There is a paucity of research frameworks that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for... Show More

There is a paucity of research frameworks that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for frameworks that provide a lens for understanding learning experiences afforded in digital games and facilitating knowledge construction and motivation to learn. Towards this goal, the purpose of this article is to introduce the inquiry, communication, construction, and expression (ICCE) framework. This qualitative study with interviews and observations examined the mathematics game Dimension M. It was analyzed using the ICCE framework. It reports the interpretive results of twenty 9th graders' motivation and achievement in a game-based learning course to learn mathematics using Dimension M. The ICCE framework may be a valuable tool for aiding teachers to assess the efficacy of games for learning and for students to benefit from the possible designed experiences within games.

iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for... Show More

iSocial is a 3D Virtual Learning Environment (3D VLE) to develop social competency for students who have been identified with High-Functioning Autism Spectrum Disorders. The motivation for developing a 3D VLE is to improve access to special needs curriculum for students who live in rural or small school districts. The paper first describes a number of innovative features developed to translate a targeted curriculum and to undertake teaching and learning to meet special needs in a 3D Virtual Environment. Secondly the paper describes results from a field test of iSocial at 3 sites with 11 students. The results show promise for improvements in social competence, but also challenges for distance learning delivery of 3D VLE.

This current study examines the need for operational definitions of the concept of interaction in distance education studies. It is proposed that a discourse analysis of linguistic features... Show More

This current study examines the need for operational definitions of the concept of interaction in distance education studies. It is proposed that a discourse analysis of linguistic features conversation noted as being representative of interaction can be used to operationalize interaction in synchronous CMC. This study goes on compare two different registers: an internet chat register, and a Massive Multiplayer Online Role Playing Game register to explore the theoretical claim that such virtual world environments have higher levels of interaction. Overall findings exhibit that MMORPGs have higher amount of linguistic features characteristic of interaction. Evidence points to MMORPGs being more interactive and also supportive of collaborative interaction.

The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for... Show More

The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens' and school students' interaction with the virtual nanoworld. Findings suggest that users' interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

The purpose of this research is to explore a new computer-based interactive learning approach to assess the impact on student learning and attitudes toward science in a large university ecology... Show More

The purpose of this research is to explore a new computer-based interactive learning approach to assess the impact on student learning and attitudes toward science in a large university ecology classroom. A comparison was done with an established program to measure the relative impact of the new approach. The first inquiry project, BearCam, gives learners the freedom to navigate bear images and videos online to complete a scientific report. The new program, Virtual Ecological Inquiry (VEI), is based in the Second-Life platform and allows students to create an avatar and explore the Wolong Nature Reserve, collecting plant and environmental data in virtual form. Both inquiry projects show potential to engage learners and promote the acquisition of investigative practices and processes within inquiry. Inquiry assessment methods and changes to the VEI program are shared.

This mixed methods study examined 73 5th graders' flow experience in a game-based science learning environment using two gameplay approaches (solo and collaborative gameplay). Both survey and focus... Show More

This mixed methods study examined 73 5th graders' flow experience in a game-based science learning environment using two gameplay approaches (solo and collaborative gameplay). Both survey and focus group interview findings revealed that students had high flow experience; however, there were no flow experience differences that were contingent upon gameplay approaches. Results identified four game design features and student personal factors (reading proficiency) that significantly impacted student game flow experience. Students made significant science content learning gains as a result of gameplay, but game flow experience did not predict learning gains. The study demonstrated that the game was effective in supporting students' flow experience and science content learning. The findings indicated that the adapted game flow experience survey provided a satisfactory measure of students' game flow experience. The results also have implications for educational game design, as game design features that significantly contributed to students' flow experience were identified.