Simulation/gaming and the acquisition of communicative competence in another language
Simulation and Gaming
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Playing for keeps: gaming as a language learning tool
ACM SIGGRAPH 2006 Educators program
Editorial: Second language acquisition and simulation
Simulation and Gaming
Communications of the ACM - Alternate reality gaming
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Communications of the ACM - The psychology of security: why do good users make bad decisions?
Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Serious Use of a Serious Game for Language Learning
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
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EC-TEL'06 Proceedings of the First European conference on Technology Enhanced Learning: innovative Approaches for Learning and Knowledge Sharing
Mobile gaming patterns and their impact on learning outcomes: a literature review
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Effects of mobile gaming patterns on learning outcomes: a literature review
International Journal of Technology Enhanced Learning
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Computers & Education
Alternate reality games for computer science education
Proceedings of the 13th Koli Calling International Conference on Computing Education Research
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Over the last decade, Alternate Reality Games (ARGs), a form of narrative often involving multiple media and gaming elements to tell a story that might be affected by participants' actions, have been used in the marketing and promotion of a number of entertainment related products such as films, computer games and music. This paper discusses the design, development and evaluation of an ARG aimed at increasing the motivations of secondary school level students across Europe in the learning of modern foreign languages. The ARG was developed and implemented as part of a European Commission Comenius project and involved 6 project partners, 328 secondary school students and 95 language teachers from 17 European countries. The collaborative nature of ARGs provides a potentially useful vehicle for developing collaborative activities within an educational context. This paper describes the educational value of ARGs, in particular the ARG for supporting the teaching of modern European languages and the specific activities that were developed around Web 2.0 and gaming that underpinned the ARG and helped promote cooperation and learning within an educational environment. An evaluation of the ARG was conducted using an experimental design of pre-test - ARG intervention - post-test. 105 students completed the pre-test, 92 students completed the post-test and 45 students completed both the pre-test and post-test questionnaires. In general, student attitudes towards the ARG were very positive with evidence suggesting that the ARG managed to deliver the motivational experience expected by the students. The majority of students who completed the post-test either agreed or strongly agreed that they would be willing to play the game over a prolonged period of time as part of a foreign language course. In addition, through using the ARG, students believed that they obtained skills relating to cooperation, collaboration and teamwork.