https://circa.cs.ualberta.ca/index.php?title=Special:Contributions&feed=atom&target=SimeonBlimkeCIRCA - User contributions [en]2024-03-29T12:55:37ZFrom CIRCAMediaWiki 1.15.1https://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-27T06:35:06Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth(link goes to the 2010 article on DiGRA.org)]<br />
<br />
<br />
This is a rebuttal to Gee's supposition that gamers selecting commercial games naturally prefer to play the type of games that are good learning environments. A type of video analysis called [http://lrs.ed.uiuc.edu/students/c-merkel/document4.HTM Interaction Analysis] is used in combination with ecological theory of learning. The main point illustrated is that many popular commercial video games design tools and hints that let players always progress in the game, bypassing opportunity to learn. Other games such as competitive games seem to have more promise but overall more empirical evidence is needed to qualify their usefulness.<br />
<br />
==useful quotes==<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
<br />
<br />
The body of the paper uses a case discusses the ecological approach to perception and learning, where the key idea is that exploratory and performatory actions depend on perceiving the possibilities for action available in the environment. The point of the paper is that many games provide hints as shortcuts to make the exploration stage easier, and they also award tools that provide shortcuts to performing seemingly complex tasks without actually requiring players to develop complex skills.<br />
The analytical method employed here was a video analysis technique by the name of Interaction Analysis.<br />
<br />
<br />
<br />
<br />
(quote from page 7)<br />
Games can be designed to facilitate both exploratory and performatory actions.<br />
This means that progressing in a game, being able to take actions<br />
and reach built-in game goals is not solely a matter of learning.<br />
Since affordances can be shown in a game, the player does not<br />
always have to learn to differentiate between the available<br />
information in the gaming domain. Instead, it is enough to learn to<br />
differentiate between the pale background and the bright glowing<br />
object in vision mode. Compared to other practices such as<br />
identifying different plants in botany or reading notes on music<br />
sheets, gaming demands less learning by its practitioners. <br />
<br />
Games can also be designed to facilitate performatory actions, the<br />
perhaps most obvious example being micro-sale systems where<br />
players can buy advantages that speed up game progress. Level<br />
systems for character development are also a good example of how<br />
games can progress over time without requiring that the player<br />
develops her/his skill in the game. If something is too hard to do in<br />
an RPG, the player can perform easy tasks to increase the level of<br />
the character and then manage the task without having to refine<br />
strategies or develop more skill in the<br />
game. The tool does the work for the player. Compared to performatory actions in other<br />
domains like playing an instrument, performing surgery, playing a<br />
sport, dancing, writing a novel or acting on a stage,<br />
such tools are not<br />
<br />
(continued on page 8)<br />
introduced systematically. If I want to learn to play Purple Haze on an electric guitar I cannot sit and grind for hours and just<br />
pluck one string until I receive a magical glove that does the work for me.<br />
<br />
Gee might be correct when observing that games have unique<br />
properties as learning environments. But with no detailed analysis<br />
of either gaming practices or game design, he fails to see what<br />
these unique properties are. From the ecological perspective,<br />
observations of someone being able to play and progress in a game<br />
cannot be taken for granted as constituting the outcome of<br />
advanced learning processes.<br />
'''best practices for design suggestion?''' ... Linderoth(still on page 8) suggests there are alternatives to player hand-holding game design: <br />
As mentioned, some games, like old arcade<br />
games and competitive games, do<br />
not seem to have the kind of built-in progression design discussed here. It is likely that learning to<br />
master a game like Counter-Strike<br />
is similar to mastering a sport or<br />
a musical instrument. Game design seems to be of crucial<br />
importance for the kind of learning experience the player has, and<br />
one should expect large variations in how and what gamers learn;<br />
variations that can depend on rather small details in game design.<br />
Thus the matter of games and learning needs to be seen more as an empirical question.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-27T06:18:37Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth(link goes to the 2010 article on DiGRA.org)]<br />
<br />
<br />
This is a rebuttal to Gee's supposition that gamers demand to play the type of games that are also good learning environments. A type of video analysis called [http://lrs.ed.uiuc.edu/students/c-merkel/document4.HTM Interaction Analysis] is used in combination with ecological theory of learning. The main point illustrated is that many popular commercial video games design tools and hints that let players always progress in the game, bypassing opportunity to learn. Other games such as competitive games seem to have more promise but overall more empirical evidence is needed to qualify their usefulness.<br />
<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
<br />
<br />
The body of the paper uses a case discusses the ecological approach to perception and learning, where the key idea is that exploratory and performatory actions depend on perceiving the possibilities for action available in the environment. The point of the paper is that many games provide hints as shortcuts to make the exploration stage easier, and they also award tools that provide shortcuts to performing seemingly complex tasks without actually requiring players to develop complex skills.<br />
The analytical method employed here was a video analysis technique by the name of Interaction Analysis.<br />
<br />
<br />
<br />
<br />
(quote from page 7)<br />
Games can be designed to facilitate both exploratory and performatory actions.<br />
This means that progressing in a game, being able to take actions<br />
and reach built-in game goals is not solely a matter of learning.<br />
Since affordances can be shown in a game, the player does not<br />
always have to learn to differentiate between the available<br />
information in the gaming domain. Instead, it is enough to learn to<br />
differentiate between the pale background and the bright glowing<br />
object in vision mode. Compared to other practices such as<br />
identifying different plants in botany or reading notes on music<br />
sheets, gaming demands less learning by its practitioners. <br />
<br />
Games can also be designed to facilitate performatory actions, the<br />
perhaps most obvious example being micro-sale systems where<br />
players can buy advantages that speed up game progress. Level<br />
systems for character development are also a good example of how<br />
games can progress over time without requiring that the player<br />
develops her/his skill in the game. If something is too hard to do in<br />
an RPG, the player can perform easy tasks to increase the level of<br />
the character and then manage the task without having to refine<br />
strategies or develop more skill in the<br />
game. The tool does the work for the player. Compared to performatory actions in other<br />
domains like playing an instrument, performing surgery, playing a<br />
sport, dancing, writing a novel or acting on a stage,<br />
such tools are not<br />
<br />
(continued on page 8)<br />
introduced systematically. If I want to learn to play Purple Haze on an electric guitar I cannot sit and grind for hours and just<br />
pluck one string until I receive a magical glove that does the work for me.<br />
<br />
Gee might be correct when observing that games have unique<br />
properties as learning environments. But with no detailed analysis<br />
of either gaming practices or game design, he fails to see what<br />
these unique properties are. From the ecological perspective,<br />
observations of someone being able to play and progress in a game<br />
cannot be taken for granted as constituting the outcome of<br />
advanced learning processes.<br />
'''best practices for design suggestion?''' ... Linderoth(still on page 8) suggests there are alternatives to player hand-holding game design: <br />
As mentioned, some games, like old arcade<br />
games and competitive games, do<br />
not seem to have the kind of built-in progression design discussed here. It is likely that learning to<br />
master a game like Counter-Strike<br />
is similar to mastering a sport or<br />
a musical instrument. Game design seems to be of crucial<br />
importance for the kind of learning experience the player has, and<br />
one should expect large variations in how and what gamers learn;<br />
variations that can depend on rather small details in game design.<br />
Thus the matter of games and learning needs to be seen more as an empirical question.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-27T06:06:59Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth(link goes to the 2010 article on DiGRA.org)]<br />
<br />
<br />
This is a rebuttal to Gee's supposition that gamers demand to play the type of games that are also good learning environments. A type of video analysis called [http://lrs.ed.uiuc.edu/students/c-merkel/document4.HTM Interaction Analysis] is used in combination with ecological theory of learning. The main point illustrated is that many popular video games design tools and hints that let players always progress in the game, bypassing opportunity to learn. Other games such as competitive games are more intense experiences<br />
<br />
<br />
but more careful research needs to be done.<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
<br />
<br />
The body of the paper uses a case discusses the ecological approach to perception and learning, where the key idea is that exploratory and performatory actions depend on perceiving the possibilities for action available in the environment. The point of the paper is that many games provide hints as shortcuts to make the exploration stage easier, and they also award tools that provide shortcuts to performing seemingly complex tasks without actually requiring players to develop complex skills.<br />
The analytical method employed here was a video analysis technique by the name of Interaction Analysis.<br />
<br />
<br />
<br />
<br />
(quote from page 7)<br />
Games can be designed to facilitate both exploratory and performatory actions.<br />
This means that progressing in a game, being able to take actions<br />
and reach built-in game goals is not solely a matter of learning.<br />
Since affordances can be shown in a game, the player does not<br />
always have to learn to differentiate between the available<br />
information in the gaming domain. Instead, it is enough to learn to<br />
differentiate between the pale background and the bright glowing<br />
object in vision mode. Compared to other practices such as<br />
identifying different plants in botany or reading notes on music<br />
sheets, gaming demands less learning by its practitioners. <br />
<br />
Games can also be designed to facilitate performatory actions, the<br />
perhaps most obvious example being micro-sale systems where<br />
players can buy advantages that speed up game progress. Level<br />
systems for character development are also a good example of how<br />
games can progress over time without requiring that the player<br />
develops her/his skill in the game. If something is too hard to do in<br />
an RPG, the player can perform easy tasks to increase the level of<br />
the character and then manage the task without having to refine<br />
strategies or develop more skill in the<br />
game. The tool does the work for the player. Compared to performatory actions in other<br />
domains like playing an instrument, performing surgery, playing a<br />
sport, dancing, writing a novel or acting on a stage,<br />
such tools are not<br />
<br />
(continued on page 8)<br />
introduced systematically. If I want to learn to play Purple Haze on an electric guitar I cannot sit and grind for hours and just<br />
pluck one string until I receive a magical glove that does the work for me.<br />
<br />
Gee might be correct when observing that games have unique<br />
properties as learning environments. But with no detailed analysis<br />
of either gaming practices or game design, he fails to see what<br />
these unique properties are. From the ecological perspective,<br />
observations of someone being able to play and progress in a game<br />
cannot be taken for granted as constituting the outcome of<br />
advanced learning processes.<br />
'''best practices for design suggestion?''' ... Linderoth(still on page 8) suggests there are alternatives to player hand-holding game design: <br />
As mentioned, some games, like old arcade<br />
games and competitive games, do<br />
not seem to have the kind of built-in progression design discussed here. It is likely that learning to<br />
master a game like Counter-Strike<br />
is similar to mastering a sport or<br />
a musical instrument. Game design seems to be of crucial<br />
importance for the kind of learning experience the player has, and<br />
one should expect large variations in how and what gamers learn;<br />
variations that can depend on rather small details in game design.<br />
Thus the matter of games and learning needs to be seen more as an empirical question.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-27T06:03:05Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth(link goes to the 2010 article on DiGRA.org)]<br />
<br />
<br />
This is a rebuttal to Gee's supposition that gamers demand to play the type of games that are also good learning environments. A type of video analysis called [http://lrs.ed.uiuc.edu/students/c-merkel/document4.HTM Interaction Analysis] is used in combination with ecological theory of learning. The main point illustrated is that many popular video games design tools and hints that let players always progress in the game, bypassing opportunity to learn. Other games such as competitive games are more intense experiences<br />
<br />
<br />
but more careful research needs to be done.<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
<br />
<br />
The body of the paper uses a case discusses the ecological approach to perception and learning, where the key idea is that exploratory and performatory actions depend on perceiving the possibilities for action available in the environment. The point of the paper is that many games provide hints as shortcuts to make the exploration stage easier, and they also award tools that provide shortcuts to performing seemingly complex tasks without actually requiring players to develop complex skills.<br />
The analytical method employed here was a video analysis technique by the name of Interaction Analysis.<br />
<br />
<br />
<br />
<br />
(quote from page 7)<br />
Games can be designed to facilitate both exploratory and performatory actions.<br />
This means that progressing in a game, being able to take actions<br />
and reach built-in game goals is not solely a matter of learning.<br />
Since affordances can be shown in a game, the player does not<br />
always have to learn to differentiate between the available<br />
information in the gaming domain. Instead, it is enough to learn to<br />
differentiate between the pale background and the bright glowing<br />
object in vision mode. Compared to other practices such as<br />
identifying different plants in botany or reading notes on music<br />
sheets, gaming demands less learning by its practitioners. <br />
<br />
Games can also be designed to facilitate performatory actions, the<br />
perhaps most obvious example being micro-sale systems where<br />
players can buy advantages that speed up game progress. Level<br />
systems for character development are also a good example of how<br />
games can progress over time without requiring that the player<br />
develops her/his skill in the game. If something is too hard to do in<br />
an RPG, the player can perform easy tasks to increase the level of<br />
the character and then manage the task without having to refine<br />
strategies or develop more skill in the<br />
game. The tool does the work for the player. Compared to performatory actions in other<br />
domains like playing an instrument, performing surgery, playing a<br />
sport, dancing, writing a novel or acting on a stage,<br />
such tools are not<br />
<br />
(continued on page 8)<br />
introduced systematically. If I want to learn to play Purple Haze on an electric guitar I cannot sit and grind for hours and just<br />
pluck one string until I receive a magical glove that does the work for me.<br />
<br />
Gee might be correct when observing that games have unique<br />
properties as learning environments. But with no detailed analysis<br />
of either gaming practices or game design, he fails to see what<br />
these unique properties are. From the ecological perspective,<br />
observations of someone being able to play and progress in a game<br />
cannot be taken for granted as constituting the outcome of<br />
advanced learning processes.<br />
=best practices suggestion? = ...and then there are games that do support learning (still on page 8)<br />
As mentioned, some games, like old arcade<br />
games and competitive games, do<br />
not seem to have the kind of built-in progression design discussed here. It is likely that learning to<br />
master a game like Counter-Strike<br />
is similar to mastering a sport or<br />
a musical instrument. Game design seems to be of crucial<br />
importance for the kind of learning experience the player has, and<br />
one should expect large variations in how and what gamers learn;<br />
variations that can depend on rather small details in game design.<br />
Thus the matter of games and learning needs to be seen more as an empirical question.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-27T05:58:06Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf link to the 2010 article on DiGRA.org]<br />
<br />
This is a rebuttal to Gee's supposition that gamers demand to play the type of games that are also good learning environments. A type of video analysis called [http://lrs.ed.uiuc.edu/students/c-merkel/document4.HTM Interaction Analysis] is used in combination with ecological theory of learning. The main point illustrated is that many popular video games design tools and hints that let players always progress in the game without having to learn many new skills.<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
<br />
<br />
The body of the paper uses a case discusses the ecological approach to perception and learning, where the key idea is that exploratory and performatory actions depend on perceiving the possibilities for action available in the environment. The point of the paper is that many games provide hints as shortcuts to make the exploration stage easier, and they also award tools that provide shortcuts to performing seemingly complex tasks without actually requiring players to develop complex skills.<br />
The analytical method employed here was a video analysis technique by the name of Interaction Analysis.<br />
<br />
<br />
<br />
<br />
(quote from page 7)<br />
Games can be designed to facilitate both exploratory and performatory actions.<br />
This means that progressing in a game, being able to take actions<br />
and reach built-in game goals is not solely a matter of learning.<br />
Since affordances can be shown in a game, the player does not<br />
always have to learn to differentiate between the available<br />
information in the gaming domain. Instead, it is enough to learn to<br />
differentiate between the pale background and the bright glowing<br />
object in vision mode. Compared to other practices such as<br />
identifying different plants in botany or reading notes on music<br />
sheets, gaming demands less learning by its practitioners. <br />
<br />
Games can also be designed to facilitate performatory actions, the<br />
perhaps most obvious example being micro-sale systems where<br />
players can buy advantages that speed up game progress. Level<br />
systems for character development are also a good example of how<br />
games can progress over time without requiring that the player<br />
develops her/his skill in the game. If something is too hard to do in<br />
an RPG, the player can perform easy tasks to increase the level of<br />
the character and then manage the task without having to refine<br />
strategies or develop more skill in the<br />
game. The tool does the work for the player. Compared to performatory actions in other<br />
domains like playing an instrument, performing surgery, playing a<br />
sport, dancing, writing a novel or acting on a stage,<br />
such tools are not<br />
<br />
(continued on page 8)<br />
introduced systematically. If I want to learn to play Purple Haze on an electric guitar I cannot sit and grind for hours and just<br />
pluck one string until I receive a magical glove that does the work for me.<br />
<br />
Gee might be correct when observing that games have unique<br />
properties as learning environments. But with no detailed analysis<br />
of either gaming practices or game design, he fails to see what<br />
these unique properties are. From the ecological perspective,<br />
observations of someone being able to play and progress in a game<br />
cannot be taken for granted as constituting the outcome of<br />
advanced learning processes.<br />
=best practices suggestion? = ...and then there are games that do support learning (still on page 8)<br />
As mentioned, some games, like old arcade<br />
games and competitive games, do<br />
not seem to have the kind of built-in progression design discussed here. It is likely that learning to<br />
master a game like Counter-Strike<br />
is similar to mastering a sport or<br />
a musical instrument. Game design seems to be of crucial<br />
importance for the kind of learning experience the player has, and<br />
one should expect large variations in how and what gamers learn;<br />
variations that can depend on rather small details in game design.<br />
Thus the matter of games and learning needs to be seen more as an empirical question.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-27T05:55:48Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf link to the 2010 article on DiGRA.org]<br />
<br />
This is a rebuttal to Gee's supposition that gamers demand to play the type of games that are also good learning environments -- a type of video analysis called [http://lrs.ed.uiuc.edu/students/c-merkel/document4.HTM Interaction Analysis] is used in combination with ecological theory of learning. The main point is that many popular video games allow players design tools and hints that let players progress in the game without having to learn.<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
<br />
<br />
The body of the paper uses a case discusses the ecological approach to perception and learning, where the key idea is that exploratory and performatory actions depend on perceiving the possibilities for action available in the environment. The point of the paper is that many games provide hints as shortcuts to make the exploration stage easier, and they also award tools that provide shortcuts to performing seemingly complex tasks without actually requiring players to develop complex skills.<br />
The analytical method employed here was a video analysis technique by the name of Interaction Analysis.<br />
<br />
<br />
<br />
<br />
(quote from page 7)<br />
Games can be designed to facilitate both exploratory and performatory actions.<br />
This means that progressing in a game, being able to take actions<br />
and reach built-in game goals is not solely a matter of learning.<br />
Since affordances can be shown in a game, the player does not<br />
always have to learn to differentiate between the available<br />
information in the gaming domain. Instead, it is enough to learn to<br />
differentiate between the pale background and the bright glowing<br />
object in vision mode. Compared to other practices such as<br />
identifying different plants in botany or reading notes on music<br />
sheets, gaming demands less learning by its practitioners. <br />
<br />
Games can also be designed to facilitate performatory actions, the<br />
perhaps most obvious example being micro-sale systems where<br />
players can buy advantages that speed up game progress. Level<br />
systems for character development are also a good example of how<br />
games can progress over time without requiring that the player<br />
develops her/his skill in the game. If something is too hard to do in<br />
an RPG, the player can perform easy tasks to increase the level of<br />
the character and then manage the task without having to refine<br />
strategies or develop more skill in the<br />
game. The tool does the work for the player. Compared to performatory actions in other<br />
domains like playing an instrument, performing surgery, playing a<br />
sport, dancing, writing a novel or acting on a stage,<br />
such tools are not<br />
<br />
(continued on page 8)<br />
introduced systematically. If I want to learn to play Purple Haze on an electric guitar I cannot sit and grind for hours and just<br />
pluck one string until I receive a magical glove that does the work for me.<br />
<br />
Gee might be correct when observing that games have unique<br />
properties as learning environments. But with no detailed analysis<br />
of either gaming practices or game design, he fails to see what<br />
these unique properties are. From the ecological perspective,<br />
observations of someone being able to play and progress in a game<br />
cannot be taken for granted as constituting the outcome of<br />
advanced learning processes.<br />
=best practices suggestion? = ...and then there are games that do support learning (still on page 8)<br />
As mentioned, some games, like old arcade<br />
games and competitive games, do<br />
not seem to have the kind of built-in progression design discussed here. It is likely that learning to<br />
master a game like Counter-Strike<br />
is similar to mastering a sport or<br />
a musical instrument. Game design seems to be of crucial<br />
importance for the kind of learning experience the player has, and<br />
one should expect large variations in how and what gamers learn;<br />
variations that can depend on rather small details in game design.<br />
Thus the matter of games and learning needs to be seen more as an empirical question.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-27T05:43:34Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf link to the 2010 article on DiGRA.org]<br />
<br />
The gist of this article is that not all popular video games are good examples of learning environments, because players can progress without needing to learn much.<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
<br />
<br />
The body of the paper uses a case discusses the ecological approach to perception and learning, where the key idea is that exploratory and performatory actions depend on perceiving the possibilities for action available in the environment. The point of the paper is that many games provide hints as shortcuts to make the exploration stage easier, and they also award tools that provide shortcuts to performing seemingly complex tasks without actually requiring players to develop complex skills.<br />
The analytical method employed here was a video analysis technique by the name of Interaction Analysis.<br />
<br />
<br />
<br />
<br />
(quote from page 7)<br />
Games can be designed to facilitate both exploratory and performatory actions.<br />
This means that progressing in a game, being able to take actions<br />
and reach built-in game goals is not solely a matter of learning.<br />
Since affordances can be shown in a game, the player does not<br />
always have to learn to differentiate between the available<br />
information in the gaming domain. Instead, it is enough to learn to<br />
differentiate between the pale background and the bright glowing<br />
object in vision mode. Compared to other practices such as<br />
identifying different plants in botany or reading notes on music<br />
sheets, gaming demands less learning by its practitioners. <br />
<br />
Games can also be designed to facilitate performatory actions, the<br />
perhaps most obvious example being micro-sale systems where<br />
players can buy advantages that speed up game progress. Level<br />
systems for character development are also a good example of how<br />
games can progress over time without requiring that the player<br />
develops her/his skill in the game. If something is too hard to do in<br />
an RPG, the player can perform easy tasks to increase the level of<br />
the character and then manage the task without having to refine<br />
strategies or develop more skill in the<br />
game. The tool does the work for the player. Compared to performatory actions in other<br />
domains like playing an instrument, performing surgery, playing a<br />
sport, dancing, writing a novel or acting on a stage,<br />
such tools are not<br />
<br />
(continued on page 8)<br />
introduced systematically. If I want to learn to play Purple Haze on an electric guitar I cannot sit and grind for hours and just<br />
pluck one string until I receive a magical glove that does the work for me.<br />
<br />
Gee might be correct when observing that games have unique<br />
properties as learning environments. But with no detailed analysis<br />
of either gaming practices or game design, he fails to see what<br />
these unique properties are. From the ecological perspective,<br />
observations of someone being able to play and progress in a game<br />
cannot be taken for granted as constituting the outcome of<br />
advanced learning processes.<br />
=best practices suggestion? = ...and then there are games that do support learning (still on page 8)<br />
As mentioned, some games, like old arcade<br />
games and competitive games, do<br />
not seem to have the kind of built-in progression design discussed here. It is likely that learning to<br />
master a game like Counter-Strike<br />
is similar to mastering a sport or<br />
a musical instrument. Game design seems to be of crucial<br />
importance for the kind of learning experience the player has, and<br />
one should expect large variations in how and what gamers learn;<br />
variations that can depend on rather small details in game design.<br />
Thus the matter of games and learning needs to be seen more as an empirical question.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-27T05:26:31Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf link to the 2010 article on DiGRA.org]<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
<br />
<br />
The body of the paper uses a case discusses the ecological approach to perception and learning, where the key idea is that exploratory and performatory actions depend on perceiving the possibilities for action available in the environment. The point of the paper is that many games provide hints as shortcuts to make the exploration stage easier, and they also award tools that provide shortcuts to performing seemingly complex tasks without actually requiring players to develop complex skills.<br />
The analytical method employed here was a video analysis technique by the name of Interaction Analysis.<br />
<br />
<br />
<br />
<br />
(quote from page 8)<br />
Games can be designed to facilitate both exploratory and performatory actions.<br />
This means that progressing in a game, being able to take actions<br />
and reach built-in game goals is not solely a matter of learning.<br />
Since affordances can be shown in a game, the player does not<br />
always have to learn to differentiate between the available<br />
information in the gaming domain. Instead, it is enough to learn to<br />
differentiate between the pale background and the bright glowing<br />
object in vision mode. Compared to other practices such as<br />
identifying different plants in botany or reading notes on music<br />
sheets, gaming demands less learning by its practitioners. <br />
<br />
Games can also be designed to facilitate performatory actions, the<br />
perhaps most obvious example being micro-sale systems where<br />
players can buy advantages that speed up game progress. Level<br />
systems for character development are also a good example of how<br />
games can progress over time without requiring that the player<br />
develops her/his skill in the game. If something is too hard to do in<br />
an RPG, the player can perform easy tasks to increase the level of<br />
the character and then manage the task without having to refine<br />
strategies or develop more skill in the<br />
game. The tool does the work for the player. Compared to performatory actions in other<br />
domains like playing an instrument, performing surgery, playing a<br />
sport, dancing, writing a novel or acting on a stage,<br />
such tools are not<br />
<br />
(continued on page 8)<br />
introduced systematically. If I want to learn to play Purple Haze on an electric guitar I cannot sit and grind for hours and just<br />
pluck one string until I receive a magical glove that does the work for me.<br />
<br />
Gee might be correct when observing that games have unique<br />
properties as learning environments. But with no detailed analysis<br />
of either gaming practices or game design, he fails to see what<br />
these unique properties are. From the ecological perspective,<br />
observations of someone being able to play and progress in a game<br />
cannot be taken for granted as constituting the outcome of<br />
advanced learning processes.<br />
(and then there are games that do support learning <br />
As mentioned, some games, like old arcade<br />
games and competitive games, do<br />
not seem to have the kind of built-in progression design discussed here. It is likely that learning to<br />
master a game like Counter-Strike<br />
is similar to mastering a sport or<br />
a musical instrument. Game design seems to be of crucial<br />
importance for the kind of learning experience the player has, and<br />
one should expect large variations in how and what gamers learn;<br />
variations that can depend on rather small details in game design.<br />
Thus the matter of games and learning needs to be seen more as an empirical question.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-27T04:46:46Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf link to the 2010 article on DiGRA.org]<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
The middle of the paper discusses the ecological approach to perception and learning, where the key idea is that exploratory and performatory actions depend on perceiving the possibilities for action available in the environment. The point of the paper is that many games provide hints as shortcuts to make the exploration stage easier, and they also award tools that provide shortcuts to performing seemingly complex tasks without actually requiring players to develop complex skills.<br />
<br />
(quote from page 8)<br />
Games can be designed to facilitate both exploratory and performatory actions.<br />
This means that progressing in a game, being able to take actions<br />
and reach built-in game goals is not solely a matter of learning.<br />
Since affordances can be shown in a game, the player does not<br />
always have to learn to differentiate between the available<br />
information in the gaming domain. Instead, it is enough to learn to<br />
differentiate between the pale background and the bright glowing<br />
object in vision mode. Compared to other practices such as<br />
identifying different plants in botany or reading notes on music<br />
sheets, gaming demands less learning by its practitioners. <br />
<br />
Games can also be designed to facilitate performatory actions, the<br />
perhaps most obvious example being micro-sale systems where<br />
players can buy advantages that speed up game progress. Level<br />
systems for character development are also a good example of how<br />
games can progress over time without requiring that the player<br />
develops her/his skill in the game. If something is too hard to do in<br />
an RPG, the player can perform easy tasks to increase the level of<br />
the character and then manage the task without having to refine<br />
strategies or develop more skill in the<br />
game. The tool does the work for the player. Compared to performatory actions in other<br />
domains like playing an instrument, performing surgery, playing a<br />
sport, dancing, writing a novel or acting on a stage,<br />
such tools are not<br />
<br />
(continued on page 8)<br />
introduced systematically. If I want to learn to play Purple Haze on an electric guitar I cannot sit and grind for hours and just<br />
pluck one string until I receive a magical glove that does the work for me.<br />
<br />
Gee might be correct when observing that games have unique<br />
properties as learning environments. But with no detailed analysis<br />
of either gaming practices or game design, he fails to see what<br />
these unique properties are. From the ecological perspective,<br />
observations of someone being able to play and progress in a game<br />
cannot be taken for granted as constituting the outcome of<br />
advanced learning processes.<br />
(and then there are games that do support learning <br />
As mentioned, some games, like old arcade<br />
games and competitive games, do<br />
not seem to have the kind of built-in progression design discussed here. It is likely that learning to<br />
master a game like Counter-Strike<br />
is similar to mastering a sport or<br />
a musical instrument. Game design seems to be of crucial<br />
importance for the kind of learning experience the player has, and<br />
one should expect large variations in how and what gamers learn;<br />
variations that can depend on rather small details in game design.<br />
Thus the matter of games and learning needs to be seen more as an empirical question.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-16T05:44:26Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf link to the 2010 article on DiGRA.org]<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
(next, a quote from page 1)<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-15T21:13:42Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf link to the 2010 article on DiGRA.org]<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
(quote from page 1)</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-15T21:13:08Z<p>SimeonBlimke: </p>
<hr />
<div>[http://www.digra.org/dl/db/10343.51199.pdf link to the 2010 article on DiGRA.org]<br />
<br />
'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).<br />
(page 1)</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-15T21:11:18Z<p>SimeonBlimke: </p>
<hr />
<div>'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes (Gee’s own line of reasoning<br />
starts with an anecdote about a six-year old boy playing Pikmin, [3] pp. 19-21; pp. 39-46).</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-15T21:09:27Z<p>SimeonBlimke: </p>
<hr />
<div>'''Author's abstract:''' <br />
This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.<br />
<br />
Now the problem with asking why people playing games can learn so much is that it presupposes that<br />
they actually learn a lot. It presupposes that what seems to be highly qualified performances has to do with the skill and<br />
knowledge of the player. The discourse of the competent gamer, a<br />
discourse that Gee gives a voice to, is not based on systematic studies of what gamers learn (such studies are rare with a few<br />
exceptions, see [1, 15]). This discourse is, rather, based on everyday observations and anecdotes...</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-15T21:01:15Z<p>SimeonBlimke: </p>
<hr />
<div> This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the arguments put forth by James Paul Gee in his book<br />
What video games have to teach us about learning and literacy,<br />
this paper comes to the conclusion that good games do not necessarily imply good learning.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Why_gamers_don%27t_learn_more_-_An_ecological_approach_to_games_as_learning_environmentsCIRCA:Why gamers don't learn more - An ecological approach to games as learning environments2013-03-15T20:59:31Z<p>SimeonBlimke: Created page with ' This paper criticizes the argument that video games by their nature are good learning environments. By applying the ecological approach to perception and learning to examples …'</p>
<hr />
<div> This paper criticizes the argument that video games by their nature<br />
are good learning environments. By applying the ecological<br />
approach to perception and learning to examples of game play, the<br />
paper shows that games can be designed so that players are able<br />
to<br />
see and utilize affordances without developing skills. Compared to<br />
other practices, gaming demands less learning of the practitioner<br />
since progress can be built into the system. Contrary to the<br />
arguments put forth by James Paul Gee in his book<br />
What vid<br />
eo<br />
games have to teach us about learning and literacy<br />
,<br />
this paper<br />
comes to the conclusion that good games do not necessarily imply<br />
good learning.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T20:57:42Z<p>SimeonBlimke: /* ecological assessment */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==ecological assessment==<br />
*[[Circa:Why gamers don't learn more - An ecological approach to games as learning environments|Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
==historical analysis==<br />
<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
<br />
==questions-based frameworks==<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T20:57:28Z<p>SimeonBlimke: /* Educational Assessment */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==ecological assessment==<br />
*[[Circa:Why gamers don't learn more - An ecological approach to games as learning environments|Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth (reviewed by Simeon Blimke)]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
==historical analysis==<br />
<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
<br />
==questions-based frameworks==<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T20:56:13Z<p>SimeonBlimke: /* Educational Assessment */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
==ecological assessment==<br />
*[[Circa:Why gamers don't learn more - An ecological approach to games as learning environments|Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth (reviewed by Simeon Blimke)]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
==historical analysis==<br />
<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
<br />
==questions-based frameworks==<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T20:55:13Z<p>SimeonBlimke: /* project management */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[Circa:Why gamers don't learn more - An ecological approach to games as learning environments|Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth (reviewed by Simeon Blimke)]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
==historical analysis==<br />
<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
<br />
==questions-based frameworks==<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T20:53:33Z<p>SimeonBlimke: /* methods */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[Circa:Why gamers don't learn more - An ecological approach to games as learning environments|Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth (reviewed by Simeon Blimke)]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T20:52:49Z<p>SimeonBlimke: /* Educational Assessment */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[Circa:Why gamers don't learn more - An ecological approach to games as learning environments|Why gamers don't learn more - An ecological approach to games as learning environments - Jonas Linderoth (reviewed by Simeon Blimke)]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T20:51:50Z<p>SimeonBlimke: /* Educational Assessment */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[Circa:Why gamers don't learn more - An ecological approach to games as learning environments|Why gamers don't learn more - An ecological approach to games as learning environments (reviewed by Simeon Blimke)]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T20:51:37Z<p>SimeonBlimke: /* Educational Assessment */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[Circa:Why gamers don't learn more - An ecological approach to games as learning environments|Why gamers don't learn more - An ecological approach to games as learning environments (reviewed by Simeon Blimke)<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T05:14:11Z<p>SimeonBlimke: /* Game Design Books */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T05:13:55Z<p>SimeonBlimke: /* Usability */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
<br />
<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-15T05:13:32Z<p>SimeonBlimke: /* Game Design Books */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
<br />
<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Video_Games_Archive_ProjectCIRCA:Video Games Archive Project2013-03-14T17:35:27Z<p>SimeonBlimke: /* Context */</p>
<hr />
<div>==Context==<br />
Digital games (aka computer or video games) are currently a young medium. New also are developments in the areas of preservation, documentation/archiving, and exhibition of video game history. Beginning in September 2012 the GRAND research group at the University of Alberta has been exploring the practice of documenting and archiving games. Here are some key aspects of the video games archive project to date:<br />
<br />
*We were given access to a physical collection, currently being stored on campus, of about 1000 items of physical copies of games, boxes, manuals, and so forth from the personal collection of a private individual.<br />
*We conducted an 'environmental scan' of existing preservation efforts to identify best practices and a find niche where we could contribute - the major developments in the preservation scene thus far fall into three categories:<br />
**Museum exhibits of games<br />
**Projects such as [http://pvw.illinois.edu/pvw/?p=224 Preserving Virtual Worlds] have <br />
**The "crowdsourcing" style of preservation, that is, the creation of community websites with databases of publication info, game-related art (digitized box covers, manuals, videos of game-play) is quite extensive to the point where it is possible to find at least some information about any published game.<br />
<br />
<br />
We noted that a further issue beyond compiling information about games is the need to preserve the functionality of games as 'playable' artifacts - the latter is a complex and involved task recently being undertaken by <br />
<br />
<br />
<br />
*We recognized that the unique value of a particular physical collection of game paraphernalia is its localized and personal history, not simply gathering published items that in some cases may the only of their kind still in existence.<br />
*We interviewed<br />
<br />
*One of our critical findings regarding the preservation of gaming materials is that<br />
preservation of a game itself is insufficient; we need to also preserve the information that<br />
contextualizes the game and helps researchers achieve a more complete understanding of the<br />
game’s significance and use.<br />
<br />
==complexity involved in preserving video games==<br />
Video games are a medium interdisciplinary in scope, synthesizing all forms of art and craft (material, procedural, and digitized) into artifacts that can be viewed and 'played' on a particular hardware 'platform.' The core distinguishing feature of games is their procedural interactivity</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Video_Games_Archive_ProjectCIRCA:Video Games Archive Project2013-03-14T07:23:53Z<p>SimeonBlimke: /* Context */</p>
<hr />
<div>==Context==<br />
Digital games (aka computer or video games) are currently a young medium. New also are developments in the areas of preservation, documentation/archiving, and exhibition of video game history. Beginning in September 2012 the GRAND research group at the University of Alberta has been exploring the practice of documenting and archiving games. Here are some key aspects of the video games archive project to date:<br />
<br />
*We were given access to a physical collection, currently being stored on campus, of about 1000 items of physical copies of games, boxes, manuals, and so forth from the personal collection of a private individual.<br />
*We conducted an 'environmental scan' of existing preservation efforts to identify best practices and a find niche where we could contribute - the major developments in the preservation scene thus far fall into three categories:<br />
**Museum exhibits of games<br />
**[http://pvw.illinois.edu/pvw/?p=224 Preserving Virtual Worlds] have <br />
**The "crowdsourcing" style of preservation, that is, the creation of community websites with databases of publication info, game-related art (digitized box covers, manuals, videos of game-play) is quite extensive to the point where it is possible to find at least some information about any published game.<br />
<br />
<br />
We noted that a further issue beyond compiling information about games is the need to preserve the functionality of games as 'playable' artifacts - the latter is a complex and involved task recently being undertaken by <br />
<br />
<br />
<br />
*We recognized that the unique value of a particular physical collection of game paraphernalia is its localized and personal history, not simply gathering published items that in some cases may the only of their kind still in existence.<br />
*We interviewed<br />
<br />
*One of our critical findings regarding the preservation of gaming materials is that<br />
preservation of a game itself is insufficient; we need to also preserve the information that<br />
contextualizes the game and helps researchers achieve a more complete understanding of the<br />
game’s significance and use.<br />
<br />
==complexity involved in preserving video games==<br />
Video games are a medium interdisciplinary in scope, synthesizing all forms of art and craft (material, procedural, and digitized) into artifacts that can be viewed and 'played' on a particular hardware 'platform.' The core distinguishing feature of games is their procedural interactivity</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Video_Games_Archive_ProjectCIRCA:Video Games Archive Project2013-03-14T06:44:53Z<p>SimeonBlimke: /* Context */</p>
<hr />
<div>==Context==<br />
Digital games (aka computer or video games) are currently a young medium. New also are developments in the areas of preservation, documentation/archiving, and exhibition of video game history. Beginning in September 2012 the GRAND research group at the University of Alberta has been exploring the practice of documenting and archiving games. Here are some key aspects of the video games archive project to date:<br />
<br />
*We were given access to a physical collection, currently being stored on campus, of about 1000 items of physical copies of games, boxes, manuals, and so forth from the personal collection of a private individual.<br />
*We conducted a survey of existing preservation efforts and concluded that the "crowdsourcing" style of preservation, that is, the creation of community websites with databases of publication info, game-related art (digitized box covers, manuals, videos of game-play) is quite extensive to the point where it is possible to find at least some information about any published game.<br />
*We recognized that the unique value of a particular physical collection of game paraphernalia (apart from being objects representing the history of game publication)is its localized and individual history --<br />
<br />
==complexity involved in preserving video games==<br />
Video games are a medium interdisciplinary in scope, synthesizing all forms of art and craft (material, procedural, and digitized) into artifacts that can be viewed and 'played' on a particular hardware 'platform.' The core distinguishing feature of games is their procedural interactivity</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Video_Games_Archive_ProjectCIRCA:Video Games Archive Project2013-03-14T06:38:35Z<p>SimeonBlimke: /* Context */</p>
<hr />
<div>==Context==<br />
Digital games (aka computer or video games) are currently a young medium, and so new also are developments in the areas of preservation, documentation/archiving, and exhibition of video game history. Beginning in September 2012 the GRAND research group at the University of Alberta has been exploring documenting and archiving games. Here are some key aspects of the video games archive project to date:<br />
<br />
*We were given access to a physical collection, currently being stored on campus, of about 1000 items of physical copies of games, boxes, manuals, and so forth from the personal collection of a private individual.<br />
*We conducted a survey of existing preservation efforts and concluded that the "crowdsourcing" style of preservation, that is, the creation of community websites with databases of publication info, game-related art (digitized box covers, manuals, videos of game-play) is quite extensive to the point where it is possible to find at least some information about any published game.<br />
*We recognized that the unique value of a particular physical collection of game paraphernalia is its connection to<br />
<br />
==complexity involved in preserving video games==<br />
Video games are a medium interdisciplinary in scope, synthesizing all forms of art and craft (material, procedural, and digitized) into artifacts that can be viewed and 'played' on a particular hardware 'platform.' The core distinguishing feature of games is their procedural interactivity</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Video_Games_Archive_ProjectCIRCA:Video Games Archive Project2013-03-14T06:32:31Z<p>SimeonBlimke: /* Context */</p>
<hr />
<div>==Context==<br />
Digital games (aka computer or video games) are currently a young medium, and so new also are developments in the areas of preservation, documentation/archiving, and exhibition of video game history. Beginning in September 2012 the GRAND research group at the University of Alberta has been exploring documenting and archiving games. Here are some key aspects of the video games archive project to date:<br />
<br />
*We were given access to a physical collection, currently being stored on campus, of about 1000 items of physical copies of games, boxes, manuals, and so forth from the personal collection of a private individual.<br />
*We conducted a survey of existing preservation efforts and concluded that the "crowdsourcing" style of preservation, that is, the creation of community websites with databases of publication info, game-related art (digitized box covers, manuals, videos of game-play) is quite extensive to the point where it is possible to find at least some information about any published game.<br />
*We interviewed<br />
<br />
==complexity involved in preserving video games==<br />
Video games are a medium interdisciplinary in scope, synthesizing all forms of art and craft (material, procedural, and digitized) into artifacts that can be viewed and 'played' on a particular hardware 'platform.' The core distinguishing feature of games is their procedural interactivity</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Video_Games_Archive_ProjectCIRCA:Video Games Archive Project2013-03-14T06:31:29Z<p>SimeonBlimke: Created page with '==Context== Digital games (aka computer or video games) are currently a young medium, and so new also are developments in the areas of preservation, documentation/archiving, and …'</p>
<hr />
<div>==Context==<br />
Digital games (aka computer or video games) are currently a young medium, and so new also are developments in the areas of preservation, documentation/archiving, and exhibition of video game history. Beginning in September 2012 the GRAND research group at the University of Alberta has been exploring documenting and archiving games. Here are some key aspects of the video games archive project to date:<br />
<br />
*We were given access to a physical collection, currently being stored on campus, of about 1000 items of physical copies of games, boxes, manuals, and so forth from the personal collection of a private individual.<br />
*We conducted a survey of existing preservation efforts and concluded that the "crowdsourcing" style of preservation, that is the creation of websites with databases of publication info, game-related art (digitized box covers, manuals, videos of game-play) is extensive to the point where it is possible to find at least some information about any published game.<br />
*We interviewed <br />
<br />
<br />
<br />
==complexity involved in preserving video games==<br />
Video games are a medium interdisciplinary in scope, synthesizing all forms of art and craft (material, procedural, and digitized) into artifacts that can be viewed and 'played' on a particular hardware 'platform.' The core distinguishing feature of games is their procedural interactivity</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:GRAND_InteractivesCIRCA:GRAND Interactives2013-03-14T05:18:03Z<p>SimeonBlimke: </p>
<hr />
<div>'''Welcome to the GRAND Interactives project site. From here you can find documents and resource links pertaining to the project this group is working on.'''<br />
<br />
== Research Methods ==<br />
<br />
== [[CIRCA: Methods for Game Design | Methods for Game Design]] ==<br />
<br />
''Games, systems, tools, and design methodologies for designing both physical and digital games.''<br />
<br />
== [[CIRCA: Game Design Narratives | Game Design Narratives]] ==<br />
''Stories, narratives, and examples of real-world game development projects.''<br />
<br />
== [[CIRCA: Assessment Tools | Assessment Tools]] ==<br />
''Information about the assessment tools we are developing''<br />
<br />
== [[CIRCA: Literature Review & Precises | Literature Review & Precises]] ==<br />
''Literature related to our experiments''<br />
<br />
== [[CIRCA: Interactivity and Touch | Interactivity and Touch]] ==<br />
''Information around our research on tactility, interactivity and touch.''<br />
<br />
== [[CIRCA: Geolocation Based Games | Geolocation Based Games]] ==<br />
''Survey of geolocation based games.''<br />
<br />
== [[CIRCA: Game of Writing | Game of Writing]] ==<br />
''Documents related to the development of a writing game.''<br />
<br />
== [[CIRCA: fAR-Play | fAR-Play]] ==<br />
''Documents related to the development of the fAR-Play platform.''<br />
<br />
== [[CIRCA: Game Ideas | Game Ideas]] ==<br />
''A place for ideas about types of games.''<br />
<br />
== [[CIRCA: PlAYPR| PLAYPR]] ==<br />
''A place for games related to PLAYPR.''<br />
<br />
== [[CIRCA: Assessment Framework| Assessment Framework]] ==<br />
''Information regarding the assessment frameworking we're developing''<br />
<br />
== [[CIRCA: Video Games Archive Project| Video Games Archive Project]] ==<br />
'' ''</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-09T08:02:40Z<p>SimeonBlimke: /* Educational Assessment */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-09T08:02:14Z<p>SimeonBlimke: /* project management */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-09T07:16:51Z<p>SimeonBlimke: /* Educational Assessment */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
<br />
<br />
<br />
<br />
<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-09T07:16:30Z<p>SimeonBlimke: /* Usability */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
<br />
<br />
<br />
<br />
<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-09T07:14:42Z<p>SimeonBlimke: /* Educational Assessment */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
<br />
<br />
<br />
<br />
<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-09T07:13:31Z<p>SimeonBlimke: /* Game Design Books */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
<br />
<br />
<br />
<br />
<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-04T20:58:53Z<p>SimeonBlimke: </p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P.| Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
<br />
==Usability==<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
<br />
==Game Design Books==<br />
<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
==methods==<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
<br />
==project management==<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
<br />
<br />
<br />
<br />
<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Engineering play - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-04T20:39:24Z<p>SimeonBlimke: </p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
<br />
==*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]==<br />
<br />
==Game Design Books==<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Assessing Higher Order Thinking in Video Games - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. | Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-04T20:37:03Z<p>SimeonBlimke: /* * Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
=*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]=<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Assessing Higher Order Thinking in Video Games - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. | Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-04T20:36:17Z<p>SimeonBlimke: /* Assessment Literature */</p>
<hr />
<div>== Assessment Literature ==<br />
==Educational Assessment==<br />
<br />
===*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]===<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Assessing Higher Order Thinking in Video Games - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. | Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-01T21:37:56Z<p>SimeonBlimke: /* Assessment Literature */</p>
<hr />
<div>== Assessment Literature ==<br />
<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Assessing Higher Order Thinking in Video Games - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. | Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
*[[The Iterative Design of a Project Charter for Interdisciplinary Research - Reucker, Stan|The Iterative Design of a Project Charter for Interdisciplinary Research]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Using_the_SETT_Framework_to_Level_the_Learning_Field_for_Students_with_Disabilities_-_Zabla,_JoyCIRCA:Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy2013-03-01T20:38:05Z<p>SimeonBlimke: </p>
<hr />
<div>The SETT framework is a widely used diagnostic tool for developing assistive technologies [[http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf|http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf]]<br />
<br />
<br />
"Originally developed to support assistive technology selection and use in<br />
educational settings, the principles of the SETT Framework have been used to guide decisions<br />
about a much broader range of educational services, and also, with minor adjustments, have been<br />
successfully used in non-educational environments and service plans."<br />
<br />
<br />
conference paper overview<br />
<br />
=SETT (Student, Environment, Task, Tools) framework [http://www.spectronicsinoz.com/conference/2012/pdfs/handouts/SETT-Overview.pdf .Pdf of conference handout]=<br />
The SETT Framework, developed by Joy Zabala, is an organisational instrument to help collaborative<br />
teams create student-centred, environmentally useful, and tasks-focused tool systems that foster the educational<br />
success of students with disabilities.<br />
<br />
Key questions are asked in each area to in order<br />
to guide teams in gathering data and information to support the consideration and implementation of appropriate<br />
inclusive technologies. These questions provide a framework and not a protocol, as they guide the discussion<br />
and provide a vehicle for the team to collaborate and form a consensus on ‘where to from here’.<br />
'''Student'''<br />
*What are the student’s current abilities?<br />
*What are the student’s special needs?<br />
*What are the functional areas of concern?<br />
*What are the other students doing that this student needs to be able to do?<br />
*What does the student need to be able to do that is difficult or impossible to accomplish independently at<br />
this time?<br />
'''Environment'''<br />
<br />
*What activities take place in the environment?<br />
*Where will the student participate—classroom, home, community, therapy?<br />
*What is the physical arrangement?<br />
*What activities do other students do that this student cannot currently participate in?<br />
*What assistive technology does the student have access to or currently use?<br />
<br />
'''Tasks''' <br />
*What specific tasks occur in the environment?<br />
*What activities is the student expected to do?<br />
*What does success look like?<br />
<br />
'''Tools'''<br />
Tools are devices and services—anything that is needed to help the student participate and benefit from.<br />
*Are the tools being considered on a continuum from no/low to high-tech?<br />
*Are the tools student centred and task oriented and reflect the student’s current needs?<br />
*Are tools being considered because of their features that are needed rather than brand names?<br />
*What is the cognitive load required by the student to use the tool?<br />
*What are the training requirements for the student, family and staff?<br />
<br />
When an inclusive technology solution is identified teams need to consider a number of factors.<br />
<br />
*Does this tool address the tasks the student is experiencing difficulty with?<br />
*Does it reinforce least restrictive options?<br />
*Is it simple to use and acquire?<br />
*Will it be accepted by student, family, and peers?<br />
*Will the student require a range of strategies for an individual task?<br />
*Were no/low-tech options also considered?<br />
Finally, a trial and evaluation of the inclusive technology selected is undertaken.<br />
<br />
The SETT Framework is not a one off event but an ongoing framework<br> for collaborative teams to gather information and ensure that the most appropriate inclusive technology tools<br> are being utilised by the student. As a result there needs to be ongoing Re-SETTing, where teams<br> need to return to the SETT questions at least annually.<br> It is a matter of keeping decision-guiding information accurate, up to date,<br> and clearly inclusive of the shared knowledge of all involved</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Using_the_SETT_Framework_to_Level_the_Learning_Field_for_Students_with_Disabilities_-_Zabla,_JoyCIRCA:Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy2013-03-01T20:35:34Z<p>SimeonBlimke: Created page with 'The SETT framework is a widely used diagnostic tool for developing assistive technologies [[http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf|http://ww…'</p>
<hr />
<div>The SETT framework is a widely used diagnostic tool for developing assistive technologies [[http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf|http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf]]<br />
<br />
<br />
"Originally developed to support assistive technology selection and use in<br />
educational settings, the principles of the SETT Framework have been used to guide decisions<br />
about a much broader range of educational services, and also, with minor adjustments, have been<br />
successfully used in non-educational environments and service plans."</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-01T20:30:43Z<p>SimeonBlimke: /* Assessment Literature */</p>
<hr />
<div>== Assessment Literature ==<br />
<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Assessing Higher Order Thinking in Video Games - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. | Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy (reviewed by Simeon Blimke]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-01T20:30:09Z<p>SimeonBlimke: /* Assessment Literature */</p>
<hr />
<div>== Assessment Literature ==<br />
<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Assessing Higher Order Thinking in Video Games - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. | Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
*[[CIRCA: Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy|Using the SETT Framework to Level the Learning Field for Students with Disabilities - Zabla, Joy]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-01T20:22:53Z<p>SimeonBlimke: /* Assessment Literature */</p>
<hr />
<div>== Assessment Literature ==<br />
<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Assessing Higher Order Thinking in Video Games - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. | Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David Perry on Game Design: A Brainstorming Toolbox| David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimkehttps://circa.cs.ualberta.ca/index.php/CIRCA:Literature_Review_%26_PrecisesCIRCA:Literature Review & Precises2013-03-01T20:21:53Z<p>SimeonBlimke: /* Assessment Literature */</p>
<hr />
<div>== Assessment Literature ==<br />
<br />
*[[CIRCA:Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.) | Serious Educational Game Assessment - Leonard Annetta and Stephen Bronack (Eds.)]]<br />
*[[CIRCA:The Art of Game Design - Jesse Schell | The Art of Game Design - Jesse Schell ]]<br />
<br />
*[[CIRCA:10 Usability Heuristics - Nielson, Jakob | 10 Usability Heuristics - Nielson, Jakob (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. | Usability and Instructional Design Heuristics for E-Learning Evaluation - Benson, L., et al. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. | Implications of Evidence-Centered Design for Educational Testing - Mislevy, R. J. and Haertel, G. D. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. | Conceptual Framework for Modeling, Assessing and Supporting Competencies within Game Environments - Shute, V. J., Masduki, I., & Donmez, O. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Assessing Higher Order Thinking in Video Games - Rice, John W. | Assessing Higher Order Thinking in Video Games - Rice, John W. (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan | Developing a methodological toolkit for the qualitative study of games - Consalvo, Mia and Dutton, Nathan (reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Gamification Wiki - Wikipedia contributors | Gamification Wiki - Wikipedia contributors(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Project Design Checklist - Hjartarson, Paul | Project Design Checklist - Hjartarson, Paul(reviewed by: Domini Gee) ]]<br />
*[[CIRCA:Game Analysis: Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B | Formative assessment: A meta-analysis and a call for research - Kingston, N. and Nash, B (reviewed by: Man-Wai Chu) ]]]<br />
*[[CIRCA:Engineering play: A cultural history of children’s software - Mizuko, I. | Assessing Higher Order Thinking in Video Games - A cultural history of children’s software - Mizuko, I. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Creating innovative assessment items and test forms - Scalise, K. | Creating innovative assessment items and test forms - Scalise, K. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F. | Games, learning, and assessment - Shute, V. J. and Ke, F. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. | Human action and social groups as he natural home of assessment: Thoughts on 21st century learning and assessment. - Gee, J. P. (reviewed by: Man-Wai Chu) ]]<br />
*[[CIRCA: Games That Sell! - Walker, Mark|Games That Sell! - Walker, Mark (reviewed by Simeon Blimke)]]<br />
*[[CIRCA:David_Perry_on_Game_Design:_A_Brainstorming_Toolbox David Perry on Game Design: A Brainstorming Toolbox - Perry, David (reviewed by Simeon Blimke)]]<br />
<br />
== Other ==<br />
*[[CIRCA:Master of Play - Nick Paumgarten | Master of Play - Nick Paumgarten]]<br />
*[[CIRCA:Environmental Scan - Current interactive exhibits |Environmental Scan of current Interactive Exhibits - Joyce Yu]]<br />
*[[CIRCA:Higher Education Courses and Curricula|Higher Education Courses and Curricula- Joyce Yu]]<br />
*[[CIRCA:Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al. | Developing a triangulation system for digital game events, observational video, and psychophysiological data to study emotional responses to a virtual character - Kivikangas et al.(reviewed by: Domini Gee) ]]<br />
<br />
---<br />
<br />
== Guidelines for Reviews ==<br />
<br />
* Don't review useless stuff<br />
* Don't make it too long.<br />
* First sentence should have author and title.<br />
* Use lists if useful.<br />
* Sign it.</div>SimeonBlimke