Section I: Defining the Context
Chapter I: A Simulation Primer
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Katrin Becker, University of Calgary, Canada
James R. Parker, University of Calgary, Canada
Chapter II: Digital Simulation in Teaching and Learning
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Youngkyun Baek, Korea National University of Education, Republic of Korea
Chapter III: Virtual Spaces for Teaching and Learning
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Peter R. Albion, University of Southern Queensland, Australia
Chapter IV: Computers and the End of Progressive Education
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David Williamson Shaffer, University of Wisconsin-Madison, USA
Section II: Design Considerations
Chapter V: Combining Instructional Design and Game Design
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Celina Byers, Bloomsburg University of Pennsylvania, USA
Chapter VI: The Narrative Event Diagram: A Tool for Designing Professional Simulations
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Helyn Gould, University of Strathclyde, UK
Michael Hughes, University of Strathclyde, UK
Paul Maharg, University of Strathclyde, UK
Emma Nicol, University of Strathclyde, UK
Chapter VII: Modeling Classroom Behaviors in Software Agents
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David Gibson, CurveShift, Inc., USA
Chapter VIII: Design Principles for Interactive Learning Environments with Embedded
Formative Assessments
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Sara Dexter, University of Virginia, USA
Chapter IX: Hybrid 2D/3D Development of Interactive Simulations
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Penny deByl, University of Applied Sciences, The Netherlands
Chapter X: Using Case Studies as the Narrative to Game Design and Development
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Len Annetta, North Carolina State University, USA
James Minogue, North Carolina State University, USA
Shawn Holmes, North Carolina State University, USA
Meng-Tzu Cheng, North Carolina State University, USA
Elizabeth Folta, North Carolina State University, USA
Marta Klesath, North Carolina State University, USA
Section III: Case Studies Focused on Improving Teaching
Chapter XI: Exploring Teacher Problem Solving Using Simulation
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Mark Girod, University of Western Oregon, USA
Chapter XII: A Simulation for Improving Teachers’ Motivational Skills
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Donguk Cheong, Korea National University of Education, Republic of Korea
Bokyeong Kim, University of Virginia, USA
Chapter XIII: Designing Commercial Simulations for Teachers
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Damián Piccolo, AndenSolutions.com, USA
Anna Oskorus, TiER1 Performance Solutions, USA
Chapter XIV: Simulating Teaching Experience with Role-Play
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Scott J. Warren, University of North Texas, USA
Richard A. Stein, Indiana University-Bloomington, USA
Chapter XV: simClass: Simulate Your Class Before You Teach
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Bokyeong Kim, University of Virginia, USA
Donguk Cheong, Korea National University of Education, Republic of Korea
Chapter XVI: Using Digital Games to Develop Ethical Teachers
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Karen Schrier, Columbia University, USA
Charles K. Kinzer, Columbia University, USA
Chapter XVII: Modeling in the Classroom Using Squeak Etoys
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Shelby P. Morge, University of North Carolina Wilmington, USA
Section IV: Case Studies Focused on Learning
Chapter XVIII: Alternate Reality Games as Simulations
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Mary Jo Dondlinger, Richland College, USA
Scott Joseph Warren, University of North Texas, USA
Chapter XIX: Supporting Open-Ended Assignments
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Caitlin Kelleher, Washington University, USA
Chapter XX: Cognitive Apprenticeship Inspired Simulations
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Kay Kyeongju Seo, University of Cincinnati, USA
Aimee Byk, University of Cincinnati, USA
Chris Collins, University of Cincinnati, USA
Chapter XXI: Learning by Doing via Game Making
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Jae Yeob Jung, Korea National University of Education, Republic of Korea
Hyung Sung Park, Korea National University of Education, Republic of Korea
Section V: Engaging Graduate Students in Development
Chapter XXII: Modding Neverwinter Nights Into Serious Games
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Christian Sebastian Loh, Southern Illinois University Carbondale, USA
Jae Hwan Byun, Southern Illinois University Carbondale, USA
Chapter XXIII: Changing Middle School Science through STEAM
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Teresa Franklin, Ohio University, USA
David Chelberg, Ohio University, USA
Chang Liu, Ohio University, USA
Section VI: Epilogue
Chapter XXIV: Complex Systems Concepts in Simulations
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David Gibson, CurveShift, Inc., USA
