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Games, learning, and society : learning and meaning in the digital age
\"This volume is the first reader on video games and learning of its kind. Covering game design, game culture and games as twenty-first-century pedagogy, it demonstrates the depth and breadth of scholarship on games and learning to date. The chapters represent some of the most influential thinkers, designers and writers in the emerging field of games and learning - including James Paul Gee, Soren Johnson, Eric Klopfer, Colleen Macklin, Thomas Malaby, Bonnie Nardi, David Sirlin and others. Together, their work functions both as an excellent introduction to the field of games and learning and as a powerful argument for the use of games in formal and informal learning environments in a digital age\"-- Provided by publisher.
Book
Mad City Mystery: Developing Scientific Argumentation Skills with a Place-Based Augmented Reality Game on Handheld Computers
While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change. Science education needs to prepare students for a future world in which multiple representations are the norm and adults are required to \"think like scientists.\" Location-based augmented reality games offer an opportunity to create a \"post-progressive\" pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific discourses. This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28 students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science. We investigate whether augmented reality games on handhelds can be used to engage students in scientific thinking (particularly argumentation), how game structures affect students' thinking, the impact of role playing on learning, and the role of the physical environment in shaping learning. We argue that such games hold potential for engaging students in meaningful scientific argumentation. Through game play, players are required to develop narrative accounts of scientific phenomena, a process that requires them to develop and argue scientific explanations. We argue that specific game features scaffold this thinking process, creating supports for student thinking non-existent in most inquiry-based learning environments.
Journal Article
From Content to Context: Videogames as Designed Experience
Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about them. This article argues for framing game play as a designed experience. Players' understandings are developed through cycles of performance within the gameworlds, which instantiate particular theories of the world (ideological worlds). Players develop new identities both through game play and through the gaming communities in which these identities are enacted. Thus research that examines game-based learning needs to account for both kinds of interactions within the game-world and in broader social contexts. Examples from curriculum developed for Civilization III and Supercharged! show how games can communicate powerful ideas and open new identity trajectories for learners.
Journal Article
Video Games and the Future of Learning
Most educators are dismissive of video games. But corporations, the government, and the military have already recognized and harnessed their tremendous educative power. Here, Shaffer et al discuss how video games can and will transform education. They argue that more than a multibillion-dollar industry, more than a compelling toy for both children and adults, more than a route to computer literacy, video games are important because they let people participate in new worlds. They let players think, talk, and act in new ways.
Journal Article
Environmental Detectives—The Development of an Augmented Reality Platform for Environmental Simulations
The form factors of handheld computers make them increasingly popular among K-12 educators. Although some compelling examples of educational software for handhelds exist, we believe that the potential of this platform are just being discovered. This paper reviews innovative applications for mobile computing for both education and entertainment purposes, and then proposes a framework for approaching handheld applications we call \"augmented reality educational gaming.\" We then describe our development process in creating a development platform for augmented reality games that draws from rapid prototyping, learner-centered software, and contemporary game design methodologies. We provide a narrative case study of our development activities spread across five case studies with classrooms, and provide a design narrative explaining this development process and articulate an approach to designing educational software on emerging technology platforms. Pedagogical, design, and technical conclusions and implications are discussed.
Journal Article
Designing Centers of Expertise for Academic Learning Through Video Games
Schools appear to be facing a crisis of engaging secondary students in meaningful learning. Many are recognizing that the learning principles embodied in computer and video games reflect the best theories of cognition, yet are underutilized as an educational resource. This article suggests an alternative model for game-based learning outside of schools. Drawing on case studies of youth participating in a year-long program, it describes an approach to bridging learners' identities in and out of school through historical simulation computer games situated within a community of practice of game experts. Participants developed both academic skills and productive identities as consumers and producers of information through these cases. We propose a model of centers of expertise, learning programs that seek to foster and develop new media literacies with pay off in schools and that lead to new identities outside of school as well.
Journal Article
Video game-based learning: An emerging paradigm for instruction
Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts—ways of seeing and understanding problems so that they “become” different kinds of people. “Serious games” coming from business strategy, advergaming, and entertainment gaming embody these features and point to a future paradigm for eLearning. Building on interviews with leading designers of serious games, this article presents case studies of three organizations building serious games, coming from different perspectives but arriving at similar conclusions. This article argues that such games challenge us to rethink the role of information, tools, and aesthetics in a digital age.
Journal Article
Role playing games for scientific citizenship
Research has shown that video games can be good for learning, particularly for STEM topics. However, in order for games to be scalable and sustainable, associated research must move beyond considerations of efficacy towards theories that account for classroom ecologies of students and teachers. This study asks how a digital game called
Citizen Science
, built using tropes and conventions from modern games, might help learners develop identities as citizen scientists within the domain of lake ecology. We conducted an expert-novice study, revealing that games literacy was a mediating variable for content understanding. In a follow-up classroom implementation, games literacy also operated as a variable, although students drove the activity, which mediated this concern. The teacher devised a number of novel pedagogies, such as a field trip, in response to the unit. We found evidence for the most powerful learning occurring through these activities that were reinforced via the curriculum. Students were most engaged by Citizen Science’s most “gamelike” features, and learners took up the core ideas of the game. Users also reported the experience was short of commercial gaming experiences, suggesting a tension between game cultures for learning and schools.
Journal Article
Innovation in times of uncertainty
Purpose
This paper aims to describe innovations at the Games + Learning + Society Center to explore the future of education.
Design/methodology/approach
This paper is an overview of several published studies and design interventions.
Findings
Commercial partnerships, particularly generating copyrightable materials can maximize impact and diversify research funding, but they also run counter to the culture and purpose of many research universities.
Research limitations/implications
Researchers interested in forging new partnerships to maximize impact might explore relationships with commercial entities but be aware that they are running counter to the grain of most institutions and goals. Other universities of different sizes, ages and orientations may have different results.
Practical implications
Building private partnerships requires different staffing and skill sets than traditional research. Guidance for staffing key roles and projects are provided.
Originality/value
This paper is a reflection on unique research initiative that generated revenue and helped shape a subfield of education.
Journal Article
Innovation in times of uncertainty
Purpose
This paper (published in two consecutive issues of On the Horizon) aims to contextualize research on games for learning by describing the current drivers of innovation in learning technologies situated within broader trends in open educational publishing.
Design/methodology/approach
The paper begins with an overview of changes, driven largely by technology in educational technology and publishing. Using massively open online courseware as an example, it describes how these factors are aligning to challenge the status quo. Next, it provides a brief discussion of changes in higher education more generally, including changes in education as a marketplace, reductions to state funding for education and changes in the research enterprise, particularly the rapid growth of the scientific enterprise and leveling off of federal support.
Findings
The paper pivots to describe the most recent chapter of over 15 years of work within the Games + Learning + Society (GLS) Center, which has sought to create innovative models of learning, innovative models for funding and conducting research in light of these challenges, and innovative ways of engaging the public.
Practical implications
The assumption driving GLS (and this paper) is that rather than wait for these changes to happen to us, educational technologists can help drive the future by creating it. A good way to get the kinds of learning systems we want is to go about creating them and seeing what works. During this time, GLS developed and released over a dozen game-based learning titles, raised US$10,000,000s in grants and contracts, graduated over 30 doctoral students and post docs, spun out multiple companies, created materials in use by 10,000s (or more) students across the world, and helped build a nascent field of games and learning.
Originality/value
The paper pivots to describe the most recent chapter of over 15 years of work within the GLS Center, which has sought to create innovative models of learning, innovative models for funding and conducting research in light of these challenges and innovative ways of engaging the public.
Journal Article