July 19, 2018

Journals, articles or reports on virtual worlds and games

This section managed by Natasha Boskic

Journals

Journal of Virtual Worlds Research

Articles and posts

Bandura, A. (2002). Selective moral disengagement in the exercise of moral agency. Journal of Moral Education, 31(2), 101-119.

Baudrillard, J. (1988). Simulacra and simulations. In M. Poster (Ed.), Selected writings (pp.166-184). Stanford; Stanford University Press. Retrieved on July 28, 2009 from http://www.stanford.edu/dept/HPS/Baudrillard/Baudrillard_Simulacra.html

Blunt, R. (2009) ‘Do serious games work? Results from three studies’ eLearn Magazine, December 1. This article offers evidence of game use effectiveness to academic achievements. The paper presents the results of three quantitative studies conducted at an east coast university with one first-year and two third-year undergraduate classes. The students were divided into a control group (learning without a game use) and an experimental group (learning with a game use). According to the findings and Blunt “at least in some circumstances, the application of serious games significantly increases learning.” [However, learning is not defined except as ‘performance on tests’].

Branston, C. (2006). From game studies to bibliographic gaming: Libraries tap into the video game culture. Bulletin of the American Society for Information Science & Technology, 32(4), 24-29.

Brown, J. S. (2000). ‘Growing up digital: How the web changes work, education, and the ways people learn’. Change, (March/April), 11-20.

Bronson, P. and Merryman, A. (2009) New Research: $13 Christmas gifts = 13 point gain in kids’ IQ Newsweek, December 10. According to Dr. Silvia Bunge, a neuroscientist at UC Berkeley, children’s IQ will increase after a number of hours of playing carefully selected games. After 20 hours of game playing, Dr. Bunge and her team was able to determine an increase in children’s IQ. They tested kids’ reasoning abilities and their processing speed. The positive results encouraged the neuroscientists to broaden their research and look for more school participants. Newsweek blog published an article about the Bunge Lab’s study on reasoning training in local schools and their results at http://www.blog.newsweek.com/blogs/nurtureshock/archive/2009/12/10.aspx

de Castell, S., Jenson, J., & Taylor, N. (2007). Digital games for education: When meanings play. Situated Play, DiGRA Conference, Tokyo, Japan. 590-599.

Copier, M. (2005). Connecting worlds: Fantasy role-playing games, ritual acts and the Magic Circle. Changing Views –Worlds in Play. Proceedings of DiGRA 2005 Conference.

Crowe, N., & Bradford, S. (2006). ‘Hanging out in runescape’: Identity, work and leisure in the virtual playground. Children’s Geographies, 4(3), 331-346.

Cutler, R. J. (1995). Distributed presence and community in cyberspace. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 3(2), 12-32.

de Freitas, S. (2008). Emerging trends in serious games and virtual worlds. Emerging technologies for learning. Volume 3.

de Freitas, S. (2007). Learning in immersive worlds: A review of game-based learning The Joint Information Systems Committee (JISC).

de Freitas, S., & Griffiths, M. (2008). ‘The convergence of gaming practices with other media forms: What potential for learning? A review of the literature’. Learning, Media, & Technology, 33(1), 11-20.

DiSalvo, B., Crowley, K., & Norwood, R. (2008). Learning in context: Digital games and young black men. Games and Culture, 3(2), 131-141.

Dugdale, J., Pallamin, N., & Pavard, B. (2006). ‘An assessment of a mixed reality environment: Toward an ethnomethodological approach’. Simulation & Gaming, 37(2), 226-244.

Duperray, C. (2009) Combating Yellow Fever: A Serious Game eLearning Africa, No.4, March 12 The World Health Organization (WHO) in collaboration with the Agence de Médecine Préventive (AMP) have developed an immersive distance training tool using serious gaming, which is now available for physicians all across Africa. The CD-ROM offers the chance to play the role of the District Medical Officer, the epidemiologist or the virologist, and thus be an actor in an epidemiological investigation.

Entertainment Software Association (ESA). (2008). 2008 sales, demographic and usage data: Essential facts about the computer and video game industry. Retrieved March 3, 2009, from http://www.theesa.com/facts/pdfs/ESA_EF_2008.pdf.

Eskelinen, M. (2001). The gaming situation. Game Studies, 1(1), Retrieved December 21, 2008, from http://gamestudies.org/0101/eskelinen/.

Flanagan, M. (2006). Making games for social change. AI & Society, 20(4), 493-505.

Harrison, D. (2009) Second Life: Engaging Virtual Campuses Campus Technology, March 4 A look at what is actually happening in Second Life with regard to university applications. Examples from the Universities of Delaware, Stanford, Montclair State, and North Carolina-Chapel Hill

Hayles, N. K. (2007). Hyper and deep attention: The generational divide in cognitive modes. Profession, 187-199.

Helm, B. (2005). Educational games crank up the fun. BusinessWeek, August 23, 2005. Retrieved January 17, 2009, from http://www.businessweek.com/technology/content/aug2005/tc20050823_7093_tc_216.htm.

Hodge, E. M., Tabrizi, M. H. N., Farwell, M. A., & Wuensch, K. L. (2007). Virtual reality classrooms: Strategies for creating a social presence. International Journal of Social Sciences, 2(2), 105-109.

Holden, C. and Sachtjen, B. (2008) Why Walk When You Can Fly? Reflections from an Advanced Second Life Preconference Session New Media Consortium 2008 Conference Proceedings This paper offers for those who have mastered the basics of Second Life (SL) a description of some of the tools and perspective required to move on to the next level of content creation.

Inoue, Y. (2007). Concepts, applications, and research of virtual reality learning environments. International Journal of Social Sciences, 2(1), 1-7.

International Game Development Association. (2006). Alternate reality games white paper. IGDA ARG SIG.

Jagodzinski, J. (2007). Videogame cybersubjects: Questioning the myths of violence and identification (implications for educational technologies). The Alberta Journal of Educational Research, 53(1), 45-62.

Johnson, L. F., Levine, A., & Smith, R. S. (2007). Horizon Report. Austin, TX: The New Media Consortium. Retrieved December 22, 2007, from http://www.nmc.org/horizon/.

Juul, J. (2008b). The magic circle and the puzzle piece. Paper presented at the Philosophy of Computer Games, Potsdam, Germany. 056-067. Retrieved May 6, 2009, from http://pub.ub.uni-potsdam.de/volltexte/2008/2455.

Juul, J. (2008c). Who made the magic circle? Seeking the solvable part of the game-player problem [The Philosophy of Computer Games, 2008]. Potsdam, Germany. Audio recording. Retrieved May 5, 2009, from http://emw.fh-potsdam.de/users/gamephilosophy/movies/gamephilosophy08_juul.mov.

Kafai, Y. B. (2006). Playing and making games for learning: Instructionist and constructionist perspectives for game studies. Games and Culture, 1(1), 36-40.

Klopfer, E. et al. (2009) Moving educational games forward Cambridge MA: MIT The Education Arcade. A useful introduction to some of the issues around educational gaming.

Kolko, B. E. (1999). Representing bodies in virtual space: The rhetoric of avatar design. Information Society, 15(3), 177-186.

Kupperman, J., Stanzler, J., Fahy, M., & Hapgood, S. (2007). Games, school and the benefits of inefficiency. The International Journal of Learning, 13(9), 161-168.

Murray, J. H. (2006). Toward a cultural theory of gaming: Digital games and the co-evolution of media, mind, and culture. Popular Communication, 4(3), 185-202.

My Thai, A. et al. (2009) Game Changer New York: Joan Ganz Cooney Center Sesame Workshop

Pivec, M. (2007). Play and learn: Potentials of game-based learning. British Journal of Educational Technology, 38(3), 387-393.

Ryan, M. L. (2005). Narrative and the split condition of digital textuality. Dichtung-Digital, 1

Sauvé, L. (2010) Dr Louise Sauvé, the Society for Lifelong Learning and“1,2,3 Asthma” e-Learning Africa 2010 News Portal, March 31. An interview with Dr. Fauvé about ‘1,2,3 Asthma’, a variation of Parcheesi, an ancient Indian game of crosses and circles. Each team advances to move its four virtual counters around the board. To earn points along the way, you need to answer a number of questions about asthma, how to prevent it, control it and about what triggers the attacks. Questions vary in difficulty. Video and sound clips offer additional information and widen the players’ knowledge of asthma, which affects 300 million people worldwide. Dr. Fauvé is President and General Director of SAVIE, the Society for Lifelong Learning, based in Québec

Sheehy, K., Ferguson, R., & Clough, G. (2007). Learning and teaching in the panopticon: Ethical and social issues in creating a virtual educational environment. International Journal of Social Sciences, 2(2), 89-96.

Wardrip-Fruin, N. (2005). Playable media and textual instruments. Dichtung-Digital, 1. Retrieved March 12, 2009, from http://www.brown.edu/Research/dichtung-digital/2005/1/Wardrip-Fruin/

Willis, H. (2008) Infrastructures in Virtual Learning New Media Consortium 2008 conference proceedings This is one of the most interesting papers I have read on Second Life. It takes a theoretical perspective on virtual reality and uses that to adapt a pedagogical approach to several projects developed by the Institute of Multimedia Literacy at the University of Southern California. Essential reading for anyone who wants to break away from the replication of the traditional classroom model in Second Life (comment by Tony Bates).

Zagal, J. P., & Bruckman, A. (2008). Novices, gamers, and scholars: Exploring the challenges of teaching about games. Game Studies, 8(2). Retrieved January 31, 2009, from http://gamestudies.org/0802/articles/zagal_bruckman

The Canadian Journal of Learning and Technology (Vol. 37. No. 2, 2011) has five articles on games and learning in digital worlds, all in French (there are short English abstracts for each article.)

Comments

  1. Anna Jerls says:

    I am a student, online to obtain a teaching degree. I enjoy the e-learning experience and have found some minor flaws in the online classroom. The feedback is too far from the due date of assignments, and much needed information is excluded. The instructors are overwhelmed with too much to do in too little time to do it in.

    Why, do the institutions not recognize this I do not know. I only know change is needed, I need an income, I am disabled and in the over 60 age group. I have taught before, only to children with at-risk learning disabilities.
    I am trying to get degreed so I can teach at home. I have two autistic Grandsons, and they can not play out of doors,
    because they live in Texas and in the summer months it is too hot for them to be outside.

    I wish to eventually open a summer school for at-risk learners, between the ages of 4 and 9, I also wish to do this with some support. Because my financial status is only what the United States Government deems to give me.
    I need financial help. I have a home donated by my late Mother, and there is a lot next door. I wish to turn it into a
    play yard, so these children can learn, play and enjoy life for the summer. I have taught over 28 children with various learning disabilities. I have help each of these children to overcome their individual maladies. I need support to do these things.

    I would love to create learning games, based on old fashioned teaching methods, singing, rhyming, interactive play to learn. I want the children themselves to be able to contribute to the creation and the things they love to do.
    Therefore, creating a life long learning system for all ages. My oldest is one of my graduates, also.

    Sincerely
    Anna Jerls

  2. Great, these publications have really assisted in opening our eyes on virtual learning/games. To Anna Jerl, what you have said is a situation that is common, and institutions need to conduct proper training of tutors and put in place measures to ensure that online students are attended to just like the regular students.

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