Games (biblio dataset)
Материал из Поле цифровой дидактики
| Описание датасета | Для поиска использовали ключевые слова: ("computer games" OR "video games" OR "serious games" OR "simulation games" OR "games-based learning" OR mmog OR mmorpg OR mud OR "online games") AND ("computational thinking") |
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| Форматы данных | CSV |
| Область знаний | |
| Веб-сайт - ссылка на датасет | http://www.uic.unn.ru/pustyn/data-sets/digida/Games Zotero.csv |
| Примеры использования датасета | |
| Год создания датасета | 2022 |
VOSviewer - https://app.vosviewer.com/?json=https://drive.google.com/uc?id=1d4pWpQTBEwa5BPtnfUxwKoqNsnRtPsMQ
Данные в вики
| Название | Авторы | DOI | Год | Абстракт |
|---|---|---|---|---|
| What Video Games Have to Teach Us About Learning and Literacy. Second Edition | Gee, James Paul | 2014 | James Paul Gee begins his classic book with "I want to talk about video games--yes, even violent video games--and say some positive things about them." With this simple but explosive statement, one of America's most well-respected educators looks seriously at the good that can come from playing video games. In this revised edition of What Video Games Have to Teach Us About Learning and Literacy, new games like World of WarCraft and Half Life 2 are evaluated and theories of cognitive development are expanded. Gee looks at major cognitive activities including how individuals develop a sense of identity, how we grasp meaning, how we evaluate and follow a command, pick a role model, and perceive the world. | |
| The Art of Game Design: A Book of Lenses | Schell, Jesse | 2008 | Anyone can master the fundamentals of game design - no technological expertise is necessary. The Art of Game Design: A Book of Lenses shows that the same basic principles of psychology that work for board games, card games and athletic games also are the keys to making top-quality videogames. Good game design happens when you view your game from many different perspectives, or lenses. While touring through the unusual territory that is game design, this book gives the reader one hundred of these lenses - one hundred sets of insightful questions to ask yourself that will help make your game better. These lenses are gathered from fields as diverse as psychology, architecture, music, visual design, film, software engineering, theme park design, mathematics, writing, puzzle design, and anthropology. Anyone who reads this book will be inspired to become a better game designer - and will understand how to do it.* Jesse Schell is a highly recognizable name within the game industry - he is the former chair of the International Game Developer's Association, and has designed many successful games, including Disney's award-winning Toontown Online. * The book's design methodology was developed at Carnegie Mellon University's Entertainment Technology Center, co-founded by Dr. Randy Pausch, of "Last Lecture" fame. * 100 'lenses' are scattered throughout the book. These are boxed sets of questions, each a different way of seeing a game that will inspire the creative process.* 600 pages of detailed, practical instruction on creating world-class games that will be played again and again. | |
| Game Design Workshop: A Playcentric Approach to Creating Innovative Games | Fullerton, Tracy; Swain, Christopher; Hoffman, Steven | 2008 | Master the craft of game design so you can create that elusive combination of challenge, competition, and interaction that players seek. This design workshop begins with an examination of the fundamental elements of game design; then puts you to work in prototyping, playtesting and redesigning your own games with exercises that teach essential design skills. Workshop exercises require no background in programming or artwork, releasing you from the intricacies of electronic game production, so you can develop a working understanding of the essentials of game design.Features:* A design methodology used in the USC Interactive Media program, a cutting edge program funded in part of Electronic Arts. * Hands-on exercises demonstrate key concepts, and the design methodology* Insights from top industry game designers, including Noah Falstein, American McGee, Peter Molyneux | |
| Good video games + good learning: collected essays on video games, learning, and literacy | Gee, James Paul | 2007 | This book discusses a broad range of topics concerning video games, learning and literacy. These include the ways games can marry pleasure, learning and mastery through the sense of ownership, agency and control players enjoy when gaming, as well as controversial issues surrounding games. The book explores relationships between values, identity, content and learning, and focuses on how to understand and explain many young people's differential experiences of learning in gaming and schooling respectively. | |
| Digital Game-Based Learning | Prensky, Marc | 2007 | ||
| Augmented Learning: Research and Design of Mobile Educational Games | Klopfer, Eric | 2008 | ||
| Scratch Programming for Teens | Ford, J.L. | 2008 | Scratch is a new programming language that makes it easy to create your own interactive stories, animations, games, music, and art -- and share your creations on the web. Scratch is designed to help young people develop 21st century learning skills a its graphical interface and ease-of-use actually make learning mathematical, computational, and design concepts fun. It can be downloaded for free for both Windows and Mac, and is being used in a wide variety of in-school and after-school settings around the world. Scratch Programming for Teens is the first book on this exciting new programming language that has the potential to get millions of young people interested in programming and computing. It teaches fundamental programming principles using the Scratch development platform, which will give the reader a wide view of the programming landscape and its many possibilities. | |
| Fans, bloggers, and gamers: exploring participatory culture | Jenkins, Henry | 2006 | Henry Jenkins at Authors@Google(video) Henry Jenkins"s pioneering work in the early 1990s promoted the idea that fans are among the most active, creative, critically engaged, and socially connected consumers of popular culture and that they represent the vanguard of a new relationship with mass media. Though marginal and largely invisible to the general public at the time, today, media producers and advertisers, not to mention researchers and fans, take for granted the idea that the success of a media franchise depends on fan investments and participation. Bringing together the highlights of a decade and a half of groundbreaking research into the cultural life of media consumers, Fans, Bloggers, and Gamerstakes readers from Jenkins's progressive early work defending fan culture against those who would marginalize or stigmatize it, through to his more recent work, combating moral panic and defending Goths and gamers in the wake of the Columbine shootings. Starting with an interview on the current state of fan studies, this volume maps the core theoretical and methodological issues in Fan Studies. It goes on to chart the growth of participatory culture on the web, take up blogging as perhaps the most powerful illustration of how consumer participation impacts mainstream media, and debate the public policy implications surrounding participation and intellectual property. | |
| Serious Games: Mechanisms and Effects | Ritterfeld, Ute; Cody, Michael J.; Vorderer, Peter | 2009 | Serious Games provides a thorough exploration of the claim that playing games can provide learning that is deep, sustained and transferable to the real world. "Serious games" is defined herein as any form of interactive computer-based game software for one or multiple players to be used on any platform and that has been developed to provide more than entertainment to players. With this volume, the editors address the gap in exisiting scholarship on gaming, providing an academic overview on the mechanisms and effects of serious games. Contributors investigate the psychological mechanisms that take place not only during gaming, but also in game selection, persistent play, and gaming impact. The work in this collection focuses on the desirable outcomes of digital game play. The editors distinguish between three possible effects -- learning, development, and change -- covering a broad range of serious gamesa (TM) potential impact. Contributions from internationally recognized scholars focus on five objectives: Define the area of serious games Elaborate on the underlying theories that explain suggested psychological mechanisms elicited through serious game play, addressing cognitive, affective and social processes Summarize the empirical evidence on the effectiveness of serious games, Introduce innovative research methods as a response to methodological challenges imposed through interactive media Discuss the possibilities and limitations of selected applications for educational purposes. Anchored primarily in social science research, the reader will be introduced to approaches that focus on the gaming process and the usersa (TM) experiences. Additional perspectives will be provided in the concluding chapters, written from non-social science approaches by experts in academic game design and representatives of the gaming industry. The editors acknowledge the necessity for a broader interdisciplinary study of the phenomena and work to overcome the methodological divide in games research to look ahead to a more integrated and interdisciplinary study of digital games. This timely and singular volume will appeal to scholars, researchers, and graduate students working in media entertainment and game studies in the areas of education, media, communication, and psychology. | |
| "Don't bother me Mom, I'm learning!": how computer and video games are preparing your kids for twenty-first century success and how you can help! | Prensky, Marc | 2006 | The positive guide for parents concerned about their kid's video and computer game-playing. | |
| Games and simulations in online learning: research and development frameworks | Gibson, David; Aldrich, Clark; Prensky, Marc | 2007 | Nearly all early learning happens during play, and new technology has added video games to the list of ways children learn interaction and new concepts. Although video games are everywhere on Web sites, in stores, streamed to the desktop, on television they are absent from the classroom. Computer-based simulations, a form of computer games, have begun to appear, but it is not as wide-spread as email, discussion threads, and blogs.Games and Simulations in Online Learning: Research and Development Frameworks examines the potential of games in simulations in online learning, and how the future could look as developers learn to use the emerging capabilities of the Semantic Web. It presents a general understanding of how the Semantic Web will impact education and how games and simulations can evolve to become robust teaching resources. | |
| Scratch 1.4: Beginner's Guide | Badger, Michael | 2009 | ||
| Game Programming for Teens | Sethi, Maneesh | 2003 | If youre interested in jumping into the exciting world of game programming, then youve found the perfect book! "Game Programming for Teens" doesnt expect you to have any experience with programming. Youll learn everything you need to know along the way. Youll use Blitz Basic, an easy-to-learn programming language that the author will teach you. As you work your way through the book, youll learn everything you need to know to create a complete game. Graphics, animation, sound and music, and artificial intelligence are all covered. By the end of the book, you will have created your very first computer game! Game programming doesnt have to be difficult. With a copy of this book and your own curiosity, youre off to the perfect start. | |
| Creativity challenges and opportunities in social computing | Fischer, Gerhard; Jennings, Pamela; Maher, Mary Lou; Resnick, Mitchel; Shneiderman, Ben | 10.1145/1520340.1520470 | 2009 | |
| Why it works (when it works): success factors in online creative collaboration | Luther, Kurt; Caine, Kelly; Ziegler, Kevin; Bruckman, Amy | 10.1145/1880071.1880073 | 2010 | Online creative collaboration (peer production) has enabled the creation of Wikipedia and open source software (OSS), and is rapidly expanding to encompass new domains, such as video, music, and animation. But what are the underlying principles allowing online creative collaboration to succeed, and how well do they transfer from one domain to another? In this paper, we address these questions by comparing and contrasting online, collaborative animated movies, called collabs, with OSS projects. First, we use qualitative methods to solicit potential success factors from collab participants. Then, we test these predictions by quantitatively analyzing a data set of nearly 900 collabs. Finally, we compare and contrast our results with the literature on OSS development and propose broader theoretical implications. Our findings offer a starting point for a systematic research agenda seeking to unlock the potential of online creative collaboration. |
| m-Science: Sensing, Computing and Dissemination | Canessa E., Zennaro M., | |||
| Alice 2.0: introductory concepts and techniques | Shelly, Gary B.; Cashman, Thomas J.; Herbert, Charles W. | 2006 | Alice 2.0: Introductory Concepts and Techniques, from the Shelly Cashman Series, is designed to teach introductory programming concepts with Alice 2.0. Alice is free, downloadable software that was developed with funding from the National Science Foundation to make object-oriented programming concepts more accessible and exciting to students. This new book on Alice 2.0 provides the perfect approach to teaching this software to students. With its project-oriented, step-by-step pedagogy, students will easily grasp programming concepts and build confidence in their skills. | |
| Exploring Wonderland: Java Programming Using Alice and Media Computation | Dann, Wanda; Cooper, Stephen; Ericson, Barbara | 2009 | Fundamental programming concepts are introduced using Alice and media computation examples to facilitate an easier transition to Java. KEY TOPICS : Getting Started with Alice; Program Design and Implementation in Alice; Object Oriented Concepts in Alice; Working with Objects in Java; Drawing in Java; Functions and Conditionals in Alice; Repetition: Loops in Alice; Modifying all Samples in a Sound in Java; Modifying Samples using Ranges; Modifying Pictures using Loops; Modifying Pixels in a Matrix; Conditionally Modifying Pixels; Creating Classes; Creating and Modifying Text; Repetition: Recursion in Alice; Speed; Encoding, Manipulating, and Creating Movies; Abstract Classes, Polymorphism, and Inheritance. MARKET : This book will appeal to anyone with an interest in video games or animated films that wants to learn programming in an approachable and intuitive manner. | |
| Open Simulator: School Quick Start Guide: First Edition: June 2011 | Ph.D, David W. Deeds, | |||
| Climbing to understanding: lessons from an experimental learning environment for adjudicated youth | Cavallo, David; Papert, Seymour; Stager, Gary | 2004 | ||
| Computationally-rich constructionism and at-risk learners | Stager, Gary S. | 2002 | ||
| Affective Learning — A Manifesto | Picard, R. W.; Papert, S.; Bender, W.; Blumberg, B.; Breazeal, C.; Cavallo, D.; Machover, T.; Resnick, M.; Roy, D.; Strohecker, C. | 10.1023/B:BTTJ.0000047603.37042.33 | 2004 | |
| FEATURE: Empowering kids to create and share programmable media | Monroy-Hernández, Andrés; Resnick, Mitchel | 10.1145/1340961.1340974 | 2008 | |
| Scratch: creating and sharing interactive media | Brennan, Karen; Hernández, Andrés Monroy; Resnick, Mitchel | 2009 | ||
| Personal Dynamic Media | Kay, A.; Goldberg, A. | 10.1109/C-M.1977.217672 | 1977 | |
| Wicked games: on the design of ethical gameplay | Sicart, Miguel | 2010 | This paper introduces a definition of ethical gameplay as a relevant concept for understanding the moral possibilities of computer game design. Ethical gameplay is the experiential outcome of a player taking choices based on the moral evaluation of a given dilemma. This paper proposes that these type of experience should be designed as wicked problems for players. | |
| Designing Online Environments for Expert/Novice Collaboration | Zagal, José P.; Bruckman, Amy | 10.1177/1354856510375141 | 2010 | / Designing environments that can bring novices and experts together is not trivial. We explore how we can design environments where these collaborations happen in such a way that everyone benefits. We explore these questions in the context of one such environment. In this study, we used the Game Ontology Project (GOP), a wiki-enabled hierarchy of elements of gameplay used by game studies researchers, in a game design class. Students found that their participation was enjoyable and useful for learning. Also, there is evidence that they developed a deeper understanding of the medium of videogames. However, encouraging sustained participation was challenging because students tended to view the GOP as a static source, rather than a participatory and editable resource. Expert analysis of the students’ contributions to the ontology found them to be useful and significant. We conclude with thoughts on the importance of these kinds of authentic environments in traditional learning. |
| The Scratch Programming Language and Environment | Maloney, John; Resnick, Mitchel; Rusk, Natalie; Silverman, Brian; Eastmond, Evelyn | 10.1145/1868358.1868363 | 2010 | |
| The dynabook: past, present, and future | Kay, A.; Goldberg, A. | 1988 | ||
| The Art of human-computer interface design | Laurel, Brenda; Mountford, S. Joy | 1990 | ""When the concept of the interface first began to emerge, it was commonly understood as the hardware and software through which a human and a computer could communicate. As it has evolved, the concept has come to include the cognitive and emotional aspects of the user's experience as well...The noun, interface is taken to be a discrete and tangible thing that we can map, draw, design, implement, and attach to an existing bundle of functionality. One of the goals of this book is to explode that notion and replace it with one that can guide our work in the right direction.""- From the IntroductionThe Art of Human-Computer Interface Design is an extraordinary work in the field of human-computer interaction. With never-before-published pieces by more than fifty of the major thinkers and explorers in the field, this book provides an intriguing look at some of the most exciting developments in interface design. Readers will discover the newest technologies such as cyberspace, animation, multimedia, and speech recognition and will explore the philosophical and psychological background to creating effective interfaces.The first section of The Art of Human-Computer Interface Design, "Creativity and Design," offers insight into general interface issues. The "Users and Contexts" section details the experiences of a variety of users and designers, providing invaluable input for interface designers. The "Sermons" sections is a collection of thought-provoking pieces by some of the people whose work and points of view have deeply influenced human-computer interaction--Donald Norman, Nicholas Negroponte, Ted Nelson, Alan Kay, Jean-Louis Gassee, Timothy Leary, and Ben Shneiderman. The fourth section, "New Directions," looks at some of the ideas and theories that are on the frontiers of human-computer interface design.A treasury of ideas and opinions from leading thinkers in the computer industry, The Art of Human-Computer Interface Design delves into the strategies, reasoning, and future direction of human-computer interaction and the overall relationship between computers and people. 0201517973B04062001 | |
| Leadership in online creative collaboration | Luther, Kurt; Bruckman, Amy | 10.1145/1460563.1460619 | 2008 | Leadership plays a central role in the success of many forms of online creative collaboration, yet little is known about the challenges leaders must manage. In this paper, we report on a qualitative study of leadership in three online communities whose members collaborate over the Internet to create computer-animated movies called "collabs." Our results indicate that most collabs fail. Collab leaders face two major challenges. First, leaders must design collabora-tive projects. Second, leaders must manage artists during the collab production process. We contrast these challenges with the available empirical research on leadership in open-source software and Wikipedia, identifying four themes: originality, completion, subjectivity, and ownership. We conclude with broader implications for online creative col-laboration in its many forms. |
| Alice, Greenfoot, and Scratch – A Discussion | Utting, Ian; Cooper, Stephen; Kölling, Michael; Maloney, John; Resnick, Mitchel | 10.1145/1868358.1868364 | 2010 | |
| Constructionism in practice: designing, thinking, and learning in a digital world | Kafai, Yasmin B.; Resnick, Mitchel | 1996 | The digital revolution necessitates, but also makes possible, radical changes in how and what we learn. This book describes a set of innovative educational research projects at the MIT Media Laboratory, illustrating how new computational technologies can transform our conceptions of learning, education, and knowledge. The book draws on real-world education experiments conducted in formal and informal contexts: from inner-city schools and university labs to neighborhoods and after-school clubhouses. The papers in this book are divided in four interrelated sections as follows: * Perspectives in Constructionism further develops the intellectual underpinnings of constructionist theory. This section looks closely at the role of perspective-taking in learning and discusses how both cognitive and affective processes play a central role in building connections between old and new knowledge. * Learning through Design analyzes the relationship between designing and learning, and discusses ways that design activities can provide personally meaningful contexts for learning. This section investigates how and why children can learn through the processes of constructing artifacts such as games, textile patterns, robots and interactive devices. * Learning in Communities focuses on the social aspects of constructionist learning, recognizing that how people learn is deeply influenced by the communities and cultures with which they interact. It examines the nature of learning in classroom, inner-city, and virtual communities. * Learning about Systems examines how students make sense of biological, technological, and mathematical systems. This section explores the conceptual and epistemological barriers to learning about feedback, self-organization, and probability, and it discusses new technological tools and activities that can help people develop new ways of thinking about these phenomena. | |
| Adventures in modeling: exploring complex, dynamic systems with StarLogo | Colella, Vanessa Stevens; Klopfer, Eric; Resnick, Mitchel | 2001 | Adventures in Modeling introduces teachers and their students to designing, creating, and investigating models in StarLogo. This powerful new learning experience will show you how to use models to explore complex, dynamic systems or events (like predator/prey interactions or traffic jams) even if you have no prior experience. It provides teachers with an effective tool to build curiosity and boost learning outcomes in a standards-based curriculum. This full-color book includes a CD-ROM with StarLogo and many fascinating classroom projects! | |
| Predicting successful completion of online collaborative animation projects | Luther, Kurt; Ziegler, Kevin; Caine, Kelly E.; Bruckman, Amy | 10.1145/1640233.1640316 | 2009 | Online creative collaboration projects are started every day, but many fail to produce new artifacts of value. In this poster, we address the question of why some of these projects succeed and others fail. Our quantitative analysis of 892 online collaborative animation projects, or "collabs," indicates that the early presence of organizational and structural elements, particularly those of a technical nature, can predict successful completion. |
| The writers' workshop for youth programmers: digital storytelling with scratch in middle school classrooms | Burke, Quinn; Kafai, Yasmin B. | 10.1145/2157136.2157264 | 2012 | This study investigates the potential to introduce basic programming concepts to middle school children within the context of a classroom writing-workshop. In this paper we describe how students drafted, revised, and published their own digital stories using the introductory programming language Scratch and in the process learned fundamental CS concepts as well as the wider connection between programming and writing as interrelated processes of composition. |
| The Computer Clubhouse: constructionism and creativity in youth communities | Kafai, Yasmin B.; Peppler, Kylie A.; Chapman, Robbin N. | 2009 | This book is about the Computer Clubhouse -- the idea and the place -- that inspires youth to think about themselves as competent, creative, and critical learners. So much of the social life of young people has moved online and participation in the digital public has become an essential part of youth identities and their lives. The Computer Clubhousemakes an important contribution not just in the local communities but also as a model for after-school learning environments. The model has been very successful scaling up, with over 110 clubhouses now in existence worldwide. Presenting research by scholars that have documented and analyzed the Computer Clubhouse Network across the globe, this book considers the implications of their findings in the context of what it means to provide youth with a rich array of computing experiences, preparing them to meet the goals of the 21st Century. | |
| Teaching digital natives: partnering for real learning | Prensky, Marc | 2010 | Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students.Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which:- Digitally literate students specialize in content finding, analysis, and presentation via multiple media- Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality- Administrators support, organize, and facilitate the process schoolwide- Technology becomes a tool that students use for learning essential skills and "getting things done"With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world. | |
| Guidelines for game-based learning | Dondi, Maja Pivec Anni Koubek Claudio | 2004 | Guidelines for Game-Based Learning is a contribution to a fast developing field of high interest to many educators: Make learning fun! This book is a result of joint research for the European project, "UniGame: Game-Based Learning for Universities and Life-long Learning". With the UniGame project, we tried to break completely from the tradition and start from a new concept: Motivation and fun dimensions were put in the middle and we started from the concepts of games and play-ing. The primary target-group of these guidelines is practitioners i.e. all pedagogues, teachers and trainers that want to implement game-based learning in their classes. The book will help them to systematically find commercial games and introduce them into their classes, or to implement their own ideas in the form of an educational game. Activities in-cluded in the chapters offer support in this proactive behaviour. Chapter one begins with key messages about game-based learning, and triggers first reflections on the place of this approach in higher education and training institutions. The theoretical background of game-based learning is outlined. In Chapter two a range of existing game classifications introduce the innovative 'UniGame' game classification that is based on learning goals, and relates games that help to achieve them. This classification offers guidance to practitio-ners in choosing an existing game to complement their classroom studies, and provides ideas for creating new educa-tional games. Chapter three describes the process of choosing and using a game for class use. A guide to introducing games into a course is outlined, for example, selecting and finding appropriate game, considering skills of tutors and students, tech-nical conditions, etc. Chapter four supports practitioners in defining their own educational game. Educational game design steps are outlined in detail. A freely accessible web platform called "UniGame: Social Skills and Knowledge Training" is presented. | |
| Informatics education - supporting computational thinking: Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2008, Torun, Poland, July 1-4, 2008 : proceedings | Sysło, Maciej M. | 2008 | This book constitutes the refereed proceedings of the Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2008, held in Torun, Poland in July 2008.The 28 revised full papers presented together with 4 invited papers were carefully reviewed and selected from 63 submissions. A broad variety of topics related to teaching informatics in secondary schools is addressed ranging from national experience reports to paedagogical and methodological issues. The papers are organized in topical sections on informatics, a challenging topic, didactical merits of robot-based instruction, transfer of knowledge and concept formation, working with objects and programming, strategies for writing textbooks and teacher education, national and international perspectives on ICT education, as well as e-learning. | |
| Confronting the Challenges of Participatory Culture: Media Education for the 21st Century | Jenkins, Henry | 2009 | Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention.This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play.The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning | |
| Textual poachers: television fans & participatory culture | Jenkins, Henry | 1992 | "Get a life," William Shatner toldStar Trekfans. Yet, asTextual Poachersargues, fans already have a "life," a complex subculture which draws its resources from commercial culture while also reworking them to serve alternative interests. Rejecting stereotypes of fans as cultural dupes, social misfits, and mindless consumers, Jenkins represents media fans as active producers and skilled manipulators of program meanings, as nomadic poachers constructing their own culture from borrowed materials, as an alternative social community defined through its cultural preferences and consumption practices. Written from an insider's perspective and providing vivid examples from fan artifacts,Textual Poachersoffers an ethnographic account of the media fan community, its interpretive strategies, its social institutions and cultural practices, and its troubled relationship to the mass media and consumer capitalism. Drawing on the work of Michel de Ceteau,Jenkins shows how fans ofStar Trek, Blake's 7, The Professionals, Beauty and the Beast, Starsky and Hutch, Alien Nation, Twin Peaks, and other popular programs exploit these cultural materials as the basis for their stories, songs, videos, and social interactions. Addressing both academics and fans, Jenkins builds a powerful case for the richness of fan culture as a popular response to the mass media and as a challenge to the producers' attempts to regulate textual meanings.Textual Poachersguides readers through difficult questions about popular consumption, genre, gender, sexuality, and interpretation, documenting practices and processes which test and challenge basic assumptions of contemporary media theory. | |
| Convergence Culture: Where Old and New Media Collide | Jenkins, Henry | 2008 | ||
| Computers as theatre | Laurel, Brenda | 1993 | This paperback version of Brenda Laurel's 1991 hardcover classic features a new chapter that takes the reader through virtual reality and beyond to a new level of human computer interaction that is genuinely transforming. Like its predecessor, this book presents a new theory of human-computer activity. 0201550601B04062001 | |
| Learning to program with Alice | Dann, Wanda P.; Cooper, Stephen; Pausch, Randy | 2006 | This volume supports an innovative approach to learning fundamental programming concepts. The authors use program visualization to afford an easy relationship of the program construct to the animation action in a 3D world. Includes a fundamental introduction to programming with objects, methods, decision statements, loops, recursion, and problem solving. Introduces object-oriented programming concepts in the context of complete working animation programs. Makes the concept of an 'object' visible and tangible in a 3-D world that is compelling to readers. Provides a mouse-based editor, ensuring that beginning programmers cannot make syntax mistakes. Provides 'Tips & Techniques' at the end of each chapter. Enables users to show their animated programs on a web page. A useful step-by-step guide for beginning programmers. | |
| A survey of visual, mixed, and augmented reality gaming | Thomas, Bruce H. | 10.1145/2381876.2381879 | 2012 | Visual mixed and augmented realities have historically been applied to the gaming application domain. This article provides a survey of visual mixed and augmented reality gaming in both the academic and commercial contexts. There is an exploration of both indoor and outdoor mixed and augmented reality gaming. The different games are presented via the three major display technologies: head-mounted display, handheld display, and spatial immersive display. A number of academic mixed and augmented reality research projects are described that provide an overview of the current state of the art. A set of example commercial games are also examined to provide the context for the state of the games on the market. |
| A Japanese View of Nature: The World of Living Things | Imanishi, Kinji; Asquith, Pamela J. | 2002 | Although Seibutsu no Sekai (The World of Living Things), the seminal 1941 work of Kinji Imanishi, had an enormous impact in Japan, both on scholars and on the general public, very little is known about it in the English-speaking world. This book makes the complete text available in English for the first time and provides an extensive introduction and notes to set the work in context. Imanishi's work, based on a very wide knowledge of science and the natural world, puts forward a distinctive view of nature and how it should be studied. Imanishi's work is particularly important as a background to ecology, primatology and human social evolution theory in Japan. Imanishi's views on these subjects are extremely interesting because he formulated an approach to viewing nature which challenged the usual international ideas of the time, and which foreshadow approaches that have currency today. | |
| Towards minimalist game design | Nealen, Andy; Saltsman, Adam; Boxerman, Eddy | 10.1145/2159365.2159371 | 2011 | In this paper, we describe a design methodology that we have termed Minimalist Game Design. Minimalist games have small rulesets, narrow decision spaces, and abstract audiovisual representations, yet they do not compromise on depth of play or possibility space. We begin with a motivation for and definition of minimalist games, including terms such as "rules," "mechanics," "control," and "interface," and illustrate the importance of artificial design constraints. Using a number of examples, we show the strengths of minimalist game elements in systems, controls, visuals, and audio. Adhering to these constraints, these games feature a small set of mechanics and one core mechanic, while still being sufficiently deep and allowing for player exploration and performance. This depth comes from procedural methods, combinatorial complexity, probability, obfuscation, challenge, or any combination thereof. Our methodology embraces principles of holistic design, where there is no "filler," and where every element of the game contributes to the play experience in some meaningful, deliberate way. |
| Productive play: participation and learning in digital game environments | Galarneau, L. | 2007 | Although there is considerable interest in the idea of using games for learning, success in this area has proven elusive. Clearly it is challenging to take established curricula developed for other media types and attempt to fit them into open-ended game contexts where content is secondary to experience. Digital games are very effective for learning, but they represent a type of productive play that does not fit neatly within established educational paradigms. Furthermore, play and learning take on new dimensions within the context of an increasingly participatory culture that blurs traditional boundaries between producers and consumers, as well as teachers and learners. In participatory contexts, learning is a systemic activity where the contributions of the individual contribute to the larger collective intelligence, and learning is often a by-product of play or creativity. Attempts to use games for learning must take this broader context into account and acknowledge the shifting expectations and emerging literacies of learners steeped in a digital culture that introduces and reinforces new standards for play and participation. | |
| Go: An Asian Paradigm for Business Strategy | Miura, Yasuyuki | 1995 | ||
| Го и восточная бизнес-стратегия | Ясуюки, Миура | 2005 | Доска для Го - это модель Вселенной. Это мост, по которому можно попасть из мира Игры в мир Реальности, и наоборот. Автор книги - Миура Ясуюки, самурай бизнеса. Директор по маркетингу компании "Japan Airlines" и исполнительный директор сети отелей "Nikko". Мастер игры Го. Соотнося свой деловой опыт и философию Го, Миура-сэнсэй показывает, как эта древнейшая игра может заложить основы нового миропонимания и развить стратегическое видение. Первая книга по игре Го на русском языке, предназначенная для широкого круга читателей. | |
| Serious games | El Ssaddik, Abdulmotaleb | 10.1145/2072298.2072381 | 2011 | |
| Design Research: Methods and Perspectives | Laurel, Brenda | 2003 | ||
| Beyond Fun | Bogost, Ian | 2008 | ||
| Persuasive Games: The Expressive Power of Videogames | Bogost, Ian | 2007 | ||
| Gamification: Using Game Mechanics to Enhance eLearning | Raymer, Rick | 10.1145/2025356.2031772 | 2011 | Is gamification just another empty buzzword, or can the principles that game designers employ to engage players really be applied to the design of eLearning software? What exactly is gamification? And, can the theories of gamification be applied to a variety of projects regardless of scope and budget? This article will address specific ways that game mechanics can be applied to your eLearning projects. |
| Total Engagement: Using Games and Virtual Worlds to Change the Way People Work and Businesses Compete | Reeves, Byron; Read, J. Leighton | 2009 | Can the workplace be redesigned to include avatars, three-dimensional environments, and a host of virtual rewards that form newly transparent reputations for you and your team? This grounded and thought-provoking book by Byron Reeves and Leighton Read argues that it is not only possible, it is inevitable. Massive multiplayer online games (MMOs) are a new cultural phenomenon at the intersection of electronic entertainment and social networking. Borrowing the key design principles from these games can address a host of classic challenges in the workplace including collaboration, innovation, leadership, and of course, boredom. No longer the sole domain of adolescent boys, today’s best complex social games capture countless of hours of attention from men and women across the age spectrum who are carrying out activities in these entertainment titles that look surprisingly like the same tasks being performed by enterprise information-workers. There is a lot to be learned from the context that makes this behavior engaging, for example: positioning tasks within compelling stories that matter to the player, providing the tools for internal marketplaces where economic behavior replaces command and control, and affordances that help solve the problem of “what do I get when we win” Reeves and Read show how to choose and implement the right elements for your business. Of course, the psychological power of game design can have both positive and negative consequences for the workplace. That’s why it’s important to put them into practice correctly from the beginning–and Reeves and Read explain how by showing which good design principles are powerful antidotes to the addictive and stress-inducing potential of games. Supported by specific case studies and years of research, Total Engagement completely changes the way you view both work and play. | |
| Playing to learn game design skills in a game context | Gee, James Paul; Hayes, Elisabeth; Torres, Robert J.; Games, Ivan Alex; Squire, Kurt; Salen, Katie | 2008 | This interactive session presents early research findings resulting from a game simulation currently called Gamestar Mechanic through which 70 middle and high school-age players learn to design video games. Gamestar Mechanic is an RPG (Role-Playing Game) style online game through which players "take on" the behaviors characteristic of professional game designers (e.g., designing games, accounting for variability change within a game's system, critiquing games). Reflecting on and practicing design can lead, we believe, to skills that are crucial for success in the modern, high-tech, global world. Game design is but a start in learning to think of complex interactions among variables, people, and technology, but it is also a domain that can help others reflect on complex interactions among systems. Early findings are showing that the pedagogical design of Gamestar Mechanic has the potential to help participants develop understanding of technical concepts particular to game design, systems-thinking skills, and other behaviors associated with the domain. | |
| Rules of Play: Game Design Fundamentals | Salen, Katie; Zimmerman, Eric | 2003 | This text offers an introduction to game design and a unified model for looking at all kinds of games, from board games and sports to computer and video games. Also included are concepts, strategies, and methodologies for creating and understanding games. | |
| The Power of Play in Knowledge Management | Qi, Yan; Meloche, Joseph | 10.1109/NISS.2009.207 | 2009 | The aim and motivation of this research is to investigate ways to support and encourage knowledge sharing. Specifically we examined ways in which ‘play’ can be used to enhance collaborative work practices. In this process we elicited subjective views and opinions on playing games and the extent to which the participant’s felt these could enhance their collaboration in work. The ancient Chinese strategy game of Go was employed in an online team version as a means to evaluate and advance the knowledge sharing culture in a network centric environment. The results of this research identified that play has the power to engage participants into the collaborative work practices and that it can provide an opportunity for teams to see the value of sharing information, and hence to improve the knowledge management practices. |
| The development of telecommunications: the outcome of an ecology of games | Dutton, William H.; Makinen, Helena | 10.1016/0378-7206(87)90049-8 | 1987 | |
| A tale of two online communities: fostering collaboration and creativity in scientists and children | Aragon, Cecilia R.; Poon, Sarah S.; Monroy-Hernández, Andrés; Aragon, Diana | 10.1145/1640233.1640239 | 2009 | There has been much recent interest in the development of tools to foster remote collaboration and shared creative work. An open question is: what are the guidelines for this process? What are the key socio-technical preconditions required for a geographically distributed group to collaborate effectively on creative work, and are they different from the conditions of a decade or two ago? In an attempt to answer these questions, we conducted empirical studies of two seemingly very different online communities, both requiring effective collaboration and creative work: an international collaboration of astrophysicists studying supernovae to learn more about the expansion rate of the universe, and a group of children, ages 8-15, from different parts of the world, creating and sharing animated stories and video games on the Scratch online community developed at MIT. Both groups produced creative technical work jointly and were considered successful in their communities. Data included the analysis of thousands of lines from chat and comment logs over a period of several months, and interviews with community members. We discovered some surprising commonalities and some intriguing possibilities, and suggest guidelines for successful creative collaborations. Specifically, systems that support social creativity must facilitate sharing and play, and their design must consider the effects of repurposing, augmentation and behavior adaptation. |
| A critical assessment of hypertext systems | Fischer, G.; Weyer, S.; Jones, W. P.; Kay, A. C.; Kintsch, W. | 10.1145/57167.57205 | 1988 | Over forty years ago, Vannevar Bush articulated his vision of a “Memex” machine: “associative indexing, … whereby any item may be caused at will to select immediately and automatically another” [Bush 45]. In the sixties, Engelbart [Engelbart, English 68] built collaborative systems to provide idea structuring and sharing. Nelson [Nelson 81] coined “hypertext” and proposed world-wide networks for publishing, linking, annotating and indexing multiple versions of documents. With increasing numbers of research projects, papers, panels and conferences, and commercially available systems (e.g. Notecards by Xerox, Guide by Owl and HyperCard by Apple) in recent years, hypertext may be an idea whose time has finally come — or at least a phenomenon not to be ignored. The goal of this panel is not to define hypertext or hypermedia (at its simplest: non-linearly arranged and accessed information), debate its uniqueness, explain implementation issues, or survey the many applications and contributions in the field (see [Conklin 87] for an excellent survey of Hypertext, and the Proceedings of Hypertext '87 Workshop at University of North Carolina, Chapel Hill). Rather, we intend to approach it from the perspective of the information user: reader, searcher, author. The panel will address the following issues: Are the processes of authoring and understanding helped or hindered by the non-linear structure of hypertext, for which kinds of tasks and users? What is the difference between a hypertext writer and a knowledge engineer? In searching for information, what is the difference between browsing and querying? What experiments need to be done? What tools, environment or interfaces can improve the process of information creation and access? Can the overhead of creating or interpreting structure be reduced? When will hypertext replace paper, or should it? How do functions of author and reader co-evolve? Could this revolutionize society like the printing press? Why didn't the panelists create a multi-versioned, highly crossreferenced online entry for the proceedings? Is hypertext a technology in search of a problem? |
| "The computer revolution", "computer science", and "software engineering" haven't happened yet | Kay, Alan | 10.1145/1017753.1017758 | 2004 | If we compare with "The Printing Revolution", and "Modern Science and Engineering in the Physical World", then we have to conclude that the computer versions of these haven't happened yet. The printing revolution was not the hardware technology that allowed the automation of hand written texts such as bibles, but a much longer learning curve that brought about new ways to think and argue, culminating in the 17th century with new ways to understand the physical and political universes in which humans live. This created our modern world. By contrast we are still generally "automating bibles" with computers and the "new ways to think and argue" are still being invented and haven't reached most computer users. Similarly, if we compare the state of software building against modern engineering - such as the building of the Empire State Building in New York City from scratch in less than one year with less than 3000 coordinated workers - then we can hardly claim "software engineering" to be much past ancient Egyptian pyramid building: millions of lines of code-bricks piled on top of each other with little coordination or discernable architecture.A science is generally about finding better models about structures in the universe. As Simon pointed out, ours is a "science of the artificial" like a "science of bridges". We first have to make structures and then study them to create better theories. We might claim that McCarthy's LISP-in-itself as a kind of "Maxwell's Equations", but we still lack the equivalent "Special Theory" that includes the handling of time in a reasonable and useful way. The immense commercialization of computing that happened in the 80s and 90s disrupted much of the progress in each of these areas, especially in the US. It's now time to ask again what these three ideas should mean, and then get back to the real work of advancing our field and making the real computer revolution happen. |
| Gamification at Work: Designing Engaging Business Software | Kumar, Janaki Mythily; Herger, Mario | 2013 | Gamification is becoming a common buzzword in business these days. In its November 2012 press release, Gartner predicts that "by 2015, 40% of Global 1000 organizations will use gamification as the primary mechanism to transform business operations." In the same report, they also predict that "by 2014, 80% of current gamified applications will fail to meet business objectives, primarily due to poor design." What is gamification? Does it belong in the workplace? Are there design best practices that can increase the efficacy of enterprise gamification efforts? Janaki Kumar and Mario Herger answer these questions and more in this book Gamification @ Work. They caution against taking a "chocolate covered broccoli" approach of simply adding points and badges to business applications and calling them gamified. They outline a methodology called Player Centered Design which is a practical guide for user experience designers, product managers and developers to incorporate the principles of gamification into their business software. Player Centered Design involves the following five steps: 1. Know your player 2. Identify the mission 3. Understand human motivation 4. Apply mechanics 5. Manage, monitor and measure Kumar and Herger provide examples of enterprise gamification, introduce legal and ethical considerations, and provide pointers to other resources to continue your journey in designing gamification that works! Keywords: Gamification, Enterprise Gamification, Gamification of business software, enterprise software, business software, User experience design, UX, Design, Engagement, Motivation. | |
| Moose crossing: construction, community, and learning in a networked virtual world for kids | Bruckman, Amy Susan | 1997 | ||
| A Japanese View of Nature: The World of Living Things by Kinji Imanishi | Imanishi, Kinji | 2002 | ||
| Revealing the elephant: The use and misuse of computers in education | Kay, Alan | 1996 | ||
| Scratch: programming for all | Resnick, Mitchel; Maloney, John; Monroy-Hernández, Andrés; Rusk, Natalie; Eastmond, Evelyn; Brennan, Karen; Millner, Amon; Rosenbaum, Eric; Silver, Jay; Silverman, Brian; Kafai, Yasmin | 10.1145/1592761.1592779 | 2009 | |
| Modeling the Astronomical | Kanipe, Jeff | 10.1145/1735223.1735230 | 2010 | Advances in computer technology have changed the way astronomers see and study the universe. |
| Analysis of Social Gameplay Macros in the Foldit Cookbook | Cooper, Seth; Khatib, Firas; Makedon, Ilya; Lu, Hao; Barbero, Janos; Baker, David; Fogarty, James; Popović, Zoran; players, Foldit | 10.1145/2159365.2159367 | 2011 | As games grow in complexity, gameplay needs to provide players with powerful means of managing this complexity. One approach is to give automation tools to players. In this paper, we analyze an in-game automation tool, the Foldit cookbook, for the scientific discovery game Foldit. The cookbook allows players to write recipes that can automate their strategies. Through analysis of cookbook usage, we observe that players take advantage of social mechanisms in the game to share, run, and modify recipes. Further, players take advantage of both a simplified visual programming interface and a text-based scripting interface for creating recipes. This indicates that there is potential for using automation tools to disseminate expert knowledge, and that it is useful to provide support for multiple authoring styles, especially for games where the final game goal is unbounded or hard to attain. |
| A Framework for Scientific Discovery Through Video Games | Cooper, Seth | 2014 | From the Preface As science becomes increasingly computational, the limits of what is computationally tractable become a barrier to scientific progress. Many scientific problems, however, are amenable to human problem solving skills that complement computational power. By leveraging these skills on a larger scale---beyond the relatively few individuals currently engaged in scientific inquiry---there is the potential for new scientific discoveries. This book presents a framework for mapping open scientific problems into video games. The game framework combines computational power with human problem solving and creativity to work toward solving scientific problems that neither computers nor humans could previously solve alone. To maximize the potential contributors to scientific discovery, the framework designs a game to be played by people with no formal scientific background and incentivizes long-term engagement with a myriad of collaborative or competitive reward structures. The framework allows for the continual coevolution of the players and the game to each other: as players gain expertise through gameplay, the game changes to become a better tool. The framework is validated by being applied to proteomics problems with the video game Foldit. Foldit players have contributed to novel discoveries in protein structure prediction, protein design, and protein structure refinement algorithms. The coevolution of human problem solving and computer tools in an incentivized game framework is an exciting new scientific pathway that can lead to discoveries currently unreachable by other methods. | |
| Programming for Fun: MUDs as a Context for Collaborative Learning. | Bruckman, Amy | 1994 | Multi-User Dungeons (MUDs), are text-based virtual reality environments in which participants separated by great physical distances can communicate and collaborate in programming. Most MUDs started out as adventure games but are quickly being adapted for more "serious" endeavors. This paper presents a case study of the experiences of a MUD participant, who, in interviews with the author, explains that MUDs foster creative and technical collaboration, playfulness, the availability of an audience for completed work, and the desire to contribute to the electronic learning community. The author concludes that the success of the MUD as a learning tool for adults points to its potential as a learning environment for children. (BEW) | |
| Learning by doing: a comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences | Aldrich, Clark | 2005 | When it comes to education and training, computer games change everything. Generations of game creators have raised the bar on engagement, and opened the door to new types of material that can be formally learned. At the same time, leading academic, corporate, and military instructors have developed new types of interactive content. Most have worked dramatically better than the traditional alternatives, if only in specific situations.Designed for learning professionals and drawing on both game creators and instructional designers, "Learning by Doing" explains how to select, research, build, sell, deploy, and measure the right type of educational simulation for the right situation. It covers simple approaches that use basic or no technology through projects on the scale of computer games and flight simulators. The book role models content as well, written accessibly with humor, precision, interactivity, and lots of pictures. Many will also find it a useful tool to improve communication between themselves and their customers, employees, sponsors, and colleagues. As John Cone, former chief learning officer of Dell Computers, suggests, "Anyone who wants to lead or even succeed in our profession would do well to read this book." | |
| The Book of Scratch: Learn to Program the Fun Way | Abrams, Howard; Barringer, Matt | 2011 | Scratch is a graphical programming language from MIT's Media Lab that's designed especially for young people. Students control graphics, music, and more by snapping together blocks, much like LEGO bricks or pieces of a puzzle, dragging-and-dropping blocks to create programs. Scratch is used in many schools to teach kids the basics of programming in a novel and fun way, and the Scratch website alone showcases over 1,000,000 Scratch projects. The Book of Scratch is a full-color, illustrated guide to programming with Scratch that teaches kids how to make cool projects, like joke-telling sock puppets and a car racing game. Young people can use Scratch's intuitive, graphical interface to create or tweak interactive stories, games, animations, music, and art. Each chapter takes the reader through a game or other project that teaches a key programming concept, like variables, message passing, and loops. As kids work through projects like a side-scrolling octopus adventure and interactive versions of classic games like Rock, Paper, Scissors, they learn programming by doing. | |
| Мастер игры в го | Кавабата, Ясунари | 2009 | Ясунари Кавабата - один из крупнейших японских писателей, чье творчество отмечено множеством престижных наград, а также Нобелевской премией по литературе. В книгу вошел самый известный его роман "Мастер игры в го", который сам автор считал ключевым своим произведением. | |
| Agents for Games and Simulations: Trends in Techniques, Concepts and Design | Dignum, Frank | 2010 | Research on multi-agent systems has provided a promising technology for implementing cognitive intelligent non-playing characters. However, the technologies used in game engines and multi-agent platforms are not readily compatible due to some inherent differences in concerns. Where game engines focus on real-time aspects and thus propagate efficiency and central control, multi-agent platforms assume autonomy of the agents. Increased autonomy and intelligence may offer benefits for a more compelling gameplay and may even be necessary for serious games. However, problems occur when current game design techniques are used to incorporate state-of-the-art multi-agent system technology. A very similar argument can be given for agent-based (social) simulation.This volume contains the papers presented at AGS 2009, the First International Workshop on Agents for Games and Simulations, held in Budapest on May 11, 2009. The focus of the workshop was on the particular challenges facing those using agent technology for games and simulations, with topics covering the technical, conceptual and design aspects of the field. | |
| A Personal Computer for Children of All Ages | Kay, Alan C. | 10.1145/800193.1971922 | 1972 | This note speculates about the emergence of personal, portable information manipulators and their effects when used by both children and adults. Although it should be read as science fiction, current trends in miniaturization and price reduction almost guarantee that many of the notions discussed will actually happen in the near future. |
| On the methods of long-distance control: vessels, navigation and the Portuguese route to India | Law, John | 10.1111/j.1467-954X.1984.tb00114.x | 1984 | It is argued that long-distance control depends upon the creation of a network of passive agents (both human and non-human) which makes it possible for emissaries to circulate from the centre to the periphery in a way that maintains their durability, forcefulness and fidelity. This argument is exemplified by the empirical case of the fifteenth and sixteenth century Portuguese expansion and the reconstruction of the navigational context undertaken by the Portuguese in order to secure the global mobility and durability of their vessels. It is also suggested that three classes of emissaries – documents, devices and drilled people – have, together and separately, been particularly important for long-distance control, and that the dominance of the West since the sixteenth century may be partly explained in terms of crucial innovations in the methods by which passive agents of these three types are produced and interrelated. |
| Геймификация научных исследований | Быков, ЕВГЕНИЙ | 2015 | В статье исследуются специфические способы существования объекта естественно-научных исследований, когда те геймифицированы (дополнены компьютерной игрой: на примере проектов EteRNA, Foldit, Phylo). Введение в историю темы позволяет перейти к описанию актуальных ситуаций: трехсторонних процессов заинтересовывания между учеными, игрой и игроками с обособлением двух тактов: 1) «[ученые ↔ игра] ← игроки», где объект игры создается коллективом с такой степенью структурного подобия лабораторному, при которой игроки способны взаимодействовать с ним как первичной данностью (проблема «действия на расстоянии»); 2) «ученые → [игра ↔ игроки]», где цель заключается в устойчивости интереса к игре, выстроенной вокруг объекта. Поскольку коллектив не может поддерживать интерес постоянно, возникает этап, когда сама игра должна начать вырабатывать его для игрока. В каждом из тактов отмечается особое изменение режимов переживания/мышления игрока («вворачивание лаборатории», аутофрагментация и др.). Далее предлагается модель центров калькуляции для описания отношений ученых и игроков, приводящая к вопросу о справедливости использования ресурсов последних. Вопрос затрагивает проблему взаимоизменения действующими силами идентичностей каждой: игроки = вычисляющие функции / игроки = нейросети / игроки + искусственные интеллекты = взаимообучение и др. Рассматривается амбивалентность меняющихся / неизменных характеристик центров калькуляции. Обращение отношения «использования» демонстрируется введением Толп (контекста краудосорсинга). На материале проведенного исследования автор предлагает подход «мышления спектра», где различные формы опыта соответствуют изменениям в сетях отождествления феноменально различных объектов в целостную идентичность. Уникальные навыки игроков (позволяющие им находить решения проблем, ускользавшие от ученых) понимаются тогда как опыт восприятия объекта, освобожденный от необходимости соотноситься - для игроков - с другими способами его существования (белок, код, теория и др.). | |
| Workifying games: successfully engaging african american gamers with computer science | DiSalvo, Betsy; Guzdial, Mark; Meadows, Charles; Perry, Ken; McKlin, Tom; Bruckman, Amy | 10.1145/2445196.2445292 | 2013 | We report on the implementation and evaluation of a three-year program to increase interest in studying computer science (CS) among African American male high school students. Over the course of 3 years, the Glitch Game Tester (Glitch) program employed 25 African American male high school students. These students tested pre-release digital games, full-time in the summer and part-time in the school year, with an hour of each day dedicated to learning introductory CS. Initially, only 20% of our participants expressed interest in pursing computing as a career. After Glitch, 65% have pursued some form of post-secondary computing studies. These outcomes, and the participants' enthusiasm for engaging in computing, are in sharp contrast to the crisis in African American male education and learning motivation. The research presented in this report discusses lessons learned through implementation of the Glitch program and higher education outcomes after graduation from the program. |
| Looking Glass | Kelleher, Caitlin | 10.1145/2676723.2691873 | 2015 | Looking Glass is the successor to Storytelling Alice designed for middle and high school students. By dragging and dropping, users can construct programs that direct the behavior of characters in a 3D scene. The system consists of a downloadable application and an online community. Looking Glass is intended to support creative, open-ended programming. To help spark ideas, the Looking Glass community hosts a set of community-created templates and remixes, animations that can be imported into any new world. These templates and remixes can help to inspire a story line. In more formal settings, templates and remixes allow an instructor to provide shared resources for an assignment and for students to collaborate with each other. Exploring the behavior of existing code examples can be a powerful way to learn new skills. In addition to providing story inspiration, community remixes serve as code examples that students can explore. To support users in learning new skills based on code shared through remixes, Looking Glass includes a play and explore mode in which the environment records an execution history and changes to the 3D scene as a program runs. Users can scroll back in time, see which actions were executing, and replay individual statements. A free download is available at lookingglass.wustl.edu for Windows, Mac, and Linux. |
| The Agentsheets Behavior Exchange: Supporting Social Behavior Processing | Repenning, Alexander; Ambach, James | 10.1145/1120212.1120231 | 1997 | In end-user programming it is still hard to overcome the tension between usability and expressiveness. Some end-user programming approaches focus on simple use but they make it hard or even impossible to write programs expressing useful functionality. Other programming approaches can be very expressive by allowing the construction of arbitrary complex programs but this expressiveness comes at the price of usability. End user programming approaches that are at least reasonably usable and expressive at the same time require not merely a syntactic improvement of programming languages but a new way to conceptualize the programming process in a social context. Social behavior processing describes the idea of elevating programming components to the level of easily composable and decomposable entities that can be shared through the World Wide Web with a community of end-users. The Agentsheets Behavior Exchange is outlined here as a forum for end-user programmers, including middle school kids and professionals, to (a) compose behaviors in order to create interactive SimCity™-like simulations and games, to (b) comprehend behaviors created by other users or by themselves, and to (c) share these behaviors with other users. |
| Game Kits: Metadesign Considerations on Game Modding for Learning | Yiannoutsou, Nikoleta; Kynigos, Chronis | 10.1145/2930674.2936000 | 2016 | Today's technologies that blur the distinction between users and designers have empowered end-users to engage with powerful learning activities like game modding. In this paper we discuss the characteristics of modding tools as expressive media that support teachers and students alike, to integrate in games their knowledge and ideas without being restricted by tools bound to the way the game is implemented; i.e. mainly through programming and STEM knowledge. We present work in progress on "Sus-X", a GameKit that generates SimCity like games and provides pedagogically designed modding tools. We explore the expressive power of "Sus-X", through two studies with students that engaged in modification of two different games created with "Sus-X": one game involved urban sustainability and the other involved nutrition. |
| Playing together beats playing apart, especially for girls | Inkpen, Kori; Booth, Kellogg S.; Klawe, Maria; Upitis, Rena | 1995 | ||
| Can educational be fun | Bruckman, Amy | 1999 | ||
| Introduction to LogoWorks | Minsky, Marvin | 1986 | ||
| The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them | Schwartz, Daniel L.; Tsang, Jessica M.; Blair, Kristen P. | 2016 | Selected as one of NPR's Best Books of 2016, this book offers superior learning tools for teachers and students, from A to Z. An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyze learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers, psychology students, and simply curious folks interested in improving their own learning. Based on a popular Stanford University course, The ABCs of How We Learn uses a novel format that is suitable as both a textbook and a popular read. With everyday language, engaging examples, a sense of humor, and solid evidence, it describes 26 unique ways that students learn. Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it, and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice. The book covers field-defining learning theories ranging from behaviorism (R is for Reward) to cognitive psychology (S is for Self-Explanation) to social psychology (O is for Observation). The chapters also introduce lesser-known theories exceptionally relevant to practice, such as arousal theory (X is for eXcitement). Together the theories, evidence, and strategies from each chapter can be combined endlessly to create original and effective learning plans and the means to know if they succeed. | |
| Contextualized Approaches to Introductory Computer Science: The Key to Making Computer Science Relevant or Simply Bait and Switch? | Kay, Jennifer S. | 10.1145/1953163.1953219 | 2011 | America's youth perceive Computer Science to be difficult, tedious, boring, irrelevant and asocial. Unfortunately, many traditional introductory Computer Science classes and textbooks do little to improve that image. In contrast, contextualized approaches to teaching introductory Computer Science are very attractive. Instead of writing a leap year program, students can learn about conditional statements by programming a robot to follow a light, or by creating an animation to tell a story, or even by modifying a picture of the college president so that she is wearing a neon orange jacket instead of a navy blue one. The arguments in favor of contextualized approaches to attract non-Computer-Science-majors to our classes are very persuasive. But what about students who then choose to major or minor in Computer Science? Of course we want to offer them interesting and engaging first courses in Computer Science, and indeed this may help with our efforts to attract more students to our programs. But what happens in subsequent semesters? The purpose of this paper is to initiate a general discussion on the use of any sort of "cool" new approach into both undergraduate and K-12 Computer Science education. These approaches successfully attract students to study subjects that we ourselves are deeply engaged in. But we need to discuss as a community what happens to students who do choose to major or minor in Computer Science when our individual classes conclude and the rest of their studies commence. |
| Toque: designing a cooking-based programming language for and with children | Tarkan, Sureyya; Sazawal, Vibha; Druin, Allison; Golub, Evan; Bonsignore, Elizabeth M.; Walsh, Greg; Atrash, Zeina | 10.1145/1753326.1753692 | 2010 | An intergenerational design team of children (ages 7-11 years old) along with graduate students and faculty in computer science and information studies developed a programming language for children, Toque. Concrete real-world cooking scenarios were used as programming metaphors to support an accessible programming learning experience. The Wiimote and Nunchuk were used as physical programming input devices. The programs that were created were pictorial recipes which dynamically controlled animations of an on-screen chef preparing virtual dishes in a graphical kitchen environment. Through multiple design sessions, programming strategies were explored, cooking metaphors were developed and, prototypes of the Toque environment were iterated. Results of these design experiences have shown us the importance of pair-programming, programming by storytelling, parallel programming, function-argument relationships, and the role of tangibility in overcoming challenges with constraints imposed by the system design. |
| Approaches to managing deviant behavior in virtual communities | Bruckman, Amy; Curtis, Pavel; Figallo, Cliff; Laurel, Brenda | 10.1145/259963.260231 | 1994 | It is an unfortunate fact of life that where there are multiuser computer systems, there will be antisocial behavior. On bulletin board systems (BBS S), there are those who persist in being obscene, harassing, and libelous. In virtual worlds such as MUDS, there are problems of theft, vandalism, and virtual rape. |
| The Construction Zone: Working for Cognitive Change in School | Newman, Denis; Griffin, Peg; Cole, Michael | 1989 | In its description of several years of painstaking classroom observations and carefully crafted experimental interventions, the 'construction zone' makes clear the cleavage lines between the everyday requirements of classroom teaching and the practice of experimental psychologists. The best intentions of researchers to improve education are often undermined by such differences. The 'construction zone' is the shared psychological space within which teachers construct environments for their students' intellectual development and students construct deeper understandings of the cultural heritage embodied in the curriculum. The core of the book is a set of analyses of children's developmental changes during classroom lessons and individual tutorials designed to teach basic concepts in such diverse areas as natural science, social studies, and arithmetic. Fusing techniques currently in wide use in microsociology, experimental psychology, and ethnographic studies of the classroom, the authors offer a compelling vision of intellectual development as a process of joint constructive interaction mediated by cultural artifacts. Their approach makes it possible to retain the strength of a developmental perspective which treats intellectual change as a constructive process in the spirit of Piaget, while making it clear that developmental change is simultaneously a social process of cultural transformation as emphasized by Vygotsky and his students. | |
| Literacy and Education | Gee, James Paul | 2014 | Literacy and Education tells the story of how literacy—starting in the early 1980s—came to be seen not as a mental phenomenon, but as a social and cultural one. In this accessible introductory volume, acclaimed scholar James Paul Gee shows readers how literacy "left the mind and wandered out into the world." He traces the ways a sociocultural view of literacy melded with a social view of the mind and speaks to learning in and out of school in new and powerful ways. Gee concludes by showing how the very idea of "literacy" has broadened into new literacies with words, signs, and deeds in contexts enhanced, augmented, and transformed by new technologies. | |
| Teaching, Learning, Literacy in Our High-Risk High-Tech World: A Framework for Becoming Human | Gee, James Paul | 2017 | This is a profound look at learning, language, and literacy. It is also about brains and bodies. And it is about talk, texts, media, and society. These topics, though usually studied in different narrow academic silos, are all part of one highly interactive process--human development. Gee argues that children will need to be resilient, imaginative, hopeful, and deliberate learners to survive the deeply complex and unpredictable world in which they live. In a world beset by conflicting ideologies that give rise to hatred, violence, and war, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. This book proposes a framework of principles that can be used to reconceptualize education, specifically literacy education, to better prepare students to be collaborators toward peace and sustainability. Book Features: Offers a new set of ideas about literacy, learning, and human development in a risk-laden, digitally driven modern world. Uses recent breakthroughs in research on brains, bodies, society, identity, and teaching and learning in and out of school. Stresses the importance of human growth and development to a more peaceful and equitable world. | |
| Total Engagement: Using Games and Virtual Worlds to Change the Way People Work and Businesses Compete | Reeves, Byron; Read, J. Leighton | 2009 | Can the workplace be redesigned to include avatars, three-dimensional environments, and a host of virtual rewards that form newly transparent reputations for you and your team? This grounded and thought-provoking book by Byron Reeves and Leighton Read argues that it is not only possible, it is inevitable. Massive multiplayer online games (MMOs) are a new cultural phenomenon at the intersection of electronic entertainment and social networking. Borrowing the key design principles from these games can address a host of classic challenges in the workplace including collaboration, innovation, leadership, and of course, boredom. No longer the sole domain of adolescent boys, today’s best complex social games capture countless of hours of attention from men and women across the age spectrum who are carrying out activities in these entertainment titles that look surprisingly like the same tasks being performed by enterprise information-workers. There is a lot to be learned from the context that makes this behavior engaging, for example: positioning tasks within compelling stories that matter to the player, providing the tools for internal marketplaces where economic behavior replaces command and control, and affordances that help solve the problem of “what do I get when we win” Reeves and Read show how to choose and implement the right elements for your business. Of course, the psychological power of game design can have both positive and negative consequences for the workplace. That’s why it’s important to put them into practice correctly from the beginning–and Reeves and Read explain how by showing which good design principles are powerful antidotes to the addictive and stress-inducing potential of games. Supported by specific case studies and years of research, Total Engagement completely changes the way you view both work and play. | |
| Playing to learn game design skills in a game context | Gee, James Paul; Hayes, Elisabeth; Torres, Robert J.; Games, Ivan Alex; Squire, Kurt; Salen, Katie | 2008 | This interactive session presents early research findings resulting from a game simulation currently called Gamestar Mechanic through which 70 middle and high school-age players learn to design video games. Gamestar Mechanic is an RPG (Role-Playing Game) style online game through which players "take on" the behaviors characteristic of professional game designers (e.g., designing games, accounting for variability change within a game's system, critiquing games). Reflecting on and practicing design can lead, we believe, to skills that are crucial for success in the modern, high-tech, global world. Game design is but a start in learning to think of complex interactions among variables, people, and technology, but it is also a domain that can help others reflect on complex interactions among systems. Early findings are showing that the pedagogical design of Gamestar Mechanic has the potential to help participants develop understanding of technical concepts particular to game design, systems-thinking skills, and other behaviors associated with the domain. | |
| The Agentsheets Behavior Exchange: Supporting Social Behavior Processing | Repenning, Alexander; Ambach, James | 10.1145/1120212.1120231 | 1997 | In end-user programming it is still hard to overcome the tension between usability and expressiveness. Some end-user programming approaches focus on simple use but they make it hard or even impossible to write programs expressing useful functionality. Other programming approaches can be very expressive by allowing the construction of arbitrary complex programs but this expressiveness comes at the price of usability. End user programming approaches that are at least reasonably usable and expressive at the same time require not merely a syntactic improvement of programming languages but a new way to conceptualize the programming process in a social context. Social behavior processing describes the idea of elevating programming components to the level of easily composable and decomposable entities that can be shared through the World Wide Web with a community of end-users. The Agentsheets Behavior Exchange is outlined here as a forum for end-user programmers, including middle school kids and professionals, to (a) compose behaviors in order to create interactive SimCity™-like simulations and games, to (b) comprehend behaviors created by other users or by themselves, and to (c) share these behaviors with other users. |
| AgentCubes: Enabling 3D creativity by addressing cognitive and affective programming challenges | Repenning; Smith, Corrina; Owen, Robert; Nadia Repenning | 2012 | ||
| AgentCubes: Raising the ceiling of end-user development in education through incremental 3D | Repenning, Alexander; Ioannidou, Andri | 2006 | ||
| What video games have to teach us about learning and literacy | Gee, James Paul | 2004 | A controversial look at the positive things that can be learned from video games by a well known professor of education.James Paul Gee begins his new book with "I want to talk about vide games–yes, even violent video games–and say some positive things about them." With this simple but explosive beginning, one of America's most well-respected professors of education looks seriously at the good that can come from playing video games. Gee is interested in the cognitive development that can occur when someone is trying to escape a maze, find a hidden treasure and, even, blasting away an enemy with a high-powered rifle. Talking about his own video-gaming experience learning and using games as diverse as Lara Croft and Arcanum, Gee looks at major specific cognitive activities:* How individuals develop a sense of identity* How one grasps meaning* How one evaluates and follow a command* How one picks a role model* How one perceives the worldThis is a ground-breaking book that takes up a new electronic method of education and shows the positive upside it has for learning. | |
| Teaching how to teach computational thinking | Lamprou, Anna; Repenning, Alexander | 10.1145/3197091.3197120 | 2018 | Computational Thinking is argued to be an essential skill for the workforce of the 21st century. As a skill, Computational Thinking should be taught in all schools, employing computational ideas integrated into other disciplines. Up until now, questions about how Computational Thinking can be effectively taught have been underexplored preventing efforts to cross the large gap between early adopters and the early majority, conceptualized as the Computer Science Education chasm. A promising strategy to cross the chasm is underway in Switzerland. Switzerland recently introduced a national curriculum, called Lehrplan 21, mandating Computer Science Education. This mandate requires the Computer Science education of elementary and middle school students. In 2017, the School of Education of Northwestern Switzerland (PH FHNW), introduced a mandatory pre-service teacher Computer Science Education course, to satisfy this mandate. All the PH FHNW students who study to become elementary school teachers must pass this two-semester course. The first part of this course was taught for the first time in fall of 2017. This paper presents the philosophy of this course and an initial analysis of both qualitative data capturing the students’ perceptions of Computational Thinking and quantitative data describing shifts in students’ skills and attitudes as effect sizes. The data suggest that it is possible to teach a basic understanding of programming to non-self-selected pre-service elementary school teachers. |
| Gaming Pedagogy and Connected Learning: Perspectives from the Global Minecraft Mentoring Program | Williams, Mia Kim; Farber, Matthew | 2020 | Passionate teachers have adopted and adapted Minecraft into a variety of classroom disciplines and contexts (Dikkers, 2015; Farber, 2017; Kafai & Burke, 2016). An open environment sandbox of interactive virtual building blocks, “like typing paper, [Minecraft] can be used to represent ideas effectively and in a 3D space” (Dikkers, 2015, p. 101). This research explores and describes Microsoft Education’s Global Minecraft Mentor Program from the perspective of its participants. It seeks to understand the experiences related to teaching and learning among educators within this space, entry... | |
| Nurturing Affinity Spaces and Game-Based Learning | Gee, James Paul; Hayes, Elisabeth | 2012 | ||
| A Systems Theory of Multimodality | Gee, James | 10.17345/ute.2018.2.2489 | 2018 | |
| Computing Creativity: Divergence in Computational Thinking | Bennett, Vicki E.; Koh, KyuHan; Repenning, Alexander | 10.1145/2445196.2445302 | 2013 | Conventionally creativity is often conceived as an aptitude to be discovered in an individual that cannot be mathematically measured. But the concept of creative thinking as a divergence from a standard "norm" is used in creativity research for the purpose of assessing creativity and is also linked to non-traditional or creative processes that lead to unique and divergent artifacts [1,2]. Using Computational Thinking Pattern Analysis (CTPA)[3], the divergence between implemented computational thinking patterns in a student-created game, and that game's tutorial "norm" is calculated as an indicator of creativity. Through a case study of one teacher using three unique learning conditions, CTPA's computed divergence is explored as a valid measurement of creativity in these student games. |
| Grounding Computational Thinking Skill Acquisition Through Contextualized Instruction | Nickerson, Hilarie; Brand, Catharine; Repenning, Alexander | 10.1145/2787622.2787720 | 2015 | Computational thinking (CT) involves a broadly applicable and complex set of processes that are often explained by way of the knowledge, attitudes, and general practices that they entail. However, to become facile with CT, learners require instruction that is grounded in concrete, relevant experiences. This paper examines teacher practices that are intended to promote CT skill acquisition through instruction that takes place in two framing contexts. The phenomenological context, which is based on observable patterns of object interaction that recur in games and simulations, is particularly valuable for developing the capacity to think abstractly. Abstraction is the key to recognizing analogous conditions, an ability that is the basis for transferring learning to new situations. The disciplinary context describes areas of application within and across subject areas, including computer science, that can foster proficiency with data representation, problem decomposition, and other CT skills. Using the Scalable Game Design curriculum as a lens to examine classroom practices, we find that teachers both plan and enact CT instruction in these contexts. |
| Computing Indicators of Creativity | Koh, Kyu Han; Bennett, Vicki; Repenning, Alexander | 10.1145/2069618.2069694 | 2011 | Divergent thinking has been linked to creative processes leading to innovative artifacts. Measuring creative divergence can be difficult. Across the USA, the Scalable Game Design (SGD) Project includes thousands of student participants building their own games through learning computational thinking (CT). To evaluate these games, a technique, the Computational Thinking Pattern Analysis (CTPA) [1], was developed, refined and used successfully. Under three different learning conditions, divergence was computed through CTPA, and then analyzed and explored as an indication of creativity. |
| Is Drawing Video Game Characters in an Hour of Code Activity a Waste of Time? | Basawapatna, Ashok; Repenning, Alexander; Savignano, Mark; Manera, Josiane; Escherle, Nora; Repenning, Lorenzo | 10.1145/3197091.3197136 | 2018 | Broadening participation in computer science necessitates balancing motivational and educational concerns. Without fully understanding potential trade-offs, Hour of Code-like tutorials may actually backfire by initially attracting students to participate, but gradually reinforcing the notion that programming is hard and boring. Previously, we analyzed and compared two Hour of Code tutorials: a tutorial that walks students through the creation and programming of a 3D-Frogger game, including the drawing of their own 3D characters, to a programming puzzle where students solve discrete coding challenges. Using an analysis based on retention, the comparison indicated higher levels of perseverance in the game creation activity. However, does the ability to draw characters really motivate students to program? Conflicting theories of positive and negative effects of drawing onto perseverance include that drawing might increase levels of participant ownership or that drawing may just be wasting time better spent programming, especially in the time constrained Hour of Code context. To gain insight, this study uses draw times of over 8,000 projects from a game creation Hour of Code activity in 2016. Initial results indicate that higher average draw time per character corresponds to increased program lengths and students with the highest average draw times per character continued to program beyond the end of the activity |
| Retention of Flow: Evaluating a Computer Science Education Week Activity | Repenning, Alexander; Basawapatna, Ashok; Assaf, Dorit; Maiello, Carmine; Escherle, Nora | 10.1145/2839509.2844597 | 2016 | High profile computer science education events such as the Hour of Code can reach millions of students but without proper evaluation it is not clear what motivational and educational consequences the participation has. If, for instance, participants' levels of motivation towards the end of an hour long activity are significantly fading, then their perception of programming to be "hard and boring" may actually get reinforced. By simply measuring how far participants progressed with their projects we have been able to collect retention data from thousands of participants in a way that allows us to interpret these data in terms of not only cognitive but also technical and practical activity challenges. Inflection points overlaying a negative exponential retention distribution serve as indicators of these challenges with potential impact on Flow. Retention of Flow is an evaluation approach to analyze computer science education activities, including interactive tutorials and online programming environments, with respect to cognitive as well as affective challenges. |
| Scalable Game Design and the Development of a Checklist for Getting Computational Thinking into Public Schools | Repenning, Alexander; Webb, David; Ioannidou, Andri | 10.1145/1734263.1734357 | 2010 | Game design appears to be a promising approach to interest K-12 students in Computer Science. Unfortunately, balancing motivational and educational concerns is truly challenging. Over a number of years, we have explored how to achieve a functional balance by creating a curriculum that combines increasingly complex game designs, computational thinking patterns and authoring tools. Scalable Game Design is a research project exploring new strategies of how to scale up from after school and summer programs into required curriculum of public schools through game design approaches. The project includes inner city schools, remote rural areas and Native American communities. A requirement checklist of computational thinking tools regarding curriculum, teacher training, standards and authoring tools has been developed and is being tested with thousands of students. |
| Early Validation of Computational Thinking Pattern Analysis | Koh, Kyu Han; Nickerson, Hilarie; Basawapatna, Ashok; Repenning, Alexander | 10.1145/2591708.2591724 | 2014 | End-user game design affords teachers a unique opportunity to integrate computational thinking concepts into their classrooms. However, it is not always apparent in game and simulation projects what computational thinking-related skills students have acquired. Computational Thinking Pattern Analysis (CTPA) enables teachers to visualize which of nine specific skills students have mastered in game design that can then be used to create simulations. CTPA has the potential to automatically recognize and calculate student computational thinking skills, as well as to map students' computational thinking skill progression, as they proceed through the curriculum. The current research furthers knowledge of CTPA by exploring its validity based on how its performance correlates to human grading of student games. Initial data from this validation study indicates that CTPA correlates well with human grading and that it can even be used to predict students' future achievement levels given their current skill progression, making CTPA a potentially invaluable computational thinking evaluation tool for teachers. |
| Conversational Programming: Exploring Interactive Program Analysis | Repenning, Alexander | 10.1145/2509578.2509591 | 2013 | Our powerful computers help very little in debugging the program we have so we can change it into the program we want. We introduce Conversational Programming as a way to harness our computing power to inspect program meaning through a combination of partial program execution and semantic program annotation. A programmer in our approach interactively selects highly autonomous "agents" in a program world as conversation topics and then changes the world to explore the potential behaviors of a selected agent in different scenarios. In this way, the programmer proactively knows how their code affects program execution as they explore various contexts. This paper describes conversational programming through design principles and use cases. |
| CS Education Re-Kindles Creativity in Public Schools | Bennett, Vicki E.; Koh, Kyu Han; Repenning, Alexander | 10.1145/1999747.1999800 | 2011 | Creativity is an important aspect of industry and education. The lack of creativity in current students has become a concern for educators. Through the process of implementing the Scalable Game Design project to teach computer science through game authoring, fostered/increased creativity occurred in public middle schools. Despite some structural limitations of the US educational system, creativity among the participating students was recognized. This paper describes a unique solution to fostering creativity while teaching game design in the limiting public school environment. |
| Employing Retention of Flow to Improve Online Tutorials | Basawapatna, Ashok; Repenning, Alexander | 10.1145/3017680.3017799 | 2017 | Online CS Ed Week and Hour of Code activities attempt to motivate hundreds of millions of student participants across the world in computer science each year. A key goal of these endeavors is long-term student engagement. However, if the activity experience is bad, it could have effects adverse to the stated goal. Thus, it is imperative upon designers to actively improve the online activity ensuring the maximum numbers of students are retained throughout the exercise. We present a simple proof of concept method outlining a means for Computer Science Education Week and Hour of Code online activities to identify and improve hazardous points wherein students tend to drop out. This is achieved by finding so called flow stoppers in activity retention that diverge from an ideal theoretical Markov chain model, and scaffolding the activity at that point to better support participants. Initial data presented indicates that even minor changes can have a significant effect on keeping a greater number of students engaged. |
| The Zones of Proximal Flow: Guiding Students through a Space of Computational Thinking Skills and Challenges | Basawapatna, Ashok R.; Repenning, Alexander; Koh, Kyu Han; Nickerson, Hilarie | 10.1145/2493394.2493404 | 2013 | This paper presents a novel pedagogical framework, entitled the Zones of Proximal Flow, which integrates Vygotsky's Zone of Proximal Development theory with Csikszentmihalyi's ideas about Flow. Flow focuses on the individual– an individual is in Flow when challenges are balanced with skills. The Zone of Proximal Development, on the other hand, brings in a social learning aspect focusing on a student's ability to learn concepts with external support. From our research experiences bringing game and simulation design into middle school classrooms, we attempt to provide students with appropriate challenges using a project-first based approach that aims to keep students in Flow. The project-first approach employs inquiry based scaffolding to guide students, with appropriate support by their teachers, through Vygotsky's Zone of Proximal Development, back in to Csikszentmihalyi's state of Flow for an ideal learning experience. We call this space the Zones of Proximal Flow. Data indicate that the Zones of Proximal Flow approach works, keeping classrooms engaged in the act of game design and enabling students to advance to more complex program creations. |
| Scalable Game Design: A Strategy to Bring Systemic Computer Science Education to Schools through Game Design and Simulation Creation | Repenning, Alexander; Webb, David C.; Koh, Kyu Han; Nickerson, Hilarie; Miller, Susan B.; Brand, Catharine; Horses, Ian Her Many; Basawapatna, Ashok; Gluck, Fred; Grover, Ryan; Gutierrez, Kris; Repenning, Nadia | 10.1145/2700517 | 2015 | An educated citizenry that participates in and contributes to science technology engineering and mathematics innovation in the 21st century will require broad literacy and skills in computer science (CS). School systems will need to give increased attention to opportunities for students to engage in computational thinking and ways to promote a deeper understanding of how technologies and software are used as design tools. However, K-12 students in the United States are facing a broken pipeline for CS education. In response to this problem, we have developed the Scalable Game Design curriculum based on a strategy to integrate CS education into the regular school curriculum. This strategy includes opportunities for students to design and program games and science technology engineering and mathematics simulations. An approach called Computational Thinking Pattern Analysis has been developed to measure and correlate computational thinking skills relevant to game design and simulations. Results from a study with more than 10,000 students demonstrate rapid adoption of this curriculum by teachers from multiple disciplines, high student motivation, high levels of participation by women, and interest regardless of demographic background. |
| Will It Stick? Exploring the Sustainability of Computational Thinking Education through Game Design | Koh, Kyu Han; Repenning, Alexander; Nickerson, Hilarie; Endo, Yasko; Motter, Pate | 10.1145/2445196.2445372 | 2013 | A strategy exposing middle school students to computer science through game design appears to be a promising means to mitigate the computer science pipeline challenge. Particularly when short game design activities are integrated into already existing middle school courses, research suggests that game design is effective in broadening participation and motivating large numbers of students, along with large percentages of women and minorities. A study with over 10,000 students is exploring the sustainability of this approach and finding positive responses to inquiries such as these: Do teachers continue to use game design? Can they advance beyond extrinsic rewards such as research stipends? After building one game, do students advance, building more games or even STEM simulations? |
| Explicative programming | Repenning, Alexander; Basawapatna, Ashok | 10.1145/3486642 | 2021 | Making Computational Thinking relevant to schools. |
| The Zones of Proximal Flow Tutorial: Designing Computational Thinking Cliffhangers | Basawapatna, Ashok; Repenning, Alexander; Savignano, Mark | 10.1145/3287324.3287361 | 2019 | The creation of computer science tutorials is becoming critically important as hundreds of millions of students each year get their first CS experience through self-directed online activities. Creating a "cliffhanger" activity, with high engagement during and motivation to continue learning post activity, is a balancing act. If tutorials provide too much detailed information, users may be able to follow instructions but can feel overwhelmed or bored. On the other hand, tutorials that do not sufficiently explain crucial steps risk frustrating users who might drop out of the activity. Zones of Proximal Flow (ZPF) tutorials are simple to create and provide a navigation structure of differentiated instruction allowing users to choose appropriate detail based on their self-assessed state of flow, from bored to anxious. Using Retention of Flow analysis, two Hour of Code game design tutorials were analyzed: a sophisticated online tutorial for the creation of Frogger, and a simple ZPF tutorial for the creation of Pac-Man. One hope was that the simple ZPF Pac-Man tutorial would not do much worse than the sophisticated Frogger tutorial, but surprisingly the ZPF Pac-Man tutorial significantly outperformed the Frogger tutorial in terms of student retention. The Pac-Man tutorial also displayed a high student motivation to continue programming past the end of differentiated instruction. |
| Scale or fail | Repenning, Alexander | 10.1145/3199603 | 2018 | Moving beyond self-selected computer science education in Switzerland. |
| Games/Hypertext | Millard, David E. | 2020 | The relationship between hypertext research and games design is not clear, despite the striking similarity between literary hypertexts and narrative games. This matters as different communities are now exploring hypertext, interactive fiction, electronic literature, and narrative games from different perspectives - but lack a common critical vocabulary or shared body of work with which they can communicate. In this paper I attempt to deconstruct the relationship between literary hypertext and narrative games. I do this through two lenses. Firstly, by looking at Hypertext as Games; with a specific set of mechanics based around textual lexia and link-following (but with a tradition of exploring alternative Strange Hypertext approaches) resulting in a dynamic of exploration and puzzle solving depending on whether agency is expressed at the level of Syuzhet or Fabula. Secondly, by looking at Games as Hypertexts; that depend heavily on textual content, use guard fields, patterns, and sculptural hypertext models to manage agency, that experiment with aporia and epiphany, and that take place within a wider interlinked transmedia experience. This analysis reveals that Narrative Games are both more and less than Hypertext, with a wider set of mechanics and interfaces, but possessed of a core hypertextuality and situated within a greater hypertext context. This suggests that there is much value to be gained from interactions between the communities invested in interactive narrative, and significant potential in the cross-pollination of ideas. | |
| Gamification and Basic Human Needs in Information Technology Design: A Literature Analysis | Tang, Jian; Zhang, Ping | 10.1145/3265689.3265695 | 2018 | Gamification is a promising approach to enhance user experience in many contexts. Taking a motivational perspective and using the motivational affordances theory as a guiding framework, this paper presents a literature analysis of 60 journal articles that study motivational influences of gamification in information technology design. Our results reveal that four types of game design features and eight basic human needs are studied in this pool of literature. Correspondence analysis indicates some interesting associations between game design features and basic human needs. We discuss the findings and suggest potential directions for future investigations. |
| Designing for immediate play | Pichlmair, Martin; Mech, Lena; Sicart, Miguel | 10.1145/3102071.3102075 | 2017 | This paper is concerned with designing for immediate play, the experience that a player has when joining a game designed for being played without particular preparation. Museum games, urban games, casual sports, and ad-hoc multiplayer video games are kinds of games that facilitate immediate play situations. After a detailed explanation of immediate play, we analyze the context of the immediate play situation, which is mostly characterized by an overlap between different realities of the experience. The article continues by describing various design dimensions and outlining the design space those offer using examples and expert opinions. While most practices and game examples mentioned in this paper are from non-digital games, a special focus is put on the role of technology in immediately playable experiences. Still, the examined design dimensions are independent of the technological foundation of the game. This paper provides a starting point for designing better immediate play situations. |
| Interweaving Digital Literacy with Computational Thinking | George-Reyes, Carlos Enrique; Rocha Estrada, Francisco Javier; Glasserman-Morales, Leonardo David | 10.1145/3486011.3486412 | 2021 | In the educational setting, consolidating computational thinking (CT) and digital literacy (DL) as two important skills for 21st- century professionals have become more important than ever. Nonetheless, scientific literature on both topics has rarely focused on developing frames of reference that offer incorporation of the interweaving of these skills. The objective of this document is to analyze and discuss the relationship between CT and DL in a framework where technology is used for education, with the end goal of designing a conceptual proposal that shows its common elements. The result is an initial proposal of interweaving that addresses skills such as abstraction (critical/cognitive-informational-communication), algorithm design (critical/cognitive-informational), and communication as common components, among others. We concluded that this proposal must be discussed, broadened, and considered as an initial reference framework for further analyses and delving into the topic. |
| Computational Thinking At Primary School: Didactical and Psychological Aspects | Moschella, Marialaura | 10.1145/3304221.3325599 | 2019 | The research project aims to identify the cognitive processes underlying the Computational Thinking (CT) skills of primary school pupils. Moreover, it investigates which didactical strategies are most effective for implementing CT in the curriculum. A mixed methods research was designed: qualitative data gathered from interviews and observations are combined with quantitative data collected through pre- and post-test measures with respect to the intervention. |
| Understanding Collaborative Computational Thinking | Chowdhury, Bushra | 10.1145/2787622.2787736 | 2015 | In this paper I discuss my doctoral research which aims to better understand collaborative computational thinking (CT). In order to be successful in the 21st century, skills such CT (understanding and applying computational concepts) are indispensable for people across all ages and disciplines. One can learn computational concepts by taking a traditional course offered in a school or by self-guided learning through an online platform. Whatever the form of learning, computational concepts can be difficult to fully comprehend for novices. Collaborative learning has been considered effective in reducing learner's anxiety and in helping struggling learners overcome common learning difficulties. The proposed dissertation study aims to investigate how collaboration impacts learning of CT across both classroom setting and in an online learning community. This paper briefly describes the motivation and outline of my proposed dissertation study, the overarching research questions, the data currently collected, and my data analysis methodologies. |
| Psychometric computational thinking test | Santisteban, Julio; Santisteban-Muñoz, Jennifer | 10.1145/3197091.3205823 | 2018 | The recent widespread popularity of computational thinking (CT) has raised the need for a reliable method for assessing it. Recent CT tests focus on programming skills rather than the analytical ability and problem-solving processes in science, philosophy and other areas of knowledge. This poster presents the results (Test design) of an ongoing project that has developed a Psychometric Computational Thinking Test (PCTT) which has three phases: test design, test implementation and applying the test. In regards to the PCTT design, the reliability and validity of the test were based on content and construct validity which also includes its rating scales for its application. This work makes two contributions: (1) a standardized CT Test design incorporating psychometric techniques as well as computational techniques and (2) the inclusion of open-ended questions and their assessment with V of Aiken in order to validate responses. |
| Digital Educational Games: Methodologies for Evaluating the Impact of Game Type | Heintz, Stephanie; Law, Effie L.-C. | 10.1145/3177881 | 2018 | Our main research question is how the choice of game type influences the success of digital educational games (DEGs), where success is defined as significant domain-specific knowledge gain (learning outcome) with positive player experience. We propose a methodological framework to address this question. The comparison of different game types is based on the previously developed Game Elements-Attributes Model (GEAM) and the Game Genre Map, which summarise game features and their relations. In addition, we present a research model considering the impact of player characteristics on learning outcome and player experience as well as their interrelation. Two empirical studies were conducted with 280 students. The application domain was computer programming. Study 1 compared three DEGs of the Mini-Game genre, differing in a single GEAM attribute—time pressure vs. puzzle solving and abstract vs. realistic settings. Study 2 compared DEGs of different genres, which vary in the implementation of several GEAM attributes. None of the player characteristics were found to be statistically significant factors. For both studies, significant differences were found in learning outcomes, for Study 2 also in some of the player experience dimensions. GEAM was demonstrated as a promising framework for games user research. |
| Teaching on a budget: agents advising agents in reinforcement learning | Torrey, Lisa; Taylor, Matthew | 2013 | This paper introduces a teacher-student framework for reinforcement learning. In this framework, a teacher agent instructs a student agent by suggesting actions the student should take as it learns. However, the teacher may only give such advice a limited number of times. We present several novel algorithms that teachers can use to budget their advice effectively, and we evaluate them in two experimental domains: Mountain Car and Pac-Man. Our results show that the same amount of advice, given at different moments, can have different effects on student learning, and that teachers can significantly affect student learning even when students use different learning methods and state representations. | |
| Multi-task learning in Atari video games with emergent tangled program graphs | Kelly, Stephen; Heywood, Malcolm I. | 10.1145/3071178.3071303 | 2017 | The Atari 2600 video game console provides an environment for investigating the ability to build artificial agent behaviours for a variety of games using a common interface. Such a task has received attention for addressing issues such as: 1) operation directly from a high-dimensional game screen; and 2) partial observability of state. However, a general theme has been to assume a common machine learning algorithm, but completely retrain the model for each game title. Success in this respect implies that agent behaviours can be identified without hand crafting game specific attributes/actions. This work advances current state-of-the-art by evolving solutions to play multiple titles from the same run. We demonstrate that in evolving solutions to multiple game titles, agent behaviours for an individual game as well as single agents capable of playing all games emerge from the same evolutionary run. Moreover, the computational cost is no more than that used for building solutions for a single title. Finally, while generally matching the skill level of controllers from neuro-evolution/deep learning, the genetic programming solutions evolved here are several orders of magnitude simpler, resulting in real-time operation at a fraction of the cost. |
| Metadata for Educational Games in Online Repositories | Freire, Manuel; Fernández-Manjón, Baltasar | 10.1145/2662253.2662344 | 2014 | In this paper, we describe the special challenges that educational games (aka serious games) pose for online Learning Object repositories. As in all metadata, a tension exists between descriptive power and the effort needed to create these descriptions. This tension is even greater when describing complex highly interactive multimedia content such as games. We consider serious games as LOs, proposing game-specific metadata, and advocate for game authoring tool support that streamlines its creation. |
| A systematic literature review of empirical evidence on computer games and serious games | Connolly, Thomas M.; Boyle, Elizabeth A.; MacArthur, Ewan; Hainey, Thomas; Boyle, James M. | 10.1016/j.compedu.2012.03.004 | 2012 | This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes. The most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective and motivational outcomes. The range of indicators and measures used in the included papers are discussed, together with methodological limitations and recommendations for further work in this area. |
| The Game Genre Map: A Revised Game Classification | Heintz, Stephanie; Law, Effie Lai-Chong | 10.1145/2793107.2793123 | 2015 | The existing common video game genres lack clarity as well as consistency and thus cannot serve as a solid reference to inform the research on digital educational games (DEG), which are increasingly used as learning tools. To address this basic issue of game classification, we have developed a web-based survey to collect data on how people play and perceive video games that they know well. The survey is grounded in our Game Elements-Attributes Model (GEAM). 321 valid responses were analysed using established hierarchical clustering methods and a novel mapping technique that computes the degree of relevance of individual game attributes to game types and visualises them with hues of grey. The game genre map so obtained can improve the existing game classification. |
| Digital Educational Games: Methodologies for Evaluating the Impact of Game Type | Heintz, Stephanie Alexandra | 2016 | The main research question addressed in this thesis is how the choice of game type influences the success of digital educational games (DEG), where success is defined as significant knowledge gain in combination with positive player experience. Games differ in type if they differ at least by one game feature. As a first step we identified a comprehensive set of unique game features, summarised in the Game Elements-Attributes Model (GEAM), where elements are the defining components that all games share (e.g. Challenges) and attributes are their possible implementation (e.g. time pressure). To deepen the understanding of relationships amongst game features, we conducted a survey based on the GEAM and received 321 responses. Using hierarchical clustering, we grouped 67 games, selected by the survey respondents, in terms of similarity and mapped the identified clusters on a 2D space to visualise their difference in distance from each other. On the resulting Game Genre Map, five main areas were detected, which proved to conform mostly to a selection of existing game genres. By specifying their GEAM attributes, we redefined these genres: Mini-game, Action, Adventure, Resource, and Role-play. Based on the aforementioned groundwork, two empirical studies were conducted. Study 1 compared three DEGs of the Mini-game genre, differing in a single GEAM attribute - time pressure vs. puzzle solving and abstract vs. realistic graphics. Study 2 compared DEGs of different genres which vary in the implementation of several GEAM attributes. For both studies, statistically significant differences were found in learning outcome, for Study 2 also in the player experience dimensions: Flow, Tension, Challenge, and Negative Affect. However, the influences of the covariates - learning and play preconditions, learning style, and personality traits - were not confirmed. Further research based on the methodological frameworks developed is needed. | |
| Towards A Comprehensive Serious Educational Games' Ontology | Elfotouh, Ahmed M. Abou; Nasr, Eman S.; Gheith, Mervat H. | 10.1145/3178298.3178304 | 2017 | Serious Educational Games (SEGs) are games that have a purpose that differs from those for entertainment only. SEGs offer learners practicing what they learnt. The analysis and design of such games require integrating game design activities with educational design concepts (such as learning objectives, assessment methods, and educational content design). In addition, the integration of these domains require interdisciplinary team. As a result, a clear, concise communication between team members is a difficult goal to achieve and ambiguity could arise. An ontology, as a domain modeling tool, could be used as a meta-model to guide a SEG design and the development team, in addition to bridging the communication gap between the game design and pedagogic domains. There is little proof that a comprehensive web-enabled SEGs' ontology, which is characterized by completion, consistency, and reusability, exists. This paper presents our attempt to build a comprehensive web enabled SEGs ontology that could be exploited in the era of the semantic web to be shared and reused by the SEGs' development community. It is available on Protégé. |
| World of Warcraft | Samia, Matt; Abeyta, Scott | 10.1145/1086057.1086167 | 2005 | |
| Measuring cooperative gameplay pacing in World of Warcraft | Ashton, Martin; Verbrugge, Clark | 10.1145/2159365.2159376 | 2011 | Designing video game scenarios that will stimulate the player with an engaging and properly paced level of difficulty is a non-trivial issue, one which can fundamentally impact the playability and popularity of a game. World of Warcraft, like many MMORPGs, suffers noticeably from the less challenging pacing of its later-game scenarios compared to its earlier-game content. To examine this observation in detail, a World of Warcraft client-side plugin was created to record data about the players’ progress throughout a cooperative scenario, including health, power, map position, class, and role. This data was analyzed to measure the pacing of each session. The results showed a drop in difficulty between late-game level 80 five-person group content and level 70 five-person group content. Using this basic metric to quantify the level of difficulty is a step forward in designing scalable and adaptable scenarios that can continue to challenge players of all experience levels. |
| Game Elements-Attributes Model: a First Step towards a Structured Comparison of Educational Games | Heintz, Stephanie; Law, Effie Lai-Chong | 2015 | Research on the comparison of different design options and implementation choices for digital educational games (DEGs) is lacking, despite the possibly crucial impact of these options on the learning outcome. Although game features with the potential to support learning have been identified and reported in the literature, an underlying comprehensive game model, providing structure for a comparison study and ensuring completeness in covering of all relevant features, is needed. To address this issue a literature search for game models was conducted and the resulting models were analysed for their applicability in this case. Several limitations and shortcomings of the existing models drove us to develop the Game Elements-Attributes Model (GEAM) by consolidating game definitions and models identified from an extensive literature review. GEAM can serve as a foundation for the comparison of DEGs or digital games in general, but may also be valuable for other areas of game studies. | |
| A comparative analysis of programming games, looking through the lens of an instructional design model and a game attributes taxonomy | Laporte, Lieve; Zaman, Bieke | 10.1016/j.entcom.2017.12.005 | 2018 | The emerging trend of teaching computer programming to more and younger people has led to the development of game-based learning and teaching approaches. In this context, educational games are considered as a promising learning platform. However, research in the field of programming games has mainly focused on what is being taught in these games. Less is known, however, about how programming games afford learning and playing by design. To address this, we performed a qualitative, comparative analysis of 19 programming games from an instructional and game attributes perspective. The findings showed that a majority of programming games presents only a moderate alignment with established instructional principles. Furthermore, significant differences in the presence and prevalence of their game attributes were found. Our analysis resulted in a systematic classification of programming games according to their alignment with instructional principles and their positioning on a playing-versus-programming spectrum. Informed by this twofold classification, we explored whether particular programming games can still be conceptualized as games, as opposed to learning or programming environments. Accordingly, we formulated opportunities and restrictions towards their potential context-of-use. |
| MagiPlay: An Augmented Reality Serious Game Allowing Children to Program Intelligent Environments | Stefanidi, Evropi; Arampatzis, Dimitrios; Leonidis, Asterios; Korozi, Maria; Antona, Margherita; Papagiannakis, George | 2020 | A basic understanding of problem-solving and computational thinking is undoubtedly a benefit for all ages. At the same time, the proliferation of Intelligent Environments has raised the need for configuring their behaviors to address their users’ needs. This configuration can take the form of programming, and coupled with advances in Augmented Reality and Conversational Agents, can enable users to take control of their intelligent surroundings in an efficient and natural manner. Focusing on children, who can greatly benefit by being immersed in programming from an early age, this paper presents an authoring framework in the form of an Augmented Reality serious game, named MagiPlay, allowing children to manipulate and program their Intelligent Environment. This is achieved through a handheld device, which children can use to capture smart objects via its camera and subsequently create rules dictating their behavior. An intuitive user interface permits players to combine LEGO-like 3D bricks as a part of the rule-based creation process, aiming to make the experience more natural. Additionally, children can communicate with the system via natural language through a Conversational Agent, in order to configure the rules by talking with a human-like agent, while the agent also serves as a guide/helper for the player, providing context-sensitive tips for every part of the rule creation process. Finally, MagiPlay enables networked collaboration, to allow parental and teacher guidance and support. The main objective of this research work is to provide young learners with a fun and engaging way to program their intelligent surroundings. This paper describes the game logic of MagiPlay, its implementation details, and discusses the results of a statistically significant evaluation conducted with end-users, i.e. a group of children of seven to twelve years old. | |
| Learning Models in Educational Game Interactions: A Review | Akhrian Syahidi, Aulia; Supianto, Afif; Hirashima, Tsukasa; Tolle, Herman | 10.14710/ijee.3.1.11-29 | 2021 | Educational games have now been used as innovative media and teaching strategies to achieve more effective learning and have an impact that tends to be very good in the learning process. However, it is important to know and systematically prove that the application of the learning model in the interaction of educational games is indeed feasible to be adopted and has an effect. This paper aims to present empirical evidence of the current situation regarding the application of learning models in the flow of educational game interactions. The method used is a systematic literature review by adopting three main stages, namely: 1) Planning; 2) Implementation; 3) Reporting. Then recommend the ten steps in the systematic literature review process along with the selection process through the test-retest approach. The initial search obtained 1,405,310 papers, then go through the selection stage. The selection process took place at stage B1 with the number of papers that successfully passed 198, at the B2 selection stage there were 102 papers, and we focus 75 papers that have passed a fairly rigorous screening and selection process on the quality assessment process for primary studies, used to answer research objectives and questions. We can confirm and conclude that 75 papers have applied the learning model in educational game interactions. The dominating domain is Education, the type of game that dominates is Educational Game, for the most dominating subjects are Programming, Student Learning Motivation as the most dominating impact, Experimental Design as a trial technique, the most widely used evaluation instruments are Questionnaires and Tests, a population that dominates between 79-2,645 people, and 8 papers to support learning in vocational education. |
| A multidimensional repertory grid as a graphic organizer for implementing digital games to promote students’ learning performances and behaviors | Hwang, Gwo-Jen; Chien, Shu-Yun; Li, Wen-Shiang | 10.1111/bjet.13062 | 2021 | Digital game-based learning (DGBL) is a frequently adopted mode for facilitating teaching and learning, where learners are immersed in game contexts to engage in gameplay and to construct meaningful knowledge. However, without guidance, students might have difficulties organizing what they have experienced in gaming contexts. Thus, in this research, a multidimensional repertory grid (MDRG) approach was proposed, and a digital game was implemented accordingly. Moreover, an experiment was executed in a geography course to examine the effectiveness of the strategy. A total of 83 high school students (15.5 years old on average) participated in the experiment. The experimental group learned with the multidimensional repertory grid-based educational game, while the control group learned with the conventional gaming mode. The analysis results revealed that the experimental group had better learning achievement as well as higher learning motivation, self-efficacy and metacognition awareness. In addition, the behavioral analysis and interview results revealed that those learning with the proposed strategy had a greater tendency to promote higher order thinking. Accordingly, the limitations and suggestions for future research are provided. Practitioner Notes What is already known about this topic Digital game-based learning is an effective teaching approach that enables learners to effectively acquire knowledge in joyful contexts, hence enhancing their learning achievement and learning motivation. Suitable strategies should be embedded in games to enable students to have a higher level of thinking ability and to improve their academic performance. In view of guiding students to observe from multi-dimensional perspectives, a repertory grid is believed to be a suitable tool since it enables students to observe different learning objects according to different aspects and elements. What this paper adds A multi-dimensional repertory grid-based educational game (MDRG game) was developed to facilitate students’ learning achievement, learning motivation, and self-efficacy as well as their metacognition awareness. In addition to promoting students’ learning outcomes, students’ learning behavioral transition diagrams were presented and interview results were analyzed in this study. Implications for practice and/or policy Traditional graphs or tables could help students memorize and understand features of learning objects; however, it is not easy to promote students’ higher order thinking skills of making comparisons and reflections from multiple dimensions. The multi-dimensional repertory grid-based feedback provides students with systematically organized information to make comparisons and reflections, which furthermore enhances students’ higher order thinking competences. Embedding suitable strategies (e.g., multi-dimensional repertory grid-based feedback) in games can effectively improve students’ learning performance without increasing their cognitive load. |
| Repertory Grid Technique in a participatory design of games for older people | Fonseca, Guilherme; Duque, Ezequiel M.; Silva, Rômulo B.; Ishitani, Lucila | 10.5753/jis.2022.2114 | 2022 | With the aging society, there is an increasing need for services and software focused on older people. Digital games are one option of software to be provided as tools for entertainment, education, and well-being. However, to deliver these benefits, games must be developed according to the needs and preferences of older people. Seeking to improve the process of eliciting preferences from the target public, we applied Repertory Grid Technique (RGT) during the participatory design of a game. RGT is a cognitive interviewing technique based on Personal Construct Psychology, which has applications in different areas, including computer science. Although many articles discuss the application of RGT in the development of systems, we did not find, in the literature, any application of the technique with older people. We developed a game focusing on older people to understand better how such technique could contribute to game development, following action research methodology. We carried out three cycles of action research, all of which involved the use of RGT. The results indicate some benefits of using RGT instead of traditional semi-structured interviews. The main contribution of this work is to provide researchers with an initial understanding of the benefits of the application of the Repertory Grid Technique for the interviews with older people and how to use it during a participatory design. |
| What video game genres are teaching us | Gose, Edward | 2014 | Video games are more than just a hobby for many people. Some studies suggest that learning can occur during video game play. However, few studies exist that actually evaluate potential learning in popular video games. The purpose of this exploratory study was to identify video game genres, understand what might be learned from playing different genres, and then compare the similarities between genres in terms of learning constructs. In this study, 12 main genres were identified. These genres were: role-playing games, massively multiplayer online role-playing games, first-person shooter, sports, puzzles, real-time strategy, action, turn based, simulation, fighting, kinetic controlled, and casual. In addition, the study identified 19 learning constructs learned from playing these different video game genres. The learning constructs were: coding/computer programming, conflict management, communication skills, creating a community, crafting, critical thinking, attention to detail, building management, hand-eye coordination, how to be competitive, interpersonal skills, map awareness, conducting research, economics, reading comprehension, resource management, strategy, spatial thinking, and time management. Overall, 11 of the 12 video game genres taught at least one learning construct, while some taught up to 18 of the 19 learning concepts. Casual games were the only genre that did not teach a single learning construct. Eight of the twelve video game genres taught at least half of the 19 learning constructs. Each learning construct was taught by at least three video game genres, except for one. Coding/computer programming was not taught by any of the genres. The results allowed the development of a grid that mapped the learning constructs according to the genres it taught, which in turn can be used by educators to introduce video games to teach those learning constructs identified in this study. Overall, the study concluded that with better research, instructors could make more informed decisions when selecting and incorporating video games into their curriculum. | |
| Scalable game design and the development of a checklist for getting computational thinking into public schools | Repenning, Alexander; Webb, David; Ioannidou, Andri | Game design appears to be a promising approach to interest K-12 students in Computer Science. Unfortunately, balancing motivational and educational concerns is truly challenging. Over a number of years, we have explored how to achieve a functional balance by creating a curriculum that combines increasingly complex game designs, computational thinking patterns and authoring tools. Scalable Game Design is a research project exploring new strategies of how to scale up from after school and summer programs into required curriculum of public schools through game design approaches. The project includes inner city schools, remote rural areas and Native American communities. A requirement checklist of computational thinking tools regarding curriculum, teacher training, standards and authoring tools has been developed and is being tested with thousands of students. | ||
| Principles of Computational Thinking Tools | Repenning, Alexander; Basawapatna, Ashok R.; Escherle, Nora A. | 2017 | Computational Thinking is a fundamental skill for the twenty-first century workforce. This broad target audience, including teachers and students with no programming experience, necessitates a shift in perspective toward Computational Thinking Tools that not only provide highly accessible programming environments but explicitly support the Computational Thinking Process. This evolution is crucial if Computational Thinking Tools are to be relevant to a wide range of school disciplines including STEM, art, music, and language learning. Computational Thinking Tools must help users through three fundamental stages of Computational Thinking: problem formulation, solution expression, and execution/evaluation. This chapter outlines three principles, and employs AgentCubes online as an example, on how a Computational Thinking Tool provides support for these stages by unifying human abilities with computer affordances. | |
| An exploration in the space of mathematics educations | Papert, Seymour | 1996 | ||
| Defining Computational Thinking for Mathematics and Science Classrooms | Weintrop, David; Beheshti, Elham; Horn, Michael; Orton, Kai; Jona, Kemi; Trouille, Laura; Wilensky, Uri | 10.1007/s10956-015-9581-5 | 2016 | Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include “computational thinking” as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics. |
| Usable live programming | McDirmid, Sean | 10.1145/2509578.2509585 | 2013 | Programming today involves code editing mixed with bouts of debugging to get feedback on code execution. For programming to be more fluid, editing and debugging should occur concurrently as live programming. This paper describes how live execution feedback can be woven into the editor by making places in program execution, not just code, navigable so that evaluation results can be probed directly within the code editor. A pane aside the editor also traces execution with entries that are similarly navigable, enabling quick problem diagnosis. Both probes and traces are refreshed continuously during editing, and are easily configured based on debugging needs. We demonstrate the usefulness of this live programming experience with a prototype. |
| Games, learning, and society: Learning and meaning in the digital age | Steinkuehler, Constance; Squire, Kurt; Barab, Sasha | 2012 | ||
| Encouraging collaboration and building community in online asynchronous professional development: Designing for social capital | Yoon, Susan A.; Miller, Katherine; Richman, Thomas; Wendel, Daniel; Schoenfeld, Ilana; Anderson, Emma; Shim, Jooeun | 2020 | ||
| The Simulation Cycle: Combining Games, Simulations, Engineering and Science Using StarLogo TNG | Klopfer, Eric; Scheintaub, Hal; Huang, Wendy; Wendel, Daniel; Roque, Ricarose | 10.2304/elea.2009.6.1.71 | 2009 | StarLogo The Next Generation (TNG) enables secondary school students and teachers to model decentralized systems through agent-based programming. TNG's inclusion of a three-dimensional graphical environment provides the capacity to create games and simulation models with a first-person perspective. The authors theorize that student learning of complex systems and simulations can be motivated and improved by transforming simulation models of complex systems phenomena (specifically this study examines systems including epidemics and Newtonian motion) into games. Through this transformation students interact with the model in new ways and increase their learning of both specific content knowledge and general processes such as inquiry, problem solving and creative thinking. During this study several methods for connecting the simulations to game dynamics were tried, ranging from student-created games, to altering existing games, to students playing premade games. This article presents the results of research data from two years of curriculum development and piloting in northern Massachusetts science classrooms to demonstrate the successes and challenges of integrating simulations and games. This article also explores the results of these interventions in terms of ease of implementation, student motivation and student learning. |
| Learning Science Through Coding: An Investigation Into the Design of a Domain Specific Modeling Experience | Anderson, Emma; Wendel, Daniel | 2020 | ||
| Towards the automatic recognition of computational thinking for adaptive visual language learning | Koh, Kyu Han; Basawapatna, Ashok; Bennett, Vicki; Repenning, Alexander | 2010 | ||
| A Sensational View of Human Learning, Thinking, and Language | Gee, James Paul; Zhang, Qing Archer | 2022 | ||
| Thinking, Learning, and Reading: The Situated Sociocultural Mind | Gee, James Paul | 1997 | This chapter is ultimately about reading, but it will take a while to get there. It first looks at how children acquire the concepts associated with words. This suggests a view of mind, meaning, and learning that stresses the situated and sociocultural nature of all of them and contains important implications for educational theory and practice. Then the chapter turns to the nature of reading, both in terms of textual types and content, arguing that the model of concept acquisition sketched earlier is also a model of reading. It briefly discusses the implications of this model in the context of debates over the death of the literary canon and proposals for critical or resistant reading. Massive social, cultural, economic, political, academic, and technological changes have all but led to the death of the canon and its associated cultural models and situated meanings. The literary canon represented the values, models, and situated meanings of the powerful in Western culture. | |
| Methods, Theories, and Tools: Why There are No Methodologists Per Se. | Gee, James Paul | 2021 | ||
| Literacies of play: Blazing the trail, unchartered territories, and hurrying up–# Teamlav’s interview with James Paul Gee | Mora, Raúl Alberto; Gee, James Paul; Hernandez, Michael; Castaño, Sebastián; Orrego, Tyrone Steven; Ramírez, Daniel | 2020 | ||
| Literacies of Play: Blazing the Trail, Unchartered Territories, and Hurrying Up – #TeamLaV’s Interview with James Paul Gee | Mora, Raúl Alberto; Gee, James Paul; Hernandez, Michael; Castaño, Sebastián; Orrego, Tyrone Steven; Ramírez, Daniel | 2020 | ||
| Gamify your classroom: A field guide to game-based learning | Farber, Matthew | 2015 | ||
| Effects of a Digital Game-Based Course in Building Adolescents’ Knowledge and Social-Emotional Competencies | Mukund, Vignesh; Sharma, Mayank; Srivastva, Anurati; Sharma, Robin; Farber, Matthew; Chatterjee Singh, Nandini | 10.1089/g4h.2021.0138 | 2022 | Objective: The purpose of this study was to investigate the efficacy of a digital game-based course to build domain knowledge and social emotional competencies of empathy and compassion in adolescents. Materials and Methods: The study used a digital game Bury me, my Love with an accompanying course which was administered to 201 participants between ages 13–18 across United Arab Emirates (UAE) and India. Standardized self-reports were used to score participants on measures of knowledge and attitudes, empathy, and compassion before and after the intervention. Mixed analyses of variance were conducted with 1 between-subjects factor (gender) and 1 within-subjects factor (time) to determine the impact of the intervention, followed by post hoc t-tests. Results: Increased effects of intervention were obtained for both knowledge and social emotional learning in both UAE and India. Specifically, there was a significant increase in awareness of migration and refugees in both India (P < 0.001) and UAE (P < 0.001). Interesting effects of gender were seen in which females in both countries showed increases in compassion from others (P < 0.05). Conclusion: This study opens a new window in game-based learning. The design of a structured course with learning outcomes that are centered around a digital game establishes its potential to create engaging and accessible solutions to simultaneously build domain knowledge and social-emotional competencies in adolescents. |
| A systematic literature review of ‘empathy’ and ‘games’ | Schrier, Karen; Farber, Matthew | 10.1386/jgvw_00036_1 | 2021 | Scholarship on the intersection of games and empathy is limited. However, over the past decade peer-reviewed articles have started to be published in this area. This study investigates this emerging scholarship on empathy and games to understand how researchers are describing, defining and communicating their work. For example, how are research articles about games defining empathy? From which disciplines are the researchers framing their studies? Which types of games are being used in the investigations? Forty-nine articles were found, coded and analysed by searching six different databases. For this investigation, each article was analysed based on the discipline, keyword(s) used to find the article, definition(s) of empathy used, types of games used in the article and the themes used in the article. Articles emerged from twelve different disciplines and described over thirteen different types of empathy. Findings were shared, as well as recommendations for researchers studying this area. |
| Gaming Literacy and Its Potential for Teaching Social and Emotional Learning to Adolescent Children | Farber, Matthew | 2021 | ||
| Why serious games are not chocolate-covered broccoli | Farber, M. | 2014 | ||
| Gaming Pedagogy and Connected Learning: Perspectives from the Global Minecraft Mentoring Program | Williams, Mia Kim; Farber, Matthew | 2020 | ||
| GGJ-next: The global game jam for youth | Arya, Ali; Gold, Susan; Farber, Matthew; Miklasz, Kevin | 2019 | ||
| Game-based learning in action: How an expert affinity group teaches with games | Farber, Matthew | 2018 |
