Gaming and Cognition: Theories and Practice from the Learning Sciences

Gaming and Cognition: Theories and Practice from the Learning Sciences

Richard Van Eck (University of North Dakota, USA)
Indexed In: PsycINFO®, SCOPUS
Release Date: May, 2010|Copyright: © 2010 |Pages: 405
DOI: 10.4018/978-1-61520-717-6
ISBN13: 9781615207176|ISBN10: 1615207171|EISBN13: 9781615207183
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Description & Coverage
Description:

The idea that games can have positive impacts upon critical thinking and problem solving is widely accepted in today's digital society, yet the effect of video games on human cognition is still largely unexplored.

Gaming and Cognition: Theories And Practice From The Learning Sciences applies the principles of research in the study of human cognition to video games, providing a critical examination of the rigor and design of the experiments in the study of cognition and gaming. Combining many aspects of the learning sciences such as psychology, instructional design, and education into one coherent whole, this book presents historical, theoretical, and practical perspectives.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Activity-Based Scenario Design, Development and Assessment
  • Cognitive Load and Educational Technology
  • Cognitive Load and Empathy in Serious Games
  • Distinctions Between Games and Learning
  • Essential Active Principles of Engagement in Computer Games
  • Games and Teaching Structures
  • Knowledge Development in Game-Based Learning Environments
  • MMORPGs in Support of Learning
  • Principles and Signatures in Serious Games for Science Education
  • Serious Games for Learning Language-In-Culture
Reviews & Statements

This volume captures a moment in time when a field collectively pauses to take stock, and individual researchers and practitioners reflect on the decisions they will make moving forward.

– David Williamson Shaffer, Professor at the University of Wisconsin-Madison, USA
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Editor/Author Biographies
Richard Van Eck is Associate Professor and Graduate Director of the Instructional Design & Technology program at the University of North Dakota (UND). He received his Ph.D. in instructional design and development from the University of South Alabama, where his dissertation examined the use of an original game to promote transfer of mathematics skills in middle school. He was a member of the faculty at the University of Memphis for 5 years, where he was also a member of the Institute for Intelligent Systems. His scholarly work on digital game-based learning includes a cover story for Educause Review, seven book chapters, two edited books, ten referee publications, 25 conference presentations, and 27 invited presentations. He has created five original games for learning, and was elected to the board of directors for the North American Simulation and Gaming Association in 2006. He currently resides in North Dakota with his wife, two cats, and two dogs who think they're people.
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