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

[Patrick Felicia]

The contents of the latest issue of* the International Journal of
Game-Based Learning (IJGBL).*

Official Publication of the Information Resources Management Association****

Volume 2, Issue 1, January – March 2012****

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* ****

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

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*EDITORIAL PREFACE*****

Patrick Felicia, Waterford Institute of Technology, Ireland****

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To read the preface, click on the link below, and then click on "Preface"
in the 1st Quarter issue of 2012.****

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

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*PAPER ONE*****

How do Professionals’ Attitudes Differ between what Game-Based Learning
could Ideally Achieve and what is Usually Achieved****

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Wee Hoe Tan, Sultan Idris Education University, Malaysia****

Sean Neill, University of Warwick, UK****

Sue Johnston-Wilder, University of Warwick, UK****

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This paper compares the results of two surveys conducted between July 2009
and January 2010 with 45 subject matter experts (SMEs) and 41 game experts
in the UK. The surveys examine the attitudes and attitude differences of
the participants towards teachers who use games in the classroom and
studios that produced educational games. The findings revealed respondents’
attitudes were statistically significantly less positive—comparing ideal
conditions to usual practice—for the issues studied. The SMEs were unaware
of the problems faced by educational game studios, which could lead to a
scenario where games are made fun at the expense of learning outcomes or
vice versa. In issues related to educational games, the SMEs were found to
be certain only about aspects of related directly to teaching and learning
while the games experts were confident only for game design and
development. This revealed a need for collaboration between SMEs and game
experts rather than independent production when designing and developing
GBL solutions.****

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

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http://www.igi-global.com/article/professionals-attitudes-differ-between-game/62853
*****

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To read a PDF sample of this article, please visit****

*http://www.igi-global.com/viewtitlesample.aspx?id=62853* ****

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*PAPER TWO*****

Is there a Place for Casual Games in Teaching and Learning? The Snakes and
Ladders Case****

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Vasilis Daloukas, Secondary School Teacher of Informatics, Greece****

Maria Rigou, University of Patras, Greece****

Spiros Sirmakessis, Technological Institution of Mesolonghi, Greece****

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Currently casual games feature as the most dynamically developing section
of the video games industry and compared to the more complicated and
technologically advanced hardcore games, are characterized by simple rules
and game play, do not require long time commitment or special skills on the
part of the player. They also have comparatively low production and
distribution costs on the part of the producer. This paper investigates the
potential of using casual games for student assessment using an educational
variation of the widely known game of Snakes and Ladders, implemented for
this purpose. The game was received positively by students, as well as
teachers participating in its evaluation leading to the conclusion that
casual games with the ease and flexibility they offer provide interesting
potential for deployment in educational settings.

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

*http://www.igi-global.com/article/there-place-casual-games-teaching/62854**
***

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To read a PDF sample of this article, please visit****

*http://www.igi-global.com/viewtitlesample.aspx?id=62854* ****

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*PAPER THREE*****

Teachers’ Views on the Approach of Digital Games-Based Learning within the
Curriculum for Excellence****

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Aishah Abdul Razak, University of the West of Scotland, UK****

Thomas M. Connolly, University of the West of Scotland, UK****

Thomas Hainey, University of the West of Scotland, UK****

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A radical reform in education has happened in Scotland by introducing a new
curriculum known as the Curriculum for Excellence (CfE). This new
curriculum promotes active learning, including use of digital games-based
learning (DGBL) technology. This paper presents the findings from a survey
which aimed to gauge the use of DGBL in Scottish primary schools and to
assess how such an approach fits within the CfE from the teachers’
perspective. The trends identified from this survey are discussed in
relation to the teachers’ views and motivation to DGBL. Despite obtaining
positive responses on many aspects of DGBL, the survey shows that the
application of this approach is still limited and requires an in-depth
study on how to make it more popular and effective for primary school
teachers. The findings from this research will make an important
contribution to the empirical evidence of games-based learning particularly
with regard to its application in primary school education.****

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

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http://www.igi-global.com/article/teachers-views-approach-digital-games/62855
*****

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To read a PDF sample of this article, please visit****

*http://www.igi-global.com/viewtitlesample.aspx?id=62855* ****

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*PAPER FOUR*****

Martian Boneyards: Scientific Inquiry in an MMO Game****

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Jodi Asbell-Clarke, TERC, USA****

Teon Edwards, TERC, USA****

Elizabeth Rowe, TERC, USA****

Jamie Larsen, TERC, USA****

Elisabeth Sylvan, TERC, USA****

Jim Hewitt, University of Toronto, Canada****

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This paper reports on research of a game designed for scientific inquiry in
a new and publicly available massively-multiplayer online environment
(MMO). Educators and game designers worked together to create a highly
immersive environment, a compelling storyline, and research-grounded tools
for scientific inquiry within the game. The designers also played
characters within the game that allowed them to deliver an evolving and
responsive game narrative while also serving as participant observers for
the research. Researchers integrated these observations with survey data,
log data, artifact review, and interviews, to provide a broad picture of
the player experience and the gaming environment. This study provides
evidence that sustained scientific inquiry can be nurtured in an MMO game
and that gamers’ relationships with characters in the game and other
players may help facilitate that inquiry.****

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

*
http://www.igi-global.com/article/martian-boneyards-scientific-inquiry-mmo/62856
* ****

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To read a PDF sample of this article, please visit****

*http://www.igi-global.com/viewtitlesample.aspx?id=62856* ****

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*PAPER FIVE*****

PBL as a Framework for Implementing Video Games in the Classroom****

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William R. Watson, Purdue University, USA****

Jun Fang, Purdue University, USA****

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Video games and problem-based learning (PBL) are both significant trends in
progressive approaches to education. The literature demonstrates a fit
between the two approaches, indicating they may be mutually beneficial.
With limited literature on implementing games in the classroom, and a
growing body of researchers highlighting the importance of the teacher in
mediating game use and maximizing the effectiveness of games for learning,
guidance is needed on the role teachers can play in utilizing games in
structured environments. PBL has a richer literature base on its effective
use, and with its similarities to game-based learning, can inform the
effective use of games. In order to assist educators in integrating video
games into their curriculum, a video game implementation framework based on
PBL principles was developed. The efficacy of utilizing video games for
learning in formal and structured learning environments may be improved by
integrating PBL guidelines as a framework.****

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

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http://www.igi-global.com/article/pbl-framework-implementing-video-games/62857
*****

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To read a PDF sample of this article, please visit****

*http://www.igi-global.com/viewtitlesample.aspx?id=62857* ****

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*BOOK REVIEW*****

Learning with Digital Games: A Practical Guide to Engaging Students in
Higher Education****

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Christos Gatzidis, Bournemouth University, UK****

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Nicola Whitton’s *Learning with Digital Games: A Practical Guide to
Engaging Students in Higher Education* is a recent addition to the
ever-expanding canon of literature on game-based learning (GBL) and serious
games. Unlike many other academic publications (e.g., journals, books, or
conference proceedings), this new book focuses on game-based
teaching/learning in higher education, an area often neglected in the
literature.****

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

*http://www.igi-global.com/article/learning-digital-games/62858* ****

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To read a PDF sample of this article, please visit****

*http://www.igi-global.com/viewtitlesample.aspx?id=62858* ****

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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*****

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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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