Section I: A Review of Research on Educational Gaming
Chapter I: A Qualitative Meta-Analysis of Computer Games as Learning Tools

Fengfeng Ke, University of Albuquerque, USA

Chapter II: Games, Claims, Genres & Learning

Aroutis N. Foster, Michigan State University, USA
Punya Mishra, Michigan State University, USA

Chapter III: Massively Multiplayer Online Roleplay Games for Learning

Sara de Freitas, University of Coventry, UK
Mark Griffiths, Nottingham Trent University, UK

Chapter IV: An Investigation of Current Online Educational Games

Yufeng Qian, St. Thomas University, USA

Chapter V: Augmented Reality Gaming in Education for Engaged Learning

Cathy Cavanaugh, University of Florida, USA

Chapter VI: Mobility, Games, and Education

Michael A. Evans, Virginia Tech, USA

Chapter VII: Game Interfaces as Bodily Techniques

David Parisi, New York University, USA

Chapter VIII: A Window on Digital Games Interactions in Home Settings

Elhanan Gazit, Holon Institute of Technology, Israel

Chapter IX: Enhanced Interaction in Mixed Social Environments

James Oliverio, University of Florida, USA
Dennis Beck, University of Florida, USA

Chapter X: Electronic Gaming in Germany as Innovation in Education

Andreas Breiter, University of Bremen, Germany
Castulus Kolo, Macromedia University of Applied Sciences, Germany

Section II: Educational Gaming in K-12 or Teacher Education Contexts
Chapter XI: A Guide to Integrating COTS Games in Your Classroom

Richard Van Eck, University of North Dakota, USA

Chapter XII: Productive Gaming and the Case for Historiographic Game Play

Shree Durga, University of Wisconsin-Madison, USA
Kurt Squire, University of Wisconsin-Madison, USA

Chapter XIII: Game-Based Historical Learning

Erik Malcolm Champion, University of New South Wales, Australia

Chapter XIV: The Role of MMORPGS in Social Studies Education

Phillip J. VanFossen, Purdue University, USA
Adam Friedman, Wake Forest University, USA
Richard Hartshorne, University of North Carolina at Charlotte, USA

Chapter XV: Video Games, Reading, and Transmedial Comprehension

Brock Dubbels, University of Minnesota, USA

Chapter XVI: COTS Computer Game Effectiveness

Carol Luckhardt Redfield, St: Mary’s University, USA
Diane L. Gaither, Southwest Research Institute, USA
Neil M. Redfield, John Jay Science and Engineering Academy, USA

Chapter XVII: Teacher Gamers Versus Teacher Non-gamers

Christopher L. James, Russellville City Schools, USA
Vivan H. Wright, University of Alabama, USA

Chapter XVIII: Using Online Simulation to Engage Users in an Authentic Learning Environment

Brian Ferry, University of Wollongong, Australia
Lisa Kervin, University of Wollongong, Australia

Chapter XIX: Preservice Computer Teachers as 3D Educational Game Designers

Zahide Yildirim, Middle East University, Lebanon
Eylem Kilic, Middle East University, Lebanon

Chapter XX: Adolescents Teaching Videogame Making – Who is the Expert Here?

Kathy Sanford, University of Victoria, Canada
Leanna Madill, University of Victoria, Canada

Section III: Educational Gaming in Other Learning Contexts
Chapter XXI: Online Games as Powerful Food Advertising to Children

Richard T. Cole, Michigan State University, USA
Elizabeth Taylor Quilliam, West Virginia University, USA

Chapter XXII: Changing Health Behavior through Games

Erin Edgerton, Centers for Disease Control and Prevention, USA

Chapter XXIII: An Overview of Using Electronic Games for Health Purposes

Wei Peng, Michigan State University, USA
Ming Liu, Michigan State University, USA

Chapter XXIV: Massively Multi-Player Online Role Playing Games MMORPGS and Foreign Language Education

Yong Zhao, Michigan State University, USA
Chun Lai, Michigan State University, USA

Chapter XXV: A Videogame, a Chinese Otaku, and Her Deep Learning of a Language

Kim Feldmesser, University of Brighton, UK

Chapter XXVI: Developing a Serious Game for Police Training

Ahmed BinSubaih, University of Sheffield
Steve Maddock, University of Sheffield
Daniela Romano, University of Sheffield

Chapter XXVII: Game-Based Learning in Design History

Barbara Martinson, University of Minnesota, USA
Sauman Chu, University of Minnesota, USA

Chapter XXVIII: A Policy Game in a Virtual World

Martha Garcia-Murillo, Syracuse University, USA
Ian MacInnes, Syracuse University, USA

Chapter XXIX: Teaching OOP and COP Technologies via Gaming

Chong-wei Xu, Kennesaw State University, USA

Chapter XXX: Using Games to Teach Design Patterns and Computer Graphics

Pollyana Notargiacomo Mustaro, Universidade Presbiteriana Mackenzie
Luciano Silva, Universidade Presbiteriana Mackenzie
Ismar Frango Silveira, Universidade Presbiteriana Mackenzie

Chapter XXXI: A 3D Environment for Exploring Algebraic Structure and Behavior

Paul A. Fishwick, University of Florida, USA
Yuna A. Park, University of Florida, USA

Chapter XXXII: Surviving the Game

Linda van Ryneveld, Tshwane University of Technology

Section IV: Educational Gaming Research Tools and Methods
Chapter XXXIII: Wag the Kennel: Games, Frames, and the Problem of Assessment

David William Shaffer, University of Wisconsin-Madison, USA

Chapter XXXIV: Character Attachment in games as Moderator for Learning

Melissa L. Lewis, Michigan State University, USA
René Weber, University of California Santa Barbara, USA

Chapter XXXV: Visual Analysis of Avatars in Gaming Environments

Joseph C. DiPietro, University of Florida, USA
Erik W. Black, University of Florida, USA

Chapter XXXVI: Interpreting Gameplay through Existential Ludology

Matthew Thomas Payne, University of Texas at Austin, USA

Chapter XXXVII: On Choosing Games and What Counts as a “Good” Game

Katrin Becker, University of Calgary
James R: Parker, University of Calgary

Chapter XXXVIII: Descriptors of Quality Teachers and Quality Digital Games

Teddy Moline, University of Alberta

Section V: The Psychological Impact of Educational Gaming
Part 1: Cognition, Learning, Play, and Identity
Chapter XXXIX: Designing a Computational Model of Learning

David Gibson, CurveShift, Inc.

Chapter XL: Social Psychology and Massively Multiplayer Online Learning Games

Clint Bowers, University of Central Florida, USA
Peter A. Smith, University of Central Florida, USA
Jan Cannon-Bowers, University of Central Florida, USA

Chapter XLI: Evaluating and Managing Cognitive Load in Games

Slava Kalyuga, University of New South Wales
Jan L. Plass, New York University, USA

Chapter XLII: Self-Regulated Learning in Video Game Environments

Nicholas Zap, Simon Fraser University, USA
Jillianne Code, Simon Fraser University, USA

Chapter XLIII: Self-Educational Effects of Computer Gaming Cultures

Johannes Fromme, University of Magdeburg
Benjamin Jõrissen, University of Magdeburg
Alexander Unger, University of Magdeburg

Chapter XLIV: Experience, cognition and video game play

Meredith DiPietro, University of Florida, USA

Chapter XLV: Intertextuality in Massively Multiplayer Online Games

P.G. Schrader, University of Nevada, Las Vegas, USA
Kimberly A. Lawless, University of Illinois, Chicago, USA
Michael McCreery, University of Nevada, Las Vegas, USA

Chapter XLVI: Development, Identity, and Game-Based Learning

Yam San Chee, Nanyang Technological University
Kenneth Y T Lim, Nanyang Technological University

Chapter XLVII: Play Styles and Learning

Carrie Heeter, Michigan State University, USA

Chapter XLVIII: Playing Roles in the MMORPG Kingdom of Loathing

Martin Oliver, University of London

Chapter XLIX: Exploring Personal Myths from the Sims

Vasa Buraphadeja, University of Florida, USA
Kara Dawson, University of Florida, USA

Section VI: The Psychological Impact of Educational Gaming
Part 2: Violence, Emotion, Race, Gender, and Culture
Chapter L: Learning Processes and Violent Video Games

Edward L. Swing, Iowa State University, USA
Douglas A. Gentile, Iowa State University, USA
Craig A. Anderson, Iowa State University, USA

Chapter LI: Harnessing the Emotional Potential of Video Games

Patrick Felicia, University College of Cork
Ian Pitt, University College of Cork

Chapter LII: Gamers, Gender, and Representation

Diane Carr, University of London Caroline Pelletier, University of London

Chapter LIII: Gender and Racial Stereotypes in Popular Video Games

Yi Mou, Michigan State University, USA
Wei Peng, Michigan State University, USA

Chapter LIV: Can the Subaltern Play and Speak or Just be Played With?

David J. Leonard, Washington State University, USA

Chapter LV: Culturally Responsive Games and Simulations

Colleen Swain, University of Florida, USA

Chapter LVI: Saving Worlds with Videogame Activism

Robert Jones, New York University, USA

Section VII: Educational Game Design
Chapter LVII: Conceptual Play Spaces

Sasha Barab, Indiana University, USA
Adam Ingram-Goble, Indiana University, USA
Scott Warren, University of North Texas, USA

Chapter LVIII: The Design, Play, and Experience Framework

Brian M. Winn, Michigan State University, USA

Chapter LIX: Revealing New Hidden Curriculum and Pedagogy of Digital Games

Youngkyun Baek, Korea National University of Education

Chapter LX: Game Design as a Compelling Experience

Wei Qiu, Michigan State University, USA
Yong Zhao, Michigan State University, USA

Chapter LXI: Gaming Ethics, Rules, Etiquette and Learning

Laurie N. Taylor, University of Florida, USA

Chapter LXII: Designing Games-Based Embedded Authentic Learning Experiences

Penny de Byl, University of Southern Queensland

Chapter LXIII: Bridging Game Development and Instructional Design

James Belanich, U.S. Army Research Institute for the Behavioral and Social Sciences,
Karin A. Orvis, Old Dominion University, USA
Daniel B. Horn, U.S. Army Research Institute for the Behavioral and Social Sciences
Jennifer L. Solberg, U.S. Army Research Institute for the Behavioral and Social Sciences

Chapter LXIV: GaME Design for Intuitive Concept Knowledge

Debbie Denise Reese, Wheeling Jesuit University

Chapter LXV: Leveraging the Affordances of an Electronic Game to Meet Instructional Goals

Yuxin Ma, Uniersity of Louisiana at Lafayette, USA
Douglas Williams, Uniersity of Louisiana at Lafayette, USA
Charles Richard, Uniersity of Louisiana at Lafayette, USA
Louise Prejean, Uniersity of Louisiana at Lafayette, USA

Chapter LXVI: Instructional Game Design Using Cognitive Load Theory

Wenhao David Huang, University of Illinois Urbana-Champaign, USA
Tristan Johnson, Florida State University, USA

Chapter LXVII: Motivation, Learning, and Game Design

Mahboubeh Asgari, Simon Fraser University, USA
David Kaufman, Simon Fraser University, USA

Chapter LXVIII: Designing Games for Learning

Scott J. Warren, University of North Texas, USA
Mary Jo Dondlinger, University of North Texas, USA

Chapter LXIX: Interaction with MMOGs and Implications for E-Learning Design

Panagiotis Zaharias, University of the Aegean
Anthony Papargyris, Athens University of Economics and Business

Chapter LXX: Narrative Development and Instructional Design

Douglas Williams, University of Louisiana-Lafayette, USA
Yuxin Ma, University of Louisiana-Lafayette, USA
Charles Richard, University of Louisiana-Lafayette, USA
Louise Prejean, University of Louisiana-Lafayette, USA

Chapter LXXI: Children as Critics of Educational Computer Games Design by Other Children

Lloyd P. Rieber, University of Georgia, USA
Joan M. Davis, University of Washington, USA
Michael J. Matzko, United States Navy, USA
Michael M. Grant, University of Memphis, USA

Chapter LXXII: Videogame Creation as a Learning Experience for Teachers and Students

Leanna Madill, University of Victoria
Kathy Sanford, University of Victoria

Section VIII: The Future of Educational Gaming
Chapter LXXIII: The Future of Digital Game-Based Learning

Brian Magerko, Georgia Institute of Technology, USA

Chapter LXXIV: Artists in the Medium

Kurt Squire, University of Wisconsin-Madison, USA

Chapter LXXV: The Positive Impact Model in Commercial Games

Rusel DeMaria, DeMaria Studio

Chapter LXXVI: Education and Exploitation off the Virtual Trail to Oregon

Chad M. Harms, Iowa State University, USA

Section IX: Appendix: Glossary of Terms

Appendix A: An Overview of Gaming Terminology: Chapters I-LXXVI

Clark Aldrich, SimuLearn, USA
Joseph C. DiPietro, University of Florida, USA

Section X: Appendix: Selected Readings

Appendix B, Selected Readings: Games and Simulations: A New Approach in Education?

Göknur Kaplan Akilli, Pennsylvania State University, USA

Appendix C, Selected Readings: Developing Enjoyable Second Language Learning Software Tools: A Computer Game Paradigm

Chee Siang Ang, City University, UK
Panayiotis Zaphiris, City University, UK

Appendix D, Selected Readings: Game Mods: Customizable Learning in a K16 Setting

Elizabeth Fanning, The University of Virginia, USA

Appendix E, Selected Readings: Online Games for 21st Century Skills

Lisa Galarneau, University of Waikato, New Zealand
Melanie Zibit, Boston College, USA

Appendix F, Selected Readings: Game-Based Instruction in a College Classroom

Nancy Sardone, Seton Hall University, USA
Roberta Devlin-Scherer, Seton Hall University, USA
Joseph Martinelli, Seton Hall University, USA

Appendix G, Selected Readings: Creative Remixing and Digital Learning: Developing an Online Media Literacy Learning Tool for Girls

Renee Hobbs, Temple University, USA
Jonelle Rowe, Department of Health and Human Services, USA

Appendix H, Selected Readings: Learning While Playing: Design Implications for Edutainment Games

Kalle Jegers, Umeå University, Sweden
Carlotte Wiberg, Umeå University, Sweden

Appendix I, Selected Readings: Reliving History with “Reliving the Revolution”: Designing Augmented Reality Games to Teach the Critical Thinking of History

Karen Schrier, MIT, USA

Appendix J, Selected Readings: Insights into the Impact of Social Networks on Evolutionary Games

Katia Sycara, Carnegie Mellon University, USA
Paul Scerri, Carnegie Mellon University, USA
Anton Chechetka, Carnegie Mellon University, USA