Developments in Current Game-Based Learning Design and Deployment

Developments in Current Game-Based Learning Design and Deployment

Patrick Felicia

Copyright: © 2013 |Pages: 453

ISBN13: 9781466618640|ISBN10: 1466618647|EISBN13: 9781466618657

DOI: 10.4018/978-1-4666-1864-0

Cite Book Cite Book

MLA

Felicia, Patrick, editor. Developments in Current Game-Based Learning Design and Deployment. IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1864-0

APA

Felicia, P. (Ed.). (2013). Developments in Current Game-Based Learning Design and Deployment. IGI Global. https://doi.org/10.4018/978-1-4666-1864-0

Chicago

Felicia, Patrick, ed. Developments in Current Game-Based Learning Design and Deployment. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1864-0

Export Reference

Favorite Full-Book Download

Educational gaming is becoming more popular at universities, in the military, and in private business. Multidisciplinary research which explores the cognitive and psychological aspects that underpin successful educational video games is therefore necessary to ensure proper curriculum design and positive learning outcomes.

Developments in Current Game-Based Learning Design and Deployment highlights the latest research from professionals and researchers working in the fields of educational games development, e-learning, multimedia, educational psychology, and information technology. It promotes an in-depth understanding of the multiple factors and challenges inherent to the design and integration of game-based Learning environments.

Table of Contents

Reset

Front Materials

Title Page

Copyright Page

Editorial Advisory Board

Preface

Acknowledgment

Chapters

Chapter 1

Video Game Genre Affordances for Physics Education (pages 1-16)

Kostas Anagnostou, Anastasia Pappa

In this work, the authors analyze the video game genres’ features and investigate potential mappings to specific didactic approaches in the context of Physics education. To guide the analysis, the authors briefly review the main...

Chapter 2

Encouraging Engagement in Game-Based Learning (pages 17-26)

Nicola Whitton

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the...

Chapter 3

Leveraging Mobile Games for Place-Based Language Learning (pages 27-45)

Christopher L. Holden, Julie M. Sykes

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the...

Chapter 4

DataPlay: Experiments in the Ludic Age (pages 46-60)

Colleen Macklin

DataPlay is a research project inspired by the concept of a “ludic age” (Chaplin & Zimmerman, 2008), where the challenges of extracting knowledge from the “data deluge” of the information age (Economist, 2010) are met with game-based...

Chapter 5

Affordances and Constraints of Scaffolded Learning in a Virtual World for Young Children (pages 61-73)

Rebecca W. Black, Stephanie M. Reich

In recent years there has been a marked increase in the number of virtual worlds aimed at populations between the ages of 6 to14 years. This article examines the content and design of one such site, Webkinz World, as a sociocultural...

Chapter 6

Social Interactions in Online Gaming (pages 74-90)

Mark Griffiths, Zaheer Hussain, Sabine M. Grüsser, Ralf Thalemann, Helena Cole, Mark N.O. Davies, Darren Chappell

This paper briefly overviews five studies examining massively multiplayer online role-playing games (MMORPGs). The first study surveyed 540 gamers and showed that the social aspects of the game were the most important factor for many...

Chapter 7

The Mobile Learning Network: Getting Serious about Games Technologies for Learning (pages 91-102)

Rebecca Petley, Guy Parker, Jill Attewell

The Mobile Learning Network currently in its third year, is a unique collaborative initiative encouraging and enabling the introduction of mobile learning in English post-14 education. The programme, funded jointly by the Learning...

Chapter 8

A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games (pages 103-117)

Michael D. Kickmeier-Rust, Elke Mattheiss, Christina Steiner, Dietrich Albert

One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational...

Chapter 9

Content Design Patterns for Game-Based Learning (pages 118-135)

Dennis Maciuszek, Sebastian Ladhoff, Alke Martens

To address the lack of documented best practices in the development of digital educational games, the authors have previously proposed a reference software architecture. One of its components is the rule system specifying learning...

Chapter 10

Designing Serious Games for People with Disabilities: Game, Set and Match to the Wii™ (pages 136-143)

Lindsay Evett, Allan Ridley, Liz Keating, Patrick Merritt, Nick Shopland, David Brown

Serious games are effective and engaging learning resources for people with disabilities, and guidelines exist to make games accessible to people with disabilities. During research into designing accessible interfaces and games, it...

Chapter 11

Motivational Aspects of Gaming for Students with Intellectual Disabilities (pages 144-154)

Maria Saridaki, Constantinos Mourlas

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of...

Chapter 12

Honing Emotional Intelligence with Game-Based Crucible Experiences (pages 155-168)

Elaine M. Raybourn

The focus of the present paper is the design of multi-player role-playing game instances as crucible experiences for the exploration of one’s emotional intelligence. Subsequent sections describe the design of game-based...

Chapter 13

Possibility Spaces: Using The Sims 2 as a Sandbox to Explore Possible Selves with At-Risk Teenage Males (pages 169-187)

Elizabeth King

Interactive technologies provide today’s youth a low stakes sandbox to collect experiences (Gee, 2004) and try tasks and identities (Gee, 1991) that push the boundaries of “known” and open up the world of possibility. Pairing...

Chapter 14

Forming The Guild: Star Power and Rethinking Projective Identity in Affinity Spaces (pages 188-202)

Elizabeth Ellcessor, Sean C. Duncan

This paper expands on Gee’s (2004) notion of “affinity spaces” by placing them in the context of games, media stars, and their fans and combining cultural studies and new literacies approaches. The Guild, a web series about the...

Chapter 15

Fear of (Serious) Digital Games and Game-Based Learning?: Causes, Consequences and a Possible Countermeasure (pages 203-218)

Wolfgang Bösche, Florian Kattner

Digital games and their power as a tool for acquiring knowledge, training skills and changing behavior are – for some laymen – associated with rather negative concepts, and are thought to pose a general health risk. This paper...

Chapter 16

Background Music in Educational Games: Motivational Appeal and Cognitive Impact (pages 219-230)

Stephanie B. Linek, Birgit Marte, Dietrich Albert

Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the...

Chapter 17

Formulating a Serious-Games Design Project for Adult Offenders with the Probation Service (pages 231-240)

Matthew Ian Bates, David Brown, Wayne Cranton, James Lewis

This paper documents an investigation evaluating if adult offenders can benefit from a facilitated serious-games design project as part of their probation program. Research has observed a participatory design group of adult offenders...

Chapter 18

The Use of Motion Tracking Technologies in Serious Games to Enhance Rehabilitation in Stroke Patients (pages 241-252)

Andrew M. Burton, Hao Liu, Steven Battersby, David Brown, Nasser Sherkat, Penny Standen, Marion Walker

Stroke is the main cause of long term disability worldwide. Of those surviving, more than half will fail to regain functional usage of their impaired upper limb. Typically stroke upper limb rehabilitation exercises consist of...

Chapter 19

Digital Games: Changing Education, One Raid at a Time. (pages 253-272)

Paul Pivec, Maja Pivec

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to...

Chapter 20

The Magic Bullet: A Tool for Assessing and Evaluating Learning Potential in Games (pages 273-284)

Katrin Becker

This paper outlines a simple and effective model that can be used to evaluate and design educational digital games. It also facilitates the formulation of strategies for using existing games in learning contexts. The model...

Chapter 21

Collaborative Strategic Board Games as a Site for Distributed Computational Thinking (pages 285-301)

Matthew Berland, Victor R. Lee

This paper examines the idea that contemporary strategic board games represent an informal, interactional context in which complex computational thinking takes place. When games are collaborative – that is, a game requires that...

Chapter 22

Assessment through Achievement Systems: A Framework for Educational Game Design (pages 302-315)

Monica Evans, Erin Jennings, Michael Andreen

Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article...

Chapter 23

Understanding Computational Thinking before Programming: Developing Guidelines for the Design of Games to Learn Introductory Programming through Game-Play (pages 316-338)

Cagin Kazimoglu, Mary Kiernan, Liz Bacon, Lachlan MacKinnon

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual...

Chapter 24

Historical Perspectives on Games and Education from the Learning Sciences (pages 339-364)

Brett E. Shelton, Tom Satwicz, Tom Caswell

This paper reviews three classic theorists’ writing on games, learning, and development. Piaget, Vygotsky, and Bruner all wrote about games and play as important to thinking and learning. This review attempts to synthesize their...

Back Materials

Compilation of References

About the Contributors

Index

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.

Username or email: *

Password: *

Forgot individual login password?

Create individual account