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

• 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)

• 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)

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)

• Video Games and 21st Century Skills: Why the Sudden Worldwide Interest in Video Games and Learning? Games Go Beyond Gaming to Design and New Communities: Women Lead the Way The Nickel and Dimed Challenge: Designing New Forms of Socially Conscious Play A Young Girl Becomes a Designer and Goes Global, Succeeding at 21st Century Skills but Still Failing at School How Passion Grows: A Retired Shut In Goes from Making a Purple Potty to Gaining Millions of Fans Passionate Affinity Groups: A New Form of Community that Works to Make People Smarter A Young Girl and Her Vampire Stories: How a Teenager Competes with a Best Selling Author From the Sims to Second Life: A Young Woman Transforms Her Real Life and Gets a Graduate Education by Living in a Virtual World, Then She Goes to Graduate School What Does it All Mean: What Women and the Sims Have to Teach Us About what Education and Learning Will Look Like in the 21st Century.
• (source: Nielsen Book Data)

Video games have become both big business and a technological focal point for new forms of learning. Today games are not just played; players engage in game design, write fan fiction, and organize themselves into collaborative learning communities. In these communities players acquire 21st century skills in technology, but, in the best of these communities, they hone these technical skills and strengthen emotional and social intelligence. The authors argue that women gamers - too often ignored as gamers - are in many respects leading the way in this trend towards design, cultural production, new learning communities, and the combination of technical proficiency with emotional and social intelligence. We draw on case studies about women who "play" the Sims, the best selling game in history, to argue a new general theory of learning for the 21st Century.
(source: Nielsen Book Data)

"The report reviews relative online gaming research literature and proposes 15 primary experiments pertaining to massive multiplayer online gaming (MMOG), first popularized in the entertainment world and now finding growing interest in education and training environments. According to the report's authors, the U.S. military is undergoing significant change in the training of its workforce, and MMOG is one technology that offers unique education, training and performance support opportunities. In particular, the report notes trends in the use of games and simulations for education and training purposes, common and preferred communication features, and motivational aspects of MMOGs. Additionally, the report outlines efforts to develop training games in a military context and identify the effectiveness of transferring an individual's performance in games to performance on occupational tasks."--ADL website.

• Content integration in games-based learning Digital board games Games-based learning in the classroom Games-based learning evaluation framework Games-based learning systems Pedagogy and technology Profiling users in educational games Role�playing in learning Student perceptions of games-based learning Virtual environments for learning.
• (source: Nielsen Book Data)

"This book provides an extensive treatment of the field of games-based learning, providing a presentation of what we know about the subject, where the key challenges lie, and some of the approaches to addressing these key challenges"--Provided by publisher.