| In Memoriam |
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xix | |
| Author |
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xxiii | |
| Introduction: The Power and Potential of Games for Learning |
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1 | (26) |
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PART I Games as Transformative Classroom Experiences |
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Chapter 1 My Favorite Game: The Power of Personal Learning |
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27 | (16) |
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The Online Class: Nontraditional Students' Favorite Game |
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28 | (3) |
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The Tradition Classroom: Youthful College Students' Favorite Games |
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31 | (6) |
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Thoughts On Adapting Strategies From "My Favorite Game" To Classroom Learning Activities |
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37 | (1) |
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38 | (1) |
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38 | (1) |
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39 | (4) |
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Chapter 2 Ask the Sphinx: Power Up Student Motivation with Superpower Challenges |
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43 | (10) |
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Intrinsic Motivation: For The Love Of The Game |
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43 | (2) |
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Winning Without Losing: Defining A Superpower Challenge |
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45 | (2) |
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47 | (3) |
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Superpower Challenge #1 Superpower of Healing |
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47 | (1) |
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47 | (1) |
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Superpower Challenge #2 Double Your Power |
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48 | (1) |
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Superpower Challenge #3 A Puzzle |
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49 | (1) |
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49 | (1) |
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50 | (1) |
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51 | (1) |
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Open the Door to Female Equality |
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51 | (1) |
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51 | (2) |
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51 | (1) |
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52 | (1) |
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52 | (1) |
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Chapter 3 Gen Con in the Classroom: Board Games for Learning |
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53 | (20) |
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It's Elementary, My Dear Watson: Board Games For The Young |
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56 | (4) |
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Long-Term Lessons In Game Play From The Primary Grades |
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60 | (1) |
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The College Pathway: Board Games For Older Students |
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61 | (5) |
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66 | (1) |
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67 | (1) |
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67 | (6) |
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67 | (2) |
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69 | (2) |
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71 | (2) |
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Chapter 4 Video Games in the English Classroom: Supercharging Critical Literacy |
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73 | (16) |
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Close Reading And The Power Of Analytic Thinking |
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73 | (5) |
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73 | (2) |
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75 | (1) |
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76 | (2) |
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Playing And Reading, Contrasting Experiences Of "The Dark Knight" |
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78 | (1) |
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Batman: Experiencing The Shades Of Heroism |
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79 | (3) |
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Out Of The Asylum: Some Bat Lessons Learned |
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82 | (2) |
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84 | (1) |
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84 | (1) |
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85 | (2) |
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87 | (1) |
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87 | (2) |
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87 | (1) |
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87 | (1) |
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88 | (1) |
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Chapter 5 Playing through Stories: Teaching Interactive Narrative |
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89 | (34) |
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The Reincarnation Of The Bard: The Dungeon Master As Storyteller |
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90 | (1) |
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91 | (1) |
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91 | (3) |
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91 | (1) |
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91 | (1) |
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The Path of the Graveyard |
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92 | (1) |
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The Path of the Round Tower |
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92 | (1) |
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The Path of Cormac's Cathedral |
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93 | (1) |
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Text Adventures: Spurring Creativity And Demanding Exactitude Or Good Reading Makes Good Writing |
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94 | (1) |
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Choose Your Own Adventure Stories: The Fun Of Reading |
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95 | (2) |
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Hopscotch Or The Ludic In Literature |
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97 | (2) |
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99 | (1) |
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Fighting Fantasies Or The Game-Novel |
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99 | (4) |
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100 | (3) |
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103 | (1) |
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104 | (1) |
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Exploratory Storytelling: What Remains Of Edith Finch* |
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104 | (1) |
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Teaching Strategy: The Museum of Me |
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104 | (1) |
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Playing The Detective Story: "Herstory" |
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105 | (1) |
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106 | (1) |
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Stories On The Go Or Florence In Love |
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107 | (6) |
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113 | (1) |
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113 | (1) |
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113 | (1) |
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113 | (1) |
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114 | (1) |
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114 | (4) |
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118 | (5) |
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118 | (1) |
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Websites/Organizations/Curricula |
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119 | (1) |
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119 | (4) |
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PART II Games as Transformative Classroom Experiences |
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Chapter 6 Using a Game to Counter the Prejudice, Bias, and Discrimination against the Transgender Community: If Found and Transformative Storytelling |
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123 | (16) |
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Representing Transgender Persons During A "Culture War" |
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123 | (3) |
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Kasio Says: Teaching The Journey Of Discovery And Acceptance Through The Game If Found |
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126 | (5) |
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131 | (1) |
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132 | (2) |
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134 | (1) |
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135 | (4) |
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135 | (2) |
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137 | (1) |
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138 | (1) |
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Chapter 7 "Smart Bets" Balancing Uncertainty with Clear Thinking: Annie Duke's Poker Skills for Everyday Life |
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139 | (10) |
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We Are Not As Smart As We Think |
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145 | (1) |
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146 | (1) |
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147 | (1) |
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147 | (2) |
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147 | (1) |
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147 | (2) |
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Chapter 8 Chess for Self, School, and Society |
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149 | (10) |
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149 | (1) |
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Preventing Checkmate: Chess As An Academic And Social Intervention |
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150 | (1) |
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Ben Franklin And The Game Of Chess |
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151 | (4) |
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152 | (1) |
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152 | (1) |
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153 | (1) |
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153 | (1) |
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Chess as a Philosophy of Life |
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154 | (1) |
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155 | (1) |
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156 | (1) |
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156 | (3) |
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156 | (1) |
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157 | (1) |
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158 | (1) |
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Chapter 9 War from the Other Side: Playing Games to Save Democracy |
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159 | (26) |
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Attentat 1942: A Documentary Game As History And Warning |
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159 | (5) |
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The Past In The Present: The Synchronigty Of History |
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164 | (3) |
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Shakespeare Still Our Contemporary: The Game This War Of Mine And The Challenge Of Empathy In A Time Of Increasing Intolerance |
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167 | (2) |
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Teaching A New Kind Of Wargame |
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169 | (5) |
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171 | (3) |
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Teaching History During A Time Of Historical Denial |
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174 | (1) |
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175 | (1) |
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176 | (1) |
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176 | (4) |
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176 | (3) |
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179 | (1) |
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180 | (5) |
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Websites/Organizations/Curriculum |
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180 | (3) |
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Books/Articles/Essays/Talks |
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183 | (2) |
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Chapter 10 The Child as Mother to Man: A Game for Saving Nature |
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185 | (14) |
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185 | (3) |
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The Local Is Global, The Global Is Local |
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188 | (3) |
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191 | (1) |
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Rainbows And Butterflies: Art As Savior |
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192 | (3) |
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195 | (1) |
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196 | (1) |
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197 | (1) |
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197 | (2) |
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Chapter 11 Turning Strangers into Neighbors: Improving the World through a Game of Gratitude |
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199 | (10) |
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Searching For Happiness In A Cynical Time |
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199 | (2) |
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201 | (3) |
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204 | (1) |
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205 | (1) |
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205 | (4) |
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205 | (1) |
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205 | (1) |
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206 | (3) |
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Part III Casual Games as Transformative Online Learning Experiences |
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Chapter 12 Three Small Games for Big Learning in Math and Physics |
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209 | (8) |
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Cut The Rope: The Physics Of A Candy Cruncher |
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210 | (1) |
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Threes! Motivation For Math |
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210 | (2) |
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Dragon Box Algebra 5+: Student Math Warriors |
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212 | (3) |
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215 | (1) |
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215 | (1) |
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215 | (2) |
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Chapter 13 Playing Small Business Owners: Teaching Management, Self-Efficacy, and Authentic Skills through Casual Games |
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217 | (10) |
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Papa's Pizzeria To Go: Managing A Neighborhood Business |
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218 | (1) |
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Tiny Tower: Teaching Entrepreneurship |
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219 | (1) |
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Landlord Go: Teaching Real Estate Development |
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220 | (2) |
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Punch Club: Teaching Self-Efficacy And Sports Management |
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222 | (1) |
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Lesson Ideas For Authentic Field-Based Learning |
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223 | (2) |
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223 | (1) |
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224 | (1) |
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225 | (1) |
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225 | (1) |
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225 | (2) |
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225 | (2) |
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Chapter 14 Teaching Teamwork with a Public Health Game |
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227 | (6) |
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Outbreak Squad: Fighting Epidemics, A Battle For Public Health |
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228 | (2) |
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230 | (1) |
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231 | (1) |
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231 | (2) |
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Chapter 15 There Is an Imposter Among Us: Teaching Truth in the Time of "The Big Lie" |
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233 | (8) |
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The Dangers Of A Single Truth |
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235 | (1) |
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Games And Reality, Reality, And The Truth |
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236 | (1) |
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237 | (1) |
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238 | (1) |
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239 | (2) |
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Chapter 16 Teaching Tragedy in Real Time: The Syrian Refugee Crisis |
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241 | (8) |
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245 | (1) |
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245 | (2) |
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247 | (1) |
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247 | (2) |
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Organizations/Websites/Curriculum Resources |
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247 | (1) |
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248 | (1) |
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Chapter 17 Games for College Orientation: Social Emotional Learning |
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249 | (16) |
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Life Is A Mug Of Oatmeal: The Average Everyday Adventures Of Samantha Browne |
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250 | (4) |
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The Sweet And Sour Week Of An African American College Student: Sweetxheart: A Game For Conversations On Racial And Sexual Harassment |
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254 | (5) |
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Postscript: Diversity On College Campuses, A Continuing Problem |
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259 | (1) |
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260 | (1) |
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260 | (1) |
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261 | (4) |
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Websites/Organizations/Centers |
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261 | (1) |
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Articles/Chapters/Reports |
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261 | (4) |
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Part IV Playing across Boundaries: Interdisciplinary Instruction with Films, Games, and Literature |
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Chapter 18 Teaching the Disclosure Scene: Empathy and Understanding for Transgender People |
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265 | (16) |
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Disclosing Gender Fluidity In A Binary Culture |
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265 | (1) |
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266 | (1) |
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Disclosure As Hatred, Fear Or Acceptance: Persona 3, Ace Ventura, And Lola |
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266 | (2) |
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Secrets In Gerudo Town: The Legend Of Zelda's Transphobic Moment |
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268 | (3) |
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Dressed To Kill: The Slasher As Therapist |
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271 | (2) |
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The Problem With Teaching Political Correctness |
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273 | (3) |
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The Secret's Out And The Other Is Dead: Slaughtering Sexual Difference Or Dressed To Kill On The Streets Of Harlem |
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276 | (2) |
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The Crying Game And The Transcendence Of Difference |
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278 | (1) |
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279 | (1) |
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280 | (1) |
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280 | (1) |
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280 | (1) |
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Chapter 19 Teaching Over the Top: The Great War through a Game, Painting, Poem, and Superhero Film |
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281 | (8) |
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286 | (1) |
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286 | (3) |
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286 | (3) |
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Chapter 20 How "Memoirs" about the Iranian Revolution Can Help Change Stereotypical Perceptions of the Muslim as "Other" |
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289 | (20) |
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Experiencing Islam In Ireland: A Personal Note By Way Of Introduction |
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289 | (3) |
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Representing Revolutionary Iran Through A Narrative-Driven Adventure Game: The Power Of Art As Understanding And Empathy |
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292 | (3) |
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Game As History/History As Game: The Nebulous Nature Of Truth And Classification |
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295 | (1) |
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296 | (1) |
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Persepolis I: Playing With The Veil |
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297 | (6) |
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303 | (1) |
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304 | (2) |
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306 | (1) |
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306 | (1) |
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306 | (3) |
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306 | (1) |
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Websites/Organizations/Curricula |
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307 | (1) |
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308 | (1) |
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Chapter 21 Teaching about Pandemics During a Pandemic |
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309 | (36) |
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A Journal Of The Plague Year: Teaching History As The Present |
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310 | (4) |
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311 | (1) |
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312 | (1) |
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Statistics as Truth and Lying |
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312 | (1) |
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312 | (1) |
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313 | (1) |
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313 | (1) |
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313 | (1) |
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313 | (1) |
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313 | (1) |
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Self-Indulgence and Impatience |
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314 | (1) |
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Partying During The Plague: The Masque Of The Red Death |
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314 | (2) |
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Playing The Enemy: Plague, Inc. |
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316 | (4) |
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Darkness And Decay Or Cooperation And Hope? |
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320 | (1) |
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Heavens To Betsy: Teaching Outbreak In An Outbreak |
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321 | (2) |
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A Note On Teaching Interdependence |
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323 | (1) |
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Cooperation Is The Only Thing: Pandemic |
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324 | (2) |
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A Pox On Us All: Board Games For Vaccination |
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326 | (2) |
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Contagion, Covid-19, And The Future |
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328 | (4) |
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332 | (1) |
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333 | (1) |
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333 | (1) |
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334 | (3) |
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334 | (1) |
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334 | (1) |
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334 | (3) |
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Conclusion A Short Hike To The Top Of The Mountain: Teaching The Transcendent Or Walking The Dog |
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337 | (8) |
| Index |
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345 | |
Lisainfo e-raamatute kohta