The war of desire and technology at the close of the mechanical age
The war of desire and technology at the close of the mechanical age
Chess for girls? Feminism and computer games
From Barbie to Mortal Kombat
“Complete freedom of movement”: video games as gendered play spaces
From Barbie to Mortal Kombat
Life on the Screen: Identity in the Age of the Internet
Life on the Screen: Identity in the Age of the Internet
The Social Life of Information
The Social Life of Information
Moose crossing: construction, community, and learning in a networked virtual world for kids
Moose crossing: construction, community, and learning in a networked virtual world for kids
Presence: Teleoperators and Virtual Environments - Special issue: Virtual heritage
Edutainment'11 Proceedings of the 6th international conference on E-learning and games, edutainment technologies
A review on the concepts and instructional methods of mini digital physics games of PHYSICSGAMES.NET
Edutainment'11 Proceedings of the 6th international conference on E-learning and games, edutainment technologies
A visual language for the creation of narrative educational games
Journal of Visual Languages and Computing
Information Sciences: an International Journal
Unpacking self and socio dialectics within learners' interactive play
Computers & Education
E-commerce transactions in a virtual environment: virtual transactions
Electronic Commerce Research
Building collaborative quizzes
Proceedings of the 13th Koli Calling International Conference on Computing Education Research
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During the past two decades, digital games have become an increasingly popular source of study for academics, educational researchers and instructional designers. Much has been written about the potential of games for teaching and learning, both in the design of educational/serious games and the implementation of off-the-shelf games for learning. Yet relatively little research has been conducted about how game culture and the enmeshed practice of play may impact classroom dynamics. The purpose of this study is to present a case study about how the use of World of Warcraft (WoW) as a teaching tool and medium of play impacted class dynamics in an undergraduate university-level course for game design. Specifically, this study will address how WoW's game culture and the practice of play impacted (a) student-to-student dynamics and (b) class dynamics. The goal of this study is to explore some of the dynamics of play as a component of learning.