Digital Games and Learning

Contents......Page 8
Acknowledgements......Page 13
Notes on Contributors......Page 14
Foreword......Page 24
Background to the book......Page 28
Structure and outline of the book......Page 30
Transformational possibility......Page 38
References......Page 40
Part 1 THEORIA THEORETICAL POSITIONS......Page 42
Introduction......Page 44
Transformational theory sets for games and professional learning......Page 54
Diegetic and transactional dimensions in the SIMPLE case study......Page 62
Conclusion......Page 64
References......Page 66
Introduction......Page 69
Timing of feedback......Page 73
Content of feedback......Page 75
Case study: investigating the impact of feedback content and timing......Page 76
A framework for the four-dimensional consideration of feedback in Serious Games......Page 78
Summary and conclusions......Page 85
References......Page 87
Introduction......Page 90
Starting with simSchool......Page 91
Can a model of a classroom provide a realistic experience for training aspects of teaching?......Page 94
Is learning too subtle a phenomenon for modelling?......Page 95
What kinds of theories of personality, teaching and assessment can be dynamically modelled?......Page 96
The complex systems framework......Page 99
References......Page 104
Part 2 CULTURA CULTURAL PERSPECTIVES......Page 108
Introduction......Page 110
The genesis of Revolution......Page 114
Seven insider perspectives on the experience of virtual role play in the Revolution game world......Page 119
The pedagogical value of designed experience within the Revolution game world......Page 121
From private experience to discursive knowledge......Page 124
How the experience of virtual role play helps students resist reductive interpretations......Page 127
Discussion......Page 129
References......Page 130
Introduction......Page 134
Stealth Learning......Page 138
Case study 1: unexpected outcomes: A Tale in the Desert......Page 141
Case study 2: Users are receptive to learning: World of Warcraft......Page 146
Case study 3: educative agendas within existing frameworks: Runescape......Page 150
Conclusion......Page 153
References......Page 154
Introduction......Page 156
Narrative and game design......Page 158
Character design......Page 163
Environmental design......Page 166
Interactive design......Page 169
Conclusion......Page 174
References......Page 175
Two views of learning games......Page 179
The role of play......Page 182
Design principles for learning games......Page 186
References......Page 198
Part 3 PRAXIS THEORY INTO PRACTICE......Page 200
Introduction......Page 202
Overview of the two studies......Page 206
Comparison of survey data......Page 209
Exploring the case studies......Page 211
Discussion......Page 220
Conclusion......Page 224
References......Page 225
Introduction......Page 227
Simulations and games in science education......Page 232
Modelling and gaming social practices......Page 233
Structured informal learning environments......Page 234
‘Unstructured’ informal learning environments......Page 238
Learning findings in games- and simulations-based informal learning environments......Page 240
Next steps: where to go from here......Page 245
References......Page 246
Learning the law through computers, games and simulations......Page 253
The Civil Court Action: a brief history......Page 256
The Civil Court Action: game or simulation?......Page 260
Learning by design: an iterative process......Page 264
Our observations on what we have learned......Page 267
Conclusions......Page 274
References......Page 276
Introduction......Page 279
Background......Page 282
A conceptual framework for the use of Serious Games in cultural heritage settings......Page 284
Embedding tasks in virtual environments......Page 288
Top-down approach to content development......Page 294
Evaluation......Page 297
Conclusions......Page 298
References......Page 300
C......Page 304
G......Page 305
L......Page 306
P......Page 307
S......Page 308
Z......Page 309