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Handbook of Research on Gaming Trends in P-12 Education

Book Description

Gaming applications are rapidly expanding into the realm of education. Game-based education creates an active and enjoyable learning environment, especially for children and young adults who regularly use gaming for recreational purposes. Due to the evolving nature of education, gaming provides a transformative learning experience for diverse students. The Handbook of Research on Gaming Trends in P-12 Education provides current research intended to aid educators, school administrators, and game developers in teaching today’s youth in a technology-immersive society. This publication melds together gaming for entertainment purposes as well as gaming applied within educational settings with an emphasis on P-12 classrooms. Featuring exhaustive coverage on topics relating to virtual reality, game design, immersive learning, distance learning through 3D environments as well as best practices for gaming implementation in real-world settings, this handbook of research is an essential addition to the reference collection of international academic libraries.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
    2. List of Reviewers
  6. Foreword
    1. GAMES: LITTLE ‘g’ AND BIG ‘G’
  7. Preface
    1. INTRODUCTION
    2. SOLUTIONS
    3. ORGANIZATION OF THE BOOK
    4. REFERENCES
  8. Acknowledgment
  9. Section 1: Theoretical Research
    1. Chapter 1: Beyond Fun
      1. ABSTRACT
      2. INTRODUCTION
      3. GOAL AND STRUCTURE OF THIS CHAPTER
      4. CORE CONSTRUCT 1: ADAPTIVE SELF-EFFICACY AND COMPETENCE PERCEPTIONS MOTIVATE STUDENTS
      5. CORE CONSTRUCT 2: ADAPTIVE ATTRIBUTIONS AND CONTROL BELIEFS MOTIVATE STUDENTS
      6. CORE CONSTRUCT 3: HIGHER LEVELS OF INTEREST AND INTRINSIC MOTIVATION MOTIVATE STUDENTS
      7. CORE CONSTRUCT 4: HIGHER LEVELS OF VALUE MOTIVATE STUDENTS
      8. CORE CONSTRUCT 5: GOALS MOTIVATE AND DIRECT STUDENTS
      9. ACROSS CONSTRUCTS: THE OFTEN OVERLOOKED ROLE OF TEACHERS AND COACHES IN FORMAL CONTEXTS
      10. CONCLUSION
      11. ACKNOWLEDGMENT
      12. REFERENCES
      13. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Design and Implementation of an MMO
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. IMPLEMENTATION
      5. RESEARCH DESIGN
      6. IMPLEMENTATION FINDINGS
      7. CASE STUDIES
      8. DISCUSSION
      9. CONCLUSION
      10. REFERENCES
    3. Chapter 3: Games and Their Embodied Learning Principles in the Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. JAMES GEE’S LEARNING PRICIPLES
      5. PRENSKY’S ACTIVITIES AND LEARNING TECHNIQUES
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 4: Game Design Frameworks and Reality Guides
      1. ABSTRACT
      2. INTRODUCTION
      3. BARTLES’S TAXONOMY
      4. OCTALYSIS
      5. MYERS-BRIGGS, KEIRSEY, AND THE BIG FIVE
      6. DGD AND BrainHex
      7. 42 FUNdamentals
      8. SCHELL’S LENSES
      9. BENFORD’S SHARED SPACES
      10. CONTEXTUAL GAME EXPERIENCE MODEL
      11. NARRATIVITY FRAMEWORKS
      12. DISCUSSION
      13. CONCLUSION
      14. ACKNOWLEDGMENT
      15. REFERENCES
      16. KEY TERMS AND DEFINITIONS
    5. Chapter 5: The Design of Immersive Virtual Learning Environments Utilizing Problem-Based Learning Templates
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. IMMERSIVE VIRTUAL LEARNING ENVIRONMENTS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
    6. Chapter 6: Kinesthetic Gaming, Cognition, and Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. COGNITION, KINESTHETIC GAMEPLAY, AND LEARNING
      4. CONCLUSION
      5. REFERENCES
      6. ADDITIONAL READING
      7. KEY TERMS AND DEFINITIONS
    7. Chapter 7: The Theory and Process Involved with Educational Augmented Reality Game Design
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHER TRAINING PROCESS AND ISSUES
      5. NATURE OF THE TRAINING
      6. ISSUES, CONTROVERSIES, PROBLEMS
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
  10. Section 2: Pedagogical Concepts and Related Practice
    1. Chapter 8: Information Literacy in Virtual Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE NEED FOR INFORMATION LITERACY
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 9: Disciplinarily-Integrated Games
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. HOW WOULD DISCIPLINARY INTEGRATION LOOK ACROSS MODEL TYPES?
      5. FUTURE DIRECTIONS: EPISTEMIC FORMS BEYOND CARTESIAN REPRESENTATIONS
      6. CONCLUSION
      7. ACKNOWLEDGMENT
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    3. Chapter 10: Playful Transition
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PRINCIPLES OF MIDDLE SCHOOL GAME DESIGN
      5. THE FUTURE OF MIDDLE SCHOOL GAME-BASED LEARNING
      6. REFERENCES
    4. Chapter 11: Designing Alien Mysteries in Chatterdale
      1. ABSTRACT
      2. INTRODUCTION
      3. TRANSFORMATIONAL PLAY AND LEARNING EXPERIENCES IN OPENSIM
      4. THE CHATTERDALE MYSTERY IN OPENSIM
      5. RESEARCH INSTRUMENTS AND DATA ANALYSIS
      6. RESULTS AND DISCUSSION
      7. DISCUSSION
      8. CONCLUSION
      9. REFERENCES
    5. Chapter 12: Designing Digital Objects to Scaffold Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL FRAMEWORK
      4. FIRST LAW RELATIONSHIPS
      5. SECOND LAW RELATIONSHIPS
      6. THIRD LAW RELATIONSHIPS
      7. FINAL THOUGHTS: IMPLICATIONS AND DESIGN PRINCIPLES
      8. EXPLORATION OF CORE CONCEPTS
      9. ACKNOWLEDGMENT
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    6. Chapter 13: Flipping the Paradigm of Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. CORE IDEA
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. APPENDIX 1
      11. APPENDIX 2
      12. APPENDIX 3: CURRICULUM DESIGIN ASSESSMENT RUBRICS
    7. Chapter 14: An Examination of Pre-Service Teachers' Attitudes towards Game-Based Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. TERMINOLOGY
      4. REVIEW OF LITERATURE
      5. METHODOLOGY
      6. RESULTS
      7. DISCUSSIONS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
  11. Section 3: Discipline Cases
    1. Chapter 15: Using a Live Simulation to Teach Human Anatomy and the Diagnostic Process to High School Students
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CYBERSURGEONS
      5. POTENTIAL CONDITIONS THAT MAY NEGATIVELY IMPACT CYBERSURGEONS
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. ENDNOTE
    2. Chapter 16: Using Video Gameplay to Measure Achievement for Students with Disabilities
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND AND CONTEXT
      4. MAIN FOCUS OF THE CHAPTER
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    3. Chapter 17: The Creation of a Rubric for the Evaluation of Language Teaching and Learning Videogames
      1. ABSTRACT
      2. INTRODUCTION
      3. THEORETICAL CONSIDERATIONS
      4. OVERVIEW OF GAMES IN EDUCATION
      5. EVALUATING GAMES
      6. EVALUATION OF TWO GAMES
      7. CONCLUSION
      8. REFERENCES
      9. APPENDIX 1
      10. APPENDIX 2
      11. APPENDIX 3
    4. Chapter 18: Can Pre-Service Teachers Create Digital Game-Based Activities without Coding Knowledge?
      1. ABSTRACT
      2. INTRODUCTION
      3. REVIEW OF LITERATURE
      4. METHODOLOGY
      5. FINDINGS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. APPENDIX
    5. Chapter 19: Exploring the Impact of Free-Form and Structured Digital Games on the Player Experience of Kindergarten and Primary School Students
      1. ABSTRACT
      2. INTRODUCTORY REMARKS
      3. BACKGROUND CONCEPTS AND RESEARCH
      4. RESEARCH DESIGN
      5. RESEARCH FINDINGS
      6. DIRECTIONS OF FURTHER RESEARCH
      7. CONCLUDING REMARKS
      8. REFERENCES
    6. Chapter 20: Mission HydroSci
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PROBLEM
      5. INNOVATIVE APPROACH
      6. FUTURE DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    7. Chapter 21: Building Bridges
      1. ABSTRACT
      2. INTRODUCTION
      3. LEVERAGING IMPLICIT GAME-BASED LEARNING
      4. OVERVIEW OF FINDINGS: IMPULSE CLASSROOM IMPLEMENTATION STUDY
      5. TEACHER LOG METHODS: INSTRUMENTS, CODING SYSTEM AND RELIABILITY
      6. RESULTS: COMPARISON OF BRIDGE CLASSROOMS TO CONTROL AND GAME CLASSROOMS
      7. RESULTS: GAME-BASED PEDAGOGIES
      8. IMPLICATIONS FOR GAME-BASED LEARNING IN SCIENCE CLASSROOMS
      9. REFERENCES
      10. ENDNOTES
      11. APPENDIX
  12. Section 4: Gaming Innovations
    1. Chapter 22: The Use of Smart Toys in Learning Games
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: DEFINING TOYS IN GAMES
      4. DISNEY INFINITY CASE STUDY
      5. ANALYZING THE POTENTIAL FOR INFORMAL LEARNING
      6. ISSUES, CONTROVERSIES, PROBLEMS
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    2. Chapter 23: Minecraft Schooling
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. GAME BASED LEARNING
      5. MINECRAFT
      6. MINECRAFT’S GAME-PLAY
      7. MINECRAFT IN EDUCATION
      8. MINECRAFT IN SCHOOLS
      9. MINECRAFT IN A MALTESE SCHOOL: A PILOT STUDY
      10. OUTCOMES OF THE PROJECT
      11. CONCLUSION
      12. REFERENCES
      13. ENDNOTE
    3. Chapter 24: Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. CONCLUSION
      7. REFERENCES
    4. Chapter 25: Navigating Through Virtual Worlds
      1. ABSTRACT
      2. INTRODUCTION
      3. REPRESENTING TRAVERSABLE SPACE
      4. PATH PLANNING FOR SINGLE CHARACTERS
      5. CROWD SIMULATION STRATEGIES
      6. FUTURE WORK
      7. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
      11. ENDNOTES
    5. Chapter 26: Game-Based Learning with the Leap Motion Controller
      1. ABSTRACT
      2. INTRODUCTION
      3. RESEARCH DESIGN
      4. PROTOTYPE
      5. FIELD STUDY
      6. DISCUSSION
      7. CONCLUSION
      8. REFERENCES
      9. ENDNOTES
    6. Chapter 27: A Future Focus of Gaming
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND ON SOFT SKILLS
      4. CURRENT TYPES OF SOFT SKILLS TRAINING AND STUDENT LEARNING
      5. JUSTIFICATION FOR TEACHING SOFT SKILLS TO P-12 STUDENTS
      6. DESIGN OF SOFT SKILLS TRAINING WITH GAMES AND SIMULATIONS
      7. INTEGRATING SOFT SKILLS TRAINING IN EDUCATIONAL CURRICULUM
      8. GAMES AND SIMULATIONS AS ASSESSMENT TOOLS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
  13. Compilation of References
  14. About the Contributors