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Over a decade ago the concept of "design experiments" was
introduced because of the belief that many of questions could not
be adequately addressed by laboratory-based experiments. Since
then, design-based research as a term has grown in popularity and
significance. The core manuscripts of this special issue respond to
the questions: What constitutes design-based research? Why is it
important? What are the methods to carry it out? At the end of this
issue, two strong commentaries situate this work and challenge the
community with new questions and issues that must be answered if
design-based research is going to help advance work in ways that
others judge as worthwhile and significant.
Over a decade ago the concept of "design experiments" was
introduced because of the belief that many of questions could not
be adequately addressed by laboratory-based experiments. Since
then, design-based research as a term has grown in popularity and
significance. The core manuscripts of this special issue respond to
the questions: What constitutes design-based research? Why is it
important? What are the methods to carry it out? At the end of this
issue, two strong commentaries situate this work and challenge the
community with new questions and issues that must be answered if
design-based research is going to help advance work in ways that
others judge as worthwhile and significant.
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.
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.
Can we learn socially and academically valuable concepts and skills
from video games? How can we best teach the ''gamer generation?''
This accessible book describes how educators and curriculum
designers can harness the participatory nature of digital media and
play. The author presents a comprehensive model of games and
learning that integrates analysis of games, games cultures, and
educational game design. Building on over 10 years of research,
Kurt Squire tells the story of the emerging field of immersive
digitally mediated learning environments (or games) and outlines
the future of education.
In the many studies of games and young people's use of them,
little has been written about an overall "ecology" of gaming, game
design and play--mapping the ways that all the various elements,
from coding to social practices to aesthetics, coexist in the game
world. This volume looks at games as systems in which young users
participate, as gamers, producers, and learners. The Ecology of
Games (edited by Rules of Play author Katie Salen) aims to expand
upon and add nuance to the debate over the value of games--which so
far has been vociferous but overly polemical and surprisingly
shallow. Game play is credited with fostering new forms of social
organization and new ways of thinking and interacting; the
contributors work to situate this within a dynamic media ecology
that has the participatory nature of gaming at its core. They look
at the ways in which youth are empowered through their
participation in the creation, uptake, and revision of games;
emergent gaming literacies, including modding, world-building, and
learning how to navigate a complex system; and how games act as
points of departure for other forms of knowledge, literacy, and
social organization.ContributorsIan Bogost, Anna Everett, James
Paul Gee, Mizuko Ito, Barry Joseph, Laurie McCarthy, Jane
McGonigal, Cory Ondrejka, Amit Pitaru, Tom Satwicz, Kurt Squire,
Reed Stevens, S. Craig Watkins Katie Salen is a game designer and
interactive designer as well as Director of Graduate Studies in
Design and Technology, Parsons School of Design. With Eric
Zimmerman, she is the coauthor of Rules of Play (MIT Press, 2003)
and coeditor of The Game Design Reader (MIT Press, 2005).
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