Using Games to Teach Design Patterns and Computer Graphics

Using Games to Teach Design Patterns and Computer Graphics

Pollyana Notargiacomo Mustaro (Universidade Presbiteriana Mackenzie, Brazil), Luciano Silva (Universidade Presbiteriana Mackenzie, Brazil) and Ismar Frango Silveira (Universidade Presbiteriana Mackenzie, Brazil)
Copyright: © 2009 |Pages: 21
DOI: 10.4018/978-1-59904-808-6.ch030
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Abstract

This chapter discusses some possibilities of using computer games to effectively reach didactic goals in undergraduate teaching. Nowadays, undergraduate students belong to the Net generation and usually play different kinds of games on consoles, computers, and the Internet. Some elements such as creativity and abstraction could be included in computer science and information technology curriculums through the use of games as educational methodological resources, due the motivational factor they inherently have. This learner-centered approach not only contributes to personalizing the knowledge-building process but also permits the consideration of learning styles to adapt different ludic environments and/or realworld situations according to topics of the course. To demonstrate the possibilities of this educational scenario, two case studies were conducted. One focuses on Design Patterns contents in a computer science course, and the other spotlights computer graphics topics in an information technology course. The results gained in these processes demonstrate the students’ involvement in the proposed activities and the capacity to apply the lessons learned in diverse situations.
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Introduction

The acquisition of skills related to creativity and abstraction, indispensable to any computer science and information technology curriculum, constitutes unquestionably a didactical challenge. From the educational point of view, the use of games in this process is a motivational element that could help to make the knowledge-building process more personalized. It is also possible to take into account students’ learning styles, thus establishing an adaptive and flexible environment where any skill, subject, or even concept can be effectively learned (Prensky, 2007; Gee, 2003; Bransford, Brown, & Cocking, 2000).

Another aspect that must be considered is that actual undergraduate students belong to the so-called “Net generation” (Tapscott, 1998). According to Tapscott, “N-Geners” could be characterized by having autonomy sense, intellectual openness, technology inclusion (or the facility to use technological elements even though never having any previous contact with them), freedom of expression, curiosity, immediacy, and mainly trust. This scenario perfectly fits into a game universe-based andragogic proposal, because nowadays it is necessary to institute mechanisms that take advantage of technological culture over where they are steeped and transform it into learning resources. The same author also points out the need for an interactive learning posture where focus is learner centered and related to interaction with hypermedia-based systems in order to promote a lifelong learning from a customized—and mainly fun—point of view.

In this situation, professors could be, in a metaphorical way, considered analogous to game masters that guide and encourage players (the students) into a game (the educational process itself) to play the game, face the challenges, and go through the next level (in other words, succeed in academic life). By exceeding curriculum demands, students could be able to enjoy a lifelong, meaningful learning experience (Ausubel, 1962).

In the role of gamer characters or game development, learners have the opportunity to compare, analyze, and experience situations similar to the real ones. When a student plays in this controlled environment or constructs them, it is possible to present fully inspiring situations where actions only occur in the virtual world, which contributes, among other factors, to reduce cognitive load.

Another consideration in this proposal is based on Shaffer’s (2007) works, which focus real problem solving by role-playing a professional character that uses new digital technologies to assume his or her own learning process and institutes attitudinal changing by implementing epistemic games.

Nonetheless, teachers and students barely consider games as something detached from entertainment. The sole tentative of introducing “serious,” non-entertaining games into a curriculum often causes the inverse effect, since these sorts of games tend to be tedious as they do not prime for the entertainment-related aspects that are responsible for retaining students’ attention.

It must be remembered, although obvious, that the act of learning does not have to be a boring, unexciting situation that students are exposed for a significant part of their lives (Johnson, 2005). Instead, it must be a stimulating and—why not?—funny, entertaining activity to be performed by students. Thus, recovering the ludic side of learning is primordial to motivate students to learn the issues curricula tell them they have to.

Specifically in computer science and information technology areas, students often are already gamers; thus, they are completely aware of game strategies, terminology, and play. The introduction of game-related situations in their curricula has being a well-accepted operation, since games belong to their cognitive comfort zone. Thus, given such familiarity with the pedagogical instrument—the game—even uncomfortable, hard-to-be-taught syllabi could make use of games in order to approximate curriculum subjects to students’ social context (Sweedyk & Keller, 2005; Squire, 2002).

Key Terms in this Chapter

Zone of Proximal Development (ZPD): Determined by distance existing between real capacity to solve problems in an autonomous way and potential capacity to solve problems with the help of a partner (another person as teacher, colleague, or even a group).

Ludic: The Latin word ludus (meaning “game”) originated the concept of ludic, which represents a human behavior characteristic that synthesizes social and educational principles, and establishes a vehicle of imaginary expression and action through knowledge and rules appropriations in a pleasant way. Curiously, ludus also refers to a “school” for roman gladiators: they used to be taught to fight and use weapons—daggers, swords, tridents, and so on—in ludi (plural form of ludus), by “teachers” (in fact, gladiators’ trainers and often owners) called lanistae (plural form of lanista). The “game” gladiators were meant to “play” was also called ludus.

Instructional Design: Constitutes a systematic framework that involves educational theories, instructional strategies, and other elements to support learning experiences, and permits one to acquire competences based on educative goals.

Software Metrics: Metrics are a set of parameters used to perform assessment of a product or process meant to be measured. Software metrics are commonly applied to the software engineering process or the artifacts derived from them. The object-oriented metrics targeted in this chapter are part of a set of metrics proposed by Chidamber and Kemerer (1994), which are meant to give some quantitative values over a class diagram.

Modeling: In computer graphics, modeling is related to the process of representations of n-dimensional elements in a well-defined language or data structure. There are many techniques for modeling, many of them more suitable to some kinds of objects to be modeled.

Rendering: In computer graphics, rendering is the process of generating a still image from a scene, taking in account information about the geometries present in the scene, as well as viewpoint, lighting, shading, and texture information.

Learning Styles: Involves individual preferences of perceiving and processing information in response to educational stimuli.

Design Pattern: A proven solution for a recurring problem. Some authors provide a catalog with 23 Design Patterns (Gamma et al., 1995).

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Editorial Advisory Board
Dedication
Table of Contents
Foreword
Mark J. P. Wolf
Preface
Richard E. Ferdig
Acknowledgment
Richard E. Ferdig
Reviewer Acknowledgment
Chapter 1
Fengfeng Ke
Drawing on grounded theory approach and a qualitative meta-analysis, this chapter intends to systematically review and synthesize the theories... Sample PDF
A Qualitative Meta-Analysis of Computer Games as Learning Tools
$37.50
Chapter 2
Aroutis N. Foster, Punya Mishra
We offer a framework for conducting research on games for learning. Building on a survey of the literature on games, we suggest a categorization... Sample PDF
Games, Claims, Genres, and Learning
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Chapter 3
Sara de Freitas, Mark Griffiths
This chapter explores whether massively multiplayer online role-play games (MMORPGs) can be used effectively to support learning and training... Sample PDF
Massively Multiplayer Online Role-Play Games for Learning
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Chapter 4
Yufeng Qian
Electronic games are becoming an important part of many American children’s life today. Electronic educational gaming, as a new instructional... Sample PDF
An Investigation of Current Online Educational Games
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Chapter 5
Cathy Cavanaugh
In augmented reality games, game experiences combining electronic game content take the form of narrative materials and game-play elements exchanged... Sample PDF
Augmented Reality Gaming in Education for Engaged Learning
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Chapter 6
Michael A. Evans
This chapter proposes that the convergence of mobile devices and digital game-based learning may have profound implications for educational... Sample PDF
Mobility, Games, and Education
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Chapter 7
David Parisi
This chapter discusses the way that new video game interfaces such as those employed by Guitar Hero™, Dance Dance Revolution, and the Nintendo Wii™... Sample PDF
Game Interfaces as Bodily Techniques
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Chapter 8
Elhanan Gazit
This chapter presents an analysis of the dynamics of children’s digital games interactions, which take place in their home surroundings, based on... Sample PDF
A Window on Digital Games Interactions in Home Settings
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Chapter 9
James Oliverio, Dennis Beck
We introduce the term ‘mixed social environments’ as a strategic learning construct to augment student interaction when utilizing virtual world... Sample PDF
Enhanced Interaction in Mixed Social Environments
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Chapter 10
Andreas Breiter, Castulus Kolo
Electronic gaming in education remains a theoretical or at best marginal issue as long as it is not adopted in general educational settings. The... Sample PDF
Electronic Gaming in Germany as Innovation in Education
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Chapter 11
Richard Van Eck
Many of the educational outcomes we seek to promote in public education, such as problem solving and critical thinking, are difficult to achieve... Sample PDF
A Guide to Integrating COTS Games into Your Classroom
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Chapter 12
Shree Durga, Kurt Squire
This chapter examines the potential of video games as a learning tool given their productive capacity for content creation and dissemination. Based... Sample PDF
Productive Gaming and the Case for Historiographic Game-Play
$37.50
Chapter 13
Erik Malcolm Champion
Serious games research typically uses modified computer games as virtual learning environments. Virtual heritage projects typically aim to provide... Sample PDF
Game-Based Historical Learning
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Chapter 14
Phillip J. VanFossen, Adam Friedman, Richard Hartshorne
In this chapter, the authors will report evidence for the potential of MMORPGs for social studies education by providing a detailed review of... Sample PDF
The Role of MMORPGS in Social Studies Education
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Chapter 15
Brock Dubbles
In this qualitative study, literacy practices of “struggling” seventh and eighth graders were recorded on videotape as they engaged in both... Sample PDF
Video Games, Reading, and Transmedial Comprehension
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Chapter 16
Carol Luckhardt Redfield, Diane L. Gaither, Neil M. Redfield
This chapter looks at the effectiveness of commercially available educational computer games. It defines what a game is from game theory and what an... Sample PDF
COTS Computer Game Effectiveness
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Chapter 17
Christopher L. James, Vivan H. Wright
The purpose of this study was to identify secondary teachers with video game-play experience and determine if perceived levels of comfort in regard... Sample PDF
Teacher Gamers vs. Teacher Non-Gamers
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Chapter 18
Brian Ferry, Lisa Kervin
This chapter describes how we used an authentic learning framework (Herrington & Oliver, 2000) to inform the design of an online simulation that... Sample PDF
Using Online Simulation to Engage Users in an Authentic Learning Environment
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Chapter 19
Zahide Yildirim, Eylem Kilic
This chapter explores prospective computer teachers’ perceptions of and experiences in goal-based scenario (GBS) centered 3D educational game... Sample PDF
Pre-Service Computer Teachers as 3D Educational Game Designers
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Chapter 20
Kathy Sanford, Leanna Madill
This chapter describes a study conducted with nine adolescents hired to instruct week-long video game making camps over the course of one summer and... Sample PDF
Adolescents Teaching Video-Game Making—Who is the Expert Here?
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Chapter 21
Richard T. Cole, Elizabeth Taylor Quilliam
As Internet marketing has evolved, customized online games created to promote specific brands or products have been embraced by food marketers. At... Sample PDF
Online Games as Powerful Food Advertising to Children
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Chapter 22
Erin Edgerton
This chapter discusses how proven health communication theories can be used in electronic games to affect behavior change. After discussing the need... Sample PDF
Changing Health Behavior Through Games
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Chapter 23
Wei Peng, Ming Liu
This chapter aims to provide an overall picture of the applications of electronic games for various health-related purposes, particularly for health... Sample PDF
An Overview of Using Electronic Games for Health Purposes
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Chapter 24
Yong Zhao, Chun Lai
This chapter provides an overview of the potential of massively multiplayer role-playing games (MMORPGs) for foreign language education and... Sample PDF
MMORPGS and Foreign Language Education
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Chapter 25
Kim Feldmesser
It is a buyers market for employers in todays global village, where having another language under your belt could make the difference at an... Sample PDF
A Video Game, a Chinese Otaku, and Her Deep Learning of a Language
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Chapter 26
Ahmed BinSubaih, Steve Maddock, Daniela Romano
The design of serious games based on sound learning and instructional principles is important to ensure learning is integrated in the ‘game-play’.... Sample PDF
Developing a Serious Game for Police Training
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Chapter 27
Barbara Martinson, Sauman Chu
Games are increasingly being used to teach content in a variety of courses from elementary to graduate education. This study investigates the... Sample PDF
Game-Based Learning in Design History
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Chapter 28
Martha Garcia-Murillo, Ian MacInnes
Advances in computing and telecommunications make it possible to take advantage of immersive electronic environments to deliver content. In this... Sample PDF
A Policy Game in a Virtual World
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Chapter 29
Chong-wei Xu
This chapter introduces an innovative pedagogical method for teaching object-oriented programming (OOP) and component-oriented programming (COP) via... Sample PDF
Teaching OOP and COP Technologies via Gaming
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Chapter 30
Pollyana Notargiacomo Mustaro, Luciano Silva, Ismar Frango Silveira
This chapter discusses some possibilities of using computer games to effectively reach didactic goals in undergraduate teaching. Nowadays... Sample PDF
Using Games to Teach Design Patterns and Computer Graphics
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Chapter 31
Paul A. Fishwick, Yuna A. Park
Multimedia technology for personal computers has undergone a radical transformation over the past two decades with significant changes made in... Sample PDF
A 3D Environment for Exploring Algebraic Structure and Behavior
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Chapter 32
Surviving the Game  (pages 560-575)
Linda van Ryneveld
A large body of research exists on the topics of computer-based educational gaming on the one hand and the role of playing traditional games in... Sample PDF
Surviving the Game
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Chapter 33
David William Shaffer
In this chapter, I look at the relationship between games and assessment—and more broadly at what that tells us about the relationship between... Sample PDF
Wag the Kennel: Games, Frames, and the Problem of Assessment
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Chapter 34
Melissa L. Lewis, René Weber
The Entertainment Education Paradigm (EEP) offers a new way to think about education by blending entertainment with educational experiences. Video... Sample PDF
Character Attachment in Games as Moderator for Learning
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Chapter 35
Joseph C. DiPietro, Erik W. Black
A better understanding of virtual character avatars is needed in order to explore the underlying psychology that the avatar represents to the user.... Sample PDF
Visual Analysis of Avatars in Gaming Environments
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Chapter 36
Matthew Thomas Payne
This chapter introduces and operationalizes an innovative interpretive strategy called “existential ludology” to explain how the game-play mechanics... Sample PDF
Interpreting Game-Play Through Existential Ludology
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Chapter 37
Katrin Becker, James R. Parker
This chapter will discuss the growing importance of applying considered rationales to which games are chosen for study, whether it be for... Sample PDF
On Choosing Games and What Counts as a "Good" Game
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Chapter 38
Teddy Moline
Quality teachers and quality digital games (video and computer) are dynamic resources that experience ongoing changes based primarily on their... Sample PDF
Descriptors of Quality Teachers and Quality Digital Games
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Chapter 39
David Gibson
What would a game or simulation need to have in order to teach a teacher how people learn? This chapter uses a four-part framework of knowledge... Sample PDF
Designing a Computational Model of Learning
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Chapter 40
Clint Bowers, Peter A. Smith, Jan Cannon-Bowers
The use of computer games and especially online games for educational purposes is growing in popularity. In this chapter we attempt to summarize... Sample PDF
Social Psychology and Massively Multiplayer Online Learning Games
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Chapter 41
Slava Kalyuga, Jan L. Plass
This chapter provides an overview of our cognitive architecture and its implications for the design of game-based learning environments. Design of... Sample PDF
Evaluating and Managing Cognitive Load in Games
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Chapter 42
Nicholas Zap, Jillianne Code
Video games engage players in rapid and complex interactions of self-regulatory processes. The way individuals regulate their cognitive, affective... Sample PDF
Self-Regulated Learning in Video Game Environments
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Chapter 43
Johannes Fromme, Benjamin Jörissen, Alexander Unger
The goal of this chapter is to emphasize a certain notion of self-induced education, to discuss it in the context of digital games and to provide... Sample PDF
(Self-) Educational Effects of Computer Gaming Cultures
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Chapter 44
Meredith DiPietro
There is current interest from the field of education into the value of video games to support learning. Research investigating outcomes associated... Sample PDF
Experience, Cognition and Video Game Play
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Chapter 45
P. G. Schrader, Kimberly A. Lawless, Michael McCreery
This chapter describes the manner in which gamers engage in multiple text comprehension and intertextual practices within the context of the World... Sample PDF
Intertextuality in Massively Multi-Player Online Games
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Chapter 46
Yam San Chee, Kenneth Yang Teck Lim
This chapter considers the use of computer games to help students construct their personal identity and develop dispositions that become active and... Sample PDF
Development, Identity, and Game-Based Learning
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Chapter 47
Play Styles and Learning  (pages 826-846)
Carrie Heeter
This chapter reviews player types found in commercial MMOs and educational games and a palette of play styles and learning is proposed from which... Sample PDF
Play Styles and Learning
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Chapter 48
Martin Oliver
This chapter explores the roles players created, and how these structured their online relationships, in an online massively multi-player... Sample PDF
Playing Roles in the MMORPG Kingdom of Loathing
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Chapter 49
Vasa Buraphadeja, Kara Dawson
Many game scholars claim that the emergent authorship opportunities provided within The Sims may lead to positive game play outcomes. This study... Sample PDF
Exploring Personal Myths from The Sims
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Chapter 50
Edward L. Swing, Douglas A. Gentile, Craig A. Anderson
Though video games can produce desirable learning outcomes, such as improved performance in school subjects, they also can produce undesirable... Sample PDF
Learning Processes and Violent Video Games
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Chapter 51
Patrick Felicia, Ian Pitt
This chapter explains the importance of acknowledging users’ personalities, learning styles, and emotions in the design of educational games. It... Sample PDF
Harnessing the Emotional Potential of Video Games
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Chapter 52
Diane Carr, Caroline Pelletier
The issue of gender reoccurs in debates about the introduction of computer games into formal learning contexts. There is a fear that girls will be... Sample PDF
Gamers, Gender, and Representation
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Chapter 53
Yi Mou, Wei Peng
While the violent content of video games has caused wide concern among scholars, gender, and racial stereotypes in video games are still an... Sample PDF
Gender and Racial Stereotypes in Popular Video Games
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Chapter 54
David J. Leonard
This chapter examines and responds to the silencing, resistance to any intrusion of questions about race and racism, and overall erasure of race... Sample PDF
Can the Subaltern Play and Speak or Just be Played With?
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Chapter 55
Colleen Swain
Electronic games and simulations are powerful learning tools for many learners; yet, the learning environments in these games and simulations... Sample PDF
Culturally Responsive Games and Simulations
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Chapter 56
Robert Jones
Due to its nature as an interactive medium, the video game offers uniquely different approaches to the project of activism. Unlike other... Sample PDF
Saving Worlds with Videogame Activism
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Chapter 57
Conceptual Play Spaces  (pages 989-1009)
Sasha A. Barab, Adam Ingram-Goble, Scott Warren
In this chapter we provide a framework for designing play spaces to support learning academic content. Reflecting on our four years of design... Sample PDF
Conceptual Play Spaces
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Chapter 58
Brian M. Winn
This chapter introduces a framework for the design of serious games for learning, called the design, play, and experience framework. The author... Sample PDF
The Design, Play, and Experience Framework
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Chapter 59
Youngkyun Baek
This chapter examines hidden curricula and pedagogy of digital games in order to clarify their educational meaning and importance. The experiences... Sample PDF
Revealing New Hidden Curriculum and Pedagogy of Digital Games
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Chapter 60
Wei Qiu, Yong Zhao
This study explored the nature and design of a compelling experience: game design. Thirty-six college juniors in the software engineering major... Sample PDF
Game Design as a Compelling Experience
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Chapter 61
Laurie N. Taylor
This chapter explains the significance of informal and unwritten rules in order to show the connections among formal rules of play, formalized... Sample PDF
Gaming Ethics, Rules, Etiquette, and Learning
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Chapter 62
Penny de Byl
This chapter presents the embedded authentic serious game-based learning experiences (EASLE) architecture which has been developed to assist in the... Sample PDF
Designing Games-Based Embedded Authentic Learning Experiences
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Chapter 63
James Belanich, Karin B. Orvis, Daniel B. Horn, Jennifer L. Solberg
Instructional video game development is occurring in both the commercial game development and the instructional design/development communities, but... Sample PDF
Bridging Game Development and Instructional Design
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Chapter 64
Debbie Denise Reese
Game-based, metaphor-enhanced (GaME) design is a process for engineering instructional games to prepare learners with the prior knowledge they need... Sample PDF
GaME Design for Intuitive Concept Knowledge
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Chapter 65
Yuxin Ma, Douglas Williams, Charles Richard, Louise Prejean
Electronic games have the potential to support learning by doing and enhance student motivation. However, there is little guidance in the literature... Sample PDF
Leveraging the Affordances of an Electronic Game to Meet Instructional Goals
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Chapter 66
Wenhao David Huang, Tristan Johnson
This chapter proposes an instructional game design framework based on the 4C/ID-model and cognitive load theory, its associated theoretical... Sample PDF
Instructional Game Design Using Cognitive Load Theory
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Chapter 67
Mahboubeh Asgari, David Kaufman
While there are thousands of educational computer and video games in the market today, few are as engaging and compelling as entertainment games.... Sample PDF
Motivation, Learning, and Game Design
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Chapter 68
Designing Games for Learning  (pages 1183-1203)
Scott J. Warren, Mary Jo Dondlinger
This chapter discusses two games that were designed to target learning as well as implications for the design of future games intended for this... Sample PDF
Designing Games for Learning
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Chapter 69
Panagiotis Zaharias, Anthony Papargyris
E-learning is emerging as one of the fastest organizational uses of the Internet as a supplementary or alternative mode for corporate training.... Sample PDF
Interaction with MMOGs and Implications for E-Learning Design
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Chapter 70
Douglas Williams, Yuxin Ma, Charles Richard, Louise Prejean
This chapter explores the challenge of balancing narrative development and instructional design in the creation of an electronic game-based learning... Sample PDF
Narrative Development and Instructional Design
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Chapter 71
Lloyd P. Rieber, Joan M. Davis, Michael J. Matzko, Michael M. Grant
We have long worked collaboratively with middle school students to help them design their own educational computer games. An interesting question... Sample PDF
Children as Critics of Educational Computer Games Designed by Other Children
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Chapter 72
Leanna Madill, Kathy Sanford
This chapter explores changing conceptions of learning brought about by technological changes and opportunities and examines more closely the... Sample PDF
Video-Game Creation as a Learning Experience for Teachers and Students
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Chapter 73
Brian Magerko
This chapter discusses the potential future of games for learning through the lens of current advantages of real-world education that are thus far... Sample PDF
The Future of Digital Game-Based Learning
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Chapter 74
Artists in the Medium  (pages 1289-1302)
Kurt Squire
This chapter discusses emerging trends in games and learning. It argues for an approach that examines games as a new medium. With the increased... Sample PDF
Artists in the Medium
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Chapter 75
Rusel DeMaria
What is the future of video games? Is it more realism? More violence? Better physics? Artificially intelligent characters? More social networking... Sample PDF
The Positive Impact Model in Commercial Games
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Chapter 76
Chad M. Harms
By retracing the tracks of the popular educational game, the Oregon Trail, this chapter presents both positive and negative realities of the... Sample PDF
Education and Exploitation Off the Virtual Train to Oregon
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Chapter 77
Clark Aldrich, Joseph C. DiPietro
This appendix introduces and defines commonly used terms and phrases from the world of video gaming. It seeks to bridge the gaps between... Sample PDF
An Overview of Gaming Terminology: Chapters I-LXXVI
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Chapter 78
Göknur Kaplan Akilli
Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack... Sample PDF
Games and Simulations: A New Approach in Education?
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Chapter 79
Chee Siang Ang, Panayiotis Zaphiris
This chapter attempts to examine computer game theories — ludology and narratology — that explain computer games as play activities and storytelling... Sample PDF
Developing Enjoyable Second Language Learning Software Tools: A Computer Game Paradigm
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Chapter 80
Elizabeth Fanning
A game mod describes a modification within an existing commercial, computer-based game that has been created by a user. By game modding, a user can... Sample PDF
Game Mods: Customizable Learning in a K16 Setting
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Chapter 81
Lisa Galarneau, Melanie Zibit
20th century visionaries foresaw that mastery of the dynamic processes underpinning the acquisition and manipulation of knowledge would be critical... Sample PDF
Online Games for 21st Century Skills
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Chapter 82
Nancy Sardone, Roberta Devlin-Scherer, Joseph Martinelli
The last 20 years have brought an increase of computers into educational and home environments, generating an explosion of available educational... Sample PDF
Game-Based Instruction in a College Classroom
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Chapter 83
Renee Hobbs, Jonelle Rowe
This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture... Sample PDF
Creative Remixing and Digital Learning: Developing an Online Media Literacy Learning Tool for Girls
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Chapter 84
Kalle Jegers, Carlotte Wiberg
This chapter reports on the initial results of a study conducted in the project FunTain. The main purpose was to identify general... Sample PDF
Learning While Playing: Design Implications for Edutainment Games
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Chapter 85
Karen Schrier
Students need to learn the critical thinking of history, yet they rarely have opportunities to authentically simulate historic inquiry. Research has... Sample PDF
Reliving History with "Reliving the Revolution": Designing Augmented Reality Games to Teach the Critical Thinking of History
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Chapter 86
Katia Sycara, Paul Scerri, Anton Chechetka
In this chapter, we explore the use of evolutionary game theory (EGT) (Nowak & May, 1993; Taylor & Jonker, 1978; Weibull, 1995) to model the... Sample PDF
Insights into the Impact of Social Networks on Evolutionary Games
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