Games, learning, and society : learning and meaning in the digital age / Edited by Constance Steinkuehler, University of Wisconsin-Madison ; Kurt Squire, University of Wisconsin-Madison ; Sasha Barab, Arizona State University.

by Barab, Sasha ALooking glass; Squire, KurtLooking glass; Steinkuehler, Constance, 1970-Looking glass.

Series: Learning in doing: Publisher: Cambridge : Cambridge University Press, 2012.Description: xxi, 464 pages : illustrations ; 23 cm.ISBN: 0521144523; 052119623X; 9780521144520; 9780521196239.Subject(s): Learning, Psychology ofLooking glass | Video games -- DesignLooking glass | Video games -- Psychological aspectsLooking glass | Video games -- Social aspectsLooking glass | Video games -- Study and teachingNote: Includes bibliographical references and index. Summary: "This volume is the first reader on video games and learning of its kind. Covering game design, game culture and games as twenty-first-century pedagogy, it demonstrates the depth and breadth of scholarship on games and learning to date. The chapters represent some of the most influential thinkers, designers and writers in the emerging field of games and learning - including James Paul Gee, Soren Johnson, Eric Klopfer, Colleen Macklin, Thomas Malaby, Bonnie Nardi, David Sirlin and others. Together, their work functions both as an excellent introduction to the field of games and learning and as a powerful argument for the use of games in formal and informal learning environments in a digital age"-- Provided by publisher.
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Long loan London College of Communication
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Enhanced descriptions from Syndetics:

This volume is the first reader on videogames and learning of its kind. Covering game design, game culture, and games as 21st century pedagogy, it demonstrates the depth and breadth of scholarship on games and learning to date. The chapters represent some of the most influential thinkers, designers, and writers in the emerging field of games and learning - including James Paul Gee, Soren Johnson, Eric Klopfer, Colleen Macklin, Thomas Malaby, Bonnie Nardi, David Sirlin, and others. Together, their work functions both as an excellent introduction to the field of games and learning and as a powerful argument for the use of games in formal and informal learning environments in a digital age.

Includes bibliographical references and index.

"This volume is the first reader on video games and learning of its kind. Covering game design, game culture and games as twenty-first-century pedagogy, it demonstrates the depth and breadth of scholarship on games and learning to date. The chapters represent some of the most influential thinkers, designers and writers in the emerging field of games and learning - including James Paul Gee, Soren Johnson, Eric Klopfer, Colleen Macklin, Thomas Malaby, Bonnie Nardi, David Sirlin and others. Together, their work functions both as an excellent introduction to the field of games and learning and as a powerful argument for the use of games in formal and informal learning environments in a digital age"-- Provided by publisher.

Table of contents provided by Syndetics

  • Part I Games as Designed Experience:
  • 1 Videogames as designed experience: section one
  • 2 Designed cultures
  • 3 Theme is not meaning: who decides what a game is about?
  • 4 Our cheatin' hearts
  • 5 Playing the odds
  • 6 Nurturing lateral leaps in game design
  • 7 Uncharted 2: among thieves - how to become a hero
  • 8 Interview with harmonix
  • 9 Yomi: spies of the mind
  • Part II Games as Emergent Culture:
  • 10 Videogames as emergent culture: section two
  • 11 Nurturing affinity spaces and game-based learning
  • 12 Apprenticeship in massively multiplayer online games
  • 13 Theorycrafting: the art and science of using numbers to interpret the world
  • 14 Culture and community in a virtual world for young children
  • 15 Culture vs. architecture: second life, sociality, and the human
  • 16 Participatory media spaces: a design perspective on learning with media and technology in the twenty-first century Erica
  • Part III Games as a Twenty-First-Century Curriculum:
  • 17 Videogames as a twenty-first-century curriculum: section three
  • 18 Prediction and explanation as design mechanics in conceptually integrated digital games to help players articulate the tacit understandings they build through gameplay
  • 19 Game-based curricula, personal engagement, and the modern prometheus design project
  • 20 Discovering familiar places: learning through mobile place-based games
  • 21 Developing game fluencies with scratch: realizing game design as an artistic process
  • 22 'Freakin' hard': game design and issue literacy
  • 23 Models of situated action: computer games and the problem of transfer

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