What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Digital Game-Based Learning
Re-purposing existing generic games and simulations for e-learning
Computers in Human Behavior
Tools of play: coordinating games, characters, and actions while learning to play video games
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
Digital Games in eLearning Environments
Simulation and Gaming
A taxonomy of visualization strategies for cultural heritage applications
Journal on Computing and Cultural Heritage (JOCCH)
A framework for evidence based visual style development for serious games
Proceedings of the Fifth International Conference on the Foundations of Digital Games
Literary and Historical 3D Digital Game-Based Learning: Design Guidelines
Simulation and Gaming
Learning in Single-Versus Multiplayer Games: The More the Merrier?
Simulation and Gaming
Proceedings of the 2011 conference on Information technology education
A narrative metaphor to facilitate educational game authoring
Computers & Education
Production and deployment of educational videogames as assessable learning objects
EC-TEL'06 Proceedings of the First European conference on Technology Enhanced Learning: innovative Approaches for Learning and Knowledge Sharing
Educational Games and IT Professionals: Perspectives from the Field
International Journal of Human Capital and Information Technology Professionals
Gaming legacy? four approaches to the relation between cultural heritage and digital technology
Journal on Computing and Cultural Heritage (JOCCH)
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A growing number of educators are exploring digital games for engaging students in learning experiences, but relatively little is known about how games engage players, how learning occurs through gameplay, or what interactions occur when complex games are brought into school culture. This case study examines what happens when Civilization III was brought into an urban school for underserved students. Engagement in gameplay was a complex process of appropriation and resistance, recruiting students' identities and intentions. Learning occurred through recursive cycles of failure and revising strategies, which led to frustration, engagement and learning. Students developed familiarity with game concepts and deeper understandings of relationships among history, geography, economics, and politics.