Design and implementation of educational games: theoretical and practical perspectives
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Reference
2010
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index -- "This book will give readers a solid understanding of issues in educational game design and deployment in the classroom"--Provided by publisher. |
| Beschreibung: | xxvii, 512 p. ill. 29 cm |
| ISBN: | 1615207813 9781615207817 |
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| 245 | 1 | 0 | |a Design and implementation of educational games |b theoretical and practical perspectives |c Pavel Zemliansky, Diane Wilcox, [editors] |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
TABLE OF CONTENTS
FOREWORD XX
PREFACE XXI I
ACKNOWLEDGMENT XXVI I
SEETION 1
THEORETICAL CONSIDERATIONS
CHAPTER 1 GAMES AND SIMULATIONS IN TRAINING: FACTORS TO CONSIDER WHEN
DESIGNING FOR ADULT LEAMERS I
COURTNEY URAM, JAMES MADISON UNIVERSITY, USA DIANE WILCOX, JAMES MADISON
UNIVERSITY, USA JANE THALI, JAMES MADISON UNIVERSITY, USA
CHAPTER 2 EXPLAINING THE EDUCATIONAL POWER OF GAMES 17
TIMO LAINEMA, TURKU SCHOOL OF ECONOMICS, FINLAND EELI SAARINEN, TURKU
SCHOOL OF ECONOMICS, FINLAND
CHAPTER3 EDUCATIONAL SIMULATIONS: LEAMING FROM THE PAST AND ENSURING
SUCCESS IN THE FUTURE 32
DAVID A. GURALNICK, KALEIDOSCOPE LEARNING, USA CHRISTINE LEVY,
KALEIDOSCOPE LEARNING, USA
CHAPTER 4 MODELS OF POLITICS AND SOCIETY IN VIDEO GAMES 47
TOBIAS BEVC, GOETHE-UNIVERSITT FRANKFURT AM MAIN, GERMANY
CHAPTER 5 A PROPOSED FRAMEWORK FOR STUDYING EDUCATIONAL VIRTUAL WORLDS
65
RICARDO JAVIER RADEMACHER MENA, FUTUR-E-SCAPE, LLE, USA
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CHAPTER6
THE DYNAMICS OFVIDEO GAMING: INFLUENCES AFFECTING GAME PLAY AND LEARNING
78
SANDRA SCHAMROTH ABRAMS, ST. JOHN S UNIVERSITY, USA
SECTION 2
APPLYING THEORY TO GAME DESIGN
CHAPTER 7 EXPLORATORY DIGITAL GAMES FOR ADVANCED SKILLS: THEORY AND
APPLICATION 92
JUAN CARLOS SANCHEZ-LOZANO, CONCORDIA UNIVERSITY, CANADA
CHAPTER8 DESIGNING EDUCATIONAL GAMES: A PEDAGOGICAL APPROACH 108
STEPHEN TANG, LIVERPOOL JOHN MOORES UNIVERSITY, UK
MARTIN HANNEGHAN, LIVERPOOL JOHN MOORES UNIVERSITY, UK
CHAPTER9 MOVING TO THE NEXT LEVEL: DESIGNING EMBEDDED ASSESSMENTS INTO
EDUCATIONAL GAMES 126
JODY S. UNDERWOOD, PRAGMATIC SOLUTIONS, INC., USA
STACY KRUSE, PRAGMATIC SOLUTIONS, INC., USA PETER JAKL, PRAGMATIC
SOLUTIONS, INC., USA
CHAPTER 10 THE DESIGN OF A HEALTH LITERACY GAME: FACE THE CASE 141
JENNIFER MCCABE, JAMES MADISON UNIVERSITY, USA
CHAPTER 11 THE APPLICATION OF ACTIVITY THEORY IN THE DESIGN OF
EDUCATIONAL SIMULATION GAMES 154
PAUL PEACHEY, UNIVERSITY OFGLAMORGAN, UK
CHAPTER 12 THE LEARNING TOOLKIT: THE DESIGN, DEVELOPMENT, TESTING AND
DISSEMINATION OF EV IDENCE- BASED EDUCATIONAL SOFTWARE I 68
PHILIP C. ABRAMI, CONCORDIA UNIVERSITY, CANADA
ROBERT S. SAVAGE, MCGILL UNIVERSITY, CANADA GIA DELEVEAUX, CONCORDIA
UNIVERSITY, CANADA ANNE WADE, CONCORDIA UNIVERSITY, CANADA ELIZABETH
MEYER, CONCORDIA UNIVERSITY, CANADA
CATHERINE LEBEL, CONCORDIA UNIVERSITY, CANADA
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SECTION 3
USING GAMES IN EDUCATION
CHAPTER 13 GAMES AND THE DEVELOPMENT OF STUDENTS CIVIE ENGAGEMENT AND
EEOLOGIEAL STEWARDSHIP 189
JANIEE L. ANDERSON, UNIVERSITY OFNORTH CAROLINA- CHAPEL HILL, USA
CHAPTER 14 QUESTS AND AEHIEVEMENTS IN THE CLASSROOM 206
MATTHEW BARTON, ST. CLOUD STATE UNIVERSITY, USA KEVIN MOBERLEY, OLD
DOMINION UNIVERSITY, USA
CHAPTER 15 MODIFYING POPULAR BOARD GAMES TO ILLUSTRATE COMPLEX STRATEGIE
CONEEPTS:
A COMPARISON WITH A PROFESSIONAL COMPUTER SIMULATION 226
SEOTT GALLAGHER, JAMES MADISON UNIVERSITY, USA DAVID CAVAZOS, JAMES
MADISON UNIVERSITY, USA STEPHEN HARPER, JAMES MADISON UNIVERSITY, USA
CHAPTER 16 ANIMATED COMPUTER EDUEATION GAMES FOR STUDENTS WITH ADHD:
EVALUATING THEIR DEVELOPMENT AND EFFEETIVENESS AS INSTRUETIONAL TOOLS
235
KIM B. DIELMANN, UNIVERSITY OFCENTRAL ARKANSAS, USA JULIE MEAUX,
UNIVERSITY OFCENTRAL ARKANSAS, USA
CHAPTER 17 ADULT LEAMING AND VIRTUAL WORLDS SIMULATIONS 252
MIEHELE D. ESTES, JAMES MADISON UNIVERSITY, USA RANDEIL SNOW, JAMES
MADISON UNIVERSITY, USA
CHAPTER 18 USING COMMEREIAL-OFF-THE-SHELFVIDEO GAMES TO FAEILITATE
HABITS OFMIND:
SPORE* IN THE SEVENTH GRADE LIFE SEIENEE CLASSROOM 262
MIEHAEL A. EVANS, VIRGINIA TEEH, USA
CHAPTER 19 CLIEK, YOU RE IT! THE ROLE OF GAMES IN THE K-12 EDUEATIONAL
SETTING 278
KAREN KELLISON, JAMES MADISON UNIVERSITY, USA GEORGE FONT, JAMES MADISON
UNIVERSITY, USA
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CHAPTER20
VIDEO GAMES IN EDUCATION: OPPORTUNITIES FOR LEAMING BEYOND RESEARCH
CLAIMS AND ADVERTISING HYPE 293
P.G. SCHRADER, UNIVERSITY OFNEVADA, USA KIMBERLY A. LAWLESS, UNIVERSITY
OF ILLINOIS, USA HASAN DENIZ, UNIVERSITY OFNEVADA, USA
CHAPTER 21 BENEFITS OFVIDEO AND EYE TOY GAMING FOR CHILDREN WITH AUTISM
315
NAVA SI/TON, FORDHAM UNIVERSITY, USA ANN HIGGINS D ALESSANDRO, FORDHAM
UNIVERSITY, USA
CHAPTER 22 GAMING AND SIMULATION: TRAINING, AND THE MILITARY 341
SHEI/A SEITZ, WINDWALKER CORPORATION, USA COURTNEY URAM, JAMES MADISON
UNIVERSITY, USA
CHAPTER 23 DESIGN-RESEARCHING GAMESTAR MECHANIC: INTEGRATING SOUND
LEAMING THEORY INTO A GAME ABOUT GAME DESIGN 358
IVAN ALEX GAMES, MICHIGAN STATE UNIVERSITY, USA
CHAPTER24 SECOND LIFE AS A TOOL FOR ENGAGING STUDENTS ACROSS THE
CURRICULUM 378
KATHRYN E. STEVENS, JAMES MADISON UNIVERSITY, USA S.E. KRUCK, JAMES
MADISON UNIVERSITY, USA JEREMY HAWKINS, JAMES MADISON UNIVERSITY, USA
SUZANNE C. BAKER, JAMES MADISON UNIVERSITY, USA
CHAPTER25 COLLABORATIVE ONLINE ROLEPLAY FOR ADULT LEAMERS 393
PAUL PIVEC, DEAKIN UNIVERSITY, AUSTRALIA MAJA PIVEC, UNIVERSITY OF
APPLIED SCIENCES, AUSTRIA
CHAPTER26 EXERLEAMING: MOVEMENT, FITNESS, TECHNOLOGY AND LEAMING 409
JUDY SHASEK, EXERLEARNING
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CHAPTER 27
DESIGNING SERIOUS GAMES FOR PEOPLE WITH DUAL DIAGNOSIS: LEAMING
DISABILITIES AND SENSORY IMPAIRMENTS 424
DAVID J. BROWN, NOTTINGHAM TRENT UNIVERSITY, CLIFTON CAMPUS, UK PENNY
STANDEN, UNIVERSITY 0/ NOTTINGHAM, UK LINDSAY EVETT, NOTTINGHAM TRENT
UNIVERSITY, CLIFTON CAMPUS, UK STEVEN BATTERSBY, NOTTINGHAM TRENT
UNIVERSITY, CLIFTON CAMPUS, UK
NICK SHOPLAND, NOTTINGHAM TRENT UNIVERSITY, CLIFTON CAMPUS, UK
COMPILATION OF REFERENCES 440
ABOUT THE CONTRIBUTORS 496
INDEX 507
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DETAILED TABLE OF CONTENTS
FOREWORD XX
PREFACE XXI I
ACKNOWLEDGMENT XXVI I
SECTION 1
THEORETICAL CONSIDERATIONS
CHAPTER 1 GAMES AND SIMULATIONS IN TRAINING: FACTORS TO CONSIDER WHEN
DESIGNING FOR ADU IT LEARNERS I
COURTNEY URAM, JAMES MADISON UNIVERSITY, USA DIANE WILCOX, JAMES MADISON
UNIVERSITY, USA JANE THALI, JAMES MADISON UNIVERSITY, USA
THE PURPOSE OFTHIS CHAPTER IS TO PROVIDE A REVIEW OFTHE RESEARCH
LITERATURE ON THE USE OF GAMING AND SIMULATION IN ADULT AND PROFESSIONAL
EDUCATION. THE CHAPTER WILL DESCRIBE THE DIFFERENCE BETWEEN GAMES AND
SIMULATION; PROVIDE A REVIEW OFTHE HISTORY OF GAMES IN ADULT EDUCATION;
INVESTIGATE IMPORTANT AUDIENCE CHARACTERISTICS, INCLUDING GENERATIONAL
DIFFERENCES; EXAMINE HOW GAMES AFFECT MOTIVATION; AND
DISCUSS THE APPLICATION OFLEARNING THEORIES AND INSTRUCTIONAL MODELS TO
GAME DESIGN. THE IMPACT OF GAMES ON LEARNING, ESPECIALLY FOR THOSE BORN
AFTER 1980, IS PROFOUND. GAMES AND SIMULATIONS DELIVERED USING A VARIETY
OF TECHNOLOGIES MAY BE AN INTEGRAL PART OF THE EDUCATIONAL MIX OFFERED
BY CORPORATE TRAINERS IN THE NEAR FUTURE.
CHAPTER 2 EXPLAINING THE EDUCATIONAL POWER OFGAMES 17
TIMO LAINEMA, TURKU SCHOOL 0/ ECONOMICS, FINLAND EELI SAARINEN, TURKU
SCHOOL 0/ ECONOMICS, FINLAND
THIS CHAPTER INTRODUCES TWO VIEWS OF LEARNING RELEVANT FOR GAME-BASED
LEARNING: EXPERIENTIAL LEARNING THEORY AND THE CONSTRUCTIVIST VIEW ON
LEARNING. WE WILL FIRST DISCUSS, HOW THESE VIEWS EXPLAIN LEARNING FROM A
PERSPECTIVE THAT IS RELEVANT FOR GAME-BASED LEARNING. WE WILL ALSO
EVALUATE, HOW THESE VIEWS ON
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LEARNING RELATE TO ASSESSMENT OF LEARNING THROUGH GAMING. LAST, WE WILL
CONCRETIZE THE DIVERSITY OF THE
POTENTIALLEARNING OUTCOMES OF GAMING: HOW, FOR EXAMPLE, THE LEARNER S
PREVIOUS KNOWLEDGE, PERSONALITY, THE TEAM MEMBERS AFFECT THE LEARNING
EXPERIENCE AND OUTCOME. ACCORDING TO CONSTRUCTIVISM, LEAMING IS A
CONSTRUCTIVE PROCESS IN WHICH THE LEARNER IS BUILDING AN INTERNAL
REPRESENTATION OFKNOWLEDGE. THIS IS SOMETHING TO WHICH GAME-BASED
EDUCATION CLEARLY ADDS VALUE TO.
CHAPTER3 EDUCATIONAL SIMULATIONS: LEARNING FROM THE PAST AND ENSURING
SUCCESS IN THE FUTURE 32
DAVID A. GURALNICK, KALEIDOSCOPE LEARNING, USA CHRISTINE LEVY,
KALEIDOSCOPE LEARNING, USA
LEARN-BY-DOING SIMULATIONS CAN PROVIDE TREMENDOUSLY EFFECTIVE LEARNING.
THIS CHAPTER EXAMINES PREVIOUS AND CURRENT WORK IN THE AREA OF
EDUCATIONAL SIMULATIONS AND LOOKS AHEAD TOWARD SEVERAL POTENTIAL FUTURES
IN THE FIELD. THE CHAPTER INC1UDES A NUMBER OF SIMULATION-BASED SUCCESS
STORIES AND CASE STUDIES FROM PAST YEARS, ALONG WITH A DISCUSSION OFWHY
THEY WORKED AS WELL AS WHAT COULD HAVE BEEN DONE BETTER. IT ALSO
DESCRIBES APPROACH ES TO ENSURE THAT A SIMULATION IS EDUCATIONALLY
EFFECTIVE WHILE STILL BEING ENGAG-
ING AND EVEN ENTERTAINING. IN ADDITION, THE CHAPTER INCLUDES A DESIGN
AND DEVELOPMENT PROCESS THAT CAN BE FOLLOWED IN ORDER TO MAXIMIZE THE
EDUCATIONAL VALUE AND USABILITY OF A SIMULATION
CHAPTER4 MODELS OF POLITICS AND SOCIETY IN VIDEO GAMES 47
TOBIAS BEVC, GOETHE-UNIVERSITT FRANLIFURT AM MAIN, GERMANY
THIS ESSAY WILL DEAL WITH THE QUESTION OF WHICH MODELS OF SOCIAL POLICY
AND SOCIAL STRUCTURES CAN BE FOUND IN VIDEO GAMES. THIS CHAPTER WILL
EXAMINE THE RELATIONSHIP BETWEEN THESE MODELS, THE STORIES (NARRATIONS)
PROVIDED BY THE GAMES, AND THE STORIES AND MODELS CREATED BY THE PLAYERS
THEMSELVES. THIS EXAMINATION WILL BE FOLLOWED BY A DISCUSSION OFTWO
TYPES OFVIRTUAL MODELS OF SOCIAL POLITICS AND SOCIAL
STRUCTURES. IN THIS DISCUSSION, LIGHT WILL BE SHED ON THE DIFFERENT
MODELS OF SOCIAL POLICY AND SOCIAL STRUCTURES THAT APPEAR IN THE CONTEXT
OFVIDEO GAMES. IN ANALYZING THESE MODELS WITHIN GAMES, THE QUESTION IS
NOT WHETHER VIDEO GAMES HAVE AN INFLUENCE. RATHER, THE QUESTION IS WHAT
MAY CHILDREN AND ADOLESCENTS LEARN FROM OFF-THE-SHELF VIDEO GAMES WITH
RESPECT TO POLITICAL EDUCATION, POLITICAL SOCIALIZATION AND THE FORMING
OFPOLITICAL IDENTITY?
CHAPTER 5 A PROPOSED FRAMEWORK FOR STUDYING EDUCATIONAL VIRTUAL WORLDS
65
RICARDO JAVIER RADEMACHER MENA, FUTUR-E-SCAPE, LLC, USA
THERE ARE SEVERAL THEORIES ABOUT ENTERTAINMENT AND EDUCATION. SOME, LIKE
CAILLOIS PLAY DOMAINS, CATEGORIZE BROAD DOMAINS OF PLAY. OTHERS, LIKE
GARDNER S MULTIPLE INTELLIGENCES, CATEGORIZE NARROWLY DEFINED TYPES OF
INTELLIGENCES. TO THE AUTHOR S KNOWLEDGE HOWEVER, THERE HAS NEVER BEEN A
MIX OF ENTER-
TAINMENT AND EDUCATION THEORIES IN A SINGLE CONCEPTUAL FRAMEWORK. IN
THIS CHAPTER, A FRAMEWORK WILL BE SYSTEMATICALLY BUILT CALLED THE
EDUCATION AND ENTERTAINMENT (EE) GRID. THIS GRID WILL SHOWCASE HOW
ENTERTAINMENT THEORIES FROM ROBERT CAILLOIS AND RICHARD BARTLE CAN BE
APPLIED TO EDUCATIONAL CONTEXTS AND
IMAGE 8
HOW EDUCATIONAL THEORIES FROM BENJAMIN BLOOM AND HOWARD GARDNER CAN BE
APPLIED TO ENTERTAINMENT
CONTEXTS. A WIDE SPECTRUM OF EDUCATION AND ENTERTAINMENT THEORIES WILL
FIRST BE REVIEWED AND SPECIAL ATTENTION WILL BE GIVEN TO THE FOUR
THEORIES COMPRISING THE EE GRID. TWO INDIVIDUAL GRIDS, THE ENT AND EDU
GRIDS, WILL THEN BE BUILT AS A PRELIMINARY STEP TO CONSTRUCTING THE
FIRST VERSION OFTHE EE GRID. ONCE BUILT, A COMPARISON WITH OTHER SIMILAR
FRAMEWORKS IN THE FIELD OF GAME DESIGN WILL BE DISCUSSED. FINALLY,
A FEW HYPOTHETICAL EXAMPLES OFHOW THE EE GRID COULD BE USED WILL BE
PRESENTED.
CHAPTER 6 THE DYNAMICS OFVIDEO GAMING: LNFLUENCES AFFECTING GAME PLAY
AND LEAMING 78
SANDRA SCHAMROTH ABRAMS, ST. JOHN S UNIVERSITY, USA
THE IDEA OF BRIDGING LITERACIES HAS BEEN A TOPIC OF MUCH RESEARCH AND
THEORY, AND EDUCATORS CONTINUE TO STRUGGLE TO HELP STUDENTS UNDERSTAND
HOW THEIR LEAMING TRANSCENDS THE CLASSROOM WALLS. CONTRIBUTING TO THE
DISCUSSION, THIS CHAPTER FOCUSES ON FACTORS INFLUENCING VIDEO GAME
LEAMING, EXAMINING THE DECISIONS AND GAME PLAY OF EIGHT ACADEMICALLY
STRUGGLING ELEVENTH GRADE MALES. DATA FROM TWO RELATED
QUALITATIVE STUDIES REVEAL THAT DIRECT AND PERIPHERAL FACTORS INFLUENCED
STUDENTS GAME PLAY. FINDINGS FROM THESE TWO STUDIES ARE IMPORTANT TO
THE DISCUSSION OF EDUCATIONAL GAMING BECAUSE THEY CAN INFORM EDUCATORS
OF STUDENTS STRUGGLES AND SUCCESSES IN LEAMING OUTSIDE THE CLASSROOM.
OVERALL, THE EVALUATION OF STUDENTS VIDEO GAMING CAN PROVIDE EDUCATORS
INSIGHT INTO THE AFFORDANCES OF THIS DIGITAL LITERACY AND
ISSUES AFFECTING STUDENT LEAMING OUTSIDE THE CLASSROOM.
SECTION 2
APPLYING THEORY TO GAME DESIGN
CHAPTER7 EXPLORATORY DIGITAL GAMES FOR ADVANCED SKILLS: THEORY AND
APPLICATION 92
JUAN CARLOS SANCHEZ-LOZANO, CONCORDIA UNIVERSITY, CANADA
BASED ON COGNITIVE FLEXIBILITY THEORY, THIS CHAPTER PRESENTS A FRAMEWORK
FOR THE CONCEPTION, DESIGN, AND DEVELOPMENT OF A KNOWLEDGE NETWORK THAT
CAN BE USED IN EXPLORATORY INSTRUCTIONAL DIGITAL GAMES.
THE INSTRUCTIONAL STRUCTURE CONSISTS OF A SET OF NODES, EACH ASSOCIATED
WITH A SPECIFIC LEVEL OF CONCEPTUAL RESTRUCTURING AND A SET OF
RESOURCES, BOTH PERCEPTUAL AND PHYSICAL, THAT CAN HELP THE LEAMER/PLAYER
ACHIEVE RESOLUTION. THE RESULTING CONFLICT FIELD IS USED TO DETERMINE
THE GAME STRUCTURE. DISTRIBUTED AND EMBODIED COGNITION RESEARCH IS USED
TO LINK INSTRUCTIONAL OBJECTIVES WITH AVAILABLE GAME RESOURCES AT THE
TASK
LEVEL. AS A RESULT A BETTER ALIGNMENT IS OBTAINED BETWEEN THE
INSTRUCTIONAL OBJECTIVES AND THE GAME CORE MECHANICS. THE APPLICATION OF
THE FRAMEWORK IS THEN ILLUSTRATED BY USING IT TO OUTLINE THE DESIGN
PROCESS OF AGAME TO LEAM COMPUTER PROGRAMMING.
CHAPTER8 DESIGNING EDUCATIONAL GAMES: A PEDAGOGICAL APPROACH 108
STEPHEN TANG, LIVERPOOL JOHN MOORES UNIVERSITY, UK MARTIN HANNEGHAN,
LIVERPOOL JOHN MOORES UNIVERSITY, UK
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PLAY HAS BEEN AN INFORMAL APPROACH TO TEACH YOUNG ONES THE SKILLS OF
SURVIVAL FOR CENTURIES. WITH ADVANCE-
MENTS IN COMPUTING TECHNOLOGY, MANY RESEARCHERS BELIEVE THAT COMPUTER
GAMES CAN BE USED AS A VIABLE TEACHING AND LEAMING TOOL TO ENHANCE A
STUDENT S LEAMING. IT IS IMPORTANT THAT THE EDUCATIONAL CONTENT OFTHESE
GAMES IS WEIL DESIGNED WITH MEANINGFUL GAME-PLAY BASED ON PEDAGOGICALLY
SOUND THEORIES TO ENSURE CONSTRUCTIVE LEAMING. THIS CHAPTER FEATURES
THEORETICAL ASPECTS OF GAME DESIGN FROM A PEDAGOGI-
CAL PERSPECTIVE. IT SERVES AS A USEFUL GUIDE FOR EDUCATIONAL GAME
DESIGNERS TO DESIGN BETTER EDUCATIONAL GAMES FOR USE IN GAME-BASED
LEAMING. THE CHAPTER PROVIDES ABRIEF OVERVIEW OF EDUCATIONAL GAMES AND
GAME-BASED LEAMING BEFORE HIGHLIGHTING THEORIES OF LEAMING THAT ARE
RELEVANT TO EDUCATIONAL GAMES.
SELECTED THEORIES OF LEAMING ARE THEN INTEGRATED INTO CONVENTIONAL GAME
DESIGN PRACTICES TO PRODUCE A SET OF GUIDELINES FOR EDUCATIONAL GAMES
DESIGN.
CHAPTER9 MOVING TO THE NEXT LEVEL: DESIGNING EMBEDDED ASSESSMENTS INTO
EDUCATIONAL GAMES 126
JODY S. UNDERWOOD, PRAGMATIE SOLUTIONS, INE., USA STAEY KRUSE, PRAGMATIE
SOLUTIONS, INE., USA PETER JAKL, PRAGMATIE SOLUTIONS, INE., USA
THE EDUCATIONAL RESEARCH COMMUNITY HAS BEEN EXPERIMENTING WITH
EDUCATIONAL GAMES WITH A FOCUS ON PEDAGOGY AND CURRICULUM, BUT LITTLE
EFFORT HAS BEEN MADE TO ASSESS WHAT STUDENTS ARE ACTUALLY LEAMING IN
THESE ENVIRONMENTS. DESIGNING EMBEDDED ASSESSMENTS INTO GAMES IS ONE
OFTHE CRITICAL GATEWAYS TO
CREATING LEAMING TOOLS THAT ARE MAXIMALLY ENGAGING FOR THE LEAMER, USING
SOUND PEDAGOGICAL METHODOLOGY AS A FOUNDATION. WE REVIEW THE RESEARCH IN
THIS AREA AND DESCRIBE TECHNOLOGY THAT FACILITATES NEAR REAL-TIME DATA
COLLECTION THROUGH EMBEDDED ASSESSMENTS, VISUAL DATA MINING, INFERENCE
MECHANISMS, AND DYNAMIC INDIVIDUALIZATION. WE THEN DESCRIBE A
METHODOLOGY FOR CREATING VALID EMBEDDED ASSESSMENTS
AND IDENTIFY TYPES OF DATA THAT CAN BE COLLECTED FROM GAMING
ENVIRONMENTS ALONG WITH APPROACH ES FOR ANALYSIS, ALL TOWARD THE GOAL OF
INDIVIDUALIZED ADAPTATION.
CHAPTER 10 THE DESIGN OF A HEALTH LITERACY GAME: FACE THE CASE 141
JENNIFER MECABE, JAMES MADISON UNIVERSITY, USA
THIS CHAPTER DESCRIBES THE DESIGN AND DEVELOPMENT OF AGAME THAT WAS
CREATED TO TEACH UNDERGRADUATE STUDENTS CONCEPTS RELATED TO HEALTH
IITERACY. ABRIEF DISCUSSION OFTHE NATURE OF GAMES AND HOW AND WHY THEY
APPEAL TO COLLEGE STUDENTS IS FOLLOWED BY A SYNOPSIS OF SOME OF THE
LITERATURE THAT INFLUENCED THE DESIGN OFTHE GAME IN 2005. THE CHAPTER
GOES ON TO DESCRIBE THE GAME IN DETAIL, INCLUDING THE LEAMING
OBJECTIVES, GAMEPLAY ELEMENTS, DESIGN CHALLENGES, AND SKILLS INCLUDED.
THE CHAPTER WILL CONCLUDE WITH A DISCUSSION OF SOME EVALUATIONS THAT
WERE DONE ON THE GAME AND DIRECTION FOR FUTURE DEVELOPMENT.
CHAPTER 11 THE APPLICATION OF ACTIVITY THEORY IN THE DESIGN OF
EDUCATIONAL SIMULATION GAMES 154
PAUL PEAEHEY, UNIVERSITY OFGLAMORGAN, UK
IMAGE 10
AS YOU READ THIS TEXT YOU PERFORM AN ACTIVITY. ACTIVITY IS LITERALLY
EVERYTHING WE DO AND YET WE ARE
UNAWARE OF MOST OF OUR OPERATIONS. IN THIS CHAPTER, I WILL DESCRIBE
ACTIVITY THROUGH A PSYCHOLOGICALLENS AND EXPLAIN HOW THIS RELATES TO THE
PROCESS OF LEAMING. THE CONCEPTUAL INSTRUMENT USED FOR ANALYSIS IS
ACTIVITY THEORY ; A CULTURAL-HISTORICAL CONCEPT THAT WAS FORMULATED IN
RUSSIA DURING THE 1920S. I WILL OFFER SUGGESTIONS AS TO HOW ACTIVITY
THEORY MAY BE USED IN THE DESIGN OF COMPUTER SIMULATION GAMES DIRECTED
AT EDUCATION AND HIGHLIGHT ITS CONCEPTUAL UNDERPINNINGS. IN THE LATTER
PART OFTHE CHAPTER, I OFFER POSSIBLE DIRECTIONS FOR FURTHER RESEARCH IN
THIS FIELD.
CHAPTER 12 THE LEAMING TOOLKIT: THE DESIGN, DEVELOPMENT, TESTING AND
DISSEMINATION OF EVIDENCE-BASED EDUCATIONAL SOFTWARE 168
PHILIP C. ABRAMI, CONCORDIA UNIVERSITY, CANADA ROBERT S. SAVAGE, MCGILI
UNIVERSITY, CANADA GIA DELEVEAUX, CONCORDIA UNIVERSITY, CANADA ANNE
WADE, CONCORDIA UNIVERSITY, CANADA
ELIZABETH MEYER, CONCORDIA UNIVERSITY, CANADA CATHERINE LEBEI, CONCORDIA
UNIVERSITY, CANADA
IN THIS CHAPTER WE SUMMARIZE THE DESIGN, DEVELOPMENT, TESTING, AND
DISSEMINATION OF THE LEAMING TOOLKIT~URRENTLY A SUITE OFTHREE HIGHLY
INTERACTIVE, MULTIMEDIA TOOLS FOR LEAMING. ABRACADABRA IS EARLY IITERACY
SOFTWARE DESIGNED TO ENCOURAGE THE DEVELOPMENT OF READING AND WRITING
SKILLS OF EMERGING READERS, ESPECIALLY STUDENTS AT-RISK OF SCHOOL
FAILURE. WE HIGHLIGHT THE IMPORTANT MODULAR DESIGN
CONSIDERATIONS UNDERLYING ABRACADABRA; HOW IT SCAFFOLDS AND SUPPORTS
BOTH TEACHERS AND STUDENTS; THE EVIDENCE ON WH ICH IT BASED; THE RESULTS
OFFIELD EXPERIMENTS DONE TO DATE; AND DIRECTIONS FOR FUTURE RESEARCH,
DEVELOPMENT, AND APPLICATIONS. WE ALSO PRESENT EPEARL AND EXPLAIN HOW IT
CAN BE USED WITH ABRACADABRA TO PROMOTE SELF-REGULATION, COMPREHENSION
AND WRITING. WE BRIEFLY DISCUSS ISIS-2L THE PROTOTYPE OF A TOOL DESIGNED
TO ENHANCE STUDENT INQUIRY SKILLS AND PROMOTE INFORMATION LITERACY. AS
AN EVIDENCE-BASED TOOLKIT AVAILABLE WITHOUT CHARGE TO EDUCATORS, WE
BELIEVE THE SUITE OFTOOLS COMPRISING THE LEAMING TOOLKIT BREAK NEW
GROUND IN BRINGING RESEARCH EVIDENCE TO PRACTICE IN WAYS THAT PROMOTE
WIDE SCALE AND SUSTAINABLE CHANGES IN TEACHING AND LEAMING USING
TECHNOLOGY.
SECTION 3
USING GAMES IN EDUCATION
CHAPTER 13 GAMES AND THE DEVELOPMENT OF STUDENTS CIVIC ENGAGEMENT AND
ECO LOGICAL STEWARDSH IP 189
JANICE L. ANDERSON, UNIVERSITY OI NORTH CAROLINA - CHAPEL HILI, USA
IN RECENT YEARS, RESEARCHERS AND CLASSROOM TEACHERS HAVE STARTED TO
EXPLORE PURPOSEFULLY DESIGNED COMPUTER/VIDEO GAMES IN SUPPORTING STUDENT
LEAMING. THIS INTEREST IN VIDEO AND COMPUTER GAMES HAS ARISEN IN PART,
BECAUSE PRELIMINARY RESEARCH ON EDUCATIONAL VIDEO AND COMPUTER GAMES
INDICATES THAT LEVERAGING THIS TECHNOLOGY HAS THE POTENTIAL TO IMPROVE
STUDENT MOTIVATION, INTEREST, AND ENGAGEMENT IN LEAMING
IMAGE 11
THROUGH THE USE OF A FAMILIAR MEDIUM (GEE, 2005; MAYO, 2009; SQUIRE,
2005; SHAFFER, 2006). WHILE MOST
OFTHIS EARLY RESEARCH HAS FOCUSED ON THE IMPACT OF GAMES ON ACADEMIC AND
SOCIAL OUTCOMES, RELATIVELY FEW STUDIES HAVE BEEN CONDUCTED EXPLORING
THE INFLUENCE OF GAMES ON CIVIC ENGAGEMENT (LENHART ET AL, 2008). THIS
CHAPTER WILL SPECIFICALLY LOOK AT HOW QUEST ATLANTIS, AGAME DESIGNED FOR
LEARNING, CAN POTENTIALLY BE UTILIZED TO FACILITATE THE DEVELOPMENT OF
ECOLOGICAL STEWARDSHIP AMONG ITS PLAYERS/STUDENTS, THEREBY CONTRIBUTING
TO A MORE INFORMED DEMOCRATIC CITIZENRY.
CHAPTER 14 QUESTS AND ACHIEVEMENTS IN THE CLASSROOM 206
MATTHEW BARTON, ST. CLOUD STATE UNIVERSITY, USA KEVIN MOBERLEY, OLD
DOMINION UNIVERSITY, USA
THIS CHAPTER DISCUSSES HOW THE QUEST STRUCTURE AND ACHIEVEMENT SYSTEMS
SO PREVALENT IN POPULAR VIDEOGAMES CAN HELP TEACHERS AND DIRECTORS
REFORM THEIR PEDAGOGY. THE IDEA IS TO GIVE TEACHERS NEW WAYS TO GUIDE
AND MOTIVATE STUDENTS, INVESTING THEM MORE FULLY IN THE COURSE AND
ENCOURAGING THEM TO DEEPLY EXPLORE THE SUBJECT MATTER. THE CHAPTER
PROVIDES THEORETICAL SUPPORT FOR THIS MODEL AS WEIL AS PRACTICAL
ADVICE ON ITS IMPLEMENTATION.
CHAPTER 15 MODIFYING POPULAR BOARD GAMES TO ILLUSTRATE COMPLEX STRATEGIC
CONCEPTS:
A COMPARISON WITH A PROFESSIONAL COMPUTER SIMULATION 226
SCOTT GALLAGHER, JAMES MADISON UNIVERSITY, USA DAVID CAVAZOS, JAMES
MADISON UNIVERSITY, USA STEPHEN HARPER, JAMES MADISON UNIVERSITY, USA
SIMULATIONS CAN BE POWERFUL TOOLS IN HELPING STUDENTS LEARN ABOUT
STRATEGIC MANAGEMENT. THIS PAPER DISCUSSES THE VALUE OF SIMULATIONS IN
HELPING TO ILLUSTRATE THE IMPORTANCE OF CONTINGENEY, THE IMPOSSIBILITY
OF A PERFEET STRATEGY, PLANNING AHEAD, AND ALIGNING INTERNAL RESOUREES
TO EXTERNAL ENVIRONMENTS IN STRATEGIE MANAGEMENT CLASSES. WE ALSO
DISEUSS THE BENEFITS THAT SIMULATIONS EAN OFFER IN GOING BEYOND THE BOOK
AND CLASS, BEING INTERESTING, AND THE IMPORTANEE OF INSTRUMENTALITY IN
FAEILITATING STUDENT LEARN-
ING. THIS PAPER THEN EOMPARES SELF-REPORTED STUDENT LEARNING RESULTS FOR
EAEH OF THESE VARIABLES FOR TWO SIMULATIONS, A PROFESSIONALLY PAEKAGED
SIMULATION AND A HOME-BREWED ONE BASED ON A POPULAR BOARD GAME. WE
EXPEETED THE PROFESSIONAL SIMULATION TO DO BETTER ON EVERY VARIABLE
EXEEPT INSTRUMENTALITY.
SURPRISINGLY, THE HOME-BREWED SIMULATION SEORED BETTER ON MOST OF THE
DIMENSIONS. THEREFORE, WE EONCLUDE BY ENEOURAGING MANAGEMENT EDUEATORS
TO AGGRESSIVELY EXPLORE THEIR INSTINETS FOR SIMULATION LEARNING
OPPORTUNITIES
CHAPTER 16 ANIMATED COMPUTER EDUEATION GAMES FOR STUDENTS WITH ADHD:
EVALUATING THEIR DEVELOPMENT AND EFFEETIVENESS AS INSTRUETIONAL TOOLS
235
KIM B. DIELMANN, UNIVERSITY 0/ CENTRAL ARKANSAS, USA JULIE MEAUX,
UNIVERSITY O/CENTRAL ARKANSAS, USA
IMAGE 12
CHILDREN AND ADOLESCENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD) HAVE DIFFICULTY MAIN-
TAINING ATTENTION, CONTROLLING THEIR ACTIVITY LEVEL, AND THEY TYPICALLY
DEMONSTRATE POOR INTERPERSONAL RELATIONSHIPS SKILLS. BECAUSE OFTHEIR
CHALLENGES, EDUCATIONAL PERFORMANCE TENDS TO SUFF ER. PARADOXICALLY,
WHEN SEATED IN FRONT OF A VIDEOGAME OR COMPUTER PROGRAM THEY ENJOY, THE
PERFORMANCE OF INDIVIDUALS WITH ADHD BECOMES SIMILAR TO NON-ADHD PEERS.
THE PURPOSE OFTHIS CHAPTER IS TO PRESENT A CONCEPTUAL FRAMEWORK FOR
UNDERSTANDING THE FACTORS THAT AFFECT THE OUTCOME OF INDIVIDUALS WITH
ADHD, AND
TO DEMONSTRATE HOW INSTRUCTIONAL DESIGN MODELS CAN BE USED TO GUIDE THE
DESIGN AND IMPLEMENTATION OF ANIMATED COMPUTER EDUCATION GAMES AS
INSTRUCTIONAL TOOLS FOR THIS POPULATION. SPECIFICALLY, THE FIDGE MODEL
AND GAGNE S NINE EVENTS OFINSTRUCTION ARE EVALUATED FOR THEIR
CONTRIBUTIONS TO UNDERSTANDING THE UNIQUE TECHNOLOGICAL NEEDS OFTHE ADHD
LEAMER.
CHAPTER 17 ADULT LEAMING AND VIRTUAL WORLDS SIMULATIONS 252
MICHEIE D. ESTES, JAMES MADISON UNIVERSITY, USA RANDEIL SNOW, JAMES
MADISON UNIVERSITY, USA
THIS CHAPTER WILL EXPLORE CONDITIONS FOR MEANINGFUL ADULT LEAMING AND
EXPLAIN HOW VIRTUAL ENVIRONMENTS AND IN-WORLD SIMULATIONS ENABLE OR
DISCOURAGE THE DEVELOPMENT OF INTELLECTUAL SKILLS IN ADULTS.
ADULT LEAMERS POSSESS PARTICULAR CHARACTERISTICS THAT SHOULD INFLUENCE
INSTRUCTIONAL DESIGNS. ISSUES THAT AFFECT LEAMING IN THE REAL WORLD ARE
ALSO FOUND IN THE VIRTUAL WORLD. PARTICULAR PROBLEMS OF COGNITIVE AND
CULTURAL DISSONANCE IN THE VIRTUAL ENVIRONMENT, FINDING AND CREATING
MEANINGFUL SIMULATIONS, AND PROTECTING THE FIDELITY OF AUTHENTIC
SIMULATIONS IN A PUBLIC SPACE ARE DISCUSSED. RECOMMENDATIONS AND
FUTURE RESEARCH DIRECTIONS ARE PROVIDED.
CHAPTER 18 USING COMMERCIAL-OFF-THE-SHELFVIDEO GAMES TO FACILITATE
HABITS OFMIND:
SPORE* IN THE SEVENTH GRADE LIFE SCIENCE CLASSROOM 262
MICHAEL A. EVANS, VIRGINIA TECH, USA
THE PURPOSE OFTHIS CHAPTER IS TO PROVIDE A THEORETICALLY BASED ARGUMENT
FOR USING COMMERCIAL-OFF-THE-SHELF (COTS) VIDEO GAMES TO TEACH LIFE
SCIENCE TOPICS IN THE SEVENTH GRADE SCIENCE CLASSROOM. SPECIFICALLY, THE
GAME SPORETM, A TUM-BASED STRATEGY GAME, WILL BE EXAMINED AS A POTENTIAL
TOOL AND ENVIRONMENT FOR CULTIVATING KNOWLEDGE BUILDING AND MODEL-BASED
REASONING. THOUGH THE DIVERSITY IN METHODS OFTHE
REASONING PROCESSES ARE GREAT AND VARIED, RESEARCHERS BELIEVE THAT
SCIENTISTS WORK INVOLVES BUILDING AND REFINING MODELS OFTHE WORLD
(LEHRER & SCHAUBLE, 2006, P. 371). THE ARGUMENT FORWARDED IS THAT
SPORETM,CONTEXTUALIZED BY PURPOSEFUL EFFORTS OF INSTRUCTORS AND
RESEARCHERS, MAY FACILITATE THE DEVELOPMENT AND REFINEMENT OF SCIENTIFIC
HABITS OF MIND AND COMPUTATIONAL THINKING. AN EXPLORATORY CASE STUDY
DERIVED FROM AN OVERVIEW OFFIVE SECTIONS OF A SEVENTH GRADE LIFE SCIENCE
COURSE (N=85), WHERE
A TWO-WEEK LESSON ON EVOLUTIONARY BIOLOGY WAS SIGNIFICANTLY REVISED,
ILLUSTRATES OPPORTUNITIES FOR AND CHALLENGES TO INCORPORATING COTS GAMES
INTO FORMAL MIDDLE SCHOOL SCIENCE CLASSROOM.
CHAPTER 19 CLICK, YOU RE IT! THE ROLE OF GAMES IN THE K-12 EDUCATIONAL
SETTING 278
KAREN KELLISON, JAMES MADISON UNIVERSITY, USA GEORGE FONT, JAMES MADISON
UNIVERSITY, USA
IMAGE 13
VIDEO GAMES ARE SERIOUS WORK FOR TODAY S STUDENTS. 93% OFTHE K-12
POPULATION PLAYS VIDEO GAMES ON
A REGULAR BASIS. EDUCATORS ARE NOW PRESSED TO DETERMINE THE APPROPRIATE
INTEGRATION OFTHIS TECHNOLOGY INTO THE PEDAGOGY OF K-12 CIASSROOMS.
RESEARCH INDICATES THAT THERE ARE POSITIVE EFFECTS FROM PLAYING SERIOUS
VIDEO GAMES, THOSE THAT AIM TO TEACH SOMETHING. STUDENTS ARE MOTIVATED
AND ENGAGED DURING SUCH GAME PLAY. SOME SPECULATE THAT PLAYERS ARE USING
AND DEVELOPING COGNITIVE BRAIN CAPABILITIES THAT
HAVE BEEN DORMANT. THE QUESTION IS WHETHER OR NOT THESE GAMES, IF
ADEQUATELY DESIGNED, WILL TEACH MORE THAN JUST THE SKILL OF PLAYING THE
GAME. THIS CHAPTER TAKES A LOOK AT THE EVOLUTION OF PLAY AND GAMES IN
K-12 EDUCATION AND THEN SEEKS TO DEFINE SERIOUS COMPUTER GAMES IN TERMS
OF POSITIVE DESIGN ELEMENTS AND INTEGRATION TECHNIQUES FOR K-12
C1ASSROOMS. IN CONCLUSION, A RESEARCH AGENDA THAT MOVES EDUCATIONAL
GAMING FORWARD IS EXPLORED.
CHAPTER20 VIDEO GAMES IN EDUCATION: OPPORTUNITIES FOR LEAMING BEYOND
RESEARCH CLAIMS AND ADVERTISING HYPE 293
PG. SCHRADER, UNIVERSITY OFNEVADA, USA KIMBERLY A. LAWLESS, UNIVERSITY
OF LLLINOIS, USA HASAN DENIZ, UNIVERSITY OFNEVADA, USA
THERE HAS BEEN AN ABUNDANCE OF WRITING ABOUT VIDEO GAMES L IN EDUCATION.
CHARACTERISTIC OF A YOUNG FIELD, MUCH OFTHIS WORK IS THEORETICAL AND NOT
NECESSARILY BASED ON DATA (DE FREITAS, 2006). CLASSROOM INTEGRATION
STRATEGIES RELY ON RESEARCHERS ARGUMENTS, ANECDOTAL EVIDENCE, AND
TEACHERS PRAGMATISM.
UNFORTUNATELY, VIDEO GAMES ARE OFTEN CREATED FOR PROFIT AND TO
ENTERTAIN, LEAVING MANY ADDITIONAL ISSUES TO CONSIDER (I.E., MARKETING,
EFFECTIVENESS, ETC.). RESEARCHERS ARGUMENTS COMBINED WITH VIDEO GAMES
WIDESPREAD POPULARITY AND POTENTIALLY SPURIOUS ADVERTISING MAY LEAVE
TEACHERS CONFUSED OR MISINFORMED.
TO EXEMPLIFY THIS ISSUE, THIS CHAPTER CONTRASTS THE SALIENT PROPERTIES
OF A COMMERCIAL GAME (SPORE), AN IMMERSIVE CONTEXT WITH GAME-LIKE
FEATURES (QUEST ATLANTIS), AND A PEDAGOGICALLY BASED IMMERSIVE CONTEXT
(GLOBALED 2). SPECIFICALLY, WE DESCRIBE THE EDUCATIONAL AND
TECHNOLOGICAL AFFORDANCES OFTHREE CONTEXTS, THE LIMITATIONS ASSOCIATED
WITH EACH, AND THE NECESSARY YET PRAGMATIC STEPS INVOLVED IN THEIR
C1ASSROOM USE
CHAPTER21 BENEFITS OFVIDEO AND EYE TOY GAMING FOR CHILDREN WITH AUTISM
315
NAVA SI/TON, FORDHAM UNIVERSITY, USA ANN HIGGINS D ALESSANDRO, FORDHAM
UNIVERSITY, USA
THE PURPOSE OF THIS CHAPTER IS TO I1LUSTRATE THAT VIDEO AND EYE TOY
GAMING CAN BE USED TO ENHANCE THE SOCIAL LEAMING OF CHILDREN WITH AUTISM
DIRECTLY THROUGH VIDEO MODELING AND MULTIMEDIA SOCIAL STORY
INTERVENTIONS AND INDIRECTLY THROUGH ENGAGING TYPICALLY DEVELOPING
STUDENTS WITH EDUCATIONAL VIDEOS THAT INCREASE THEIR SENSITIVITY,
KNOWLEDGE, AND BEHAVIORAL INTENTIONS WHEN INTERACTING SOCIALLY WITH
CHILDREN WITH AUTISM, AND PERHAPS OTHER DISORDERS AS WEIL. WE SUGGEST
THAT IT IS IMPORTANT TO DEVELOP TYPICAL CHILDREN S POSITIVE ATTITUDES
AND INTENTIONS TOWARD PEERS WITH DISABILITIES. RESEARCH HAS SHOWN THAT
THIS
CAN BE ACCOMPLISHED THROUGH VIDEO WHICH HAS THE POWER TO INFLUENCE A
PERSON S PERCEPTION AND SUBSEQUENT BEHAVIOR IN OTHER SITUATIONS, FOR
INSTANCE, IN MODERATING THE DEVELOPMENT AND USE OF STEREOTYPES REGARDING
RACE (GIVENS & MONAHAN, 2005; WARD, HANSBROUGH, & WALKER, 2005).
THINKING CREATIVELY
IMAGE 14
ABOUT THE POWER OF GAMING TO ENHANCE DEVELOPMENT AND SOCIAL INTERACTIONS
AMONG TYPICAL AND ATYPICAL
CHILDREN, AS SPECIFICALLY ILLUSTRATED HERE FOR CHILDREN WITH AUTISM,
WILL HELP BRING INTERVENTIONS FOR ATYPICAL CHILDREN INTO THE 21 SI
CENTURY AS WEIL AS ALLOW THE DEVELOPMENT OFMUCH RICHER RESEARCH
METHODOLOGIES FOR TRACKING AND UNDERSTANDING IMPORTANT
MICRO-DEVELOPMENTAL CHANGES IN DAILY AND WEEKLY INTERPERSONAL SKILLS
DEVELOPMENT.
CHAPTER22 GAMING AND SIMULATION: TRAINING, AND THE MILITARY 341
SHEILA SEITZ, WINDWALKER CORPORATION, USA COURTNEY URAM, JAMES MADISON
UNIVERSITY, USA
THE PURPOSE OFTHIS CHAPTER IS TO PROVIDE A BRIEF SUMMARY OFTHE
MILITARY S USE OF GAMING AND SIMULATION TO ACCOMPLISH TRAINING.
HISTORICALLY, THE MILITARY HAS BEEN A FORERUNNER IN THE EXPLORATION OF
TRAINING TECHNIQUES THAT INCORPORATE ASPECTS OF GAMES AND SIMULATIONS.
TRAINING TOOLS EMERGE IN VARIOUS GAMING FORMATS SUCH AS SIMULATIONS,
EDUTAINMENT, COMMERCIAL-OFF-THE-SHELF GAMES (COTS), AND SERIOUS
GAMES. TO DEVELOP TRAINING IN THE FORM OF GAMES OR SIMULATIONS, ELEMENTS
OF INSTRUCTIONAL DESIGN MUST BE CONSIDERED TO INCLUDE LEARNING
OBJECTIVES, GAME PLAY, AND FEEDBACK. EMERGING TECHNOLOGIES PROVIDE
POSSIBLE SOLUTIONS TO TRAINING CHALLENGES SUCH AS ACHIEVING AFFECTIVE
LEARNING DOMAIN OBJECTIVES AND THE PORTABILITY OFTRAINING. THE MILITARY,
AS AN EARLY ADAPTER OF GAMES AND SIMULATION, CONTINUES TO FORGE THE
WAY BY INTEGRATING GAMING AND SIMULATION, INSTRUCTIONAL DESIGN, AND
EMERGING TECHNOLOGIES TO ACHIEVE THE EVER GROWING DEMANDS OFTRAINING.
CHAPTER 23 DESIGN-RESEARCHING GAMESTAR MECHANIC: INTEGRATING SOUND
LEARNING THEORY INTO A GAME ABOUT GAME DESIGN 358
IVAN ALEX GAMES, MICHIGAN STATE UNIVERSITY, USA
THIS PAPER PRESENTS THE RESULTS OF A THREE-YEAR DESIGN RESEARCH STUDY
OFGAMESTAR MECHANIC, A MULTIPLAYER ONLINE ROLE-PLAYING GAME DESIGNED TO
TEACH MIDDLE SCHOOL CHILDREN TO THINK LIKE DESIGNERS BY EXPOSING THEM TO
KEY PRACTICES BEHIND GOOD COMPUTER GAME PRODUCTION. USING
DISCOURSE-BASED ETHNOGRAPHIC METHODS, IT EXAMINES THE WAYS IN WHICH THE
MULTIMODAL MEANING REPRESENTATIONS OF THE LANGUAGE OF
GAMES (GEE, 2003) PROVIDED WITHIN GAMESTAR MECHANIC, HAVE HELPED
LEARNERS THINK AND COMMUNICATE IN INCREASINGLY SOPHISTICATED WAYS WITH
AND ABOUT GAME DESIGN. IT ALSO EXAMINES THE IMPLICATIONS OF THESE
LANGUAGE AND LITERACY SKILLS FOR OTHER AREAS OFPLAYERS JIVES, AS WEIL
AS FOR THE IMPROVEMENT OFTHE GAME AS A LEARNING ENVIRONMENT OVER TIME.
CHAPTER24 SECOND LIFE AS A TOOL FOR ENGAGING STUDENTS ACROSS THE
CURRICULUM 378
KATHRYN E. STEVENS, JAMES MADISON UNIVERSITY, USA S.E. KRUCK, JAMES
MADISON UNIVERSITY, USA JEREMY HAWKINS, JAMES MADISON UNIVERSITY, USA
SUZANNE C. BAKER, JAMES MADISON UNIVERSITY, USA
SECOND LIFE (SL) IS A VIRTUAL WORLD THAT POSSESSES GREAT POTENTIAL AS AN
INNOVATIVE TEACHING TOOL. SL NOT ONLY ALLOWS USERS TO MEET, INTERACT,
AND COLLABORATE IN A VIRTUAL SPACE, BUT ALSO TO CREATE THEIR OWN LEAMING
IMAGE 15
ENVIRONMENTS. THIS CHAPTER EXPLORES HOW VIRTUAL WORLDS SUCH AS SECOND
LIFE CAN BE USED TO ENHANCE THE
OVERALL EDUCATIONAL EXPERIENCE OFBOTH TRADITIONAL AND DISTANCE EDUCATION
STUDENTS. WE DESCRIBE APPLICATIONS OFSL TO TEACHING DIVERSE CLASSES IN
ART HISTORY AND MUSEUM STUDIES, BUSINESS, AND PSYCHOLOGY, AND TO
COMMUNITY BUILDING ACROSS THE UNIVERSITY. IN GENERAL, OUR EXPERIENCES
WITH USING SL HAVE BEEN POSITIVE, AND OUF STUDENTS REPORT ENJOYING THE
CREATIVITY AND FLEXIBILITY OF SL AS WEIL AS THE OPPORTUNITY FOR SOCIAL
INTERACTION IN THE VIRTUAL WORLD. WE PROVIDE RECOMMENDATIONS TO THOSE
CONSIDERING THE USE OF SL.
CHAPTER25 COLLABORATIVE ONLINE ROLEPLAY FOR ADULT LEAMERS 393
PAUL PIVEC, DEAKIN UNIVERSITY, AUSTRALIA MAJA PIVEC, UNIVERSITY 0/
APPLIED SCIENCES, AUSTRIA
GAME-BASED LEAMING HAS GAINED POPULARITY IN SCHOOLS AND HAS BEEN
PROPOSED FOR ADULT EDUCATION, BOTH AT UNIVERSITIES AND IN THE CORPORATE
TRAINING SECTOR. GAMES ARE BECOMING A NEW FORM OF INTERACTIVE CONTENT
AND GAME PLAYING PROVIDES AN INTERACTIVE AND COLLABORATIVE PLATFORM FOR
LEAMING PURPOSES. COLLABORATIVE LEAMING ALLOWS PARTICIPANTS TO PRODUCE
NEW IDEAS AS WEIL AS TO EXCHANGE INFORMATION, SIMPLIFY PROBLEMS,
AND RESOLVE THE TASKS. CONTEXT BASED COLLABORATIVE LEAMING METHOD IS
BASED ON CONSTRUCTIVIST LEAMING THEORY AND GUIDES THE DESIGN OF THE
EFTECTIVE LEAMING ENVIRONMENTS. IN THIS ENVIRONMENT THE TEACHER OR
TRAINER BECOMES THE ACTIVE PARTNER, MODERATOR AND ADVISOR OFTHE
EDUCATIONAL PROCESS, NOTJUST A REPOSITORY OFTHE INFORMATION IMPORTING
HIS OR HER OWN KNOWLEDGE TO A PASSIVE LEAMER AS IN TRADITIONAL
EDUCATION.
LEAMERS BRING THEIR PRIOR SKILLS AND KNOWLEDGE TO THE CLASSROOM
COMMUNITY. THE TRAINER STRUCTURES LEAMING SITUATIONS IN WHICH EACH
LEAMER CAN INTERACT WITH OTHER LEAMERS TO DEVELOP NEW KNOWLEDGE AND
FASHION THEIR OWN NEEDS AND CAPACITIES. KNOWLEDGE IS GENERATED FROM
EXPERIENCE WITH COMPLEX TASKS RATHER THAN FROM ISOLATED ACTIVITIES LIKE
LEAMING AND PRACTICING SEPARATELY. SKILLS AND KNOWLEDGE
ARE BEST ACQUIRED WITHIN THE CONTEXT. THIS HELPS THE LEAMERS EASILY TO
TRANSFER LEAMING TROM CLASSROOM TO REALLIFE AND BACK, OR INFORMATION
TROM ONE SUBJECT TO ANOTHER. THEREFORE THIS METHOD REQUIRES THAT THE
TRAINER AND LEAMERS PLAY NONTRADITIONAL ROLES SUCH AS INTERACTION AND
COLLABORATION WITH EACH OTHER WITHIN THE EDUCATIONAL PROCESS. THE
CLASSROOM DROPS THE PHYSICAL BOUNDARIES AND BECOMES A GOAL-ORIENTED
PLATFORM DEDICATED TO LEAMING. ONLINE ROLE-PLAY SCENARIO PLATFORMS
OFTERS AN ENVIRONMENT WHERE TRAINERS CAN DEFINE THEIR OWN ROLE-PLAYING
SCENARIOS AND PROVIDE THE OPPORTUNITY FOR LEAMERS TO APPLY FACTUAL
KNOWLEDGE AND TO GAIN EXPERIENCE THROUGH THE DIGITAL WORLD. TRAINERS CAN
DEFINE NEW GAMES OR ADOPT AND MODIFY SAMPIE GAMES WITHOUT ANY
PROGRAMMING SKILLS. SOME PLATFORMS PROVIDE A VARIETY OF COM-
MUNICATION MEANS WITHIN THE SCENARIOS; PLAYERS CAN COMMUNICATE WITH THE
USE OFMULTIMEDIA DISCUSSION FORUMS, TEXT AND VOICE CHAT MODULES, AS WEIL
AS THROUGH MULTI-USER VIDEO CONFERENCING. THESE PLATFORMS FOSTER
PARTICIPATION IN PROBLEM-SOLVING, EFTECTIVE COMMUNICATION, TEAMWORK,
PROJECT MANAGEMENT, AS WEIL AS OTHER SOFT SKILLS SUCH AS RESPONSIBILITY,
CREATIVITY, MICRO-ENTREPRENEURSHIP, CORPORATE CULTURE, AND CULTURAL
AWARENESS. THEY ARE DESIGNED FOR USE AS A SUPPLEMENT TO NORMAL IN-CL ASS
TEACHING AND CORPORATE TRAINING, BUT IT IS ALSO POSSIBLE TO BE USED
INDEPENDENTLY TROM A CLASS COURSE. THE CONSTRUCTIVIST DESIGN REQUIRED
FOR SUCCESSFUL GAME-BASED LEAMING WILL BE DISCUSSED AND A MODEL IS
PROVIDED TO DISPLAY HOW GAME-BASED LEAMING OCCURS IN A COLLABORATIVE
ONLINE ENVIRONMENT. THIS CHAPTER WILL PRESENT EXAMPLE
SCENARIOS AND HIGHLIGHT RESOURCES AVAILABLE TO INTERESTED TEACHERS AND
TRAINERS.
IMAGE 16
CHAPTER26
EXERLEAMING: MOVEMENT, FITNESS, TECHNOLOGY AND LEAMING 409
JUDY SHASEK, EXERLEARNING
EXERLEAMING PROVIDES PARENTS, EDUCATORS AND OTHERS WITH A SOLID
BACKGROUND OF THE DIRECT CONNECTION BETWEEN REGULAR, RHYTHMIC AEROBIC
ACTIVITY, BALANCE, EYE-FOOT COORDINATION AND ACADEMIC SUCCESS. WE CAN
INCREASE STUDENTS FITNESS WHILE SIMULTANEOUSLY INCREASING THEIR
ACADEMIC SUCCESS. ACTIVITY BREAKS HAVE BEEN SHOWN TO IMPROVE COGNITIVE
PERFORMANCE AND PROMOTE ON-TASK C1ASSROOM BEHAVIOR. TODAY S
EXERGAME AND RELATED COMPUTER TECHNOLOGY CAN SEAMLESSLY DELIVER ACTIVITY
WITHOUT OVER-BURDENING BUSY TEACHERS IN GRADES K-12. ACTIVITY ISN T
OPTIONAL FOR HUMANS, AND OUR BRAIN, ALONG WITH ITS ABILITY TO LEAM AND
FUNCTION AT ITS BEST, ISN T A SEPARATE THING PERCHED IN OUR HEADS. THE
WIRING, THE CIRCULATION, THE CONNECTION BETWEEN MIND AND BODY IS VERY
REAL. THE BRAIN IS MADE UP OF ONE HUNDRED BILLION
NEURONS THAT CHAT WITH ONE ANOTHER BY WAY OF HUNDREDS OF DIFFERENT
CHEMICALS. PHYSICAL ACTIVITY CAN ENHANCE THE AVAILABILITY AND DELIVERY
OF THOSE CHEMICALS. HAMESSING TECHNOLOGY TO THAT ACTIVITY IS THE
EXERLEAMING SOLUTION.
CHAPTER27 DESIGNING SERIOUS GAMES FOR PEOPLE WITH DUAL DIAGNOSIS:
LEAMING DISABILITIES AND SENSORY IMPAIRMENTS 424
DAVID J. BROWN, NOTTINGHAM TRENT UNIVERSITY, CLIFTON CAMPUS, UK PENNY
STANDEN, UNIVERSITY 01NOTTINGHAM, UK LINDSAY EVETT, NOTTINGHAM TRENT
UNIVERSITY, CLIFTON CAMPUS, UK STEVEN BATTERSBY, NOTTINGHAM TRENT
UNIVERSITY, CLIFTON CAMPUS, UK
NICK SHOPLAND, NOTTINGHAM TRENT UNIVERSITY, CLIFTON CAMPUS, UK
THIS CHAPTER IS CONCEMED WITH THE POTENTIAL OF SERIOUS GAMES AS
EFFECTIVE AND ENGAGING LEAMING RESOURCES FOR PEOPLE WITH LEAMING AND
SENSORY DISABILITIES. THIS IS CONSIDERED, FOLLOWED BY DETAILING OF A
SUITABLE DESIGN METHODOLOGY AND ITS APPLICATION, DESCRIPTION OF A RANGE
OFTYPES OF GAMES THAT HAVE BEEN SUCCESSFULLY DEVELOPED FOR THIS TARGET
GROUP, AND AN EXPLICATION OF ACCESSIBILITY GUIDELINES. FUTURE
DEVELOPMENT IN THIS AREA IS DISCUSSED, AND IT IS CONC1UDED THAT THERE IS
GREAT POTENTIAL IN THE WIDE RANGE OF
POSSIBLE AREAS OF RESEARCH INTO, AND DEVELOPMENT OF, SERIOUS GAMES FOR
SUPPORTING PEOPLE WITH LEAMING AND SENSORY DISABILITIES, WHICH WOULD
CONTRIBUTE GREATLY TO THEIR INC1USION IN SOCIETY.
COMPILATION OF REFERENCES 440
ABOUT THE CONTRIBUTORS 496
INDEX 507
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV039546028 |
| callnumber-first | L - Education |
| callnumber-label | LB1029 |
| callnumber-raw | LB1029.G3 |
| callnumber-search | LB1029.G3 |
| callnumber-sort | LB 41029 G3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DG 9400 |
| ctrlnum | (OCoLC)750944619 (DE-599)BVBBV039546028 |
| dewey-full | 371.39/7 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.39/7 |
| dewey-search | 371.39/7 |
| dewey-sort | 3371.39 17 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| genre_facet | Aufsatzsammlung |
| id | DE-604.BV039546028 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:05:57Z |
| institution | BVB |
| isbn | 1615207813 9781615207817 |
| language | English |
| lccn | 2009037768 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024398011 |
| oclc_num | 750944619 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xxvii, 512 p. ill. 29 cm |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Information Science Reference |
| record_format | marc |
| series2 | Premier reference source |
| spelling | Design and implementation of educational games theoretical and practical perspectives Pavel Zemliansky, Diane Wilcox, [editors] Hershey, PA [u.a.] Information Science Reference 2010 xxvii, 512 p. ill. 29 cm txt rdacontent n rdamedia nc rdacarrier Premier reference source Includes bibliographical references and index -- "This book will give readers a solid understanding of issues in educational game design and deployment in the classroom"--Provided by publisher. Educational games Design and construction Simulation games in education Design and construction Design (DE-588)4011510-0 gnd rswk-swf Lernspiel (DE-588)4074167-9 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Lernspiel (DE-588)4074167-9 s Design (DE-588)4011510-0 s DE-604 Zemliansky, Pavel Sonstige oth Erscheint auch als Online-Ausgabe 1-61520-782-1 Erscheint auch als Online-Ausgabe 978-1-61520-782-4 Inhaltsverzeichnis application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024398011&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Design and implementation of educational games theoretical and practical perspectives Educational games Design and construction Simulation games in education Design and construction Design (DE-588)4011510-0 gnd Lernspiel (DE-588)4074167-9 gnd |
| subject_GND | (DE-588)4011510-0 (DE-588)4074167-9 (DE-588)4143413-4 |
| title | Design and implementation of educational games theoretical and practical perspectives |
| title_auth | Design and implementation of educational games theoretical and practical perspectives |
| title_exact_search | Design and implementation of educational games theoretical and practical perspectives |
| title_full | Design and implementation of educational games theoretical and practical perspectives Pavel Zemliansky, Diane Wilcox, [editors] |
| title_fullStr | Design and implementation of educational games theoretical and practical perspectives Pavel Zemliansky, Diane Wilcox, [editors] |
| title_full_unstemmed | Design and implementation of educational games theoretical and practical perspectives Pavel Zemliansky, Diane Wilcox, [editors] |
| title_short | Design and implementation of educational games |
| title_sort | design and implementation of educational games theoretical and practical perspectives |
| title_sub | theoretical and practical perspectives |
| topic | Educational games Design and construction Simulation games in education Design and construction Design (DE-588)4011510-0 gnd Lernspiel (DE-588)4074167-9 gnd |
| topic_facet | Educational games Design and construction Simulation games in education Design and construction Design Lernspiel Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024398011&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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