[game_edu] Contents of the 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)

Volume 2, Issue 3, July-September 2012
*

Published: Quarterly in Print and Electronically

ISSN: 2155-6849 EISSN: 2155-6857

Published by IGI Publishing, Hershey-New York, USA

http://www.igi-global.com/ijgbl



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

*
PREFACE*
*Patrick Felicia (Waterford Institute of Technology, Ireland)
*
To read the preface, click on the link below, and then click on "Preface"
in the third issue of the second volume.

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


*PAPER ONE: Concept Learning and the Limitations of Arcade-Style Games
* *David Richard Moore (Ohio University, USA)
E-ling Hsiao (Valdosta State University, USA)
*This study suggests that conceptualization is the primary activity of
arcade-style gameplay. Arcade-style game play is primarily a function of
presenting concepts to players and continually requiring them to react with
finer responses. The degree to which a concept is malleable determines how
large its range is in gameplay. In other words, the characteristics of a
concept determine its role in gameplay. The primary purpose of this article
is to distinguish between two types of concepts; one that is appropriate
for arcade style gaming and another that requires a different, more
involved style. Designers of games, particularly of educational games, will
find guidance for selecting concepts related to their instructional content.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/article/concept-learning-limitations-arcade-style/69782


*PAPER TWO: Empirical Taxonomies of Gameplay Enjoyment: Personality and
Video Game Preference
**John M. Quick (Arizona State University, USA)
Robert K. Atkinson (Arizona State University, USA)
Lijia Lin (East China Normal University, China)
*A survey study was conducted to better understand how gameplay enjoyment
relates to players’ personality traits and video game preferences. This
study demonstrated that the core design elements of games that lead to
enjoyment can be empirically identified. Similarly, it showed that
considering personality, an individual characteristic, can produce
informative insights about how players perceive gaming experiences. Whereas
video game research has historically emphasized either games or players in
isolation (Juul, 2010), this study is an initial effort towards a holistic
approach that considers how design features and player characteristics
combine to generate enjoyable video game experiences. Two empirical
taxonomies for creating more enjoyable game experiences are presented.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/article/empirical-taxonomies-gameplay-enjoyment/69783
*

PAPER THREE: An Alternate Reality for Education?: Lessons to be Learned
from Online Immersive Games
**Alex Moseley (University of Leicester, UK)
*Drawing on a participatory study of the Perplex City alternate reality
game, this paper considers the data obtained through participation and a
detailed survey of the most engaged players, in order to determine the most
engaging features and suggest methods for their transfer to educational
contexts. Originally presented at a conference in 2008, this paper returns
to the source data in more detail, incorporating reflection on other work
in this area in the intervening years, and considers four areas in detail:
engagement/motivation, narrative/story, problem solving/learning skills,
and community/peer support. The survey data is presented and considered in
full, from which seven key features are proposed which could be applied to
educational contexts to achieve higher levels of engagement amongst
learners.

To obtain a copy of the entire article, click on the link below.
<http://goog_1393771118>
http://www.igi-global.com/article/alternate-reality-education/69784

*
PAPER FOUR: Game Jams: Community, Motivations, and Learning among Jammers
**Jon A. Preston (Southern Polytechnic State University, USA)
Jeff Chastine (Southern Polytechnic State University, USA)
Casey O’Donnell (University of Georgia, USA)
Tony Tseng (Savannah College of Art and Design, USA)
Blair MacIntyre (Georgia Institute of Technology, USA)*
Game jams are events that allow game designers to develop innovative games
in a time-constrained environment, typically within a 48-hour period during
a weekend. Jams provide participants an opportunity to improve their
skills, collaborate with their peers, and advance research and creativity
in the field of game design. Having coordinated numerous jams locally and
as one of the largest venues in the world for GGJ 2011, the authors present
learned lessons on how to make these events into amazing collaborative
opportunities and their results from research in surveying game jam
participants before and after the authors’ most recent jam weekend.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/article/game-jams-community-motivations-learning/69785
<http://www.igi-global.com/article/game-jams-community-motivations-learning/69785>

*PAPER FIVE: ALFIL: A Crowd Simulation Serious Game for Massive Evacuation
Training and Awareness
**César García-García (Universidad de Guadalajara, Mexico)
José Luis Fernández-Robles (Universidad de Guadalajara, Mexico)
Victor Larios-Rosillo (Universidad de Guadalajara, Mexico)
Hervé Luga (Institut de Recherche en Informatique de Toulouse, France) *
This article presents the current development of a serious game for the
simulation of massive evacuations. The purpose of this project is to
promote self-protection through awareness of the procedures and different
possible scenarios during the evacuation of a massive event. Sophisticated
behaviors require massive computational power and it has been necessary to
implement several distributed programming techniques to simulate crowds of
thousands of people. Even with the current state of computer hardware, the
costs of building and operating this hardware is still prohibitive; so,
it‘s preferred to apply distributed programming techniques running on
specialized parallel computing hardware.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/article/alfil-crowd-simulation-serious-game/69786


*PAPER SIX: The Learning Games Design Model: Immersion, Collaboration, and
Outcomes-Driven Development
**Barbara Chamberlin (New Mexico State University, USA)
Jesús Trespalacios (New Mexico State University, USA)
Rachel Gallagher (New Mexico State University, USA)
*Instructional designers in the Learning Games Lab at New Mexico State
University have developed a specific approach for the creation of
educational games, one that has been used successfully in over 20
instructional design projects and is extensible to other developers. Using
this approach, game developers and content experts (a) work collaboratively
to ensure educational goals and outcomes are appropriate for the learner
and the learning environment, (b) immerse themselves’ in both content and
game design, and (c) test extensively throughout development with members
of the target audience. The authors describe the model, discuss the
implications of this approach for the creation of effective educational
games, and share case studies based on the design model in practice.

To obtain a copy of the entire article, click on the link below.
http://www.igi-global.com/article/learning-games-design-model/69787

 <http://www.igi-global.com/article/learning-games-design-model/69787>

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.



*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
   - Games for change



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




-- 
Best Wishes,

Patrick
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