Game playing as a technique for teaching parallel computing concepts
ACM SIGCSE Bulletin
The human-computer interaction handbook
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Human-centered design meets cognitive load theory: designing interfaces that help people think
MULTIMEDIA '06 Proceedings of the 14th annual ACM international conference on Multimedia
Persuasive Games: The Expressive Power of Videogames
Persuasive Games: The Expressive Power of Videogames
Scratch for budding computer scientists
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Games for science and engineering education
Communications of the ACM - Creating a science of games
The cost of doing science on the cloud: the Montage example
Proceedings of the 2008 ACM/IEEE conference on Supercomputing
Context-linked virtual assistants for distributed teams: an astrophysics case study
Proceedings of the 2008 ACM conference on Computer supported cooperative work
Performance analysis of allocation policies for interGrid resource provisioning
Information and Software Technology
Sociotechnical Studies of Cyberinfrastructure and e-Research: Current Themes and Future Trajectories
Computer Supported Cooperative Work
The Application of Cloud Computing to Astronomy: A Study of Cost and Performance
E-SCIENCEW '10 Proceedings of the 2010 Sixth IEEE International Conference on e-Science Workshops
No sense of distance: improving cross-cultural communication with context-linked software tools
Proceedings of the 2011 iConference
Reality Is Broken: Why Games Make Us Better and How They Can Change the World
Reality Is Broken: Why Games Make Us Better and How They Can Change the World
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Engaging students in science, technology, engineering, and math (STEM) fields is critical to ensure the success of the next generation of scientists and engineers. Given that 97% of American teens play video games, there is a tremendous opportunity to facilitate interest in STEM topics through the design of engaging learning games. While a growing number of serious games have been developed for biological science and computer science learning, few address the communication and technical challenges that arise in cyberinfrastructure intensive projects, where multiple domain scientists and computer scientists collaborate. This paper describes empirical data collected during a year-long human centered game design process, in which design ideas generated by high school students were bridged with cyberinfrastructure and bioinformatics learning concepts. Our research shows that "fun" and engaging game elements are well suited for addressing the sociotechnical aspects of cyberinfrastructure projects. In this research we provide a human centered game design methodology for science educators and science game designers, as well as design implications for integrating game-based experiences into the use of large-scale shared computing resources and services.