Discoveries in Gaming and Computer-Mediated Simulations: New Interdisciplinary Applications

Discoveries in Gaming and Computer-Mediated Simulations: New Interdisciplinary Applications

Richard E. Ferdig (Kent State University, USA)
Release Date: May, 2011|Copyright: © 2011 |Pages: 436
ISBN13: 9781609605650|ISBN10: 1609605659|EISBN13: 9781609605667|DOI: 10.4018/978-1-60960-565-0
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Recent advancements have put Gaming and Computer-Mediated Simulations at the forefront of technology and learning. A closer look at these topic areas opens the door for development and innovation and the implications that go with it.

Discoveries in Gaming and Computer-Mediated Simulations: New Interdisciplinary Applications explores and promotes a deep conceptual and empirical understanding of the roles of electronic games and computer-mediated simulations across multiple disciplines. This book helps build a significant bridge between research and practice on electronic gaming and simulations, supporting the work of researchers, practitioners, and policymakers. Drawing on history allows this publication to help move this field forward.

Topics Covered

  • Cognitive, social, and emotional impact of games and simulations
  • Critical reviews and meta-analyses of existing game and simulation literature
  • Current and future trends, technologies, and strategies related to game, simulation development, and implementation
  • Electronic games and simulations in government, business, and the workforce
  • Electronic games and simulations in teaching and learning
  • Frameworks to understand the societal and cultural impacts of games and simulations
  • Impact of game and simulation development use on race and gender game and simulation design
  • Innovative and current research methods and methodologies to study electronic games and simulations
  • Psychological aspects of gaming
  • Teaching of games and simulations at multiple age and grade levels

Table of Contents and List of Contributors

Search this Book:
Table of Contents
Richard E. Ferdig
Chapter 1
Patrick O’Shea, Rebecca Mitchell, Catherine Johnston, Chris Dede
Utilizing GPS-enabled handheld computing units, we have developed and studied Augmented Reality (AR) curricula to help middle-school students learn... Sample PDF
Lessons Learned about Designing Augmented Realities
Chapter 2
Jan L. Plass, Bruce D. Homer, Catherine Milne, Trace Jordan, Slava Kalyuga, Minchi Kim, Hyunjeong Lee
We argue that the effectiveness of simulations for science education depends on design features such as the type of representation chosen to depict... Sample PDF
Design Factors for Effective Science Simulations: Representation of Information
Chapter 3
This paper presents a typology for classifying computer games designed to create ethical gameplay. Ethical gameplay is the outcome of playing a... Sample PDF
Beyond Choices: A Typology of Ethical Computer Game Designs
Chapter 4
Carrie Heeter, Brian Magerko, Ben Medler, Joe Fitzgerald
Achiever and Explorer player types are well known in MMOs and educational games. Players who enjoy being a winner, but dislike hard challenges... Sample PDF
Game Design and the Challenge-Avoiding, Self-Validator Player Type
Chapter 5
Ben Medler
Recommendation systems are key components in many Web applications (Amazon, Netflix, eHarmony). Each system gathers user input, such as the products... Sample PDF
Using Recommendation Systems to Adapt Gameplay
Chapter 6
Tim Stowell, Jon Scoresby, K. Chad Coats, Michael R. Capell, Brett E. Shelton
Market 3D engines have all the capabilities needed for developing full-featured 3D simulation and game environments. However, for those in education... Sample PDF
Leveraging Open Source Technology in 3D Game Engine Development
Chapter 7
Elizabeth A. S. Bagley, David Williamson Shaffer
A growing body of research suggests that computer games can help players learn to integrate knowledge and skills with values in complex domains of... Sample PDF
Promoting Civic Thinking through Epistemic Game Play
Chapter 8
Yam San Chee, Swee Kin Loke, Ek Ming Tan
In this chapter, we share a model of game-based learning for use in the context of classroom learning in school. The model is based on the dialectic... Sample PDF
Learning as Becoming: Values, Identity, and Performance in the Enaction of Citizenship Education through Game Play
Chapter 9
B. J. Gajadhar, Y. A. W. deKort, W. A. IJsselsteijn
This chapter presents an empirical study of social setting as a determinant of player involvement in competitive play. We conceptualize player... Sample PDF
Rule of Engagement: The Presence of a Co-Player Does Not Hinder Gamers’ Focus
Chapter 10
Matthew J. Sharritt, Daniel D. Suthers
Literature suggests that games can support learning in schools by enabling creative problem solving, allowing dynamic resource allocation, providing... Sample PDF
Game- Based Representations as Cues for Collaboration and Learning
Chapter 11
Brock Dubbels
The experience of a successful adolescent learner will be described from the student’s perspective about learning the video game Dance Dance... Sample PDF
Designing Learning Activities for Sustained Engagement: Four Social Learning Theories Coded and Folded into Principals for Instructional Design through Phenomenological Interview and Discourse Analysis.
Chapter 12
Constance Steinkuehler, Barbara Z. Johnson
Modding communities are particularly ripe environments for rethinking what it means to be IT literate in the contemporary world. Mods are, as we... Sample PDF
Computational Literacy in Online Games: The Social Life of Mods
Chapter 13
René Weber, Patrick Shaw
Video game developers make multimillion dollar decisions based on hunches, personal experience, and iteration. A theoretical model of video game... Sample PDF
What Players Like About Video Games: Prediction of Video Game Playing through Quality Perceptions and Player Types
Chapter 14
Nicholas Fortugno
Game designer Nick Fortungno’s keynote speech at the Meaningful Play conference talked about the conundrum of whether serious games can or even... Sample PDF
The Play of Persuasion Why “Serious” Isn’t the Opposite of Fun by Nicholas Fortugno Keynote Speech delivered at Meaningful Play, East Lansing, October 2008.
Chapter 15
Christian Sebastian Loh
As serious games gain momentum in the academic arena, no doubt more educators and instructional technologists will begin considering the possibility... Sample PDF
Researching and Developing Serious Games as Interactive Learning Instructions
Chapter 16
Erik W. Black, Richard E. Ferdig, Joseph C. DiPietro, Feng Liu, Baird Whalen
Video games are becoming more popular; there has been a particular rise in interest and use of massively multiplayer online roleplaying games... Sample PDF
Visual Analyses of the Creation of Avatars
Chapter 17
Edward Castronova, Travis L. Ross, Mark W. Bell, James J. Cummings, Matthew Falk
We report results of an experiment on prices and demand in a fantasy-based virtual world. A virtual world is a persistent, synthetic, online... Sample PDF
A Test of the Law of Demand in a Virtual World: Exploring the Petri Dish Approach to Social Science
Chapter 18
Catherine Norton-Barker, Margaret Corbit, Richard Bernstein
Immersive virtual worlds structured for education have the potential to engage students who do not respond well to traditional classroom activities.... Sample PDF
Virtual Worlds for Teaching: A Comparison of Traditional Methods and Virtual Worlds for Science Instruction
Chapter 19
Sabine Trepte, Leonard Reinecke, Katharina-Maria Behr
Who do people want to be in virtual worlds? Video game players can create their avatars with characteristics similar to themselves, create a... Sample PDF
Playing Myself or Playing to Win?: Gamers’ Strategies of Avatar Creation in Terms of Gender and Sex
Chapter 20
Joseph C. DiPietro
The purpose of this qualitative inquiry is to extend the investigation of perceptions and experiences of users creating avatars for interactions in... Sample PDF
Investigating Perceptions of Avatar Creation for Use in Educational MUVEs
About the Contributors

Author(s)/Editor(s) Biography

Richard E. Ferdig is the RCET Research Professor and Professor of Instructional Technology at Kent State University. He works within the Research Center for Educational Technology and also the School of Lifespan Development & Educational Sciences. He earned his PhD in educational psychology from Michigan State University. At Kent State University, his research, teaching, and service focus on combining cutting-edge technologies with current pedagogic theory to create innovative learning environments. His research interests include online education, gaming, and what he labels a deeper psychology of technology. In addition to publishing and presenting nationally and internationally, Ferdig has also been funded to study the impact of emerging technologies.