Cover -- Games, Learning, and Society -- Series -- Title -- Copyright -- Contents -- Contributors -- Series Foreword -- Foreword -- Acknowledgments -- Section I: Games as Designed Experience -- 1: Introduction to Section I -- 2: Designed Cultures -- Apolyton University -- During Action Reports: Cognitive Artifacts That Organize Practice -- Design Thinking -- Designing CivIV -- Designing Education for Participation -- Notes -- References -- 3: Theme Is Not Meaning: Who Decides What a Game Is About? -- Mechanics Give Meaning -- Seeing Past the Theme -- Uniting Theme and Mechanics -- A Perfect Union -- Does Civilization Fail? -- Why Theme Matters -- 4: Our Cheatin' Hearts -- Trust Me -- Show the Mechanics -- Cheating in Civilization -- Perception Is Reality -- 5: Playing the Odds -- Failing at Probability -- Leveling the Field -- Where Luck Fails -- Probability Is Content -- Showing the Odds -- 6: Nurturing Lateral Leaps in Game Design -- SimCity -- Instances of Games versus Kinds of Games -- The Evolution of Game-Making Processes in Action -- The Battle Against Complexity and the Control of Information in Making Bigger and Better Instances of Games -- Embracing Complexity and Making New Kinds of Games -- Educational Games -- Valve -- Conclusion -- Notes -- References -- 7: Uncharted 2: Among Thieves - How to Become a Hero -- Introduction to Uncharted 2 -- Full Disclosure: Drew Davidson -- Narrative and Game-Play Analysis -- Meaning and Mastery -- Ludic Narrans -- Playing Well -- References -- 8: Interview with Harmonix -- 9: Yomi: Spies of the Mind -- Yomi -- Yomi Layers -- Example of Yomi Layer 3 from Virtua Fighter 3 -- Section II: Games as Emergent Culture -- 10: Introduction to Section II -- References -- 11: Nurturing Affinity Spaces and Game-Based Learning -- Games and Learning -- Affinity Spaces -- Features of Affinity Spaces.

Content, Knowledge, and Choice -- The Pareto Principle -- References -- 12: Apprenticeship in Massively Multiplayer Online Games -- Cognition as (Inter)Action -- Apprenticeship -- Research Methods -- Context of the Research -- Data Collection: Cognitive Ethnography -- Analytical Method -- Analysis One: Learning How to Hunt Mithril -- Analysis Two: Learning How to Group Heal -- Analysis Three: Learning How to Hunt Solo -- Findings -- Apprenticeship as Social Interaction -- Apprenticeship into Practices -- Apprenticeship into Values -- Conclusions -- References -- 13: Theorycrafting: The Art and Science of Using Numbers to Interpret the World -- Encountering the Big Bad Wolf -- Theorycrafting for Rogues -- Spreadsheet Metagame -- Napkin Math -- Theorycrafting for Priests -- Strategies of Interpretation -- Validity and Reliability -- Educating Others About Interpreting Tools -- Discussion -- Work -- School -- Conclusion -- Notes -- References -- 14: Culture and Community in a Virtual World for Young Children -- Sociocultural Theory, Learning, and Culture in Virtual Worlds -- Related Research -- Methods -- Webkinz World -- Webkinz -- Kindness, Caring, and Consumption: Culture in Webkinz World -- Communication in Webkinz World -- Searching for Community in Webkinz World -- Community Beyond Webkinz World -- Conclusion: Sociocultural Theories of Learning and WW -- Acknowledgments -- References -- 15: Culture versus Architecture: Second Life, Sociality, and the Human -- Second Life's First Beginnings -- Master Narratives -- Conclusion -- Note -- References -- 16: Participatory Media Spaces: A Design Perspective on Learning with Media and Technology in the Twenty-First Century -- Participatory Cultures as Learning Environments -- Design Principles for Participatory Media Spaces.

The Learning Environment Must Be Structured for Participants to Engage in a Cycle of Conceiving, Representing, and Sharing a Piece of Digital Art -- Assessment Is Embedded Naturally into Both the Process and the Product -- Digital Technologies Play an Integral Role in the Conceiving, Representing, and Sharing Process -- Why the Shift to Participatory Media Spaces Matters -- Notes -- References -- Section III: Games as Twenty-First-Century Curriculum -- 17: Introduction to Section III -- References -- 18: Prediction and Explanation as Design Mechanics in Conceptually Integrated Digital Games to Help Players Articulate the Tacit Understandings They Build through Game Play -- Background: Digital Games for Science Learning -- Framing the Challenge: Learning Occurs but Remains at an Intuitive Level -- Possible Solutions: Prediction and Explanation Mechanics -- Example: What Might Prediction and Explanation Look Like in a Conceptually Integrated Physics Game? -- Game Description: Cup Racer -- Generalizability of Approach and Final Thoughts -- Notes -- References -- 19: Game-Based Curricula, Personal Engagement, and the Modern Prometheus Design Project -- Theory of Transformational Play -- Modern Prometheus Game-Based Curricular Drama -- Methods -- Design Iterations -- Design 1 -- Design 2 -- Quantitative Results -- Discussion -- Design Tensions -- Knowing versus Being -- Lesson versus Story -- Assigned versus Elective -- Implications -- Note -- References -- 20: Discovering Familiar Places: Learning through Mobile Place-Based Games -- AR and Science Education -- Strand 1: Sparking and Developing Interest and Excitement -- Strand 2: Understanding Scientific Knowledge -- Strand 3: Engaging in Scientific Explanation and Argument -- Strand 4: Understanding the Scientific Enterprise -- Strand 5: Engaging in the Scientific Process.

Using the Tools and Language of Science -- Strand 6: Identifying with the Scientific Enterprise -- AR and Place-Based Education -- AR and Community Stewardship -- Students as AR Game Designers -- Strand 1: Sparking and Developing Interest and Excitement -- Strand 2: Understanding Scientific Knowledge -- Strand 3: Engaging in Scientific Explanation and Argument -- Strand 4: Understanding the Scientific Enterprise -- Strand 5: Engaging in the Scientific Process - Using the Tools and Language of Science -- Strand 6: Identifying with the Scientific Enterprise -- Student-Friendly Tools for AR Game Building -- Looking More Broadly: Using AR Gaming to Build Students' Creative Agency -- Augmenting the Already Strange: AR in Informal Learning Settings -- Concluding Remarks -- Note -- References -- 21: Developing Gaming Fluencies with Scratch: Realizing Game Design as an Artistic Process -- Background -- Gaming Fluencies -- Games as Interdisciplinary Practice -- Scratch Game Design Studio: Participants, Tool, and Context -- Participants -- Game-Making Tool: Scratch -- Context -- Documentation of Scratch Game Designs Archive -- Analyses of Game Designs -- The Creative, Critical, and Technical Dimensions of Gaming Fluencies -- Vignettes of Gaming Fluencies: Three Scratch Designs -- Development of Gaming Fluencies in Productive Scratch Game Designers -- Discussion -- Conclusion -- Acknowledgments -- References -- 22: "Freakin' Hard": Game Design and Issue Literacy -- Looking Closer: Games, Meaning, and Learning -- From Play to Production -- Revisiting GameTech -- Case Studies: Projects and Programs in Game Design -- The Grow-a-Game Deck -- Global Kids' Playing for Keeps -- Quest to Learn -- Activate! -- Conclusions -- Notes -- References -- 23: Models of Situated Action: Computer Games and the Problem of Transfer -- The Helmets of "Amsterdam".

Golding versus Defoe -- Communities of Dysentery -- One Productive Way, Part I: Framing a Discourse -- One Productive Way, Part II: Forming a Frame -- One Productive Way, Part III: Fitting a Frame -- What's in the Game? -- ENA and Crusoe -- MSA and Games -- Full Circle -- Acknowledgments -- Notes -- References -- Afterword: Games and the Future of Education Research -- Play -- Learning -- Identity -- Production -- Social Learning -- Assessment -- Design -- Design for Learning -- Design by Learners -- Conclusion -- Index.

Leaders in the field provide an introduction to video games and learning, including essays on game design and game culture.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.