Interactive storytelling systems for children: using technology to explore language and identity
Journal of Interactive Learning Research
Life on the Screen: Identity in the Age of the Internet
Life on the Screen: Identity in the Age of the Internet
Video Kids: Making Sense of Nintendo
Video Kids: Making Sense of Nintendo
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
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Zora: a graphical multi-user environment to share stories about the self
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Digital Game-Based Learning
Adaptivity in Game-Based Learning: A New Perspective on Story
ICIDS '09 Proceedings of the 2nd Joint International Conference on Interactive Digital Storytelling: Interactive Storytelling
Towards a structural model for intention to play a digital educational game
Transactions on edutainment IV
Towards a methodological framework for the cognitive-behavioural evaluation of educational e-games
International Journal of Learning Technology
Evaluating user experience of adaptive digital educational games with Activity Theory
International Journal of Human-Computer Studies
Virtual rehabilitation environment using principles of intrinsic motivation and game design
Presence: Teleoperators and Virtual Environments
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Computer and video games have become an increasingly prevalent form of entertainment. While the primary purpose of games is entertainment, the underlying design employs a variety of strategies and techniques which require players to analyze, synthesize, and to use critical thinking skills. Ironically, these are also many of the same types of critical thinking skills educators and instructional designers attempt to foster when creating educational materials and media. The purpose of this paper is to present an overview of a 3D game-based learning environment and to highlight some of the issues that arose during the design, development, and production. Specifically, this paper presents (a) game design elements which can be appropriated (looted) from game design, (b) cognitive research that supports the integration of the elements for instructional design, (c) a discussion of challenges encountered while creating a 3D game-based learning environment with limited resources, and (d) various low-cost and free resources (to avoid ninja looting).