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Educational Technology

2016 Volume 56, Number 3

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Table of Contents

Number of articles: 12

  1. Introduction to Special Issue on Games + Learning + Society

    Kurt Squire, Matthew Gaydos & Ben DeVane

    Digital games for learning have quickly transitioned from a theoretical possibility, to a hyped technology, to an idea that almost seems quaint compared to advances in Biochips, Smart Robots, and... More

    pp. 3-5

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  2. What Is Game-Based Learning? Past, Present, and Future

    Mingfong Jan & Matthew Gaydos

    This article aims at clarifying and conceptualizing game-based learning (GBL) in order to pinpoint directions for practices and research. The authors maintain that GBL should be conceptualized... More

    pp. 6-11

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  3. "Game Remains": A Platform Design Grounded in Indigenous Knowledge Systems for Dialogue and Composition Play

    Cristobal M. Martinez, Adam Ingram-Goble, Kade L. Twist & Raven Chacon

    This article reviews the design and implementation of a game as an instrument for dialogue, both as a social tool and a shared interface for music performance. Beyond describing the design of "... More

    pp. 11-16

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  4. Playing Modeling Games in the Science Classroom: The Case for Disciplinary Integration

    Pratim Sengupta & Doug Clark

    The authors extend the theory of "disciplinary integration" of games for science education beyond the virtual world of games, and identify two key themes of a practice-based theoretical... More

    pp. 16-22

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  5. Scientizing with "ScienceKit": Social Media and Storytelling Mobile Apps for Developing Playful Scientist Dispositions

    Tamara Clegg, June Ahn, Jason C. Yip, Elizabeth Bonsignore & Daniel Pauw

    This article provides an overview of several studies in which the authors draw on social media, storytelling, and mobile apps to help children playfully develop their own approaches to science. The... More

    pp. 23-28

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  6. Computational Thinking in the Wild: Uncovering Complex Collaborative Thinking through Gameplay

    Matthew Berland & Sean Duncan

    Surprisingly few empirical studies address how computational thinking works "in the wild" or how games and simulations can support developing computational thinking skills. In this... More

    pp. 29-35

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  7. Playing by Programming: Making Gameplay a Programming Activity

    David Weintrop & Uri Wilensky

    Video games are an oft-cited reason for young learners getting interested in programming and computer science. As such, many learning opportunities build on this interest by having kids program... More

    pp. 36-41

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  8. Balancing Expression and Structure in Game Design: Developing Computational Participation Using Studio-Based Design Pedagogy

    Ben DeVane, Cody Steward & Kelly M. Tran

    This article reports on a project that used a game-creation tool to introduce middle-school students ages 10 to 13 to problem-solving strategies similar to those in computer science through the... More

    pp. 42-47

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  9. Game Over: Assessment as Formative Transitions through and beyond Playful Media

    Steven J. Zuiker

    Educational videogames support productive learning by organizing content in relation to meaningful contexts and roles. Videogames can also create new opportunities for understanding and supporting ... More

    pp. 48-53

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  10. Assessing Game Experiences

    Matthew Gaydos, Shannon Harris & Kurt Squire

    Player responses to a brief survey gauging their understanding of content after playing an educational game, "Virulent," are presented. Response accuracy was higher for picture-based... More

    pp. 54-57

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  11. Learning with STEM Simulations in the Classroom: Findings and Trends from a Meta-Analysis

    Cynthia M. D'Angelo, Daisy Rutstein & Christopher J. Harris

    This article presents a summary of the findings of a systematic review and meta-analysis of the literature on computer-based interactive simulations for K-12 science, technology, engineering, and... More

    pp. 58-61

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  12. Q & A with Ed Tech Leaders: Interview with Joshua Kim

    Michael F. Shaughnessy & Susan M. Fulgham

    The authors present this interview with Joshua Kim, Director of Digital Learning Initiatives at the Dartmouth Center for the Advancement of Learning (DCAL). Dr. Kim leads Dartmouth College's... More

    pp. 62-64

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