required readings -- summaries required

Bixler, B. (2005, December 7-8). Motivation and its relationship to the design of educational games. Paper presented at the New Media Consortium (NMC) Online Conference on Educational Gaming, Internet.

Dempsey, J. V., Rasmussen, K., & Lucassen, B. (1996). The Instructional Gaming Literature: Implications and 99 Sources (Technical Report 96-1): University of South Alabama.

Dempsey, J. V., Rasmussen, K., Haynes, L. L., & Casey, M. S. (1997). An Exploratory Study of Forty Computer Games (COE Technical Report No. 97-2): University of South Alabama.

Dickey, M. D. (2006). Game design narrative for learning: Appropriating adventure game design narrative devices and techniques for the design of interactive learning environments. Educational Technology Research & Development, 54(3), 245-263.

Ladd, B. C. (2006). The Curse of Monkey Island: Holding the attention of students weaned on computer games. Journal of Computing Sciences in Colleges, 21(6), 162-174.

Paras, B., & Bizzocchi, J. (2005, June 16-20). Game, motivation, and effective learning: An integrated model for educational game design. Paper presented at the Digital Games Research Association (DiGRA): Changing Views -- Worlds in Play, Vancouver, BC.

Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development, 44(2), 43-58.

Selected chapters from:

Shelton, B. E., & Wiley, D. (Eds.). (in press). The Educational Design and Use of Simulation Computer Games. Rotterdam, The Netherlands: Sense Publishers.

including those from Barab, Nelson, Shaffer, VanEck, Gibbons, Moeller, Squire, Steinkuehler, Shelton, and Wiley

required readings -- summaries on OCW

Agency, B. E. C. a. T. (2001). Comptuer Games in Education Project. Retrieved July 15, 2005, from http://www.becta.org.uk/research/research.cfm?section=1&id=2826

Aldrich, C. (2005). Chapter 8: The three essential elements to successful educational experiences: Simulations, games, and pedagogy. In Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. San Francisco: Pfeiffer.

Bernstein, C. (2001). Chapter 8: Play it again, Pac-man. In M. J. P. Wolf (Ed.), The Medium of the Video Game (pp. 93-112). Austin: University of Texas Press.

Crawford, C. (1997). Chapter 1: What is a game? In The Art of Computer Game Design: Washington State University.

Crawford, C. (1997). Chapter 2: Why do people play games? In The Art of Computer Game Design: Washington State University.

Crawford, C. (1997). Chapter 5: The game design sequence. In The Art of Computer Game Design: Washington State University.

Crawford, C. (1997). Chapter 6: design techniques and ideals. In The Art of Computer Game Design: Washington State University.

Deshrill, M. (2004). Interview with Nick Montfort. Retrieved August 16, 2005, from http://www.eboredom.20m.com/features/interviews/montfort1.html

Frasca, G. (2003). Chapter 10: Simulation versus narrative: Introduction to ludology. In M. J. P. Wolf & B. Perron (Eds.), The Video Game Theory Reader (pp. 221-236). New York: Routledge.

Gee, J. P. (2003). Chapter 2: Semiotic domains: Is playing video games a "waste of time"? In What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave MacMillan 

Grodal, T. (2003). Chapter 6: Stories for eye, ear, and muscles: Video games, media, and embodied experiences. In M. J. P. Wolf & B. Perron (Eds.), The Video Game Theory Reader (pp. 25-46). New York: Routledge.

Gunter, B. (1998). Chapter 2: Tapping into players' habits and preferences. In The Effects of Video Games on Children: The Myth Unmasked (pp. 29-48). Sheffield, England: Sheffield Academic Press.

Hayes, E.Find out who you really are: Adult learning in virtual worlds.

Holland, W., Jenkins, H., & Squire, K. (2003). Chapter 1: Theory by design. In M. J. P. Wolf & B. Perron (Eds.), The Video Game Theory Reader (pp. 25-46). New York: Routledge.

Hunter, A. (2005). Zoom Manual. Retrieved August 15, 2005, from www.logicalshift.demon.co.uk/unix/zoom/

Jelfs, A., & Whitelock, D. (2000). The notion of presence in virtual learning environments: What makes the environment "real". British Journal of Educational Technology, 31(2), 145-152.

Kirriemuir, J. (2002). Video gaming, education and digital learning technologies. D-Lib Magazine, 8.

Kirriemuir, J. (2003). The relevance of video games and gaming consoles to the higher and further education learning experience. Retrieved July 15, 2005, from www.ceangal.com

Koster, R. (2005). Chapter 2: How the brain works. In A Theory of Fun for Game Design (pp. 12-33). Scottsdale, AZ: Paraglyph Press.

Koster, R. (2005). Chapter 3: What games are. In A Theory of Fun for Game Design (pp. 34-47). Scottsdale, AZ: Paraglyph Press.

Koster, R. (2005). Chapter 4: What games teach us. In A Theory of Fun for Game Design (pp. 48-79). Scottsdale, AZ: Paraglyph Press.

Koster, R. (2005). Chapter 5: What games aren't. In A Theory of Fun for Game Design (pp. 80-99). Scottsdale, AZ: Paraglyph Press.

Koster, R. (2005). Chapter 7: The problem with learning. In A Theory of Fun for Game Design (pp. 110-127). Scottsdale, AZ: Paraglyph Press.

Koster, R. (2005). Chapter 8: The problem with people. In A Theory of Fun for Game Design (pp. 128-139). Scottsdale, AZ: Paraglyph Press.

Koster, R. (2005). Chapter 9: Games in context. In A Theory of Fun for Game Design (pp. 140-159). Scottsdale, AZ: Paraglyph Press.

Kurriemuir, J., & McFarlane, A.Use of computer and video games in the classroom.

Masters, E. L. (1992). Spoon River Anthology. New York: Signet Classic Penguin Group.

McAllister, K., & Moeller, R. (2004). Introduction. Works and Days 43/44: Capitalizing on play: The politics of computer gaming, 22(1&2), 11-20.

McMahan, A. (2003). Chapter 3: Immersion, engagement, and presence: A method for analyzing 3-D video games. In M. J. P. Wolf & B. Perron (Eds.), The Video Game Theory Reader (pp. 25-46). New York: Routledge.

Miller, C. H. (2005). Chapter 8: Blending entertainment with other goals. In Digital Storytelling: A Creator's Guide to Interactive Entertainment (pp. 135-158). Burlington, MA: Focal Press Elsevier.

Miller, C. H. (2005). Chapter 9: Tacklling projects for children. In Digital Storytelling: A Creator's Guide to Interactive Entertainment (pp. 159-182). Burlington, MA: Focal Press Elsevier 

Miller, C. H. (2005). Chapter 10: Creating a new project: The development process. In Digital Storytelling: A Creator's Guide to Interactive Entertainment (pp. 183-206). Burlington, MA: Focal Press Elsevier.

Miller, C. H. (2005). Chapter 11: Video games. In Digital Storytelling: A Creator's Guide to Interactive Entertainment (pp. 209-224). Burlington, MA: Focal Press Elsevier.

Montfort, N. (2003). Toward a theory of interaction fiction. In E. Short (Ed.), IF Theory (3.5 ed.). St. Charles, IL: The Interactive Fiction Library.

Montfort, N. (2003). Twisty Little Passages: An Approach to Interactive Fiction (First Paperback ed.). Cambridge: MIT Press.

Nelson, G., & Knight, C. (2003). Inform - A design system for interactive fiction. Retrieved August 15, 2005, from www.inform-fiction.org

Robertson, J., & Good, J. (2005). Story creation in virtual game worlds. Communications of the ACM, 48(1), 61-65.

Rollings, A., & Adams, E. (2003). Chapter 6: Creating the user experience. In Andrew Rollings and Earnest Adams on Game Design (pp. 147-198). Indianapolis: New Riders.

Rollings, A., & Adams, E. (2003). Chapter 7: Gameplay. In Andrew Rollings and Earnest Adams on Game Design (pp. 199-238). Indianapolis: New Riders.

Rollings, A., & Adams, E. (2003). Chapter 8: The internal economy of games and game balancing. In Andrew Rollings and Earnest Adams on Game Design (pp. 239-288). Indianapolis: New Riders.

Shelton, B. E., & Wiley, D. (2006). Instructional designers take all the fun out of games: Rethinking elements of engagement for designing instructional games. Paper presented at the American Educational Research Association (AERA) 2006, San Francisco.

Squire, K., & Barab, S. Learning world history through computer simulation games.

Squire, K., Barnett, M., Grant, J. M., & Higginbotham, T. (2003). Electromagnetism supercharged! Learning physics with digital simulation games. Paper presented at the International Conference of the Learning Sciences 2004 (ICLS 04), Santa Monica, CA.

Steinhuehler, C. A. (2003, March 25). Videogaming as participation in a discourse. Paper presented at the Annual Conference ofthe American Association for Applied Linguistics.

Takahashi, D. (2004, September 20). Game sequel takes leaps in AI technology. The Mercury News.

Taylor, C. (2000). Your Company's Design Template. Retrieved July 15, 2005, from www.designersnotebook.com/ctaylordesign.zip

Tews, R. R. (2001). Chapter 9: Archetypes on acid: Video games and culture. In M. J. P. Wolf (Ed.), The Medium of the Video Game (pp. 169-182). Austin: University of Texas Press.

Virvou, M., Katsionis, G., & Manos, K. (2005). Combining software games with education: Evaluation of its educational effectiveness. Educational Technology & Society, 8(2), 54-65.

Wolf, M. J. P. (2001). Chapter 5: Narrative in the video game. In M. J. P.  Wolf (Ed.), The Medium of the Video Game (pp. 93-112). Austin: University of Texas Press. 

Wolf, M. J. P. (2001). Chapter 6: Genre and the video game. In M. J. P.

Wolf (Ed.), The Medium of the Video Game (pp. 113-134). Austin: University of Texas Press.

About readings and summaries…

You will be responsible for the readings from Track A and Track B on the OCW website.  In addition, you are responsible for the assigned reading for that week, plus providing an overview of it in the vein of an executive summary by following the sections provided in the summary template.  The summary template is designed to help you keep track of information you find to be of importance within the article, and will give you practice in keeping information useful in a literature review.  The summaries provided for the track readings on OCW should give you some idea of what is expected for the non-OCW weekly reading. You will also be responsible for skimming the full readings from the track readings on the OCW website, in order to meaningfully participate in class discussion based on all readings. 

The summary template is designed to hold information similar to that which would be provided in an Endnote citation.  One of the objectives in having you follow this format will be to practice gleaning key points from the readings that include quotes, and synthesizing/creating summaries of articles in your own words.  Each summary template concludes with a section where you write questions that arose during your reading, or thoughts for exploration that the article brought forth. I highly recommend you make it a practice to make summaries for all of your readings.

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