Gender and democracy in computer-mediated communication
Computerization and controversy (2nd ed.)
Text as mask: gender, play, and performance on the Internet
Cybersociety 2.0
Changing minds: computers, learning, and literacy
Changing minds: computers, learning, and literacy
My Tiny Life: Crime and Passion in a Virtual World
My Tiny Life: Crime and Passion in a Virtual World
Life on the Screen: Identity in the Age of the Internet
Life on the Screen: Identity in the Age of the Internet
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Replaying history: learning world history through playing "civilization iii"
Replaying history: learning world history through playing "civilization iii"
Play Between Worlds: Exploring Online Game Culture
Play Between Worlds: Exploring Online Game Culture
Learning in massively multiplayer online games
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Fostering scientific habits of mind in the context of online play
ICLS '06 Proceedings of the 7th international conference on Learning sciences
State of Play: Law, Games, and Virtual Worlds: Law, Games, and Virtual Worlds (Ex Machina: Law, Technology, and Society)
Cross- Functional Teams: Working with Allies, Enemies, and Other Strangers (Jossey Bass Business and Management Series)
Strategies used by students on a massively multiplayer online mathematics game
ICWL'11 Proceedings of the 10th international conference on Advances in Web-Based Learning
| Hi-index | 0.00 |
For those with a vested interest in online technologies for learning, the knowledge and skills that constitute successful participation in massively multiplayer online games (MMOs) places them squarely among the most promising new digital technologies to date. In this paper, I broadly outline the qualitative results of a two and a half year cognitive ethnography of the MMO Lineage and describe the current trajectory of research we are now pursuing, based on those findings: (a) the empirical investigation of focused research questions in order to document and analyze those core practices that constitute gameplay in virtual worlds, and (b) the development of educational activities for after school clubs that capitalize on those capacities found throughout our research. This essay concludes with a reflection on the multiple relationships between games and education, highlighting the potential for such technologies to transform not only the means of education but also perhaps the goals.