[game_edu] International Journal of Game-Based Learning (IJGBL): Volume 1, Issue 2, April-June 2011

[Patrick Felicia]

International Journal of Game-Based Learning (IJGBL): Volume 1, Issue 2,
April-June 2011

Official Publication of the Information Resources Management Association

Volume 1, Issue 2, April-June 2011

Published: Quarterly in Print and Electronically

ISSN: 2155-6849 EISSN: 2155-6857

Published by IGI Publishing, Hershey-New York, USA

www.igi-global.com/ijgbl


Editor-in-Chief: Dr. Patrick Felicia, Waterford Institute of Technology,
Ireland


GUEST EDITORIAL PREFACE
³Diversity, Design, and Possibility: Introduction to the GLS 6.0 Special
Issue² 
Sean C. Duncan, Miami University, USA
To read the preface, click on the link below, and then click ³Preface.²
http://www.igi-global.com/bookstore/titledetails.aspx?titleid=47920



PAPER ONE
Leveraging Mobile Games for Place-Based Language Learning
Christopher Holden (University of New Mexico, USA)
Julie Sykes (University of New Mexico, USA)
This paper builds on the emerging body of research aimed at exploring the
educational potential of mobile technologies, specifically, how to leverage
place-based, augmented reality mobile games for language learning. Mentira
is the first place-based, augmented reality mobile game for learning Spanish
in a local neighborhood in the Southwestern United States. This paper
explores both the complexities and benefits of integrating mobile games in
second and foreign language learning contexts. Relevant background issues
are discussed and the Mentira project is described, including an exploration
of the setting, narrative, gameplay, and curriculum. Initial findings and
future goals are explored. Gameplay, the importance of ¹place¹ for language
learning, is discussed and the role of student buy-in. The paper concludes
with future considerations for the continued use of mobile games projects
for language learning as well as other disciplines.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=53831



PAPER TWO
DataPlay: Experiments in the Ludic Age
Colleen Macklin (Parsons The New School for Design, USA)
DataPlay is a research project inspired by the concept of a ³ludic age²
(Chaplin & Zimmerman, 2008), where the challenges of extracting knowledge
from the ³data deluge² of the information age (Economist, 2010) are met with
game-based approaches to information design. This paper examines Mannahatta:
The Game in order to illustrate the issues involved in translating large
datasets into games and game mechanics. The prescriptive work of Tufte
(1983, 1990) regarding information visualization provides a conceptual
framework and is applied to this paper. Tufte¹s (1983, 1990) approach is
convergent and divergent from the strategies uncovered in the research into
games as ways to not just visualize, but directly experience data.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=53832


PAPER THREE
Possibility Spaces: Using The Sims 2 as a Sandbox to Explore Possible Selves
with At-Risk Teenage Males
Elizabeth King (University of Wisconsin-Madison, USA)
Interactive technologies provide today¹s youth a low stakes sandbox to
collect experiences (Gee, 2004) and try tasks and identities (Gee, 1991)
that push the boundaries of ³known² and open up the world of possibility.
Pairing affordances of video games with the possible selves framework
(Markus & Nurius, 1986), research involved using The Sims 2 life-simulation
properties to encourage a friendship group of teenage males to create
simulations of their hoped for and feared potential selves. While all
participants reported increased crystallization (Super, 1981) of
characteristics within their hoped for future self, at the conclusion of the
intervention most participants still demonstrated an imbalance between
feared and hoped potential selves. This suggests the need for additional
work in the area of vocational and academic asset exploration, as well as
the need to connect the consideration of possible self actualization to
believable and realizable action plans.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=53833


PAPER FOUR
Affordances and Constraints of Scaffolded Learning in a Virtual World for
Young Children
Rebecca Black (University of California, Irvine, USA)
Stephanie Reich (University of California, Irvine, USA)
In recent years there has been a marked increase in the number of virtual
worlds aimed at populations between the ages of 6 to14 years. This article
examines the content and design of one such site, Webkinz World, as a
sociocultural context for informal learning. Focusing on the design and
activities of this site sheds light on the ways in which Webkinz World
supports learning, especially for nascent users, and the apparent limits of
these support structures as users gain more expertise.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=53834



PAPER FIVE
Collaborative Strategic Board Games as a Site for Distributed Computational
Thinking
Matthew Berland (University of Texas at San Antonio, USA)
Victor Lee (Utah State University, USA)
This paper examines the idea that contemporary strategic board games
represent an informal, interactional context in which complex computational
thinking takes place. When games are collaborative ­ that is, a game
requires that players work in joint pursuit of a shared goal -- the
computational thinking is easily observed as distributed across several
participants. This raises the possibility that a focus on such board games
are profitable for those who wish to understand computational thinking and
learning in situ. This paper introduces a coding scheme, applies it to the
recorded discourse of three groups of game players, and provides qualitative
examples of computational thinking that are observed and documented in
Pandemic. The primary contributions of this work are the description of and
evidence that complex computational thinking can develop spontaneously
during board game play.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=53835



PAPER SIX
Forming The Guild: Star Power and Rethinking Projective Identity In Affinity
Spaces
Elizabeth Ellcessor (University of Wisconsin-Madison, USA)
Sean Duncan (Miami University, USA)
This paper expands on Gee¹s (2004) notion of ³affinity spaces² by placing
them in the context of games, media stars, and their fans and combining
cultural studies and new literacies approaches. The Guild, a web series
about the misadventures of MMO-players, written by and starring actor,
writer, producer, and gamer Felicia Day, is examined. On WatchTheGuild.com,
fans of The Guild enact literacy practices, particularly those that align
with Day¹s activities and star persona, such as media production and
critique. These literacy practices are constrained by the limitations of
projective identity in the context of star-based affinity spaces. Taking on
projective identities within The Guild¹s affinity space, individuals are
faced with the impossibility of fully achieving the star¹s ­ Day¹s ­
successful identity as simultaneously gamer and media producer. The
imbalance in cultural power allows the professionally manufactured star
image to remain forever unattainable. This paper proposes reconsidering
projective identity to move beyond the affinity space to develop one¹s own
sense of mastery outside the context of star-based fandom.


To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/bookstore/article.aspx?titleid=53836



CALL FOR PAPERS


Mission of IJGBL:

The mission of the International Journal of Game-Based Learning (IJGBL) is
to promote knowledge pertinent to the design of Game-Based Learning
environments, and to provide relevant theoretical frameworks and the latest
empirical research findings in the field of Game-Based Learning. The main
goals of IJGBL are to identify, explain, and improve the interaction between
learning outcomes and motivation in video games, and to promote best
practices for the integration of video games in instructional settings. The
journal is multidisciplinary and addresses cognitive, psychological and
emotional aspects of Game-Based Learning. It discusses innovative and
cost-effective Game-Based Learning solutions. It also provides students,
researchers, instructors, and policymakers with valuable information in
Game-Based Learning, and increases their understanding of the process of
designing, developing and deploying successful educational games. IJGBL also
identifies future directions in this new educational medium.

Coverage 

Topics to be discussed in this journal include (but are not limited to) the
following: 

* Adaptive games design for Game-Based Learning
* 
* Design of educational games for people with disabilities
* 
* Educational video games and learning management systems
* 
* Game design models and design patterns for Game-Based Learning
* 
* Instructional design for Game-Based Learning
* 
* Integration and deployment of video games in the classroom
* 
* Intelligent tutoring systems and Game-Based Learning
* 
* Learning by designing and developing video games
* 
* Learning styles, behaviors and personalities in educational video games
* 
* Mobile development and augmented reality for Game-Based Learning
* 
* Motivation, audio and emotions in educational video games
* 
* Role of instructors
* 
* Virtual worlds and Game-Based Learning



Interested authors should consult the journal's manuscript submission
guidelines at www.igi-global.com/IJGBL



All inquiries and submissions should be sent to:

Editor-in-Chief: Dr. Patrick Felicia at pfelicia at wit.ie

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