOMMENDATIONS
FOR THE EFFECTIVE DESIGN, DEPLOYMENT, AND USE OFMMOGS FOR LEARNING
PURPOSES.
CHAPTER 19 HOW DIGITAL GAMING ENHANCES NON-FORMAL AND INFORMAL LEARNING
395
DANIEL ARANDA, UNIVERSITAT OBERTA DE CATALUNYA, SPAIN JORDI
SIMCHEZ-NAVARRO, UNIVERSITAT OBERTA DE CATALUNYA, SPAIN
IN THIS CHAPTER ARANDA AND SANCHEZ-NAVARRO DESCRIBE VIDEO GAMES AS
SOCIAL ACTIVITIES, IN WHICH COMPLEXITIES AND INTRICACIES CAN BE
UNDERSTOOD WITHIN SOCIOCULTURAL AND EDUCATIONAL CONTEXTS. THEY REPORT ON
THREE STUDIES THAT INVESTIGATED THE USE OF DIGITAL GAMING IN NON-FORMAL
AND INFORMAL EDUCATION: (1) AN EMPIRICAL STUDY ON THE USE AND PERCEPTION
OF SPANISH TEENAGERS IN RELATION TO DIGITAL TECHNOLOGIES AS
TOOLS FOR LEISURE AND SOCIALIZATION, (2) AN ANALYSIS OF THE INTRODUCTION
OF VIDEO GAMES IN THE CONTEXT OF LEISURE ACTIVITIES, AND (3) A WORKSHOP
FOR FAMILIES TO DISCUSS THE CULTURAL AND SOCIAL SIGNIFICANCE OF THE USE
OF VIDEO GAMES IN THE HOUSEHOLD.
CHAPTER 20 UNDERSTANDING SERIOUS GAMING: A PSYCHOLOGICAL PERSPECTIVE
.413
PRISCILLA HARING. VU UNIVERSITY 0/ AMSTERDAM. THE NETHERLANDS DIMITRINA
CHAKINSKA, VU UNIVERSITY 0/ AMSTERDAM, THE NETHERLANDS UTE RITTERJIELD,
TECHNICAL UNIVERSITY 0/ DORTMUND. GERMANY
IN THIS CHAPTER, HARING, CHAKINSKA, AND RITTERFIELD EXPLAIN SERIOUS
GAMING FROM A PSYCHOLOGIE AL PERSPECTIVE. THEY FOCUS ON THE EFFECT OF
VIDEO GAMES ON PLAYERS, AND DESCRIBE THE CONDITIONS AND THE SIGNIFICANT
FACTORS FOR PLAYERS ENJOYMENT, WHICH MAY IN TURN INFLUENCE THE EXTENT
TO WHICH THEY LEARN.
THEY ALSO PRESENT AND DESCRIBE THE BIG-FIVE, A HIERARCHICAL MODEL OF
GAME ENJOYMENT BASED ON EMPIRICAL EVIDENCE.
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CHAPTER 21
USING SPATIAL AUDIO IN GAME TECHNOLOGY FOR EXPRESSING MATHEMATICAL
PROBLEMS TO BLIND STUDENTS 43 I
FLAITHRI NEFF, LIMERICK INSTITUTE OFTECHNOLOGY. IRELAND
IAN PIT!, UNIVERSITY COLLEGE CORK, IRELAND
ACCESSIBILITY IN VIDEO GAMES IS AN AREA THAT DEMANDS FURTHER ATTENTION
AND INVESTIGATION FROM RESEARCHERS, AS THERE ARE VERY FEW EXPERIMENTS
AND STUDIES FOCUSED ON ACCOMMODATING PEOPLE WITH DISABILITIES
IN VIDEO GAMES. ALTHOUGH NEW STANDARDS AND REGULATION HAVE ADDRESSED
SOME OF THESE ISSUES, IT IS VERY
DIFFICULT TO REPRESENT ABSTRACT CONCEPTS OR COMPLEX INFORMATION WITH
INHERENT SPATIAL ATTRIBUTES (E.G.,
MATHEMATICS) TO BLIND PEOPLE, WHO RELY PREDOMINANTLY ON THEIR TACTILE
AND AUDITORY SENSES TO GATHER
INFORMATION. IN THIS CHAPTER, NEFF AND PITT DESCRIBE AND ANALYZE HOW
SPATIAL AUDITORY INFORMATION CAN BE
EMPLOYED FOR EXPRESSING MATHEMATICAL PROBLEMS TO BLIND STUDENTS IN THE
CONTEXT OF VIDEO GAMES. THEY
EXPLAIN THEIR FRAMEWORK, AND ILLUSTRATE IT THROUGH THE DESERIPTION OF A
STUDY THAT EXAMINED THE REPRESENTAT ION OF TRIGONOMETRIE SHAPES USING
SURROUND SOUND.
CHAPTER 22
MOBILE GAMING ENVIRONMENT: LEARNING AND MOTIVATIONAL ETTECTS 467
NAMSOO SHIN, UNIVERSITY OFMICHIGAN, USA
CATHLEEN NORRIS, UNIVERSITY OFNORTH TEXAS. USA ELLIOT SOLOWAY,
UNIVERSITY OFMICHIGAN, USA
IN THIS CHAPTER, SHIN, NORRIS, AND SOLOWAY EXAMINE THE USE OF MOBILE
GAMING ENVIRONMENTS FOR LEARNING, AND THEIR EFFECT ON STUDENTS
MOTIVATION AND ATTITUDE TOWARD MATHEMATICS. THE AUTHORS BELIEVE THAT
MOBILE GBL PROVIDES A FLEXIBLE, INTERACTIVE AND INDIVIDUALIZED MEDIUM
FOR LEARNING, AND THEY EXPLAIN
THE NEED FAR MORE EMPIRICAL EVIDENCE ON THE BENEFITS OF MOBILE GBL. THEY
PROVIDE A COMPREHENSIVE
OVERVIEW OF THE PREVIOUS RESEARCH ON MOBILE GBL, AND PRESENT THE RESULTS
OF A STUDY THAT THEY CARRIEDOUT OVER A FOUR MONTH PERIOD WITH SECOND
GRADE STUDENTS. BASED ON THEIR FINDINGS, SHIN, NORRIS, AND
SOLOWAY PROVIDE RECOMMENDATIONS AND FUTURE DIRECTIONS TO RESEARCHERS FOR
THE DEVELOPMENT OF EFFECTIVE MOBILE GBL ENVIRONMENTS.
CHAPTER 23
AFFECTIVE GAMING IN EDUCATION, TRAINING AND THERAPY: MOTIVATION,
REQUIREMENTS, TECHNIQUES .482 EVA HUDLICKA, PSYCHOMETRIX ASSOCIATES,
!NC, USA
IN THIS CHAPTER, HUDLICKA EMPHASIZES THE IMPORTANCE OFUSING EMOTIONS IN
EDUCATIONAL VIDEO GAMES. SHE EXPLAINS HOW EMOTIONS PLAYA CENTRAL ROLE IN
LEARNING, AND HOW THEY CAN INFLUENCE BEHAVIORS AND THE
ACQUISITION OF NEW COGNITIVE AND MOTOR SKILLS. SHE FOCUSES PARTICULARLY
ON EMOTIONS-MODELING, WHICH
SHE BELIEVES CAN IMPROVE USER-MODELING AND THE BELIEVABILITY OF
NON-PLAYER CHARACTERS (NPCS), AND
HELP VIDEO GAMES TO ADAPT TO PLAYERS CHANGING AFFECTIVE STATES.
HUDLICKA DISCUSSES THE CREATION OF AN
AFFECTIVE GAME ENGINE, A TOOL SHE SUGGESTS COULD IMPROVE THE DESIGN OF
AFFECT-CENTERED GAMES. HUDLICKA
ALSO PROVIDES INTERESTING RECOMMENDATIONS TO RESEARCHERS, PRACTITIONERS
AND POLICY-MAKERS FOR THE ADVANCEMENT OF SERIOUS AFFECTIVE GAMING.
IMAGE 17
CHAPTER 24
GESTURAL MOTIVATION, LEARNING AND EVALUATION USING INTERACTIVE GAME
DESIGN 512
ROMAN DANVLAK. STOCKHOLM UNIVERSITY. SI-VEDEN
EMERGING GAME INTERFACE DESIGNS INCREASINGLY INCORPORATE HUMAN GESTURAL
LEARNING. ELECTRONIC GESTURAL GAMES, WHEN EFFECTIVELY DESIGNCD, OFFER
HIGH LEVELS OF USER ENGAGEMENT. IN THIS EHAPTER, DANYLAK PRESENTS
THEATRICAL PRACTICE, AN AL1 FORM THAT MANUFACTURES EXPRESSIVE GESTURES
IN SET PARADIGMS, AS A MODEL
FOR GESTURAL GAME SYSTEMS DESIGN. A RIGOROUS DEFINITION OF GESTURE IS
FIRST DEVELOPED FROM YOGA PRACTICE
AS AN EXERCISE FOR PERFORMANCE PREPARATION, EMPHASIZING THE GESTURE AS A
STILL FORM EXECUTED WITHIN A
NARRATIVE CONTEXT. THE THEATRICAL MODCL IS THEN REFIGURED INTO AN
INTERACTIVE GESTURAL FILM GAMC DESIGN,
TO BE OR NOT BE, BASED ON A SECTION OFTEXT FROM SHAKESPEARE S PLAY
HAMLET.
SECTION 4
USER-CENTERED APPROACH TO GAME-BASED LEARNING: ACCOUNTING FOR USERS
DIFFERENCES, SPECIFICITIES AND DISABILITIES
THIS SECTION ACCOUNTS/AR USERS DIFLERENCES, SPECIFICITIES AND
DISABILITIES IN THE DESIGN OIGBL SYSTEMS.
THE AUTHORS DESCRIBE THEOL ETICAL.LI-AMEWORKS AND GUIDELINES THAT
ADDRESS ISSUES AND CHALLENGES SUCH AS IMPROVING MOTIVATION. PROVIDING
TAILORED INTERVENTIONS WITH INTELLIGENT TUTORING SYSTEMS (ITSS),
ACCOUNTING .LAI GENDER D[FLERENCES. APPLYING GAMES TO
NEURO-REHABILITATION, 01 ENGAGING CHILDREN WITH ALLENTION DEFICIT 01
INTELLECTUAL DISABILITIES.
CHAPTER 25 HINTS FOR IMPROVING MOTIVATION IN GAME-BASED LEARNING
ENVIRONMENTS 530
JEAN-CHARLES MAL TY, UNIVERSITY OLSAVOIE, FRANCE
THIHAULT CARRON, UNIVERSITY OLSAVOIE, FRANCE
IN THIS CHAPTCR, MARTY AND CARRON PROPOSE TO INCREASE MOTIVATION IN GBL
ENVIRONMENTS BY IMPROVING BOTH THE FLCXIBILITY OFTHE SYSTEM AND USERS
IMMERSION. THEY EXPLAIN THE NEED FOR ADAPTIVE MECHANISMS
TO MODEL USERS. THEY SUGGEST THE USE OF TAILORED INTERVENTIONS AND
SCENARIOS, AND DESCRIBE HOW IMMERSION CAN BE AUGMENTED BASED ON GAME
DESIGN CONSIDERATIONS. MARTY AND CALTON THEN ILLUSTRATE THEIR
APPROACH THROUGH THE DESCRIPTION OF A GBL ENVIRONMENT CALLED LEARNING
ADVENTURE, A MANAGEMENT
SYSTEM REPRESENTING A 3D ENVIRONMENT WHERE USERS ARE TAUGHT BASIC UNIX
SHELL EOMMANDS, AND ARE
PROVIDED WITH AN ADAPTIVE SCENARIO.
CHAPTER 26
EXPLORING THE GENDER DIFFERENCES BETWEEN STUDENT TEACHERS WHEN USING AN
EDUCATIONAL GAME TO LEARN PROGRAMMING CONCEPTS 550
EUGENIA M. W NG. THE HONG KONG INSTITUTE OIEDUCATION, HONG KONG SAR,
CHINA
IN THIS CHAPTER, NG STUDIES STUDENTS DIFFERENT ATTITUDES TO GBL AND
VIDEO GAMES BASED ON THEIR GENDER, AS SHE BELIEVES THIS ISSUE HAS BEEN
OVERLOOKED OVER THE PAST YEARS. SHE DESCRIBES A STUDY IN WHICH STUDENT
TEACHERS WERE TAUGHT PROGRAMMING CONCEPTS USING AN EDUCATIONAL VIDEO
GAME. NG ANALYZES THEIR
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BEHAVIORS AND ACHIEVEMENTS IN TERMS OF SCORE, STRATEGIES, AND TIME SPENT
PLAYING, AND SHE OBSERVED
INTERESTING AND SIGNIFICANT DIFFERENCES BETWEEN GENDERS, NOTABLY THAT
MALE STUDENTS SPENT SHORTER TIME PLAYING THE VIDEO GAME BUT SCORED
HIGHER, AND THAT FEMALE STUDENTS WERE INCLINED TO ADOPT A TRIAL-ANDERROR
STRATEGY. SHE THEN PROVIDES RECOMMENDATIONS BASED ON HER EXPERIENCE AND
THE RESULTS OF HER STUDY.
CHAPTER 27 DESIGNING GAMES TO MOTIVATE STUDENT COHORTS THROUGH TARGETED
GAME GENRE SELECTION 567 PENNY DE BYL, BON UNIVERSITY, AUSTRALIA JEFFREY
E. BRAND, BOND UNIVERSITY, AUSTRALIA
IN THIS CHAPTER, DE BYL AND BRAND PRESENT GUIDELINES ON THE APPROPRIATE
SELECTION OF VIDEO GAME GENRES IN EDUCATIONAL SETTINGS, BASED ON
LEARNERS INDIVIDUAL DIFFERENCES, SUCH AS LEARNING STYLES AND
PERSONALITY TRAITS. THEIR COMPREHENSIVE GUIDELINES HELP TEACHERS TO
MATCH APPROPRIATE GAME GENRES WITH LEARNING OUTCOMES AND STUDENTS
CHARACTERISTICS, AND TO MAXIMIZE EDUCATIONAL OUTCOMES AND MOTIVATION ON
THE PART OF THE STUDENTS.
CHAPTER 28 GAME-BASED LEARNING: CURRENT RESEARCH IN GAMES FOR HEALTH, A
FOCUS ON BIOFEEDBACK VIDEO GAMES AS TREATMENT FOR AD/HD 583
KRESTINA L. AMON, THE UNIVERSITY OF SYDNEY, AUSTRALIA ANDREWJ. CAMP
BELL, THE UNIVERSITY OFSYDNEY, AUSTRALIA
IN THIS CHAPTER, AMON AND CAMPBELL FOCUS ON SERIOUS GAMES FOR HEALTH,
AND EXPLAIN HOW VIDEO GAMES CAN BE USED TO ADDRESS COMMON ATTENTION
PROBLEMS SUCH AS ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (AD/HD). THE
AUTHORS FOCUS ESPECIALLY ON BIOFEEDBACK TECHNOLOGY, AND DESCRIBE A STUDY
WHERE BIOFEEDBACK VIDEO GAMES WERE USED TO TEACH CHILDREN BREATHING AND
RELAXATION TECHNIQUES, WHICH HELPED
THEM TO REDUCE COMMON SYMPTOMS OF AD/HD.
CHAPTER 29 AS YOU LIKE IT: WHAT MEDIA PSYCHOLOGY CAN TELL US ABOUT
EDUCATIONAL GAME DESIGN 606 STEPHANIE B. LINEK, GERMAN NATIONAL LIBRARY
OFECONOMICS (ZBWJ, GERMANY
IN THIS CHAPTER, LINEK ANALYSES EDUCATIONAL VIDEO GAMES THROUGH A
PSYCHOLOGICAL PERSPECTIVE. SHE EXPLAINS HOW DESIGN RECOMMENDATIONS CAN
BE DERIVED FROM THE FIELD OF MEDIA PSYCHOLOGY, A DISCIPLINE THAT
EXPLORES HOW PSYCHOLOGY CAN IMPACT ON VARIOUS MEDIA, INCLUDING RADIO,
TELEVISION OR VIDEO GAMES.
THE AUTHOR PROVIDES AN OVERVIEW OF THE DIFFERENT FIELDS OF MEDIA
PSYCHOLOGY THAT CAN BE EXPLOITED FOR THE CREATION OF EFFECTIVE
EDUCATIONAL VIDEO GAMES. BASED ON HER APPROACH, SHE IDENTIFIES KEY
DESIGN FACTORS AND DERIVES GUIDELINES FOR THE DESIGN OF EDUCATIONAL
VIDEO GAMES IN RELATION TO GAME ITEMS, GAME
MECHANICS, GAME CHARACTERS AND GAME NARRATIVES.
CHAPTER 30 ENGAGING THE UN-ENGAGEABLE 633
JOHN CARR, UNIVERSITY OFNOTTINGHAM, UK PETER BLANCHFIELD, UNIVERSITY OF
NOTTINGHAM, UK
IMAGE 19
IN THIS CHAPTER, CARR AND BLANCHFIELD EXPLORE HOW EDUCATIONAL VIDEO
GAMES CAN BE USED TO ENGAGE CHIL-
DREN WITH BEHAVIORAL DISORDERS (E.G., DEFIANT BEHAVIORS OR ATTENTION
DEFICIT). THEY EXPLAIN HOW CHILDREN, WHO USUALLY FIND IT DIFFICULT TO
MAINTAIN THEIR ATTENTION IN TRADITIONAL EDUCATIONAL SETTINGS, FOUND
EDUCATIONAL VIDEO GAMES MORE ENGAGING. THE AUTHORS DESCRIBE THE DESIGN
AND ASSESSMENT OF TWO PROTOTYPES OF EDUCATIONAL GAMES. THEY SHARE THEIR
EXPERIENCE OF CREATING THE GAME, AND GUIDE THE READER THROUGH
THE DIFFICULT EXERCISE OFBALANCING THE EDUCATIONAL AND ENTERTAINING
FEATURES OFTHE GAME IN ORDER TO PRODUCE AN EXPERIENCE THAT IS BOTH
HIGHLY ENGAGING AND DIDACTIC.
VOLUME 11
CHAPTER 31 A REFERENCE ARCHITECTURE FOR GAME-BASED INTELLIGENT TUTORING
658
DENNIS MACIUSZEK, UNIVERSITY OF ROSTOCK, GERMANY ALKE MARTENS,
UNIVERSITY OF ROSTOCK, GERMANY
IN THIS CHAPTER, MACIUSZEK AND MARTENS EXPLAIN HOW INTELLIGENT TUTORING
SYSTEMS (ITSS), EDUCATIONAL SYSTEMS DESIGNED TO TAILOR LEARNING
INTERVENTIONS TO 1EARNERS ACTIVITIES AND KNOWLEDGE, CAN BE EMPLOYED TO
SEAMLESSLY COMBINE GAME PLAY AND LEARNING. THEY REVIEW GAME-BASED ITS
ARCHITECTURES, AND PROPOSE A UNIFIED STRUCTURE PARTIALLY BASED ON
ROLE-PLAYING GAMES (RPGS).
CHAPTER 32 EFFECTIVE GAME USE IN NEUROREHABILITATION: USER-CENTERED
PERSPECTIVES 683
JOEL C. PERRY, TECNALIA RESEARCH & INNOVATION, SPAIN JULIEN ANDUREU,
TECNALIA RESEARCH & INNOVATION, SPAIN FRANCESCA IRENE CAVALLARO,
TECNALIA RESEARCH & INNOVATION, SPAIN JAN VENEMAN, TECNALIA RESEARCH &
INNOVATION, SPAIN
STEFAN CARMIEN, TECNALIA RESEARCH & INNOVATION, SPAIN THIERRY KELLER,
TECNALIA RESEARCH & INNOVATION, SPAIN
IN THIS CHAPTER, PERRY, ANDUREU, CAVALLARO, VENEMAN, CARMIEN, AND KELLER
EXPLAIN HOW VIDEO GAMES CAN BE EFFECTIVE FOR NEUROREHABILITATION BECAUSE
THEY PROVIDE MOTIVATION AND GOAL-DIRECTED EXERCISES AND TASKS. THE
AUTHORS ARGUE THAT, FOR VIDEO GAMES TO BE EFFECTIVELY USED FOR
REHABILITATION, IT IS NECESSARY TO CONSTRUCT A UNIFIED AND COMPREHENSIVE
FRAMEWORK THAT FOLLOWS USER-CENTERED DESIGN PRINCIPLES, AND
THAT TAKES INTO ACCOUNT THE NEEDS AND VIEWPOINTS OF ALL STAKEHOLDERS.
THEY ANALYZE METHODS EMPLOYED IN THE REHABILITATION PROCESS, AND
DESCRIBE HOW VIDEO GAMES AND ROBOTICS CAN BE USED FOR REHABILITATION.
THEY THEN IDENTIFY AND OUTLINE THE REQUIREMENTS FOR REHABILITATION
SYSTEMS, AND ILLUSTRATE THEM THROUGH A PROTOTYPE THEY HAVE DESIGNED.
CHAPTER 33 SERIOUS LINGUISTIC GAMES AS INTELLIGENT TUTORING SYSTEMS 726
STEPHEN HOWEL, UNIVERSITY COLLEGE DUBLIN, IRELAND TONY VEALE, UNIVERSITY
COLLEGE DUBLIN, IRELAND
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IN THIS CHAPTER, HOWEL AND VEALE INTRODUCE STRATEGIES TO FACILITATE AND
IMPROVE THE DEVELOPMENT AND
INTEGRATION OF EDUCATIONAL VIDEO GAMES, AND PRESENT A PROCESS EMPLOYED
IN THE CREATION OF A VIDEO GAME DESIGNED TO IMPROVE LANGUAGE SKILLS.
THEY DESCRIBE ISSUES LINKED TO THE INTEGRATION OF VIDEO GAMES AND ITSS,
AND PROPOSE RECOMMENDATIONS ACCORDINGLY. THESE ARE PARTIALLY BASED ON A
CASE STUDY THAT THEY CARRIED-OUT WITH A SERIOUS LINGUISTIC CASUAL GAME
EALLED BUBBLEWORDS.
CHAPTER 34 MOTIVATING THE DEMOTIVATED CLASSROOM: GAMING AS A
MOTIVATIONAL MEDIUM FOR STUDENTS WITH INTELLECTUAL DISABILITY AND THEIR
EDUEATORS 759
MARIA SARIDAKI. NATIONAL AND KAPODISTRIAN UNIVERSITY 0/ ATHENS, GREECE
CONSTANTINOS MOURLAS, NATIONAL AND KAPODISTRIAN UNIVERSITY OF ATHENS,
GREECE
IN THIS CHAPTER SARIDAKI AND MOURLAS DESERIBE HOW VIDEO GAMES CAN BE
SUCCESSFULLY EMPLOYED TO MOTIVATE STUDENTS WITH INTEL1ECTUAL
DISABILITIES AND THEIR EDUCATORS. THEY EXPLAIN THE ISSUES AND
EONSIDERATIONS RELATED TO TEACHING STUDENTS WITH INTEL1ECTUAL
DISABILITIES, AND EMPHASIZE HOW MOTIVATION CAN PLAY A IMPORTANT ROLE IN
THEIR LEAMING PROCESS, AND IN CHANGING THEIR ATTITUDE TOWARDS LEAMING.
BASED ON A
THOROUGH LITERATURE REVIEW AND SEVERAL CASE STUDIES, THE AUTHORS SHOW
WHY AND HOW VIDEO GAMES CAN BE A POWERFUL EDUCATIONAL AND MOTIVATIONAL
MEDIUM IN SPECIAL EDUCATIONAL NEEDS (SEN) C1ASSROOMS.
SECTION 5
CURRICULAR APPROACH TO GAME-BASED LEARNING: INTEGRATING VIDEO GAMES IN
INSTRUCTIONAL SETTINGS
THIS SECTION DESCRIBES HOW VIDEO GAMES CAN BE DEPLOYED AND UTILIZED IN
DIFFERENT INSTRUCTIONAL SETTINGS.
THE CHAPTERS INCLUDE EXPERIMENTS ON THE USE OFVIDEO GAMES TO TEACH LAW,
ENGINEERING, PHYSICS, LEADERSHIP AND HEALTH. THE AUTHORS EXPLAIN HOW
THESE VIDEO GAMES CAN IMPROVE CURRENT TEACHING PRACTICES.
THEY DESCRIBE THE RATIONALE AND THEORETICAL MODELS BEHIND THE CREATION
AND DEPLOYMENT OL THEIR SYSTEMS. AND PROVIDE HELPFI INSIGHTS AND
RECOMMENDATIONS BASED ON THEIR EXPERIENCES.
CHAPTER 35 FIELD REPORT: USING A VIOLENT MULTIPLAYER GAME AS A VIRTUAL
CLASSROOM FOR A COURSE ON VIOLENT VIDEO GAMES 777
WOLFGANG BSCHE. TECHNISCHE UNIVERSITT DARMSTADT. GERMANY FLORIAN
KATTNER. TECHNISCHE UNIVERSITT DARMSTADT, GERMANY
IN THIS CHAPTER, BSCHE AND KATTNER REPORT ON THE TRANSFORMATION OF A
CLASSICAL SEMINAR COURSE ON THE PSYCHOLOGIEAL IMPACT OF VIOLENT VIDEO
GAMES, INTO A A VIL1UAL C1ASSROOM EXPERIENCE. THEY EXPLAIN THE
SHORTCOMINGS OF TRADITIONAL METHODOLOGIES, AND HOW VIRTUAL ENVIRONMENTS
CAN BE EMPLOYED TO ASSESS THE IMPACT OF VIOLENCE IN VIDEO GAMES.
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CHAPTER 36
STUDENTS USING INDIGENOUS KNOWLEDGE IN VIDEO GAME CREATION TO DEVELOP
DESIGN THI N KI NG SK ILLS 806
NEIL ANDERSON, JAMES COOK UNIVERSILY. AUSLRATIA
LYN COURLNEY, JALL1ES COOK UNIVERSILY. AUSLRATIA
IN THIS CHAPTER, ANDERSON AND COURTNEY DESCRIBE AN EDUCATIONAL
INTERVENTION, BASED ON VIDEO GAMES, TO INTRODUCE AND DEVELOP DESIGN
THINKING SKILLS TO TWO GROUPS OF AUSTRALIAN INDIGENOUS HIGH-SCHOOL
STUDENTS. THE AUTHORS EXPLAIN THAT MAINSTREAM EDUCATION DOES NOT ALWAYS
BUILD POSITIVE SELF-PERCEPTION
AND SEI F-ESTEEM OF AUSTRALIAN INDIGENOUS STUDENTS, AND THEY ARGUE THAT
VIDEO GAMES, BECAUSE THEY ARE
FOOD FOR THE SOUL AND PROVIDE A SENSE OF CONTROL, ARE PARTICULARLY
APPROPRIATE FOR THIS PUL POSE.
CHAPTER 37
INTEGRATION OF EDUCATIONAL GAMES IN SYNCHRONOUS VIRTUAL CLASSROOM: A
CASE STUDY 820
ELENI ROSSIOU, UNIVERSI(V O/THESSA/ONIKI, GREECE
IN THIS CHAPTER, ROSSIOU ARGUES THAT LEARNING MANAGEMENT SYSTEMS (LMSS)
ARE PREDOMINANTLY FOCUSED ON THE ADMINISTRATION AND MANAGEMENT OF
LEARNING RESOURCES, BUT THAT THEY PLACE LESS EMPHASIS ON COMMUNICATION,
INTERACTIVITY AND COOPERATION. SHE INVESTIGATES HOW A WEB-BASED
EDUCATIONAL VIDEO GAME,
COMBINED WITH AN LMS, CAN BE LISED TO INCREASE INTERACTIVITY AND
ENGAGEMENT IN THE LEARNING PROCESS.
ROSSIOU DESCRIBES A FRAMEWORK TO SUCCESSFULLY IMPLEMENT SUCH A SYSTEM.
SHE DEPICTS THE INTEGRATION
OF A MULTIPLAYER GAME, IN THE CONTEXT OF A SYNCHRONOUS VIRTUAL
CLASSROOM, AND SHOWS HOW SEVERAL TECHNOLOGIES WERE COMBINED TO PRODUCE A
GBL SYSTEM.
CHAPTER 38
PLAYFUL PEDAGOGIES: CULTURAL AND CURRICULAR APPROACHES TO GAMES-BASED
LEARNING IN THE SCHOOL CLASSROOM 846
BEN WILLIAMSON, FUTURELAB. UK
RICHARD SAND/ORC/, FUTURE/AB, UK
IN THIS CHAPTER, WILLIAMSON AND SANDFORD PROVIDE AN ANALYSIS OFTHE USE
OFEOMPUTER GAMES IN AUTHENTIE CLASSROOM SETTINGS. THEY ENVISAGE GBL AS
THE RESULT OF SPECIFIC GAME-BASED PEDAGOGIES THAT ARE BEING
DEVELOPED AND EMPLOYED BY INCREASING NUMBERS OF CLASSROOM TEACHERS IN UK
SCHOOLS. THE CHAPTER FOCUSES ON THE WAYS IN WHICH CLASSROOM TEAEHERS
DISCUSS AND DESCRIBE GBL IN RELATION TO THEIR CURRICULAR
INTENTIONS, AND THEIR LESS FORMAL CULTURAL ASSUMPTIONS ABOLLT THE
RELEVANCE OF GAMING IN LEARNERS NEW
MEDIA ECOLOGIES OUTSIDE OF SCHOOL.
CHAPTER 39
GAME-BASED LEARNING WITH A DIALOGIC TEACHING APPROACH: A CASE OF DEEP
LEARNING AND THE USE OFSPORE IN A-IEVEL BIOLOGY LESSONS 860
WEE HOE TON, UNIVERSILY 01 WARWIEK, UK
SUE JOHNSLON-WILDE/~ UNIVERSITY O( WARWIEK. UK SEAN NEILL, UNIVERSILY 0/
WARWIEK. UK
IMAGE 22
IN THIS CHAPTER, TAN, JOHNSTON- WILDER, AND NEILL DESCRIBE THE
DEPLOYMENT AND ANALYSIS OF A GBL SOLU-
TION AT AN UPPER SECONDARY SCHOOL IN THE UK, WHERE THEY CONDUCTED A CASE
STUDY ON STUDENTS PERCEPTION OFTHE BENEFITS OFUSING A COMMERCIAL
OFF-THE-SHELF (COTS) VIDEO GAME TO 1EAM ABOUT BIOLOGY. THE AUTHORS
INVESTIGATE HOW GBL, COMBINED WITH A DIALOGIC TEACHING APPROACH, CAN
SUPPORT DEEP LEAMING AMONG STUDENTS.
CHAPTER 40 MODIFYING COMMERCIAL OFF-THE-SHE1F(COTS) GAMES FOR USE IN
EDUCATION 876
RYAN FLYNN, UNIVERSITY 0/ GREENWICH, UK
IN THIS CHAPTER, FLYNN INVESTIGATES THE USE OF COMMERCIAL OFF- THE-SHELF
(COTS) GAMES IN EDUCATIONAL SETTINGS AND ASSESSES THE PRACTICAL
CHALLENGES INHERENT TO THEIR DEPLOYMENT. HE DESCRIBES THE ISSUES
ASSOCIATED WITH CHOOSING A COTS GAME FOR TEACHING, AND OFFERS PRACTICAL
RECOMMENDATIONS THAT SHOULD HELP INSTRUCTORS AND RESEARCHERS TO IDENTIFY
AND SELECT APPROPRIATE COTS GAMES, BASED ON FACTORS SUCH
AS CUSTOMIZATION (E.G., LEVEL EDITORS OR SOFTWARE DEVELOPMENT KIT), EASE
OFINSTALLATION AND DEPLOYMENT, AND EASE OF EMPIRICAL DATA COLLECTION.
CHAPTER 41 PROMOTING SEXUAL HEALTH EDUCATION VIA GAMING: EVIDENCE FROM
THE BARRIOS OFLIMA, PERU 895 ARUL CHIB, NANYANG TECHNOLOGICAL
UNIVERSITY, SINGAPORE
IN THIS CHAPTER, CHIB REPORTS ON A STUDY THAT EXAMINED THE USE OF AN
EDUCATIONAL INTERACTIVE GAME TO EDUCATE PERUVIAN YOUTHS ABOUT SEXUAL AND
REPRODUCTIVE HEALTH. THE RESEARCH DESIGN CONSISTED OF PRE- AND
POST-INTERVENTION SURVEYS. THE STUDY UTILIZED SOCIAL COGNITIVE THEORY TO
DETERMINE THE INFLUENCE OF PRIOR KNOWLEDGE, SE1F-EFFICACY AND
GAME-PLAYING ON RESPONDENTS ATTITUDES. CHIB FOUND THAT PRIOR ATTITUDES,
KNOWLEDGE, RESISTANCE TO PEER-PRESSURE, AND GAME-PLAYING WERE
SIGNIFICANT PREDICTORS OF ATTITUDES TOWARD SEXUAL HEALTH. HE ALSO FOUND
THAT HEALTH ATTITUDES WERE INFLUENCED BY PLAYING VIDEO GAMES.
CHAPTER 42 DEVELOPING EDUCATIONAL GAMES FOR ENGINEERING EDUCATION: A
CASE STUDY 913
VINOD SRINIVASAN, TEXAS A&M UNIVERSITY, USA KAREN BUTLER-PURRY, TEXAS
A&M UNIVERSITY, USA SUSAN PEDERSEN, TEXAS A&M UNIVERSITY, USA
IN THIS CHAPTER, SRINIVASAN, BUTLER-PURRY, AND PEDERSEN PRESENT THEIR
EXPERIENCE OF DEVELOPING AN EDUCATIONAL GAME TO TEACH DIGITAL SYSTEMS
DESIGN TO ELECTRICAL ENGINEERING STUDENTS. THEY EXPLAIN HOW THIS
APPROACH HE1PED TO ADDRESS THE LIMITATIONS OF TRADITIONAL TEACHING
METHODS, AND TO CONSEQUENTLY INCREASE LEAMING AND MOTIVATION ON THE PART
OF THE STUDENTS. THIS INTERESTING CHAPTER PROVIDES AN IN-
DEPTH OVERVIEW OFTHEIR JOUMEY FROM OBTAINING FUNDING, TO IMPLEMENTING
AND ASSESSING THE VIDEO GAME.
IT DESCRIBES THE CHALLENGES FACED BY INSTRUCTORS WHO PLAN TO USE GBL
SOLUTIONS, AND IT PROVIDES HIGHLY RELEVANT AND VALUABLE GUIDELINES TO
RESEARCHERS AND EDUCATORS ENGAGED IN SIMILAR ENDEAVORS.
IMAGE 23
CHAPTER 43
OEVELOPING VIDEO GAMES FOR PHYSICS EDUCATION 939
KOSTAS ANAGNOSTOU. IONIAN UNIVERSITY. GREECE ANASTASIA PAPPA. ALIBRETO
SCIENCE COMMUNICATION AND EDUCATION. GREECE
IN THIS CHAPTER, ANAGNOSTOU AND PAPPA PROVIDE AN EXTENSIVE REVIEW OF
RESEARCH RELATED TO THE DESIGN AND USE OF GBL SOLUTIONS FOR PHYSICS
EDUCATION. THEY EXPLAIN HOW LEAMING CAN OCCUR IN VIDEO GAMES, BASED ON
EDUCATIONAL THEORIES AND GAME DESIGN (E.G., GAME MECHANICS AND GAME
GENRES). RELEVANT EDUCATIONAL THEORIES AND GAME GENRES ARE REVIEWED, AND
THEIR IMPLICATIONS FOR PHYSICS EDUCATION ARE
ANALYZED. BASED ON THIS REVIEW, ANAGNOSTOU AND PAPPA DEFINE AND DESCRIBE
THEIR FRAMEWORK, WHICH OTTERS A VALUABLE APPROACH FOR DESIGNING
ETTECTIVE AND ENGAGING VIDEO GAMES. THE AUTHORS ALSO DISCUSS THE
BARRIERS THAT IMPEDE THE WIDESPREAD ADOPTION OFVIDEO GAMES FOR
EDUCATIONAL PURPOSES, AND PROPOSE PERTINENT SOLUTIONS AND GUIDELINES.
CHAPTER 44 PRACTICAL APPLICATIONS OFSERIOUS GAMES IN EDUCATION 961
HELEN AXE. PIXELEARNING. UNITED KINGDOM HELEN ROUTLEDGE. PIXELEARNING.
UNITED KINGDOM
IN THIS CHAPTER, AXE AND ROUTLEDGE SHARE THE SUCCESS STORIES AND LESSONS
LEAMED FROM THE USE OF SERIOUS GAMES, BOTH IN FORMAL AND INFORMAL
EDUCATION. THEIR GOALS ARE TO CREATE AN INCREASED AWARENESS OFGBL AMONG
EDUCATIONALISTS, AND TO CONSEQUENTLY IMPROVE COLLABORATION, ENGAGEMENT
AND INNOVATION. THEY EXPLAIN HOW ATTITUDES TOWARD THE USE OF VIDEO GAMES
FOR EDUCATION NEEDS TO BE CHANGED, AND EMPHASIZE THE ROLE OF TEACHERS
AND OTHER EDUCATIONALISTS AS THE KEY CONTRIBUTORS TO THIS CHANGE.
CHAPTER 45 GAME-BASED LEAMING FOR KNOWLEDGE SHARING AND TRANSFER: THE
E-VITA APPROACH FOR INTERGENERATIONAL LEAMING 974
DIMITRA PAPPA. NCSR DEMOKRITOS. GREECE IAN DUNWEIL. SERIOUS GAMES
INSTITUTE. UK ARISTIDIS PROTOPSALTIS. SERIOUS GAMES INSTITUTE. UK LUCIA
PANNESE. IMAGINARY SRL. ITALY
SONIA HETZNER, FRIEDRICH-ALEXANDER-UNIVERSITT ERLANGEN-NRNBERG.
GERMANY SARA DE FREITAS. SERIOUS GAMES INSTITUTE. UK GENARO
REBOLLEDO-MENDEZ. UNIVERSIDA VERACRUZANA. MEXICO
IN THIS CHAPTER, PAPPA, OUNWELL, PROTOPSALTIS, PANNESE, HETZNER, OE
FREITAS, AND REBOLLEDO-MENDEZ FOCUS ON GBL FOR SHARING KNOWLEDGE IN THE
CONTEXT OF INTERGENERATIONAL LEAMING. THEY EXPLAIN THE CHALLENGES OF
INTERGENERATIONAL LEAMING, AND DESCRIBE HOW THESE WERE ADDRESSED BY A
MODEL THAT THEY CALLED E-VITA, WHICH EMPLOYS A METHODOLOGY WHERE
KNOWLEDGE CREATION IS ENVISAGED AS A SPIRALING
PROCESS OF INTERACTIONS BETWEEN EXPLICIT AND TACIT KNOWLEDGE. THE
APPLICATION OF THIS METHODOLOGY IN THE CONTEXT OF THE RESEARCH PROJECT
E- VITA IS DISCUSSED, INCLUDING THE IMPLICATIONS FOR PEDAGOGY AND GAME
DESIGN.
IMAGE 24
CHAPTER 46
EXPLORING EDUCATIONAL VIDEO GAME DESIGN: MEANING POTENTIALS AND
IMPLICATIONS FOR LEAMING 1004 ANNA AKERJELDT, STOCKHOLM UNIVERSITY,
SWEDEN STAFFAN SELANDER, STOCKHOLM UN I VERS ITY, SWEDEN
IN THIS CHAPTER, AKERFELDT AND SELANDER ARGUE THAT MULTIMODALITY AND
DIDACTIC DESIGN SHOULD BE CONSIDERED FOR A DEEPER UNDERSTANDING OF HOW
INFORMATION IS PRESENTED IN EDUCATIONAL VIDEO GAMES. THEY ANALYZE TWO
EDUCATIONAL VIDEO GAMES, RIXDAX AND EI PATRON, THROUGH A SEMIOTIC
PERSPECTIVC, AND THCY OBSERVE HOW LEAMING GOALS AND THE DISPLAY OF
ON-SCREEN INFORMATION CAN BE ADDRESSED. THEIR ANALY-
SIS IS PARTIALLY BASED ON PRENSKY S SIX STRUCTURING FACTORS AND KRESS
AND VAN LEEUWEN S MULTI MODAL FRAMEWORK. THESE MODELS ARE USED TO ASSESS
VIDEO GAMES IN TERMS OF INFORMATION VALUE, INFORMATION SEQUENCING, AND
AFFORDANCE FOR META-REFLECTION ON THE PART OF THE USER. BASCD ON THEIR
ANALYSIS, THC AUTHORS PROVIDE HELPFUL RECOMMENDATIONS FOR GAME
DESIGNERS.
CHAPTER 47 EMERGING PARADIGMS IN LEGAL EDUCATION: A LEAMING ENVIRONMENT
TO TEACH LAW THROUGH ONLINE ROLE PLAYING GAMES 1019
NICOLA LETTIERI, INSTITUTE JOR DEVELOPMENT OJ VOCATIONA/ TRAINING, ITA/Y
ERNESTO FABIANI, UNIVERSITA DEI SANNIO. ITA/Y ANTONNELLA TARTAGLIA
POLEINI. UNIVERSITA DEI SANNIO. ITALY ROSARIO DE CHIARA, UNIVERSITA
DEGLI STUDI DI SA/EMO. ITA/Y
VITTORIO SCARANO. UNIVERSITA DEGLI STUDI DI SALEMO, ITALY
DESPITE EVIDENCE OF THE POTENTIAL OF VIDEO GAMES FOR LEAMING PURPOSES,
IT SEEMS THAT FEW LAW SCHOOLS HAVE EMBRACED THE USE OF GBL SYSTEMS, AS
MANY OF THEM ESSENTIALLY USE TRADITIONAL TEACHING METHODS.
IN THIS CHAPTER, LETTIERI, FABIANI, TARTAGLIA POLCINI, OE CHIARA, AND
SCARANO PRESENT AN INTERESTING SYSTEM CA LIED SIMULEX, AN ONLINE
ENVIRONMENT FOR THE CREATION OF ROFE PLAYING GAMES (RPGS) THAT SIMULATE
TRIALS. THE AUTHORS EXPLAIN HOW SERIOUS GAMES CAN MATCH THE OBJECTIVE OF
LEGAL EDUCATION, AND HOW THEY CAN PROVIDE A MORE APPROPRIATE AND
EFFECTIVE APPROACH. THEY REVIEW CURRENT TECHNOLOGY-ENHANCCD
TEACHING SOLUTIONS FOR LAW EDUCATION, AND EXPLAIN HOW THEIR PROJECT FITS
WITHIN THIS CONTEXT. THC CHAPTER INCLUDES AN INTERESTING DESCRIPTION OF
THE DIFFERENT STAGES INVOLVED IN THE DESIGN, CREATION, TCSTING AND
ASSESSMENT OF THE SYSTEM. BASED ON THEIR EXPERIENCE, THE AUTHORS ALSO
GIVE PERTINENT RECOMMENDATIONS FOR THE DESIGN OF EFFECTIVE LEGAL SERIOUS
GAMES.
CHAPTER 48 COMPUTER GAMES FOR AIGORITHM LEAMING 1036
SAHAR SHABANAH, KING ABDU/-AZIZ UNIVERSITY. SAUDI ARABIA
IN THIS CHAPTER, SHABANAH DESCRIBES HOW AND WHY VIDEO GAMES CAN BE
EMPLOYED TO TEACH DATA STRUCTURES AND ALGORITHMS, TWO TOPICS OFTEN
PERCEIVED AS COMPLEX AND DIFFICULT TO UNDERSTAND BY STUDENTS. SHE
EXPLAINS THAT MANY ALGORITHM VISUALIZATION SYSTEMS ARE NOT SATISFACTORY,
PARTLY BECAUSE THEY ARE CSSENTIALLY BASED ON GRAPHICS AND SOUND, AND NOT
ON RELEVANT PEDAGOGICAL OR MOTIVATIONAL CONSIDERATIONS. SHE DE-
SCRIBES HOW ALGORITHM GAMES, WHICH ARE BASED ON SOUND EDUCATIONAL
THEORIES, HAVC INSPIRED STUDCNTS TO LEAM ALGORITHM THROUGH ACTIVE
ENGAGEMENT AND INTRINSIC MOTIVATION. SHE EXPLAINS THE RATIONALE BEHIND
IMAGE 25
THE USE OF ALGORITHM GAMES AND THEIR ATTRIBUTES IN TERMS OF GAME DESIGN
AND INSTRUCTIONAL DESIGN. SHE
THEN DEPICTS THE DESIGN OF SEVERAL ALGORITHM GAMES PROTOTYPES.
CHAPTER 49
CONTEXT-FREE EDUCATIONAL GAMES: OPEN-SOURCE AND FLEXIBLE 1064
VASILIKI DAI. SECONDOLY SC/WAL TEACHER OF ENGLISH, GREECE
VASILIS DALOUKAS. SECONDARV SCHOAL TEACHER O.LLN(ORMATICS, GREECE SPIROS
SIRMAKESSIS. TECHNOLOGICAL INSTITUTE OLMES%NGHI, GREECE, & RESEARCH
ACADEMIC COMPUTER TECHNOLOGY INSTITUTE (R.A. CTI), GREECE
IN THIS CHAPTER, DAI, DALOUKAS, RIGOU, AND SIRMAKESSIS DISEUSS ISSUES
RELATED TO THE DESIGN AND IMPLEMENTATION OF EFFECTIVE MOBILE GBL
ENVIRONMENTS, WITH AN EMPHASIS ON GAMES DEVELOPED FOR MOODLE
AND OPEN SOURCE SYSTEMS. THE CHAPTER INCLUDES AN APPRECIATION OF THE
FACTORS THAT PREVENT THE INTEGRATION OF GAMES IN EDUCATIONAL SETTINGS.
THE AUTHORS DESCRIBE HOW THEY HAVE INCORPORATED VIDEO GAMES
INTO MOODLE, AND MADE THEM AVAILABLE ON MOBILE DEVICES USING JAVA2ME.
CHAPTER 50
A STUDY ON WH ETHER DIGITAL GAMES CAN AFFECT SPATIAL REASONING SKILLS
1086
ANDREA CORRADINI, UNIVERSITY O.LSOUTHERN DENL11ARK, DENMARK
IN THIS CHAPTER, CORRADINI EXPLORES HOW 20 RECREATIONAL PUZZLE GAMES CAN
IMPROVE BASIC SPATIAL SKILLS SUCH AS TI ITING, ROTATING AND FIIPPING.
THE AUTHOR DESCRIBES AN EXPERIMENT WITH STUDENTS FROM HIGH SCHOOLS
AND UNIVERSITIES, WHERE 20 SPATIAL MATHS PUZZLES WERE EMPLOYED TO
IMPROVE STUDENTS CONFIDENEE AND
PROBLEM-SOLVING SKILLS. CORRADINI EXPLAINS THE PRACTICAL AND THEORETIEAL
CONSIDERATIONS UNDERPINNING
THE DESIGN OF THE GAMES USED IN THE STUDY. RESLLLTS SHOW THAT THE GAME,
WHICH OFFERED MANY CHALLENGES
IN TERMS OF FORWARD-PLANNING, DECISION-MAKING AND SPATIAL SKILLS, HELPED
USERS TO VISUALIZE THE PROBLEM
MENTALLY, AND TO ELABORATC A SUECESSFUL STRATEGY.
CHAPTER 51
LEADER.EDU: USING INTERACTIVE SCENARIO-BASED SIMULATIONS FOR LEADERSHIP
DEVELOPMENT 1111
BRENT D. RUBEN, RUTGERS UNIVERSITY, USA
KATHLEEN M. IMLL1ORDINA, RUTGERS UNIVERSITY, USA SHERRIE TRAMP. RUTGERS
UNIVERSITY, USA BRIAN AGNEW. RUTGERS UNIVERSITY, USA
IN THIS CHAPTER, RUBEN, IMMORDINO, TROMP, AND AGNEW DESCRIBE THE
DIFFERENT APPROACHES TO, AND CRITICAL CHALLENGES IN, LEADERSHIP
DEVELOPMENL. THEY EXPLAIN HOW SIMULATIONS AND VIDEO GAMES OFFER A
COMPELLING APPROACH BECAUSE THEY CAN BE DESIGNED TO ADDRESS MANY
DIMENSIONS OF LEADERSHIP AND INTEGRATE
THE BENEFITS OF OTHER INSTRUCTIONAL APPROACHES. THE AUTHORS DESCRIBE
LEADER.EDU, A SCENARIO-BASED
SIMULATION THAT IS DESIGNED TO ENGAGE PARTICIPANTS IN STRATEGIC
LEADERSHIP LEARNING EXPERIENCES, USING
A COMBINATION OF ONLINE ACCESS AND INTERACTIVE DIALOGUES AND FEEDBACK.
THE AUTHORS LIST, DEFINE AND
EXPLAIN THE THEORETICAL FOUNDATIONS FOR THIS SOFTWARE, AS WEIL AS ITS
STRUCTURE AND CONTENT, IN TERMS OF
PEDAGOGY AND INTERACTION. THEY ALSO PROVIDE GENERAL RECOMMENDATIONS,
BASED ON THEIR EXPERIENCE, FOR
THOSE WHO PLAN ON DEVELOPING SIMULATION GAMES ON A SIMILAR TOPIC.
IMAGE 26
CHAPTER 52
DIGITAL PROPENSITY: AN INVESTIGATION OFVIDEO GAME AND INFORMATION AND
CORNMUNICATION TECHNOLOGY PRACTICES 1148
BOAVENTURA DACOSTA, SOLERS RESEARCH GROUP, USA ANGELIQUE NASAH, SOLERS
RESEARCH GROUP, USA CAROLYN KINSEIL, SOLERS RESEARCH GROUP, USA SOONHWA
SEOK, UNIVERSITY 0/ KANSAS, USA
IN THIS CHAPTER, DACOSTA, NASAH, KINSELL, AND SEOK IDENTIFY THE GAMING
PROPENSITY OF 580 POST-SECONDARY SCHOOL STUDENTS THROUGH A SURVEY.
RESULTS SUGGEST THAT AGE, GENDER, AND SOCIOECONOMIC STATUS ARE COMPOSITE
FACTORS THAT CONTRIBUTE TO GAMING. THE FINDINGS HAVE A NUMBER OF
IMPLICATIONS FOR EDUCATORS, POLICY-MAKERS, PRACTITIONERS, RESEARCHERS,
INSTRUCTIONAL TECHNOLOGISTS, AND GAME DEVELOPERS ACROSS BOTH THE
EDUCATION SPECTRUM AND THE ENTERTAINMENT INDUSTRY, FOR THE USE AND
DEVELOPMENT OF VIDEO GAMES.
COMPILATION OF REFERENCES 1174
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV037476992 |
| classification_rvk | DG 9400 |
| ctrlnum | (DE-599)BVBBV037476992 |
| discipline | Pädagogik |
| format | Book |
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| id | DE-604.BV037476992 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T23:25:00Z |
| institution | BVB |
| isbn | 9781609604950 9781609604967 |
| language | English |
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| publisher | Information Science Reference |
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| spelling | Handbook of research on improving learning and motivation through educational games multidisciplinary approaches ed. by Patrick Felicia Improving learning and motivation through educational games Hershey Information Science Reference txt rdacontent n rdamedia nc rdacarrier Spieltheorie Pädagogik (DE-588)4182286-9 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Spieltheorie Pädagogik (DE-588)4182286-9 s DE-604 Felicia, Patrick Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022628591&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Handbook of research on improving learning and motivation through educational games multidisciplinary approaches Spieltheorie Pädagogik (DE-588)4182286-9 gnd |
| subject_GND | (DE-588)4182286-9 (DE-588)4143413-4 |
| title | Handbook of research on improving learning and motivation through educational games multidisciplinary approaches |
| title_alt | Improving learning and motivation through educational games |
| title_auth | Handbook of research on improving learning and motivation through educational games multidisciplinary approaches |
| title_exact_search | Handbook of research on improving learning and motivation through educational games multidisciplinary approaches |
| title_full | Handbook of research on improving learning and motivation through educational games multidisciplinary approaches ed. by Patrick Felicia |
| title_fullStr | Handbook of research on improving learning and motivation through educational games multidisciplinary approaches ed. by Patrick Felicia |
| title_full_unstemmed | Handbook of research on improving learning and motivation through educational games multidisciplinary approaches ed. by Patrick Felicia |
| title_short | Handbook of research on improving learning and motivation through educational games |
| title_sort | handbook of research on improving learning and motivation through educational games multidisciplinary approaches |
| title_sub | multidisciplinary approaches |
| topic | Spieltheorie Pädagogik (DE-588)4182286-9 gnd |
| topic_facet | Spieltheorie Pädagogik Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022628591&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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