Foreword |
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xi | |
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Acknowledgments |
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xv | |
Introduction |
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xvii | |
Welcome to Our Tribe |
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xix | |
Book Overview |
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xxi | |
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Chapter 1 Games for Learning |
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1 | (22) |
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From Mancala to Kriegspiel |
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3 | (1) |
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4 | (4) |
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8 | (1) |
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9 | (2) |
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New Media Literacy and Games |
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11 | (2) |
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13 | (3) |
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Getting Good Games into Classrooms |
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16 | (3) |
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Conclusions and Takeaways |
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19 | (1) |
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19 | (1) |
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19 | (2) |
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21 | (2) |
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Chapter 2 What Are Games? |
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23 | (16) |
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24 | (2) |
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Designed Experiences and Meaningful Play |
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26 | (1) |
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26 | (2) |
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Designing Game-Like Lessons |
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28 | (3) |
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31 | (1) |
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Games as Interconnected Systems |
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31 | (4) |
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32 | (3) |
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Conclusions and Takeaways |
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35 | (1) |
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36 | (1) |
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36 | (1) |
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37 | (2) |
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Chapter 3 Player Types and Motivation |
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39 | (24) |
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Bartle's Player Type Model |
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40 | (6) |
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45 | (1) |
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46 | (2) |
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Pleasant Frustration and the Flow Channel |
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48 | (3) |
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51 | (5) |
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52 | (3) |
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55 | (1) |
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56 | (3) |
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Conclusions and Takeaways |
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59 | (1) |
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59 | (1) |
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60 | (1) |
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60 | (3) |
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Chapter 4 Balanced Design Digital Games |
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63 | (18) |
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Avoiding Chocolate-Covered Broccoli |
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64 | (1) |
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65 | (2) |
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67 | (2) |
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69 | (2) |
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71 | (1) |
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72 | (1) |
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73 | (4) |
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Conclusions and Takeaways |
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77 | (1) |
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78 | (1) |
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78 | (1) |
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79 | (2) |
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Chapter 5 Platforms with Learning Games |
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81 | (20) |
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BrainPOP and the Meaning of Beep |
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81 | (5) |
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84 | (2) |
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"Mom, All of School Should Be Like iCivics" |
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86 | (5) |
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91 | (6) |
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92 | (1) |
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93 | (1) |
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SimCityEDU: Pollution Challenge! |
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94 | (1) |
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Mars Generation One: Argubot Academy |
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95 | (2) |
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Conclusions and Takeaways |
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97 | (1) |
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98 | (1) |
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99 | (1) |
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99 | (2) |
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Chapter 6 Play and Learning |
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101 | (18) |
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102 | (2) |
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104 | (2) |
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106 | (1) |
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107 | (1) |
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108 | (1) |
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109 | (1) |
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Institute of Play and Quest to Learn |
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110 | (4) |
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Conclusions and Takeaways |
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114 | (1) |
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114 | (1) |
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115 | (2) |
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117 | (2) |
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Chapter 7 Puzzles, Games, and Digital Toys |
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119 | (22) |
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120 | (4) |
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Toca Boca and Digital Toys |
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124 | (3) |
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127 | (3) |
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Building Games with Bloxels |
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130 | (3) |
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Originator's Endless Apps |
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133 | (1) |
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134 | (2) |
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Conclusions and Takeaways |
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136 | (1) |
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136 | (1) |
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137 | (2) |
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139 | (2) |
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Chapter 8 Teaching with Minecraft |
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141 | (18) |
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143 | (3) |
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146 | (7) |
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148 | (1) |
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Spanish Class in Minecraft |
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149 | (2) |
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Game Design Class in Minecraft |
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151 | (1) |
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152 | (1) |
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153 | (2) |
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Conclusions and Takeaways |
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155 | (1) |
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155 | (1) |
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156 | (1) |
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156 | (3) |
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159 | (20) |
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Games + Learning + Society Center |
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160 | (2) |
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162 | (2) |
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Games Research Lab at Teachers College |
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164 | (1) |
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165 | (2) |
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Center for Games and Impact |
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167 | (1) |
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168 | (6) |
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169 | (1) |
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Nutritional Education with Virtual Sprouts |
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170 | (1) |
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Adventurous Dreaming Highflying Dragon |
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171 | (1) |
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172 | (2) |
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Conclusions and Takeaways |
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174 | (1) |
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174 | (1) |
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175 | (1) |
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176 | (3) |
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Chapter 10 Multiplayer Learning |
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179 | (18) |
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181 | (3) |
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182 | (2) |
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184 | (2) |
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Lee Sheldon's Multiplayer Classroom Approach |
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186 | (4) |
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187 | (3) |
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190 | (2) |
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Conclusions and Takeaways |
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192 | (1) |
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192 | (2) |
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194 | (1) |
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194 | (3) |
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197 | (22) |
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198 | (2) |
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200 | (5) |
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201 | (1) |
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202 | (1) |
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202 | (1) |
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203 | (1) |
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203 | (1) |
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204 | (1) |
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Gamified Learning Management Systems |
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205 | (10) |
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206 | (4) |
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210 | (2) |
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212 | (3) |
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Conclusions and Takeaways |
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215 | (1) |
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215 | (1) |
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216 | (1) |
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216 | (3) |
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Chapter 12 The Teacher as Designer |
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219 | (22) |
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Turning a Classroom into a Game |
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220 | (2) |
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222 | (3) |
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225 | (2) |
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Teaching with Commercial Games |
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227 | (2) |
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229 | (2) |
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231 | (4) |
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235 | (1) |
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Conclusions and Takeaways |
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236 | (1) |
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237 | (1) |
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237 | (2) |
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239 | (2) |
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Chapter 13 The Student as Designer |
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241 | (20) |
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242 | (3) |
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245 | (4) |
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245 | (2) |
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247 | (2) |
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249 | (3) |
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Interactive Fiction Writing |
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252 | (2) |
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254 | (2) |
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Conclusions and Takeaways |
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256 | (1) |
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256 | (1) |
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257 | (1) |
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258 | (3) |
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Chapter 14 Making Digital Games |
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261 | (18) |
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The National STEM Video Game Challenge |
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262 | (3) |
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265 | (8) |
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265 | (1) |
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266 | (2) |
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268 | (2) |
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270 | (2) |
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272 | (1) |
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Conclusions and Takeaways |
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273 | (1) |
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273 | (2) |
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275 | (1) |
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276 | (3) |
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Chapter 15 Geeking Out and Earning Badges |
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279 | (20) |
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Affinity Spaces and the HOMAGO Framework |
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280 | (1) |
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281 | (8) |
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283 | (1) |
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284 | (1) |
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285 | (3) |
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288 | (1) |
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Micro-credentials and Learning Pathways |
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289 | (3) |
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Conclusions and Takeaways |
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292 | (1) |
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293 | (2) |
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295 | (1) |
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295 | (4) |
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Chapter 16 Games to Change the World |
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299 | (24) |
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Mary Flanagan's Tiltfactor |
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300 | (4) |
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304 | (3) |
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Never Alone (Kisima Ingitchuna) |
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307 | (1) |
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308 | (1) |
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309 | (1) |
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310 | (1) |
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311 | (1) |
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Games for Change Festival |
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311 | (1) |
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Games for Learning Summit |
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312 | (3) |
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Final Words on Game-Based Learning |
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315 | (1) |
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Conclusions and Takeaways |
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316 | (1) |
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316 | (1) |
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317 | (3) |
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320 | (3) |
References |
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323 | (12) |
Index |
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335 | |