Gaming for classroom-based learning digital role playing as a motivator of study
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Information Science Reference
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| 245 | 1 | 0 | |a Gaming for classroom-based learning |b digital role playing as a motivator of study |c [edited by] Youngkyun Baek |
| 264 | 1 | |a Hershey, PA [u.a.] |b Information Science Reference |c 2010 | |
| 300 | |a xix, 338 p. |b ill. |c 29 cm | ||
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| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Premier reference source | |
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Educational games | |
| 650 | 4 | |a Motivation in education | |
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TABLE OF CONTENTS
PREFACE XV
SEETION 1
GAMING RELEVANT TO CLASSROOM TEACHING AND LEARNING
CHAPTER 1 A TAXONOMY OF EDUCATIONAL GAMES 1
DAN 0 BRIEN, UNIVERSITY O/LLLINOIS, USA
KIMBERLY A. LAWLESS, UNIVERSITY O/LLLINOIS, USA P G. SCHRADER,
UNIVERSITY O/NEVADA, LAS VEGAS, USA
CHAPTER2 THE DESIGN AND DEVELOPMENT OF EDUCATIONALLMMERSIVE
ENVIRONMENTS: FROM THEORY TO C LASSROOM DEPLOYMENT. 24
COLLIN B. PRICE, UNIVERSITY 0/ WORCESTER, UK
J. S. MOORE, UNIVERSITY O/WORCESTER, UK
CHAPTER3 INTELLIGENT TUTORING AND GAMES (I TAG ) 44
DANIELLE S. MCNAMARA, UNIVERSITY 0/ MEMPHIS, USA
G. TANNER JACKSON, UNIVERSITY 0/ MEMPHIS, USA ART GRAESSER, UNIVERSITY
0/ MEMPHIS, USA
CHAPTER4 USING TRIRACE IN THE CLASSROOM: PERCEPTION ON MODES AND
EFFECTIVENESS 66
AYOTOLA AREMU, UNIVERSITY O/IBADAN, NIGERIA
CHAPTER 5 BRIDGING INFORMAL AND FORMAL LEARNING EXPERIENCES WITH
PARTICIPATORY MEDIA 84
DAVID GIBSON, ARIZONA STATE UNIVERSITY, USA
IMAGE 2
SECTION 2
CASES OF GAMING USE IN TEACHING AND LEARNING
CHAPTER 6 TECHNOLOGY ENHANCED LANGUAGE LEAMING IN EARLY CHILDHOOD:
COMPETENCIES FOR EARLY CHILDHOOD TEACHERS 101
ELISABETH KATZLINGER, JOHANNES KEPLER UNIVERSITY LINZ, AUSTRIA
CHAPTER 7 THE HAUNTED SCHOOL ON HORROR HILI: A CASE STUDY OF INTERACTIVE
FICTION IN AN
ELEMENTARY CLASSROOM 113
KEVIN KEE, BROCK UNIVERSITY, CANADA TAMARA VAUGHAN, TEACHER, THE WESTERN
QUEBEC SCHOOL BOARD, CANADA SHAWN GRAHAM, GRAND CANYON UNIVERSITY, USA
CHAPTER8 USE OF INTERACTIVE ONLINE GAMES IN TEACHING ENGLISH AS A
FOREIGN LANGUAGE 125
HOE KYEUNG KIM, CLEVELAND STATE UNIVERSITY, USA
CHAPTER 9 USING EDUCATIONAL ONLINE GAME TO STIMULATE LEAMING 138
LOUISE SAUVE, TELE-UNIVERSITEISAVIE, CANADA
CHAPTER 10 THE EXPERIENCE OF AN ONLINE MANAGEMENT SIMULATION GAME TO
FOSTER COLLABORATION AND TEAMWORK 159
HELDER FANHA MARTINS, LISBON POLYTECHNIC INSTITUTE, PORTUGAL
CHAPTER 11 EXPLORING GUILD PARTICIPATION IN MMORPGS AND CIVIC LEADERSHIP
176
ADAM FRIEDMAN, WAKE FOREST UNIVERSITY, USA RICHARD HARTSHORNE,
UNIVERSITY 0/ NORTH CAROLINA AT CHARLOTTE, USA PHI/LIP VANFOSSEN, PURDUE
UNIVERSITY, USA
SECTION 3
USE OF GAMING IN VIRTUAI WORIDS
CHAPTER 12 MODDING AND REZZING IN GAMES AND VIRTUAL ENVIRONMENTS FOR
EDUCATION 205
REGINA KAPLAN-RAKOWSKI, SOUTHERN ILLINOIS UNIVERSITY, USA CHRISTIAN
SEBASTIAN LOH, SOUTHERN ILLINOIS UNIVERSITY, USA
IMAGE 3
CHAPTER 13
CONSIDERATIONS AND METHODOLOGY FOR DESIGNING A VIRTUAL WORLD: SOLUTION
FOR A LARGE CORPORATION 220
BRIAN BAUER, ETAPE PARTNERS, USA
CHAPTER 14 CLASSSIM: AN APPROACH TO EDUCATOR DEVELOPMENT THROUGH A
SIMULATION 238
BRIAN FERRY, UNIVERSITY O/WOLLONGONG, AUSTRALIA LISA KERVIN, UNIVERSITY
0/ WOLLONGONG, AUSTRALIA LISA CARRINGTON, UNIVERSITY 0/ WOLLONGONG,
AUSTRALIA
CHAPTER 15 VIRTUAL GAMING: A PLATFORM FOR MULTI-SKILLS AND
MULTI-LITERACIES FOR GAMERS 252
CHAKA CHAKA, WALTER SISULU UNIVERSITY, SOUTH AFRIEA
CHAPTER 16 DESIGNING GAME-BASED LEAMING ACTIVITIES IN VIRTUAL WORLDS:
EXPERIENCES FROM UNDERGRADUATE MEDICINE 270
MARIA TORO-TROEONIS, IMPERIAL COLLEGE LONDON, UK MARTYN R. PARTRIDGE,
IMPERIAL COLLEGE LONDON, UK
EPILOGUE PRINCIPLES OF EDUCATIONAL DIGITAL GAME STRUCTURE FOR CLASSROOM
SETTINGS 281
YOUNGKYUN BAEK, KOREA NATIONAL UNIVERSITY 0/ EDUEATION, KOREA
COM PILATION OF REFERENCES 293
ABOUT THE CONTRIBUTORS 325
INDEX 33 1
IMAGE 4
DETAILED TABLE OF CONTENTS
PREFACE XV
SECTION 1
GAMING RELEVANT TO CLASSROOM TEACHING AND LEARNING
SECTION ONE, GAMING RELEVANT TO CLASSROOM TEACHING AND LEARNING,
INTRODUCES IDEAS OFHOW TO BRING DIGITAL GAMES EFFECTIVELY INTO
CLASSROOM. THEFIRST SECTION, CONSISTING OFFIVE CHAPTERS, ATTEMPTS TO
IMPLEMENT RESULTS IN ACHIEVING LEARNING OBJECTIVES BY EFFECTIVELY USING
GAMES IN THE CLASSROOM. TEACHERS AND PARENTS NEED TO AGREE ON GAMES
POSITIVE FUNCTIONS TOWARD STUDENTS LEARNING, DECIDE AND SELECT GOOD
EDUCATIONAL GAMES RELEVANT TO CONTENT AND TASKS IN THE CLASSROOM, AND
DISSEMINATE THEIR ACQUIRED KNOWLEDGE INTO THE
TEACHINGFIELD. SECTION ONE OPENS WITH A CHAPTER BY 0 BRIEN. IN A
TAXONOMY OF EDUCATIONAL GAMES, HE PROPOSES A TAXONOMY OF DIGITAL GAMES
IN EDUCATION BASED ON THE COGNITIVE FUNCTIONS AND SKILLS PLAYERS ENGAGE.
PRICE AND MOORE SUGGEST A NEW THEORETICAL APPROACH BASED ON SITUATED
LEARNING, THE EXPERIENTIAL LEARNING CYCLE OF KOLB, AND THE ARCS MODEL OF
KELLER IN THE DESIGN AND DEVELOPMENT OF EDUCATIONAL IMMERSIVE
ENVIRONMENTS: FROM THEORY TO CLASSROOM DEPLOYMENT. THIRD SECTION
OFTHIS SECTION OPENS
WITH MCNAMARA, JACKSON, AND GRAESSER INTRODUCING INTELLIGENT TUTORING
AND GAMES (ITAG). THEIR POINT OF VIEW IS THAT GAME-BASED LEARNING
IMPROVES STUDENTS MOTIVATION WITH THE INSTRUCTIONAL SYSTEM.
AREMU PROVIDES SUPPORT FOR THE EFFECTIVENESS OF THE USE OF DIGITAL GAMES
IN THE CLASSROOM AND PRESENTS TEACHER PERCEPTIONS ON HOW TO USE A
COMPUTER GAME IN THE CLASSROOM IN USING TRIRACE IN THE CLASSROOM -
WITH NIGERIAN TEACHERS - PERCEPTION ON MODES AND EFFECTIVENESS.
FINALLY, IN GIBSON S CHAPTER BRIDGING INFORMAL AND FORMAL LEARNING
EXPERIENCES WITH PARTICIPATORY MEDIA, THE AUTHOR
USES THE GAME-BASED LEARNING TO ILLUSTRATE THE FRAMEWORK OF THE
PARTICIPATORY MEDIA BRIDGE BETWEEN INFORMAL AND FORMAL EDUCATION.
CHAPTER 1 A TAXONOMY OF EDUCATIONAL GAMES I
DAN 0 BRIEN, UNIVERSITY OF IL!INOIS, USA KIMBERLY A. LAWLESS,
UNIVERSITY OF IL!INOIS, USA P. G. SCHRADER, UNIVERSITY OF NEVADA, LAS
VEGAS, USA
THIS CHAPTER PROPOSES A TAXONOMY OF DIGITAL GAMES IN EDUCATION BASED ON
THE COGNITIVE FUNCTIONS AND SKILLS PLAYERS ENGAGE. THE THEORETICAL BASIS
FOR THE TAXONOMY WAS DRAWN FROM GAGNE S FIVE CATEGORIES OF LEAMING
OUTCOMES, BLOOM S TAXONOMY OFEDUCATIONAL OBJECTIVES, AND JONASSEN S
TYPOLOGY OFPROBLEM
IMAGE 5
SOLVING. THE LINKS BETWEEN THESE THEORIES AND THE EDUCATIONAL GAMES
TAXONOMY WILL ALLOW EDUCATORS AND
RESEARCHERS TO UNDERSTAND GAMES IN LIGHT OFTHEIR EDUCATIONAL
AFFORDANCES. INSTRUCTIONAL DESIGN BASED ON THESE THEORIES CAN MORE
EFFECTIVELY INTEGRATE GAMES INTO THE CLASSROOM.
CHAPTER2 THE DESIGN AND DEVELOPMENT OF EDUCATIONAL IMMERSIVE
ENVIRONMENTS: FROM THEORY TO C LASSROOM DEPLOYMENT. 24
COLLIN B. PRICE, UNIVERSITY OFWORCESTER, UK J. S. MOORE, UNIVERSITY
OFWORCESTER, UK
THIS CHAPTER STARTS FROM A REVIEW OF CURRENT EDUCATIONAL ISSUES AND
MOVES TO AN EVALUATION OF EDUCATIONAL THEORY AND INSTRUCTIONAL DESIGN
PRINCIPLES. THEIR PROPOSED AND DEVELOPED EDUCATIONAL IMMERSIVE
ENVIRONMENTS MAY EMBRACE BOTH THE TECHNOLOGY AND THE AUTHORS APPROACH
TO DEVELOP THEIR OWN LEAMING RESOURCES. THEY SUGGEST A NEW THEORETICAL
APPROACH BASED ON SITUATED LEAMING, THE EXPERIENTIALLEAMING
CYCLE OF KOLB, AND THE ARCS MODEL OF KELLER.
CHAPTER3 INTELL IGENT TUTORING AND GAMES (ITAG) 44
DANIELLE S. MCNAMARA, UNIVERSITY OF MEMPHIS, USA G. TANNER JACKSON,
UNIVERSITY OF MEMPHIS, USA ART GRAESSER, UNIVERSITY OF MEMPHIS, USA
THIS CHAPTER APPROACHES GAMING S EFFECTIVENESS FROM THE GAME DESIGN
SIDE. THE AUTHORS POINT OFVIEW IS THAT GAME-BASED LEAMING IMPROVES
STUDENTS MOTIVATION WITH THE INSTRUCTIONAL SYSTEM. THEY DESCRIBE A
CONCEPTUAL FRAMEWORK THAT PROVIDES A GUIDE TO HOW ADDING GAME-BASED
FEATURES AND COMPONENTS MAY IMPROVE THE EFFECTIVENESS OF ITS LEAMING
ENVIRONMENTS BY IMPROVING STUDENTS MOTIVATION TO ENGAGE WITH THE
SYSTEM. ITS RESEARCHERS HAVE BEGUN TO INCORPORATE GAME-BASED ELEMENTS
WITHIN LEAMING SYSTEMS.
THEY PROVIDE INSIGHT INTO HOW ELEMENTS WITHIN EACH CATEGORY MAY AFFECT
VARIOUS TYPES OF MOTIVATION.
CHAPTER4 USING TRIRACE IN THE CLASSROOM: PERCEPTION ON MODES AND
EFFECTIVENESS 66
AYOTOLA AREMU, UNIVERSITY OF IBADAN, NIGERIA
THIS CHAPTER PROVIDES SUPPORT FORTHE EFFECTIVENESS OFTHE USE OF DIGITAL
GAMES IN THE C1ASSROOM AND PRESENTS TEACHER PERCEPTIONS ON HOW TO USE A
COMPUTER GAME IN THE CLASSROOM. THE AUTHOR ALSO RECOMMENDS THAT TEACHER
PREFERENCES SHOULD BE INTEGRATED INTO THE DESIGN OF GAMES AS WEIL AS
TRAINING ON THE INTEGRATION OF GAMES IN THE C1ASSROOM AND TEACHER
TRAINING SHOULD PLACE AN EMPHASIS ON PRACTICAL SESSIONS OF GAME
PLAYING IN THE CURRICULUM SO AS TO DEVELOP TEACHERS COMPETENCE AND
CONFIDENCE IN THE USE OF GAMES.
THIS WOULD GO A LONG WAY IN ENSURING THAT TEACHERS IMPLEMENT EDUCATIONAL
GAMES IN THEIR CLASSROOM.
CHAPTER 5 BRIDGING INFORMAL AND FORMAL LEAMING EXPERIENCES WITH
PARTICIPATORY MEDIA 84
DAVID GIBSON, ARIZONA STATE UNIVERSITY, USA
IMAGE 6
ARIZONA STATE UNIVERSITY, USAIN THIS CHAPTER, THE AUTHOR DESCRIBES THE
ARCHITECTURE OF PARTICIPATOL)
MEDIA AND THE TRANSITION IN FORMAL EDUCATION NEEDED TO MINE THE SPARE
TIME AND EFFORT OF LEAMERS. ACCORDING TO GIBSON, TEACHERS WHO ARE
TRAINED TO TRAVEL BOTH WAYS ON THIS BRIDGE CAN BE HIGHLY EFFECTIVE IN
CREATING NEW LEAMING EXPERIENCES THAT FUNCTION AS SPREADABLE MEDIA
APPROPRIATED BY TEENS AND OTHERS IN A MYRIAD OFNEW WAYS IN THE EMERGING
PARTICIPATOL) CULTURE OFSCHOOLS OFTHE FUTURE. THE AUTHOR USES
THE GAME-BASED LEAMING FRAMEWORK OFTHE GLOBAL CHALLENGE AWARD PROGRAM IN
ORDER TO ILLUSTRATE THE FRAMEWORK OFTHE PARTICIPATOL) MEDIA BRIDGE
BETWEEN INFORMAL AND FORMAL EDUCATION.
SECTION 2
CASES OFGAMING USE IN TEACHING AND LEARNING
SECTION TWO, CASES 0/ GAMING USE IN TEACHING AND LEARNING, CONSISTS
0/ SIX CHAPTERS, DISCUSSES EJJECTIVE WAYS TO USE GAMING IN THE
CLASSROOMS 0/ VARIOUS SUBJECT AREAS AND SCHOOL LEVELS. THE FIRST PART 0/
THIS SECTION STARTS WITH A CHAPTER BY KATZLINGER. TECHNOLOGY ENHANCED
LANGUAGE LEARNING IN EARLY CHILDHOOD-COMPETENCIES /OR EARLY CHILDHOOD
TEACHERS DEALS WITH A TRAINING CURRICULUM /OR
KINDERGARTEN TEACHERS TO INTRODUCE A LEARNING GAME /OR
TECHNOLOGY-ENHANCED LANGUAGE LEARNING IN EARLY CHILDHOOD, AND
DEMONSTRATE HOW KINDERGARTEN TEACHERS CAN LAUNCH THE GAME IN THEIR
CLASSES. FOLLOWING THAT, GRAHAM AND HIS COLLEAGUES EXPLORE A CASE STUDY
0/ INTERACTIVE FICTION IN AN ELEMENTARY CLASSROOM, AND SUGGEST THAT THE
PROCESS 0/ CREATING A TEXT-BASED GAME HELPED IMPROVE LITERARY AND SOCIAL
SKILLS
AMONGST THE STUDENTS IN THE HAUNTED SCHOOL ON HORROR HILL: A CASE STUDY
O/LNTERACTIVE FICTION IN AN ELEMENTARY CLASSROOM. THE SECTION CONTINUES
WITH KIM, WHO USES MULTIPLAYER ENGLISH TEACHING ONLINE GAMES ANDFINDS
THAT ELEMENTARY STUDENTS ONLINE GAME EXPERIENCES INCREASED
SE/F-EFFICACY IN THE CHAPTER USE O/LNTERACTIVE ONLINE GAMES IN TEACHING
ENGLISH AS A F OREIGN LANGUAGE. SAUVE ALSO USES
ONLINE GAMES TO STIMULATE LEARNING BASED ON THEFINDINGS O/STIS IN ONLINE
GAMES IN USING EDUCATIONAL ONLINE GAME TO STIMULATE LEARNING. MARTINS
COVER THE QUESTION 0/ HOW TEACHERS CAN BRING THE REALITIES 0/
DECISION-MAKING AND ACTION INTO THE CURRICULUM IN HIS CHAPTER, THE
EXPERIENCE 0/ AN ONLINE MANAGEMENT SIMULATION GAME TO FOSTER
COLLABORATION AND TEAMWORK. FINALLY, VANFOSSEN, FRIED-
MAN, AND HARTSHORNE ANSWER THE QUESTION 0/ THE POTENTIAL 0/ MASSIVELY
MULTI-PLAYER ONLINE ROLE-PLAYING GAMES (MMORPGS) MEETING CONTENT
STANDARDS IN SOCIAL STUDIES IN EXPLORING GUILD PARTICIPATION IN MMORPGS
AND CIVIC LEADERSHIP.
CHAPTER 6 TECHNOLOGY ENHANCED LANGUAGE LEAMING IN EARLY CHILDHOOD:
COMPETENCIES FOR EARLY CHILDHOOD TEACHERS 101
ELISABETH KATZLINGER, JOHANNES KEPLER UNIVERSITY LINZ, AUSTRIA
THIS CHAPTER DEALS WITH A TRAINING CURRICULUM FOR KINDERGARTEN TEACHERS
TO INTRODUCE A LEAMING GAME FOR TECHNOLOGY-ENHANCED LANGUAGE LEAMING IN
EARLY CHILDHOOD AND HOW KINDERGARTEN TEACHERS CAN LAUNCH THE GAME IN
THEIR CLASSES. THE GAME HELPS CHILDREN TO BECOME FAMILIAR WITH THE
GERMAN LANGUAGE AS A MOTHER TONGUE OR AS A SECOND LANGUAGE. THE GAME
SCHLAUMUSE WAS DEVELOPED TO ENHANCE THE CHIL-
DREN S LANGUAGE LEAMING. CHILDREN BETWEEN THE AGES OFFOURTO EIGHT ARE
THE TARGET GROUP OFTHIS SOFTWARE.
THE DIFFERENT ACTIVITIES IN THE STOL) OFTHE GAME ENCOURAGE THE
CHILDREN S PHASES OF LANGUAGE LEAMING LIKE STRUCTURE OF SYLLABIES,
PHONEME, RHYMES OR PHONOLOGICAL FEATURES.
IMAGE 7
CHAPTER 7
THE HAUNTED SCHOOL ON HORROR HILL: A CASE STUDY OF INTERACTIVE FICTION
IN AN ELEMENTARY CLASSROOM 113
KEVIN KEE, BROCK UNIVERSITY, CANADA TAMARA VAUGHAN, TEACHER, THE WESTERN
QUEBEC SCHOOL BOARD, CANADA SHAWN GRAHAM, GRAND CANYON UNIVERSITY, USA
THIS CHAPTER DID A CASE STUDY OF INTERACTIVE FICTION IN AN ELEMENTARY
CLASSROOM AND SUGGESTS THAT THE PROCESS OF CREATING A TEXT-BASED GAME
HELPED IMPROVE LITERARY AND SOCIAL SKILLS AMONGST THE STUDENTS.
THIS CONCEPT OF INTERACTIVE FICTION POINTS TO THE LITERARY ASPIRATIONS
OF THE BEST OF THE NEW CREATORS - THAT THE COMPUTER WOULD MERELY PROVIDE
THE SETTING (THE SIMULATED WORLD); THE GAME PLAYING WOULD IN FACT BE AN
ACT OF WRITING. BY PERFORMING THE GAME, THE PLAYER - THE READER -
CREATES HER OWN NARRATIVE, HER OWN STORY, WH ICH (IN THE BEST WORKS)
ONLY HAPPENS ONCE.
CHAPTER8 USE OFINTERACTIVE ONLINE GAMES IN TEACHING ENGLISH AS A FOREIGN
LANGUAGE 125
HOE KYEUNG KIM, CLEVELAND STATE UNIVERSITY, USA
THE PURPOSE OFTHIS STUDY IS TO EXAMINE HOW THE USE OFMULTIPLAYER ENGLISH
TEACHING ONLINE GAMES INFLUENCES STUDENTS SELF-EFFICACY AND THEIR
ENGLISH PERFORMANCE SCORES. SIXTY ELEMENTARY STUDENTS IN KOREA WERE
SELECTED BASED ON THE SCORES ON THE SOCIAL-AFFECTIVE VALUE TEST AND THEN
DIVIDED INTO TWO GROUPSHIGH AND LOW GROUPS. DURING FIVE WEEKS, THE
PARTICIPANTS PLAYED WITH AN ENGLISH TEACHING ONIINE GAME
TWO HOURS PER WEEK. THE STUDENTS SELF-EFFICACY SCORES WERE COLLECTED
BEFORE AND AFTER THEY PLAYED THE ONLINE GAME. THEIR ENGLISH PERFORMANCE
SCORES WERE COLLECTED TO COMPARE THE TWO GROUPS. THE FINDINGS INDICATED
THAT THEIR ONLINE GAME EXPERIENCE INCREASED SELF-EFFICACY.
INTERESTINGLY, STUDENTS WITH LOW SOCIAL-AFFECTIVE VALUES SHOWED MORE
IMPROVEMENT THAN THOSE WITH HIGH SOCIAL-AFFECTIVE VALUES IN BOTH
SELF-EFFICACY AND PERFORMANCE SCORES.
CHAPTER9 USING EDUCATIONAL ONLINE GAME TO STIMULATE LEAMING 138
LOUISE SAUVE, TELE-UNIVERSITE/SAVIE, CANADA
DIGITAL GAMES ARE INCREASINGLY SEEN AS EFFECTIVE LEAMING RESOURCES. THIS
IS ESPECIALLY TRUE BECAUSE OF HOW SOCIETY IS BEING TRANSFORMED BY THE
TECHNOLOGICAL REVOLUTION. ADOLESCENTS ARE THE KEY PLAYERS IN THIS
TRANSFORMATION. IN ORDER TO DIVERSIFY TEACHING METHODS, SCHOOLS IN
QUEBEC HAVE BEEN EXPERIMENTING WITH EDUCATIONAL GAMES. THIS CHAPTER
REPORTS ON RESEARCH THAT WAS BASED ON A SINGLE GROUP, PRETEST-POSTTEST
DESIGN. THE FINDINGS SHOWED THAT THE ON-LINE GAME STIS: STOPPING THE
TRANSMISSION, SUPPORTED LEAMING
IN TERMS OF STRUCTURING OF KNOWLEDGE AND INTEGRATION OF INFORMATION FOR
YOUTH BETWEEN THE AGES OF 14 AND 15. ADDITIONAL RECOMMENDATIONS HAVE
BEEN LISTED IN THE DISCUSSION.
CHAPTER 10 THE EXPERIENCE OF AN ONLINE MANAGEMENT SIMULATION GAME TO
FOSTER CO LLABORATION AND TEAMWORK 159
HELDER FANHA MARTINS, LISBON POLYTECHNIC INSTITUTE, PORTUGAL
IMAGE 8
IN THIS CHAPTER AUTHORS CONSIDERS THAT GAMES HELP STUDENTS TO GAIN A
REAL FEE! FOR COLLABORATION, MANAGERIAL
DECISION-MAKING AND TEAMWORK, AND DESCRIBING HOW A WEB-BASED COMPETITIVE
MANAGEMENT GAME HELPS TO ACHIEVE BUSINESS DECISION-MAKING. OVERALL, THE
SIMULATION GAME COURSE WAS SEEN AS A BETTER VEHIC1E IN HELPING STUDENTS
MAKE CAREER PREPARATIONS, ACHIEVE EDUCATIONAL GOALS, AND UTILIZE TIME.
HE NOTES:
CHAPTER 11 EXPLORING GUILD PARTICIPATION IN MMORPGS AND CIVIC LEADERSHIP
176
ADAM FRIEDMAN, WAKE FOREST UNIVERSITY, USA RICHARD HARTSHORNE,
UNIVERSITY OF NORTH CAROLINA AT CHARLOUE, USA PHIL/IP VANFOSSEN, PURDUE
UNIVERSITY, USA
THIS CHAPTER REFLECTS ON THE CONCEPT OF EDUCATIONAL SIMULATIONS AND
GAMES AND AIMS AT DESCRIBING HOW A WEB-BASED COMPETITIVE MANAGEMENT GAME
HELPED TO ACHIEVE THAT. THE AUTHORS DISCUSS THEIR OBJECTIVES AND THOSE
OFTHE GAME AND OUTLINE THEIR REASONS FOR CHOOSING IT. THEY DESCRIBE THE
CONTEXT AT ISCAL AND THE GAME S MAIN FEATURES, SHOWING HOW IT IS PLAYED
OVER A SEMESTER. THE AUTHORS CONSIDER, AS ONLINE
SIMULATION FACILITATORS OF WHAT IS PREDOMINANTLY A STUDENT-IED LEAMING
PROCESS, THAT THE GAME HELPS STUDENTS TO GAIN AREAL FEEI FOR
COLLABORATION, MANAGERIAL DECISION-MAKING AND TEAMWORK. THE RESULTS OF
THE AUTHORS EMPIRICAL STUDY SHOW THAT STUDENTS PERCEIVE THE SIMULATION
COURSE AS SUPERIOR TO THE LECTURE-CENTERED METHOD. ON THE OVERALL
DIMENSIONS, THE SIMULATION COURSE WAS SEEN AS A BETTER VEHIC1E
IN HELPING STUDENTS MAKE CAREER PREPARATIONS, ACHIEVE EDUCATIONAL GOALS,
AND UTILIZE TIME.
SECTION 3
USE OF GAMING IN VIRTUAL WORLDS
SECTION THREE, USE OF GAMING IN VIRTUAL WORLDS, DISCUSSES THE USAGE
OF THE VIRTUAL WORLD IN THE LEARNING AND TEACHING ENVIRONMENT WITH
FOCUSES ON THE ENGAGEMENT IN SOCIAL LEARNING, SOCIALIZATION, AND
META-IEARNING, THEREBY HELPING STUDENTS TO ACQUIRE SODAL SKIL/S. IN
FIRST PART OF THIS SECTION KAPLAN-RAKOWSKI AND LOH PROVIDE AN OVERVIEW
OF THE MODIFICATION PROCESS TO CREATE NEW RESOURCES
WITHIN A VIRTUAL ENVIRONMENT. BAUER INTRODUCES NEW TOOLS IN ORDER TO
MATCH VIRTUAL WORLDS TO REALITY AND DETERMINED THE SOLUTIONS DELIVERED
NEEDED TO PROVIDE TASK-ORIENTED FUNCTIONALITY. NEXT, FERRY AND HIS
COLLEAGUES SUMMARIZE SIX YEARS OFRESEARCH IN THE VIRTUALLEARNING
ENVIRONMENT OFCLASSSIM PROVIDE AN EFFECTIVE WAY OF INTRODUCING
PRE-SERVICE TEACHERS TO THEIR FUTURE WORK IN CLASSROOMS. IN CHAKA S
CHAPTER,
THE AUTHOR ANSWERS THE QUESTION: HOW DO VIRTUAL GAMES ENABLE GAMERS TO
ENGAGE IN SOCIAL LEARNING, SITUATED LEARNING, AND PROBLEM BASED LEARNING
ON THE ONE HAND, AND IN META-GAMING, META-LITERACIES, AND MULTI-TASKING,
ON THE OTHER HAND? FINALLY, TORO-TROCONIS AND HER COLLEAGUE EXPLORE THE
ELEMENTS ASSOCIATED WITH GAME-BASED LEARNING IN SECOND LIFE.
CHAPTER 12 MODDING AND REZZING IN GAMES AND VIRTUAL ENVIRONMENTS FOR
EDUCATION 205
REGINA KAPLAN-RAKOWSKI, SOUTHERN ILLINOIS UNIVERSITY, USA CHRISTIAN
SEBASTIAN LOH, SOUTHERN ILLINOIS UNIVERSITY, USA
IMAGE 9
CREATING NEW RESOURCES IN COMPUTER GAMES AND VIRTUAL WORLDS BY
MODIFICATION - ALSO KNOWN AS MODDING
AND REZZING, RESPECTIVELY - IS A POPULAR PASTIME ACTIVITY OF THE NEW
GENERATION OF LEARNERS. EDUCATORS NEED TO UNDERSTAND THE POTENTIALS OF
THESE ACTIVITIES FOR EDUCATION, AND TO POSSIBLY INTEGRATE SOME OF THEM
INTO SCHOOL CURRICULA. THIS CHAPTER PROVIDES AN OVERVIEW OFTHE
MODIFICATION PROCESS TO CREATE NEW RESOURCES WITHIN A VIRTUAL
ENVIRONMENT (BOTH GAMES AND VIRTUAL WORLDS). IT EXAMINES THE DIFFERENCES
IN THE MODIFICATION PROCESS BETWEEN GAME WORLDS AND VIRTUAL WORLDS, AND
OFTERS PRACTICAL CONSIDERATIONS
FOR USING THE ACTIVITIES IN TEACHING AND INSTRUCTION.
CHAPTER 13 CONSIDERATIONS AND METHODOLOGY FOR DESIGNING A VIRTUAL WORLD:
SOLUTION FOR A LARGE CORPORATION 220
BRIAN BAUER, ETAPE PARTNERS, USA
IN THIS CHAPTER, THE AUTHOR DETERMINED THAT ALTHOUGH USERS WERE OPEN
MINDED TO TRYING VIRTUAL WORLDS AND OTHER TYPES OFIMMERSIVE
TECHNOLOGIES, THE SOLUTIONS DELIVERED NEEDED TO PROVIDE TASK ORIENTED
FUNCTIONALITY THAT WAS DIRECTLY IN LINE WITH EVERYDAY BUSINESS PROCESS.
USING THIS BASIC REQUIREMENT, THE AUTHOR DEVELOPED A VIRTUAL CORPORATE
ENVIRONMENT BUSINESS TOOL (VCEBT) BOX, GROUNDED ON THE PRINCIPAL
THAT A BUSINESS PROCESS IS ACCOMPLISHED BY FOLLOWING A SET OFBUSINESS
METHODS EACH PERFORMED USING A SET OFBUSINESS TOOLS. WHILE IT MAY SOUND
LIKE A RIGID AND INFLEXIBLE WAY TO DESCRIBE A KNOWLEDGE-WORKER
ENVIRONMENT, THE AUTHOR FINDS THAT THE PROCESS-METHOD-TOOLS DEFINITION
APPLIES TO MOST ENVIRONMENTS QUITE WEIL. THE GOAL IS TO INTRODUCE NEW
TOOLS THAT INCREASE THE EFTECTIVENESS OF THIS PROCESS IN TERMS
OF ITS ABILITY TO MEET CLEARLY DEFINED BUSINESS OBJECTIVES. THE VCEBT
FRAMEWORK DOES NOT ATTEMPT TO CHANGE PEOPLE OR THE WORK THAT THEY DO.
VCEBT S DO AUGMENT THE BUSINESS TOOL BOX, PROVIDING HIGHLY EFFICIENT
TOOLS DESIGNED TO SOLVE REAL WORLD CHALLENGES THAT CAN RESTRICT A
BUSINESS S ABILITY TO MAXIMIZE BUSINESS PERFORMANCE.
CHAPTER 14 CLASSSIM: AN APPROACH TO EDUCATOR DEVELOPMENT THROUGH A
SIMULATION 238
BRIAN FERRY, UNIVERSITY OFWOLLONGONG, AUSTRALIA LISA KERVIN, UNIVERSITY
OFWOLLONGONG, AUSTRALIA LISA CARRINGTON, UNIVERSITY OFWOLLONGONG,
AUSTRALIA
THIS CHAPTER PRESENTS ONE APPROACH TO EDUCATOR DEVELOPMENT THROUGH GAMES
AND SIMULATIONS. THE GOAL OFTHE AUTHORS PROJECT WAS TO ENHANCE
PRE-SERVICE TEACHERS ABILITY TO BRIDGE THE GAP BETWEEN THE THEORY AND
PRACTICE OF TEACHING. SOME CRITERIA THAT THE AUTHORS REGARDED AS
INDICATORS OF SUCCESS WERE THE FACILITATION A PROFESSIONAL DIALOGUE, AN
EMERGING UNDERSTANDING OF CONTENT DELIVERY AND THE ARTICULATION
OFWORKPLACE CULTURE IN THE TEACHING PROFESSION. THE CHAPTER DESCRIBES
THE THEORY UNDERPINNING OFTHE DESIGN AND THE RESEARCH APPROACHES USED.
IN PARTICULAR, THE AUTHORS EXPLAIN HOW COGNITIVE LOAD THEORY WAS APPLIED
TO THE DESIGN OFTHE KEY FEATURES OFTHIS VIRTUALLEARNING ENVIRONMENT.
THEY ALSO SUMMARIZE SIX YEARS OF RESEARCH THAT HAS CONSISTENTLY FOUND
THAT THE VIRTUALLEARNING ENVIRONMENT OFCLASSSIM PROVIDES
AN EFTECTIVE WAY OF INTRODUCING PRE-SERVICE TEACHERS TO THEIR FUTURE
WORK IN C1ASSROOMS.
IMAGE 10
CHAPTER 15
VIRTUAL GAMING: A PLATFORM FOR MULTI-SKILLS AND MULTI-LITERACIES FOR
GAMERS 252
CHAKA CHAKA, WALTER SISULU UNIVERSITY, SOUTH AFRIEA
THIS CHAPTER EXPLORES HOW VIRTUAL GAMING (VGAMING) SERVES AS AN IDEAL
PLATFORM FOR HARNESSING MULTISKILLS AND MULTI-LITERACIES. IT ARGUES THAT
VGAMING PROVIDES THE OPPORTUNITY FOR GAMERS (LEARNERS) TO ENGAGE NOT
ONLY IN SOCIALLEARNING, SITUATED LEARNING AND PROBLEM BASED LEARNING BUT
ALSO IN META-GAMING, META-LITERACIES, AND MULTI-TASKING. IT DEMONSTRATES
ALL THIS THROUGH THE USE OFFIVE CASE STUDIES INVOLVING FIVE VIRTUAL
GAMES: EVERQUEST ONLINE ADVENTURES; NUCLEO; HOMICIDE; MAD CITY MYSTERY;
AND LIN-
EAGE. MOST IMPORTANTLY, IT MAINTAINS THAT VGAMING EXPOSES GAMERS TO 21ST
CENTURY SKILLS. AGAINST THIS BACKGROUND, THE CHAPTER PROVIDES, FIRST, AN
OVERVIEW OFVGAMING. SECOND, IT PRESENTS FIVE CASE STUDIES SHOWCASING HOW
VIRTUAL GAMES (VGS) HELP LEVERAGE MULTI-SKILLS AND MULTI-LITERACIES FOR
GAMERS. IN ADDITION, IT ILLUSTRATES HOW VGS ENABLE GAMERS TO ENGAGE IN
SOCIALLEARNING, SITUATED LEARNING AND PROBLEM
BASED LEARNING ON THE ONE HAND, AND IN META-GAMING, META-LITERACIES, AND
MULTI-TASKING, ON THE OTHER HAND. THIRD, IT ARGUES THAT VGAMING EXPOSES
GAMERS TO 21 ST CENTURY SKILLS. FOURTH AND LAST, THE CHAPTER OUTLINES
FUTURE TRENDS FOR VGAMING.
CHAPTER 16 DESIGNING GAME-BASED LEARNING ACTIVITIES IN VIRTUAL WORLDS:
EXPERIENCES FROM UNDERGRADUATE MEDICINE 270
MARIA TORO-TROEONIS, IMPERIAL COLLEGE LONDON, UK MARTYN R. PARTRIDGE,
IMPERIAL COLLEGE LONDON, UK
IN VIEW OFTHE CURRENT INTEREST TAKING PLACE IN THE AREA OF EDUCATION AND
VIRTUAL WORLDS, SUCH AS SECOND LIFE, MANY EDUCATIONALISTS HAVE BEGAN TO
EXPLORE THE BENEFITS OF APPLYING GAME-BASED LEARNING IN THESE
ENVIRONMENTS. IN THIS CHAPTER, THE AUTHORS ATTEMPT TO EXPLORE THE
ELEMENTS ASSOCIATED WITH GAMEBASED LEARNING IN VIRTUAL WORLDS, FOCUSING
ON THE DESIGN PROCESS AND HOW EFFECTIVE GAME-BASED LEARNING
ACTIVITIES CAN BE ACHIEVED FOLLOWING PEDAGOGIC FRAMEWORKS. THE AUTHORS
VIEW LEARNING IN GAMES AS A FORM OF DRIVING LEARNERS MOTIVATIONS AND
THIS IS REFLECTED IN THE DESIGN AND DEVELOPMENT OFTHE VIRTUAL
RESPIRATORY WARD AT IMPERIAL COLLEGE VIRTUAL HOSPITAL EXPLAINED IN THIS
CHAPTER.
EPILOGUE PRINCIPLES OF EDUCATIONAL DIGITAL GAME STRUCTURE FOR CLASSROOM
SETTINGS 281
YOUNGKYUN BAEK, KOREA NATIONAL UNIVERSITY 0/ EDUEATION, KOREA
THE FINAL CHAPTER EXPLORES THE INTERNAL STRUCTURES OF GAMES AND
ACTIVITIES OF PLAYERS LEARNING WITH GAMES, IN ORDER TO DISCOVER WHAT
KINDS OF APPLICATION TYPES AND GAME ACTIVITIES ARE MEANINGFUL IN
C1ASSROOM SETTINGS. IT PRESENTS OBSTAC1ES AND SOLUTIONS FOR USING GAMES
IN C1ASSROOMS AND FINALLY SUGGESTS AN INSTRUCTIONAL DESIGN PROCESS FOR
TEACHING WITH GAMES IN C1ASSROOM SETTINGS.
COM PILATION OF REFERENCES 293
ABOUT THE CONTRIBUTORS 325
INDEX 33 1
|
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| genre_facet | Aufsatzsammlung |
| id | DE-604.BV039560266 |
| illustrated | Illustrated |
| indexdate | 2024-12-24T02:20:21Z |
| institution | BVB |
| isbn | 1615207139 9781615207138 |
| language | English |
| lccn | 2009039677 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024411953 |
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| owner_facet | DE-29 |
| physical | xix, 338 p. ill. 29 cm |
| publishDate | 2010 |
| publishDateSearch | 2010 |
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| publisher | Information Science Reference |
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| spellingShingle | Gaming for classroom-based learning digital role playing as a motivator of study Educational games Motivation in education Lernmotivation (DE-588)4074164-3 gnd Lernspiel (DE-588)4074167-9 gnd |
| subject_GND | (DE-588)4074164-3 (DE-588)4074167-9 (DE-588)4143413-4 |
| title | Gaming for classroom-based learning digital role playing as a motivator of study |
| title_auth | Gaming for classroom-based learning digital role playing as a motivator of study |
| title_exact_search | Gaming for classroom-based learning digital role playing as a motivator of study |
| title_full | Gaming for classroom-based learning digital role playing as a motivator of study [edited by] Youngkyun Baek |
| title_fullStr | Gaming for classroom-based learning digital role playing as a motivator of study [edited by] Youngkyun Baek |
| title_full_unstemmed | Gaming for classroom-based learning digital role playing as a motivator of study [edited by] Youngkyun Baek |
| title_short | Gaming for classroom-based learning |
| title_sort | gaming for classroom based learning digital role playing as a motivator of study |
| title_sub | digital role playing as a motivator of study |
| topic | Educational games Motivation in education Lernmotivation (DE-588)4074164-3 gnd Lernspiel (DE-588)4074167-9 gnd |
| topic_facet | Educational games Motivation in education Lernmotivation Lernspiel Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024411953&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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