Game/Simulation use in education

Paper-based Aids for Learning with a Computer-based Game

by Logan Fiorella

Published in the Journal of Educational Psychology

The Impact of Role Playing Perspectives in Educational Games

by Christina Freeman

This is to quantify the validity of role playing perspectives when trying to incorporate game based content for... more This is to quantify the validity of role playing perspectives when trying to incorporate game based content for extensive use in classrooms. By comparing and contrasting the role playing level of interest to learning theories a relationship between traditional pedagogy and popular game design elements is formed. This rates the level of player immersion as it applies to the level of content in a game designed specifically as a simulation for education to determine the potentially successful methods of incorporating content and pedagogy in game based offerings.

Using Cultural-Historical Activity Theory to design and evaluate an educational game in science education

by Demetris Lazarou

Journal of Computer Assisted Learning
Volume 27, Issue 5, pages 424–439, October 2011
Article first published online: 5 APR 2011
DOI: 10.1111/j.1365-2729.2011.00410.x
© 2011 Blackwell Publishing Ltd

The aim of this paper is to describe a methodology for using Cultural-Historical Activity Theory (CHAT) at the initial... more The aim of this paper is to describe a methodology for using Cultural-Historical Activity Theory (CHAT) at the initial stages of the design process of an educational game, by exploring how the theory can be used as a framework for producing not only usable but also useful computer tools. The research also aimed to investigate how the theory could be used for designing computer tools for learning science. Although CHAT and specifically the concepts of ‘activity system’ and ‘contradictions’ were used as the basis for the design and development of the educational game, subsidiary design guidelines also contributed significantly to this process. These derived from the research fields of Human Computer Interaction and Science Education and from students' everyday experiences when playing video games at home. The educational game produced was concerned with the teaching and learning of ‘Expansion and Contraction of Air’ in primary science, a subject that existing research suggests is conceptually difficult for students. As far as the main outcomes of the study are concerned, it was revealed through the implementation of the game that contradictions could be adequately resolved, while stakeholders' needs and motives could be appropriately addressed.

ConnectWorks

by César Duarte

Co-authored with Pedro Almeida and Ricardo Canastro. Published as DEMO in VideoJogos 2011 - 4ª Conferência anual em Ciência e Arte dos Videojogos.

A prototype of a 2.5D (Isometric view) game, developed
in C# and using the XNA game framework.
ConnectWorks... more A prototype of a 2.5D (Isometric view) game, developed
in C# and using the XNA game framework.
ConnectWorks is a serious game intended to educate
people in the subject of computer networks. It follows
the story of Bill, a newly formed Network Engineer
eager to apply all the knowledge he has. He will do that
by installing the client's networks with the requirements
they specify without exceeding the client's budget.

Structure mapping theory as a formalism for instructional game design and assessment

by Debbie Denise Reese

PlayLearn: Supporting Motivation through Gaming in E-Learning

by Ioana Ghergulescu

I. Ghergulescu, C. H. Muntean, (2009), PlayLearn: Supporting Motivation through Gaming in E-Learning. In 9th Information Technology and Telecommunication Conference. IT&T 2009. Dublin. Ireland, pp. 185-190

Teatralne gry fabularne (LARP-y) w nauczaniu szkolnym

by Michal Mochocki

Motivating children to learn effectively: exploring the value of intrinsic integration in educational games

by shaaron ainsworth

The Future of Financial Aid Literacy: A Literature Review

by Vanessa Monterosa

Presented at the 2011 FIRST Summer Institute Symposium @ USC

The purpose of this paper is threefold: to emphasize the importance of financial aid literacy, discuss how low-income... more The purpose of this paper is threefold: to emphasize the importance of financial aid literacy, discuss how low-income students presently learn about financial aid, and consider the role of emerging technologies in becoming financial aid literate. An assessment of the recent literature on financial aid access issues relative to emerging technologies considers a synthesis of these two bodies of research in bridging the information and guidance gap for low-income students and families. I will argue that students from low-income backgrounds, who are in the most need of financial aid literacy skills, could be better served through emerging technology initiatives than current traditional guidance methods, which are inequitably distributed and currently failing to serve today’s low-income students.

The utility of simulation in medical education: what is the evidence?

by Samuel DeMaria

The Impact of Console Games in the Classroom: Evidence From Schools in Scotland

by Jennifer S. Groff

Published with Cathrin Howells and Sue Cranmer (2010). Futurelab: Bristol, UK.

Research commissioned by Learning and Teaching
Scotland (LTS) in partnership with Futurelab, the focus was to... more Research commissioned by Learning and Teaching
Scotland (LTS) in partnership with Futurelab, the focus was to identify the educational benefits of console game-based learning in primary and secondary schools. The project also sought to understand how the benefits of educational gaming could transfer to other settings and, in particular, how the model of the Learning and Teaching Scotland Consolarium – the national centre for games and learning that explores and support game-based learning (GBL) in the classroom – could be modified, extended or enhanced. For this purpose, research was carried out in classrooms in Scotland to explore learning with games played on games consoles, such as PlayStations, Xboxes and Wiis. Interviews were carried out with school leaders, classroom teachers and students in 19 schools followed up by a series of lesson observations in four of these schools.

Using the Technology of Today, in the
Classroom Today: The Instructional Power of Digital Games, Simulations and Social Networking, and How Teachers Can Leverage It

by Jennifer S. Groff

Co-authored with Eric Klopfer, Scot Osterweil & Jason Haas (2008). An Education Arcade white paper.

Specifically targeted to classroom teachers, this paper, researched by Jennifer Groff with assistance from Jason Haas,... more Specifically targeted to classroom teachers, this paper, researched by Jennifer Groff with assistance from Jason Haas, provides classroom teachers with compelling reasons to incorporate new technologies like games, simulations, and social networking into their classroom and strategies to overcome potential barriers. The authors introduce specific examples of these technologies being used to successfully enhance classroom learning, and they use case studies with specific teachers to illustrate some best practices in classroom learning with technology. The paper also introduces the i5 framework, which provides specific strategies for overcoming the many potential problems that come with introducing new and complicated tools into schools.

Literacy into action: digital games as action and text in the English and literacy classroom

by Thomas Apperley

With Catherine Beavis

Using data gathered from a three-year research project exploring digital literacy and... more With Catherine Beavis

Using data gathered from a three-year research project exploring digital literacy and pedagogy with respect to video games, including classroom games-based pedagogy and curriculum and ethnographic research on students’ digital game playing, this article locates and explores a key conceptual problem facing the incorporation of digital games into English and literacy classroom activities. This challenge is defined as “action” and refers to the non-visual and non-textual elements of gameplay. This challenge is explored both theoretically and through a practical discussion of various strategies developed by teachers in the project to approach this issue. The article draws on con- temporary game studies in order to map out and highlight several key areas where action-based projects lead to critical reflection.

Keywords: computer game and literacy; game literacy; digital literacy and pedagogy; game studies

The role of simulation case studies in enterprise education

by Richard Tunstall

Published in "Education + Training", 2010, with Lynch, M

This paper aims explore the role of electronic simulation case studies in enterprise education, their effectiveness... more This paper aims explore the role of electronic simulation case studies in enterprise education, their effectiveness and their relationship to traditional forms of classroom-based approaches to experiential learning. The paper builds on previous work within the field of enterprise and management education, specifically in relation to the role of simulations and case studies in higher education pedagogy, which have hitherto been largely considered as distinct techniques.
Following the use of a specifically designed simulation case study regarding a small and large business, 57 students were surveyed using an electronic voting tool and responses were used in a focus group which was conducted with the same students. Students saw a link between using the application and learning, found the environment to be immersive and more engaging than a text-based case study, though opinion was divided over its entertainment value. Focus group results highlighted that students believed the environment felt 'real' and that students were encouraged to engage in deep and double-loop learning. Students preferred the option of a mixed range of classroom learning experiences, though experienced gameplayers were less likely to find the simulation case entertaining than non-gameplayers.
This paper adds to existing research on simulations and case studies, while going someway to show the common issues which these 'models of reality' share, in terms of both design and utilisation in the special context of higher education. This paper highlights the value of appraising emerging educational media and the importance students place on these experiences in their study programmes. Given the increasing interest in e-learning within Higher Education, and subsequent attempts to improve the student experience through electronic media, this paper highlights the importance of focussing on effective learning opportunities in developing experiential enterprise education tools.

Cognitive Load and Empathy in Serious Games: A Conceptual Framework

by Sharon Tettegah

co-authored with Wen-Hao David Huang (2010).

Digital Game-Based Learning Once Removed: Teaching Teachers

by Katrin Becker

In the spring of 2005, the author designed and taught a graduate level course on digital game based learning,... more In the spring of 2005, the author designed and taught a graduate level course on digital game based learning, primarily for teachers. Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning. The course was designed as an introduction to digital games and gaming for instruction and learning. In it, students explored the theories; possibilities, considerations and constraints related to the design of instructional games, and the use of learning and commercial entertainment games in classroom and out-of-class settings. The design of the course along with the rationales will be outlined and participant reaction profiled. Suggestions for future course designs are described as well as key elements crucial for teacher preparation. Ultimately, the success of digital games as a medium for learning depends to a large extent on the abilities of new and practicing teachers to take full advantage of this medium.

Researching kids and computer games: Games, game play, and literacy in the 21st Century.

by Thomas Apperley

Full Citation

Apperley, T., Beavis, C., Bradford, C., Omara, J. & Walsh, C. (2008). Researching kids and computer games: Games, game play, and literacy in the 21st Century. Proceedings of the [player] conference (pp. 4-29), 26-28 Aug 2008, IT University of Copenhagen.

Literacy in the digital age: Learning from computer games

by Thomas Apperley

Full citation:

Beavis, C., Apperley, T., Bradford, C., O’Mara, J. and Walsh, C. (2009). Literacy in the digital age: Learning from computer games. English in Education 43(2), 162-175.

Outcome of the ARC Linkage project I was a Research Fellow on 2007-2009.

The need for literacy and the English curriculum to attend to digital literacies in the twenty-first century is well... more The need for literacy and the English curriculum to attend to digital literacies in the twenty-first century is well established. Although studies in digital literacies have examined the inclusion of computer games in schools, there has not been an extended study of English teachers incorporating computer games into their teaching and learning through action research projects. This paper outlines the structure and progress of a research project exploring the uses of computer games in English classrooms. We argue that much can be learned about the teaching of both print and digital literacies from examining computer games and young people’s engagement in online digital culture in the world beyond school.

What Game Studies Can Teach Us About Videogames In the English and Literacy Classroom

by Thomas Apperley

Full Citation:
Apperley, T. (2010). What game studies can teach us about computer games in the English and Literacy Classroom. Australian Journal of Language and Literacy 33(1), 12-23.

This article explores how research conducted in the emerging discipline of Game Studies may be used to develop tools... more This article explores how research conducted in the emerging discipline of Game Studies may be used to develop tools for teaching videogames in the English and Literacy classroom. The article argues, by drawing on the debate between ‘narratologists’ and ‘ludologists’ that acknowledging and marking out the key differences between videogame play and the ‘reading’ or ‘consumption’ of other media texts is integral to the successful uptake and development of videogame- based and videogame-centred curriculum.

Researching Digital Game Players: Gameplay and Gaming Capital

by Thomas Apperley

Full Citation:
Walsh, C. & Apperley, T. (2008). Researching digital game players: Gameplay and gaming capital. In: Proceedings of IADIS International Conference Gaming 2008: Design for engaging experience and social interaction (pp. 99-102), 25-27 July 2008, Amsterdam, The Netherlands.

In order to build upon, further and contest text-based paradigms of students’ video gameplay, this research utilises... more In order to build upon, further and contest text-based paradigms of students’ video gameplay, this research utilises an ethnographic approach that presents a nuanced and multifarious framework. This study, part of a larger project1, combines, and then draws upon both quantitative and qualitative methods; a large longitudinal survey sample, narrative analysis of popular games, interviews and participant observation over three years. In this article we suggest strategies for researching and teaching about these digital spaces through collaboration with high school teachers and cultural and educational institutions. This presents a play and player centred approach to researching gaming capital in educational contexts that posits researching video games be grounded in the practices of game players.