[game_edu] Latest Issue of the International Journal of Game-Based Learning (IJGBL)

[Patrick Felicia]

The contents of the latest issue of:

*International Journal of Game-Based Learning (IJGBL)*

Official Publication of the Information Resources Management Association

Volume 1, Issue 4, October-December 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

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*GUEST EDITORIAL PREFACE*

David Joseph Brown, Nottingham Trent University, UK


 To read the preface, click on the link below, and then click on "Preface"
in the 4th Quarter issue.

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http://www.igi-global.com/journal/international-journal-game-based-learning/41019
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 *PAPER ONE*

Formulating a Serious-Games Design Project for Adult Offenders with the
Probation Service


 Matthew Ian Bates (Nottingham Trent University, UK)

David Brown (Nottingham Trent University, UK)

Wayne Cranton (Nottingham Trent University, UK)

James Lewis (Nottingham Trent University, UK)


 This paper documents an investigation evaluating if adult offenders can
benefit from a facilitated serious-games design project as part of their
probation program. Research has observed a participatory design group of
adult offenders working with their probation managers and a PhD researcher
to create a new serious-game for use by the probation service. A voluntary
participant group of six male offenders was observed over a five week
design process using the game authoring software Game-Maker. Weekly
meetings have allowed participants to learn basic game authoring skills and
share design ideas within a multi-disciplinary team. Investigators have
observed the amount and type of assistance required by participants when
interacting with new software, the range and suitability of ideas
communicated by participants, and the ability of participants to convert
their ideas into functional media. This paper presents qualitative results
from this exploratory field study and compares the results to previous
investigations with secondary school children.


 To obtain a copy of the entire article, click on the link below.

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http://www.igi-global.com/article/formulating-serious-games-design-project/60130
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 *PAPER TWO*

Designing Serious Games for People with Disabilities


 Lindsay Evett (Nottingham Trent University, UK)

Allan Ridley (Nottingham Trent University, UK)

Liz Keating (Nottingham Trent University, UK)

Patrick Merritt (Nottingham Trent University, UK)

Nick Shopland (Nottingham Trent University, UK)

David Brown (Nottingham Trent University, UK)


 Serious games are effective and engaging learning resources for people
with disabilities, and guidelines exist to make games accessible to people
with disabilities. During research into designing accessible interfaces and
games, it was noted that people who are blind often report enjoying playing
Wii Sports. These games are pick-up-and-play games for casual and
non-gamers. They have simplified rules and a natural and intuitive feel.
Games designed specifically for players with particular disabilities are
often not of interest to other players and take a lot of development time.
Because of their niche market, these games are not widely available,
developed, or maintained. In contrast, games like Wii Sports are cheap and
available, and represent an exciting opportunity as inclusive games. Two
blind players were introduced to the games and found Wii Tennis the most
accessible. The blind players learned to play the game quickly and easily,
found it enjoyable and engaging, and could play competitively against each
other, as well as a sighted opponent. Small accessibility enhancements of
the existing game could enhance the game for other players. In this paper,
implications for the design of accessible, inclusive games are discussed.


 To obtain a copy of the entire article, click on the link below.

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http://www.igi-global.com/article/designing-serious-games-people-disabilities/60131
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 *PAPER THREE*

Social Interactions in Online Gaming


 Mark Griffiths (Nottingham Trent University, UK), Zaheer Hussain
(University of Derby, UK)

Sabine M. Grüsser (Charité–University Medicine Berlin, Germany)

Ralf Thalemann (Charité–University Medicine Berlin, Germany)

Helena Cole (Nottingham Trent University, UK), Mark N.O. Davies (University
of East London, UK)

Darren Chappell (Nottingham Trent University, UK)


 This paper briefly overviews five studies examining massively multiplayer
online role-playing games (MMORPGs). The first study surveyed 540 gamers
and showed that the social aspects of the game were the most important
factor for many gamers. The second study explored the social interactions
of 912 MMORPG players and showed they created strong friendships and
emotional relationships. A third study examined the effect of online
socializing in the lives of 119 online gamers. Significantly more male
gamers than female gamers said that they found it easier to converse online
than offline, and 57% of gamers had engaged in gender swapping. A fourth
study surveyed 7,069 gamers and found that 12% of gamers fulfilled at least
three diagnostic criteria of addiction. Finally, an interview study of 71
gamers explored attitudes, experiences, and feelings about online gaming.
They provided detailed descriptions of personal problems that had arisen
due to playing MMORPGs.


 To obtain a copy of the entire article, click on the link below.

*http://www.igi-global.com/article/social-interactions-online-gaming/60132*


 *PAPER FOUR*

The Mobile Learning Network


 Rebecca Petley (LSN, UK), Guy Parker (LSN, UK)

Jill Attewell (LSN, UK)


 The Mobile Learning Network currently in its third year, is a unique
collaborative initiative encouraging and enabling the introduction of
mobile learning in English post-14 education. The programme, funded jointly
by the Learning and Skills Council and participating colleges and schools
and supported by LSN has involved nearly 40,000 learners and over 7,000
staff. MoLeNET projects have procured a range of handheld devices and
supporting technologies since the initiative began in 2007, with a
significant increase in purchases of games technologies (mainly the
Nintendo DS and Sony PSP, but also the Nintendo Wii) observed in the second
year of the programme. Colleges and schools across England have exploited
both the gaming potential of these devices for teaching and learning and
the numerous opportunities afforded by their impressive additional
functionality. This paper explores the key findings from the MoLeNET
research and evaluation strand in relation to mobile games technologies and
games based learning and the contribution of these to improvements in
teaching practice and learning experiences.


 To obtain a copy of the entire article, click on the link below.

*http://www.igi-global.com/article/mobile-learning-network/60133*


 *PAPER FIVE*

Motivational Aspects of Gaming for Students with Intellectual Disabilities


 Maria Saridaki (National and Kapodistrian University of Athens, Greece)

Constantinos Mourlas (National and Kapodistrian University of Athens,
Greece)


 The attention to learners with special needs, in particular those with
intellectual disabilities, is an area of continuous development. It is
considered important to develop adaptive educational solutions for the
integration of people with educational difficulties according to their
needs. Digital games provide an attractive and direct platform in order to
approach students of every intellectual level. However, practical game
based learning application in the special education classroom is still
regarded with skepticism by educators, or has been treated solely as an
extrinsic reinforcement. Moreover, the design and usage of digital games as
a motivational tool for students with intellectual disabilities has not
been thoroughly documented. This paper presents a review of the
motivational theories and research findings regarding the usage of digital
games in the educational experience of users with intellectual
disabilities, with a scope to define the potentials, prerequisites and
possible limitations of such an intervention.


 To obtain a copy of the entire article, click on the link below.

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http://www.igi-global.com/article/motivational-aspects-gaming-students-intellectual/60134
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 *PAPER SIX*

The Use of Motion Tracking Technologies in Serious Games to Enhance
Rehabilitation in Stroke Patients


 Andrew M. Burton (Nottingham Trent University, UK)

Hao Liu (Nottingham Trent University, UK)

Steven Battersby (Nottingham Trent University, UK)

David Brown (Nottingham Trent University, UK)

Nasser Sherkat (Nottingham Trent University, UK)

Penny Standen (University of Nottingham, UK)

Marion Walker (University of Nottingham, UK)


 Stroke is the main cause of long term disability worldwide. Of those
surviving, more than half will fail to regain functional usage of their
impaired upper limb. Typically stroke upper limb rehabilitation exercises
consist of repeated movements, which when tracked can form the basis of
inputs to games. This paper discusses two systems utilizing Wii™
technology, and thermal and visual tracking respectively to capture
motions. The captured motions are used as inputs to specially designed
games, which encourage the users to perform repeated rehabilitation
movements. This paper discusses the implementation of the two systems, the
developed games, and their relative advantages and disadvantages. It also
describes the upcoming testing phase of the project.


 To obtain a copy of the entire article, click on the link below.

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http://www.igi-global.com/article/use-motion-tracking-technologies-serious/60135
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For full copies of the above articles, check for this issue of the
*International
Journal of Game-Based Learning (IJGBL) *in your institution's library. This
journal is also included in the IGI Global aggregated “*InfoSci-Journals*”
database: *http://www.igi-global.com/EResources/InfoSciJournals.aspx*.

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*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<%20pfelicia at wit.ie>
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