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• Acknowledgment Introduction
• Part 1 Childhood: A Time to Keep
• Chapter 1. Children and Play: The work of Children
• Chapter 2. Fun & Games: Theoretical Basis for Playing Traditional Games
• Chapter 3. Adult & Educator Support for the Important Work of Childhood
• Chapter 4. Educators Helping Children Preserve the Games
• Chapter 5. To Begin to Play Part II Games to Play
• Chapter 6. Games of Chase and Tag
• Chapter 7. Games of Song and Dance, Rhyme and Rhythm
• Chapter 8. String Games
• Chapter 9. Blindfold Games
• Chapter 10. Guessing Games
• Chapter 11. Jumping, Skipping Games
• Chapter 12. Cops and Robbers
• Chapter 13. Games with Corners, Squares, or Rectangles
• Chapter 14. Relay Games
• Chapter 15. Marbles and Jacks
• Chapter 16. Memory or Directional Games
• Chapter 17. National Ball Games and Informal Game Adaptions
• Chapter 18. Lawn Games: Wickets, Balls, & Mallets
• Chapter 19. Beanbag Games
• Chapter 20. Pretend and Make-Believe Games
• Chapter 21. Board Games Conclusion Appendix A: Resources for Parents, Teachers, and Youth Leaders Appendix B: Sample Field Day Fun Schedule Appendix C: Sample Field Day Schedule Bibliography.
• (source: Nielsen Book Data)

This work brings together a collection of games that have been a part of childhood through the ages, games that continue to be played in various forms around the world. Many anthologies of folktales, music, and other forms of art have been collected for readers, but there are not many works on the subject of traditional childhood games and their role in the important "work" of childhood, which is in fact play. This book helps to meet a growing interest among educators and parents to encourage natural play and creativity in a world that is increasingly digital. Directions, descriptions, illustrations, of traditional childhood games, supported by educational theory are included. The material covered will not only help parents and educators to support children in play, but will also provide an anthology for consultation by those who see the need to preserve traditional play long associated with childhood.
(source: Nielsen Book Data)

• volume one. Curricular and design considerations

• Introduction Alex Moseley and Nicola Whitton
• Chapter 1 Dicing with curricula: the creation of a board game to speed up the course creation process. Alex Moseley
• Chapter 2 The 'Mutation Game' - a versatile educational tool Cas Kramer, Nicola Suter-Giorgini, Karen Moss, Eoin Gill and Sheila Donegan
• Chapter 3 Three boys and a chess set Fiona Trapani and Liz Hinds
• Chapter 4 Game-based learning as a vehicle to teach and assess first aid competencies Nathalie Charlier
• Chapter 5 A Game of Phones design, development & delivery case study Kris Rockwell and Alicia Sanchez
• Chapter 6 From idea to product - a board game for preschoolers Paivi Marjanen and Ilkka Monkkonen
• Chapter 7 Adventure initiative games: playing towards social competence Jule Hildmann
• Chapter 8 An artist's approach to board games Sam Ingleson
• Chapter 9 Simulation game: taking the horses to water Ivar Mannamaa
• Chapter 10 Larps in high schools J. Tuomas Harviainen and Ritva Savonsaari
• Chapter 11 War of Worlds - an interactive board game about life beyond Earth Barbara Ottolini and Cas Kramer
• Chapter 12 Contexts and concepts: crafty ways to consider challenging topics Claire Hamshire and Rachel Forsyth
• Chapter 13 Building Soma: the development, release and postmortem of Healing Blade, a novel infectious disease card battle game Arun Mathews
• Chapter 14 Designing card and board games Alan Paull
• About the contributors.
• (source: Nielsen Book Data)

A growing interest in the use of games-based approaches for learning has been tempered in many sectors by budget or time constraints associated with the design and development of detailed digital simulations and other high-end approaches. However, a number of practitioners and small creative groups have used low-cost, traditional approaches to games in learning effectively - involving simple card, board or indoor/outdoor activity games. New Traditional Games for Learning brings together examples of this approach, which span continents (UK, western and eastern Europe, the US, and Australia), sectors (education, training, and business) and learner styles or ages (primary through to adult and work-based learning or training). Together, the chapters provide a wealth of evidence-based ideas for the teacher, tutor, or trainer interested in using games for learning, but turned off by visible high-end examples. An editors' introduction pulls the collection together, identifying shared themes and drawing on the editors' own research in the use of games for learning. The book concludes with a chapter by a professional board game designer, incorporating themes prevalent in the preceding chapters and reflecting on game design, development and marketing in the commercial sector, providing valuable practical advice for those who want to take their own creations further.
(source: Nielsen Book Data)

Interdisciplinary Models and Tools for Serious Games: Emerging Concepts and Future Directions brings cross-disciplinary awareness into the study of games and learning by integrating theoretical models and myriad concepts from distinct fields of study, and applying them to digital game-based learning. Offering unique perspectives from authors worldwide, this book will provide insight and inspiration for technology educators, designers of educational or serious games, and anyone working or conducting research in the field of serious gaming.
(source: Nielsen Book Data)

• v. 1. Directory.--
• v. 2. Bibliography.

• Section I - Educational game design essentials. Ch
• 1. Designing learning experiences. Ch 2 The magic powers of the game designer. Ch 3 Pedagogy and Games.
• Section II -Let's make a Game! Ch 4 IThe Game Core. Ch 5 Where to Start. Ch 6 Let's Make a Game!. Ch
• 7 A closer look at game mechanics. Ch
• 8. Games as reflection tools. Ch 9 IKnowing Your Audience. Ch
• 10. The dynamics of single player and multiplayer games. Ch 11 Storytelling.
• Section III - Level Up!.Ch 12
• 12. Games as systems of information, Ch 13
• 13. Game aesthetics. Ch 14
• 14. Game testing and feedback. Ch 15 Game Over.
• (source: Nielsen Book Data)

Can we learn through play? Can we really play while learning? Of course! But how?! We all learn and educate others in our own unique ways. Successful educational games adapt to the particular learning needs of their players and facilitate the learning objectives of their designers. Educational Game Design Fundamentals embarks on a journey to explore the necessary aspects to create games that are both fun and help players learn. This book examines the art of educational game design through various perspectives and presents real examples that will help readers make more informed decisions when creating their own games. In this way, readers can have a better idea of how to prepare for and organize the design of their educational games, as well as evaluate their ideas through several prisms, such as feasibility or learning and intrinsic values. Everybody can become education game designers, no matter what their technical, artistic or pedagogic backgrounds. This book refers to educators and designers of all sorts: from kindergarten to lifelong learning, from corporate training to museum curators and from tabletop or video game designers to theme park creators!.
(source: Nielsen Book Data)

• A evaluation of 3D Character Reflectance and realistic implementation for FPS Game
• Play it Safe: a situational game for occupational safety
• Capacity building in water with serious games
• The Future of Immersive Technologies and Serious Games
• User Generated Character Behaviors in Educational games
• Can we play with ADHD? An Alternative Game-Based Treatment for Inattentive Symptoms in Attention Deficit Hyperactivity Disorder
• Associating Sport Skills through Virtual Games: An Introductory Approach
• Technology Acceptance of THAI Primary Student On OUTDOOR Learning Activity Using Mobile Device
• Ergonomic Criteria for Creating Online Educational Games for Seniors
• EEG-Based Serious Games.

This book provides a detailed update on the applications of Serious Games in Healthcare and Education sector. In short, it provides an all rounded research and industry updates about the current and future advances in this area. These are the two sectors that are developing rapidly with direct applications of serious games. With advances in technologies and a new perspective on patient engagement and public expectations, the healthcare sector is increasingly turning to serious games to solve problems. Subconscious Learning via Games and Social Media will share expert opinions on the development and application of game technologies for health-related serious games. Our commercial and non-commercial experts comes from different aspects of the healthcare system from clinicians to therapist. The scope ranges from population health to specific medical domain applications. In the education sector, digital games have a great potential to improve learning of both adults and children. It is important to understand how to design games that could create long term behavioral change rather than short term alterations. In these chapters, we discuss how the serious games should be designed and deployed for both adults and children.

There is intense interest in computer games. A total of 65 percent of all American households play computer games, and sales of such games increased 22.9 percent last year. The average amount of game playing time was found to be 13.2 hours per week. The popularity and market success of games is evident from both the increased earnings from games, over $7 Billion in 2005, and from the fact that over 200 academic institutions worldwide now offer game related programs of study. In view of the intense interest in computer games educators and trainers, in business, industry, the government, and the military would like to use computer games to improve the delivery of instruction. Computer Games and Instruction is intended for these educators and trainers. It reviews the research evidence supporting use of computer games, for instruction, and also reviews the history of games in general, in education, and by the military. In addition chapters examine gender differences in game use, and the implications of games for use by lower socio-economic students, for students' reading, and for contemporary theories of instruction. Finally, well known scholars of games will respond to the evidence reviewed.
(source: Nielsen Book Data)

• Foreword Donna E. Alvermann List of Figures Notes on Contributors Introduction: Gaming Literacies and the Boundaries of Play Antero Garcia, Jennifer S. Dail and Shelbie Witte
• PART 1: Methodological Investigations in Literacies Research Introduction to
• Part 1: Methodological Investigations in Literacies Research Antero Garcia, Jennifer S. Dail and Shelbie Witte
• 1 Inform, Perform, Transform: Modeling In-School Youth Participatory Action Research through Gameplay Antero Garcia
• 2 How Youth Can Use Gaming as an Act of Creation Jennifer Wyld
• 3 Digital Literacy Practices for a Gaming Generation: Commercial Gaming Lessons from Adolescent Gamers Jason A. Engerman, Robert Hein, Nate Turcotte and Alison Carr-Chellman
• 4 Literacies of Play: Blazing the Trail, Unchartered Territories, and Hurrying Up - #TeamLaV's Interview with James Paul Gee Raul Alberto Mora, James Paul Gee, Michael Hernandez, Sebastian Castano, Tyrone Steven Orrego and Daniel Ramirez
• PART 2: Playful Explorations Introduction to
• Part 2: Playful Explorations Antero Garcia, Jennifer S. Dail and Shelbie Witte
• 5 Building Civic Literacy in the English Language Arts through Geospatial Play Ellen Middaugh and Jolynn A. Asato
• 6 Projective Worlds: Minecraft and Mcalagaesia Laura D'Aveta
• 7 Literacy Practice and Play: Participatory Culture in the MMORPG, FFXIV: A Realm Reborn Shannon R. Mortimore-Smith
• Index.
• (source: Nielsen Book Data)

Recognizing the vast numbers of old and young people alike that interact, socialize, and learn through gameplay, this book explores research approaches to games, their literacies, and the pedagogical possibilities of play. Consequentially, this volume is rooted in the idea that powerful forms of learning, communication, and multimodal production occur through and because of gaming. These profound literacy practices can mirror traditional literacies but the educational field's approach to engaging in a pedagogy of playful literacies has been largely scattershot. By bringing together diverse voices, contexts, and research designs, the chapters in this volume present a snapshot of 21st century literacy practices at work and at play. Organized into two parts, Studying Gaming Literacies explores the rich methodological approaches to gaming literacies scholarship as well as the possibilities of engaging in research in both classrooms and informal learning settings. With a robust set of context-specific approaches, this book acts less as a how-to manual for equity-driven scholarship than as a companion to support and undergird other research and pedagogical approaches to play and gaming in literacy-rich learning environments. Focused on presenting scholarly approaches to gaming research, this volume, too, presents pedagogical takeaways for educators, for students, and for game designers and curators. Across the seven case studies presented in this volume, we call for intentional playful practices in educational research. The literacies of play are myriad and complex and - particularly in the name of educational equity - they demand to be studied, uplifted, and leveraged for academic achievement. Contributors are: Jolynn Asato, Ali Carr-Chellman, Sebastian Castano, Laura D'Aveta, Jennifer S. Dail, Jason Engerman, James Paul Gee, Robert Hein, Michael Hernandez, Ellen Middaugh, Raul Alberto Mora , Shannon Mortimore-Smith, Tyrone Steven Orrego, Daniel Ramirez, Nate Turcotte, Shelbie Witte, and Jennifer Wyld.
(source: Nielsen Book Data)