Becker Choosing and Using Digital Games in the Classroom

A Practical Guide
1. Auflage 2017
ISBN: 978-3-319-12223-6
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 429 Seiten

Reihe: Advances in Game-Based Learning

This book presents an in-depth overview of the uses of digital games in education, from K-12 up through post-secondary.  Beginning with a look at the history of games in education and the context for digital games, this book guides readers through various methods of serious game implementation, including the Magic Bullet Model, which focuses on the player's point of view of the game experience.  The book also includes methods of measuring the effects of games in education and guidance on creating digital game-based learning lesson plans.

Dr. Katrin Becker is an internationally known expert in the design and analysis of Serious Games. With over 30 years of teaching experience in Science, Engineering, Education, and Art, she has taught computer science, videogame design, digital game-based learning, and technical writing. Her teaching innovations have been internationally recognized and she is widely published in the areas of computer science education, educational technology, and digital game based learning, including a book on simulations and games for non-technical people. She designs and develops eLearning in all sectors, and has consulted for various organizations on the use of digital games for instructional purposes. She has designed and developed several educational and advertising games. She is also the author of a book on the technical aspects of simulations and games written for non-technical people.

Autoren/Hrsg.

Becker, Katrin

Inhaltsverzeichnis

1;Preface;6
1.1;Who This Book Is for;6
1.2; What This Book Covers;7
1.3; How This Book Is Structured;7
1.4; What You Can Get Out of This Book;8
1.5; Conventions Used in the Book;9
2;Contents;10
3;List of Figures;22
4;List of Tables;26
5;Part I: Context;27
5.1;Chapter 1: What Is It About Games?;28
5.1.1;1.1 What Is a Game?;29
5.1.1.1;1.1.1 Defining “Game”;30
5.1.2;1.2 Why We Need to Analyze Games;31
5.1.3;1.3 Why Games?;33
5.1.3.1;1.3.1 Games in Society;34
5.1.3.2;1.3.2 Games in Education;35
5.1.3.3;1.3.3 Talking About Games;36
5.1.3.3.1;1.3.3.1 Digital vs. Analog;36
5.1.3.3.2;1.3.3.2 Game vs. Simulation;37
5.1.3.3.3;1.3.3.3 Computer Game vs. Computer-Mediated Game;37
5.1.3.3.3.1;1.3.3.4 Digital Game-Based Learning (DGBL) vs. Digital Game Pedagogy (DGP) vs. Gamification;37
5.1.3.3.4;1.3.3.5 Serious Game;38
5.1.3.3.5;1.3.3.6 Commercial Off-the-Shelf Games;38
5.1.3.4;1.3.4 Going Digital;40
5.1.4;1.4 Games Now;43
5.1.5;1.5 Summary;44
5.1.6;References;46
5.2;Chapter 2: Digital Game-Based Learning: Learning with Games;49
5.2.1;2.1 Theoretical Underpinnings of DGBL;50
5.2.1.1;2.1.1 Learning Theories;52
5.2.1.1.1;2.1.1.1 Behaviorist Approaches;55
5.2.1.1.1.1;Operant Conditioning;55
5.2.1.1.1.2;Connectionism;56
5.2.1.1.1.3;Conditions of Learning;56
5.2.1.1.2;2.1.1.2 Cognitive Approaches;57
5.2.1.1.2.1;Schemata;57
5.2.1.1.2.2;Cognitive Development;58
5.2.1.1.2.3;Attribution Theory;59
5.2.1.1.2.4;Cognitive Apprenticeship;60
5.2.1.1.2.5;Cognitive Load Theory;61
5.2.1.1.3;2.1.1.3 Social Learning Approaches;61
5.2.1.1.3.1;Social Learning Theory;61
5.2.1.1.3.2;Social Development Theory;62
5.2.1.1.3.3;Social Constructivism;63
5.2.1.1.3.4;Situated Learning;64
5.2.1.1.4;2.1.1.4 Constructivist Approaches;64
5.2.1.1.4.1;Actor–Network Theory;64
5.2.1.1.4.2;Discovery Learning;65
5.2.1.1.4.3;Activity Theory;65
5.2.1.1.4.4;Constructionism;66
5.2.1.1.5;2.1.1.5 Humanist Approaches;67
5.2.1.1.5.1;Experiential Learning;67
5.2.1.1.5.2;Maslow’s Hierarchy of Needs;68
5.2.1.1.5.3;Self-Determination Theory;69
5.2.1.1.5.4;Flow;71
5.2.2;2.2 The Clark–Kozma Debate, Revisited;72
5.2.3;2.3 All Games Teach;75
5.2.4;2.4 Why Games?;75
5.2.5;2.5 Why NOT Games?;77
5.2.6;2.6 Games Literacy;79
5.2.6.1;2.6.1 Play Is the Beginning of Knowledge;79
5.2.6.2;2.6.2 Media Literacy and Games;79
5.2.7;2.7 Summary;80
5.2.8;References;81
5.3;Chapter 3: Digital Game Pedagogy: Teaching with Games;86
5.3.1;3.1 Introduction;87
5.3.2;3.2 Studying the Masters;88
5.3.2.1;3.2.1 Choosing Good Games;89
5.3.3;3.3 Instructional Design Theory;89
5.3.3.1;3.3.1 Didactic Approaches;92
5.3.3.1.1;3.3.1.1 Gagné’s Nine Events;93
5.3.3.1.2;3.3.1.2 Reigeluth’s Elaboration Theory;96
5.3.3.1.3;3.3.1.3 Merrill’s First Principles;97
5.3.3.2;3.3.2 Instructionist Approaches;98
5.3.3.2.1;3.3.2.1 Spiral Instruction;99
5.3.3.2.2;3.3.2.2 Programmed Instruction;100
5.3.3.2.3;3.3.2.3 Direct Instruction;101
5.3.3.3;3.3.3 Bricolage;102
5.3.3.3.1;3.3.3.1 Problem-Based Learning;102
5.3.3.3.2;3.3.3.2 Situated Learning;104
5.3.3.3.3;3.3.3.3 Discovery Learning;106
5.3.3.4;3.3.4 Hermeneutic Approaches;107
5.3.3.4.1;3.3.4.1 Activity Theory;107
5.3.3.4.1.1;Subject;108
5.3.3.4.1.2;Object;108
5.3.3.4.1.3;Tools;109
5.3.3.4.1.4;Rules;109
5.3.3.4.1.5;Community;110
5.3.3.4.1.6;Division of Labor;110
5.3.3.4.2;3.3.4.2 Constructivist Learning Environments;110
5.3.3.4.3;3.3.4.3 ARCS;112
5.3.3.5;3.3.5 Cognitive Approaches;113
5.3.3.5.1;3.3.5.1 Advance Organizers;113
5.3.3.5.2;3.3.5.2 Information Processing;114
5.3.3.5.3;3.3.5.3 Cognitive Apprenticeship;116
5.3.4;3.4 Game Elements;117
5.3.5;3.5 Summary;117
5.3.6;References;119
6;Part II: Choosing Games;121
6.1;Chapter 4: Commercial Off-the-Shelf Games (COTS);122
6.1.1;4.1 Introduction;123
6.1.2;4.2 Digital Games Are Special;124
6.1.3;4.3 Fitness for Purpose;127
6.1.3.1;4.3.1 Advantages to Using COTS Games;127
6.1.3.2;4.3.2 Disadvantages to Using COTS Games;129
6.1.3.3;4.3.3 Games for Content;131
6.1.3.3.1;4.3.3.1 Angry Birds;131
6.1.3.3.2;4.3.3.2 Civilization IV;132
6.1.3.3.3;4.3.3.3 The SIMs;132
6.1.3.3.4;4.3.3.4 FIFA Soccer;132
6.1.3.3.5;4.3.3.5 Roller Coaster Tycoon;133
6.1.3.3.6;4.3.3.6 Assassin’s Creed;133
6.1.3.4;4.3.4 Games as Environments;134
6.1.3.4.1;4.3.4.1 Minecraft;134
6.1.3.4.2;4.3.4.2 Portal;135
6.1.3.5;4.3.5 Games as Literature;135
6.1.3.5.1;4.3.5.1 Gone Home;136
6.1.4;4.4 Summary;137
6.1.5;References and Resources;138
6.1.5.1;Resources;138
6.1.5.2;References;138
6.2;Chapter 5: A Magic Bullet;140
6.2.1;5.1 Introduction;142
6.2.1.1;5.1.1 Informal Research;142
6.2.1.2;5.1.2 Formal Research on Games;144
6.2.1.3;5.1.3 Playing Games;145
6.2.1.4;5.1.4 A Better Way;145
6.2.2;5.2 The Magic Bullet Model;146
6.2.2.1;5.2.1 Things We CAN Learn (CL);148
6.2.2.2;5.2.2 Things We MUST Learn (ML);148
6.2.2.3;5.2.3 External Learning (EL);149
6.2.2.4;5.2.4 Coincidental Learning;149
6.2.2.5;5.2.5 Variations on a Theme;150
6.2.2.5.1;5.2.5.1 Equal Balance;150
6.2.2.5.1.1;Can Learn > Must Learn 1;150
6.2.2.5.1.2;Can Learn > Must Learn 2;151
6.2.2.5.1.3;Can Learn > Must Learn 3;152
6.2.2.5.1.4;Can Learn> Must Learn 4;153
6.2.2.5.2;5.2.5.2 Must ?? Can;154
6.2.2.5.2.1;MUST Learn ? CAN Learn;154
6.2.2.5.2.2;MUST Learn ? CAN Learn 1;155
6.2.2.5.2.3;MUST Learn ? CAN Learn 2;155
6.2.2.5.2.4;MUST Learn ? CAN Learn 3;158
6.2.2.5.2.5;MUST Learn ? CAN Learn 4;159
6.2.2.5.3;5.2.5.3 Must > Can;159
6.2.2.5.3.1;MUST Learn > CAN Learn;159
6.2.2.5.3.2;MUST Learn > CAN Learn 1;160
6.2.2.5.3.3;MUST Learn > CAN Learn 2;160
6.2.2.5.4;5.2.5.4 Must ? Can;161
6.2.2.5.4.1;MUST Learn ? CAN Learn;161
6.2.2.5.4.2;MUST Learn ? CAN Learn 2;162
6.2.2.5.4.3;MUST Learn ? CAN Learn 3;163
6.2.2.5.5;5.2.5.5 Thin Games;163
6.2.2.5.5.1;Thin Game;163
6.2.2.5.5.2;Thin Game 1;164
6.2.2.5.5.3;Thin Game 2;165
6.2.3;5.3 Magic Bullet for Education;165
6.2.3.1;5.3.1 Operational Learning;167
6.2.3.2;5.3.2 Educational Learning;168
6.2.3.3;5.3.3 Discretionary Learning;168
6.2.4;5.4 Summary;169
6.2.5;References and Resources;170
6.2.5.1;References;170
6.3;Chapter 6: Evaluating Games;172
6.3.1;6.1 Introduction;173
6.3.2;6.2 What’s Important in a Game for Learning?;174
6.3.3;6.3 What Roles Do Teachers Play?;175
6.3.4;6.4 Decorative Media Principle;176
6.3.5;6.5 Becker’s Lazy Test (a.k.a. the BLT);179
6.3.6;6.6 The Four Pillars;180
6.3.6.1;6.6.1 Gameplay;181
6.3.6.1.1;6.6.1.1 Content and Originality;182
6.3.6.1.2;6.6.1.2 Game Mechanics;182
6.3.6.1.3;6.6.1.3 Game Progression;183
6.3.6.1.4;6.6.1.4 Artistic Design;183
6.3.6.1.5;6.6.1.5 Set, Settings, Characters, and Costumes;183
6.3.6.1.6;6.6.1.6 Audio;184
6.3.6.2;6.6.2 Educational Content;184
6.3.6.2.1;6.6.2.1 Instructional Strategies;184
6.3.6.2.2;6.6.2.2 Instructional Design;185
6.3.6.2.3;6.6.2.3 Objectives;186
6.3.6.2.4;6.6.2.4 Integration;186
6.3.6.2.5;6.6.2.5 Accuracy;187
6.3.6.2.6;6.6.2.6 Assessment;187
6.3.6.3;6.6.3 Teacher Support;188
6.3.6.3.1;6.6.3.1 Teacher’s Guide;188
6.3.6.3.2;6.6.3.2 Plug N’ Play;190
6.3.6.3.3;6.6.3.3 Supplementary Resources;190
6.3.6.3.4;6.6.3.4 Community;190
6.3.6.4;6.6.4 Magic Bullet Rating;190
6.3.6.4.1;6.6.4.1 Overall Balance;191
6.3.6.4.2;6.6.4.2 Can vs. Must;191
6.3.6.4.3;6.6.4.3 Operational vs. Educational;191
6.3.6.4.4;6.6.4.4 Educational vs. Discretionary;192
6.3.7;6.7 Summary;192
6.3.8;References;193
6.4;Chapter 7: 4PEG in Action;195
6.4.1;7.1 Introduction;195
6.4.2;7.2 September 12;197
6.4.2.1;7.2.1 Game Description;198
6.4.2.1.1;7.2.1.1 Summary Review;198
6.4.2.1.2;7.2.1.2 Game Overview;199
6.4.2.2;7.2.2 Educational Review;200
6.4.2.2.1;7.2.2.1 Teacher Support;200
6.4.2.2.2;7.2.2.2 Educational Content;200
6.4.2.2.3;7.2.2.3 Magic Bullet Assessment;200
6.4.2.2.4;7.2.2.4 Instructional Strategies;201
6.4.2.2.5;7.2.2.5 Possible Uses and Affordances;201
6.4.3;7.3 Osy Osmosis;202
6.4.3.1;7.3.1 Game Description;203
6.4.3.1.1;7.3.1.1 Summary Review;203
6.4.3.1.2;7.3.1.2 Game Overview;203
6.4.3.2;7.3.2 Educational Review;205
6.4.3.2.1;7.3.2.1 Teacher Support;205
6.4.3.2.2;7.3.2.2 Educational Content;205
6.4.3.2.3;7.3.2.3 Magic Bullet Assessment;206
6.4.3.2.4;7.3.2.4 Instructional Strategies;206
6.4.3.2.5;7.3.2.5 Possible Uses and Affordances;206
6.4.4;7.4 Real Lives;207
6.4.4.1;7.4.1 Game Description;208
6.4.4.1.1;7.4.1.1 Summary Review;208
6.4.4.1.2;7.4.1.2 Game Overview;209
6.4.4.2;7.4.2 Educational Review;210
6.4.4.2.1;7.4.2.1 Teacher Support;210
6.4.4.2.2;7.4.2.2 Educational Content;210
6.4.4.2.3;7.4.2.3 Magic Bullet Assessment;211
6.4.4.2.4;7.4.2.4 Instructional Strategies;211
6.4.4.2.5;7.4.2.5 Possible Uses and Affordances;212
6.4.5;7.5 Math Blaster;212
6.4.5.1;7.5.1 Game Description;213
6.4.5.1.1;7.5.1.1 Summary Review;213
6.4.5.1.2;7.5.1.2 Game Overview;214
6.4.5.2;7.5.2 Educational Review;215
6.4.5.2.1;7.5.2.1 Teacher Support;215
6.4.5.2.2;7.5.2.2 Educational Content;215
6.4.5.2.3;7.5.2.3 Magic Bullet Assessment;216
6.4.5.2.4;7.5.2.4 Instructional Strategies;216
6.4.5.2.5;7.5.2.5 Possible Uses and Affordances;216
6.4.6;7.6 Gone Home;217
6.4.6.1;7.6.1 Game Description;218
6.4.6.1.1;7.6.1.1 Summary Review;218
6.4.6.1.2;7.6.1.2 Game Overview;218
6.4.6.2;7.6.2 Educational Review;219
6.4.6.2.1;7.6.2.1 Teacher Support;219
6.4.6.2.2;7.6.2.2 Educational Content;220
6.4.6.2.3;7.6.2.3 Magic Bullet Assessment;221
6.4.6.2.4;7.6.2.4 Instructional Strategies;221
6.4.6.2.5;7.6.2.5 Possible Uses and Affordances;221
6.4.7;7.7 Minecraft;222
6.4.7.1;7.7.1 Game Description;223
6.4.7.1.1;7.7.1.1 Summary Review;223
6.4.7.1.2;7.7.1.2 Game Overview;224
6.4.7.2;7.7.2 Educational Review;224
6.4.7.2.1;7.7.2.1 Teacher Support;224
6.4.7.2.2;7.7.2.2 Educational Content;225
6.4.7.2.3;7.7.2.3 Magic Bullet Assessment;226
6.4.7.2.4;7.7.2.4 Instructional Strategies;226
6.4.7.2.5;7.7.2.5 Possible Uses and Affordances;227
6.4.8;7.8 Portal 2;227
6.4.8.1;7.8.1 Game Description;228
6.4.8.1.1;7.8.1.1 Summary Review;228
6.4.8.1.2;7.8.1.2 Game Overview;229
6.4.8.2;7.8.2 Educational Review;230
6.4.8.2.1;7.8.2.1 Teacher Support;230
6.4.8.2.2;7.8.2.2 Educational Content;230
6.4.8.2.3;7.8.2.3 Magic Bullet Assessment;231
6.4.8.2.4;7.8.2.4 Instructional Strategies;231
6.4.8.2.5;7.8.2.5 Possible Uses and Affordances;231
6.4.9;7.9 Summary;232
6.4.10;References and Resources;234
6.4.10.1;Resources;234
6.4.10.2;References;234
7;Part III: Using Games;235
7.1;Chapter 8: Designing Game-Based Pedagogy;236
7.1.1;8.1 Introduction;237
7.1.2;8.2 The Myth of the Digital Native;238
7.1.3;8.3 Teacher Roles and the Magic Circle;239
7.1.4;8.4 Beginning at the Beginning;242
7.1.5;8.5 Instructional Design and Lesson Planning Are Wicked Problems;243
7.1.6;8.6 Instructional Design Models for DGBL;246
7.1.6.1;8.6.1 Generalist Models;246
7.1.6.1.1;8.6.1.1 A.D.D.I.E.;246
7.1.6.1.2;8.6.1.2 Design by Query;248
7.1.6.1.3;8.6.1.3 Merrill’s First Principles;250
7.1.6.2;8.6.2 Agile Models;250
7.1.6.2.1;8.6.2.1 Wiggins and McTighe;250
7.1.6.2.2;8.6.2.2 Rapid Prototyping;250
7.1.6.2.3;8.6.2.3 Hannafin and Peck;252
7.1.6.3;8.6.3 Detailed Models;252
7.1.6.3.1;8.6.3.1 Gerlach and Ely;252
7.1.6.3.2;8.6.3.2 Morrison, Ross and Kemp;252
7.1.6.3.3;8.6.3.3 Dick and Carey;253
7.1.6.4;8.6.4 Applied Models;255
7.1.6.4.1;8.6.4.1 Serious ID;256
7.1.6.4.2;8.6.4.2 Gamified ID;256
7.1.6.4.3;8.6.4.3 Game-Based Learning ID;257
7.1.7;8.7 Summary;259
7.1.8;References;260
7.2;Chapter 9: Game-Based Lessons;262
7.2.1;9.1 Introduction;263
7.2.2;9.2 15 Ways to Use Games in the Classroom;264
7.2.2.1;9.2.1 Content;264
7.2.2.2;9.2.2 Process;265
7.2.2.3;9.2.3 Example (Case Study);266
7.2.2.4;9.2.4 Counter-Example;267
7.2.2.5;9.2.5 Inspiration;268
7.2.2.6;9.2.6 Literature;269
7.2.2.7;9.2.7 Art;269
7.2.2.8;9.2.8 Music;270
7.2.2.9;9.2.9 Lesson Opener;271
7.2.2.10;9.2.10 Homework;272
7.2.2.11;9.2.11 Medium;273
7.2.2.12;9.2.12 Environment;274
7.2.2.13;9.2.13 Virtual Environment;274
7.2.2.14;9.2.14 Optional;275
7.2.2.15;9.2.15 Pastime/Reward;276
7.2.3;9.3 101 Instructional Strategies for DGBL;276
7.2.3.1;9.3.1 1st TRIP (First TRIP);277
7.2.3.2;9.3.2 3–2–1 (Three–Two–One);278
7.2.3.3;9.3.3 Abstracting;278
7.2.3.4;9.3.4 Action Projects;278
7.2.3.5;9.3.5 AGO (Aims, Goals, Objectives);279
7.2.3.6;9.3.6 AIDA (Analysis of Interactive Decision Areas);279
7.2.3.7;9.3.7 Alternative Scenarios;280
7.2.3.8;9.3.8 Anticipation Guide;280
7.2.3.9;9.3.9 Apprenticeships;281
7.2.3.10;9.3.10 Artifact Strategy;281
7.2.3.11;9.3.11 Autobiographies;281
7.2.3.12;9.3.12 Before, During, and After;282
7.2.3.13;9.3.13 Biopoems;282
7.2.3.14;9.3.14 Cascade;283
7.2.3.15;9.3.15 Case Studies;283
7.2.3.16;9.3.16 Checklist;283
7.2.3.17;9.3.17 Collections;284
7.2.3.18;9.3.18 Collective Notebook;284
7.2.3.19;9.3.19 Competitions;284
7.2.3.20;9.3.20 Completed Work Chart;285
7.2.3.21;9.3.21 Compositions;285
7.2.3.22;9.3.22 Conflict Chart;286
7.2.3.23;9.3.23 Creative Problem Solving;286
7.2.3.24;9.3.24 Critical Incident Questionnaires (CIQ);287
7.2.3.25;9.3.25 Critique;287
7.2.3.26;9.3.26 CROWN;288
7.2.3.27;9.3.27 DPTA (Directed Playing Thinking Activity);288
7.2.3.28;9.3.28 Data Analysis;289
7.2.3.29;9.3.29 Debriefing;289
7.2.3.30;9.3.30 Double Entry Journal;289
7.2.3.31;9.3.31 Exit/Admit Slips;290
7.2.3.32;9.3.32 Expectation Outline;290
7.2.3.33;9.3.33 Experiments;290
7.2.3.34;9.3.34 Fan Fiction;291
7.2.3.35;9.3.35 Field Guides;291
7.2.3.36;9.3.36 Field Logs;291
7.2.3.37;9.3.37 Field Trips;292
7.2.3.38;9.3.38 Find the Fib;292
7.2.3.39;9.3.39 Find the Rule;292
7.2.3.40;9.3.40 Flow Charts;293
7.2.3.41;9.3.41 Game Box;293
7.2.3.42;9.3.42 Game Club;293
7.2.3.43;9.3.43 Game Kits;294
7.2.3.44;9.3.44 Game Logs;294
7.2.3.45;9.3.45 Game Pitch;294
7.2.3.46;9.3.46 Game Reports;295
7.2.3.47;9.3.47 Game Talk;295
7.2.3.48;9.3.48 Guided Practice;295
7.2.3.49;9.3.49 Independent Playing Programs;296
7.2.3.50;9.3.50 Interdisciplinary (Cross-Curricular) Teaching;296
7.2.3.51;9.3.51 Journal;296
7.2.3.52;9.3.52 Justifying;297
7.2.3.53;9.3.53 Knowledge Rating;297
7.2.3.54;9.3.54 KWHL;297
7.2.3.55;9.3.55 Learning Contracts;298
7.2.3.56;9.3.56 Learning Stations;298
7.2.3.57;9.3.57 Letters from Previous Players;299
7.2.3.58;9.3.58 Machinima;299
7.2.3.59;9.3.59 Muddiest Point;299
7.2.3.60;9.3.60 Olympiads;300
7.2.3.61;9.3.61 Pair Play or Team Play;300
7.2.3.62;9.3.62 Paired Annotations;300
7.2.3.63;9.3.63 Playing Out Loud;301
7.2.3.64;9.3.64 Portfolio;301
7.2.3.65;9.3.65 Position Paper;301
7.2.3.66;9.3.66 Possible Dialog/Possible Statements;302
7.2.3.67;9.3.67 Precision Playing;302
7.2.3.68;9.3.68 Predictions;302
7.2.3.69;9.3.69 PROP Advance Organizer;303
7.2.3.70;9.3.70 Question the Developer;303
7.2.3.71;9.3.71 Recall, Summarize, Question, Comment, and Connect (RSQC2);303
7.2.3.72;9.3.72 Reflection Logs;304
7.2.3.73;9.3.73 RELATE Table;304
7.2.3.74;9.3.74 Relay Summary;305
7.2.3.75;9.3.75 Retelling the Story;305
7.2.3.76;9.3.76 Rewrite the Ending;306
7.2.3.77;9.3.77 Role-Playing;306
7.2.3.78;9.3.78 Role/Audience/Format/Topic (RAFT);306
7.2.3.79;9.3.79 S.W.O.T. Analysis (SWOT);307
7.2.3.80;9.3.80 Scale Models and Drawings;307
7.2.3.81;9.3.81 SCAMPER;308
7.2.3.82;9.3.82 Screenshots;308
7.2.3.83;9.3.83 Self-Selected Gaming;309
7.2.3.84;9.3.84 Send-A-Problem;309
7.2.3.85;9.3.85 Shared Gaming;309
7.2.3.86;9.3.86 Shadowing;310
7.2.3.87;9.3.87 SOAPSS;310
7.2.3.88;9.3.88 Storyboards and Story Maps;310
7.2.3.89;9.3.89 Structured Learning Team Group Roles;311
7.2.3.90;9.3.90 Supervised Practice;312
7.2.3.91;9.3.91 TAPPS (Thinking Aloud Pair Problem Solving);312
7.2.3.92;9.3.92 Teams-Games-Tournaments (TGT);312
7.2.3.93;9.3.93 Through the Eyes of the Enemy;313
7.2.3.94;9.3.94 Value Line;313
7.2.3.95;9.3.95 Video;314
7.2.3.96;9.3.96 Walkthroughs;314
7.2.3.97;9.3.97 What Would/Should X Do? (WWXD or WSXD);314
7.2.3.98;9.3.98 Who Am I? Why Am I?;315
7.2.3.99;9.3.99 Working Backwards;315
7.2.3.100;9.3.100 Writing;315
7.2.3.101;9.3.101 YouTube;316
7.2.4;9.4 Summary;316
7.2.5;References;317
7.3;Chapter 10: Creating DGBL Lesson Plans and Curricula;319
7.3.1;10.1 Introduction;320
7.3.2;10.2 Lesson Plans for Games;321
7.3.3;10.3 Anatomy of a Lesson Plan;323
7.3.4;10.4 Template: Single Lesson;327
7.3.4.1;10.4.4 Example 1: Grade 3 Social Studies with Real Lives;330
7.3.4.2;10.4.5 Example 2: Grade 7 Science with Osy Osmosis;334
7.3.4.3;10.4.6 Example 3: Grade 12 Social Studies with September 12;336
7.3.5;10.5 Template: Unit;339
7.3.5.1;10.5.1 Grade 12 English Language Arts Unit with Gone Home;341
7.3.5.2;10.5.2 Unit Plan Template;342
7.3.5.2.1;10.5.2.1 Overview of Lessons;343
7.3.5.2.1.1;Lesson 1 Writes of Passage, Annotating a Foyer and Screenshot Citations;343
7.3.5.2.1.2;Lesson 2 Ordering the Free-Roving Chaos;344
7.3.5.2.1.3;Lesson 3 Sound Bites, Word Clouds, and Vision Quests;344
7.3.5.2.1.4;Lesson 4 Bursting the Fantasy Classroom Bubble with Real World Reviews;344
7.3.5.2.1.5;Lesson 5 and 6: Spoiler Alerts, Disposable Stories, and Non-perishable Narratives;345
7.3.5.2.1.6;Lesson 7 and 8 Crafting an Epic Slideshow for a Purple Basketball Revelation;345
7.3.6;10.6 Using Games as a Long-Term Resource;345
7.3.7;10.7 Template: Semester;346
7.3.7.1;10.7.1 Semester Plan: Grade 1 Science with Minecraft;348
7.3.7.2;10.7.2 Videogame Long-Term Planning Template;348
7.3.8;10.8 Summary;351
7.3.9;References, Resources;351
7.3.9.1;Resources;351
7.3.9.2;References;351
7.4;Chapter 11: End Game;353
7.4.1;11.1 Embracing the Opportunities;353
7.4.2;11.2 Addressing the Challenges;354
7.4.3;11.3 The Next 10 Years;356
7.4.4;11.4 Last Words;357
7.4.5;References;358
7.5;Chapter 12: Supplementary Materials;359
7.5.1;12.1 Twenty Learning Theories Embodied in Games;359
7.5.1.1;12.1.1 Behaviorist;359
7.5.1.2;12.1.2 Cognitivist;360
7.5.1.3;12.1.3 Social Learning;361
7.5.1.4;12.1.4 Constructivist;362
7.5.1.5;12.1.5 Humanist;362
7.5.2;12.2 Fifteen Instructional Theories Embodied in Games;363
7.5.2.1;12.2.1 Didactic;363
7.5.2.2;12.2.2 Instructionist;364
7.5.2.3;12.2.3 Bricolage;364
7.5.2.4;12.2.4 Hermaneutic;365
7.5.2.5;12.2.5 Cognitive;365
7.5.3;12.3 Twelve Instructional Design Models for Using Games in the Classroom;366
7.5.3.1;12.3.1 Generalist Models;366
7.5.3.2;12.3.2 Agile Models;367
7.5.3.3;12.3.3 Detailed Models;367
7.5.3.4;12.3.4 Applied Models;368
7.5.4;12.4 Fifteen Ways to Use Games in the Classroom;368
7.5.5;12.5 One hundred and One Instructional Strategies for Use with Games;370
7.5.6;12.6 Single Lesson Plan Template;374
7.5.7;12.7 Unit Plan Template;375
7.5.8;12.8 Course Plan Template;376
7.5.9;12.9 Study Guide Template;377
7.5.10;12.10 Teacher’s Guide Template;379
7.5.11;12.11 Glossary;380
7.5.12;12.12 Games and Other Software;397
7.5.13;References;418
8;Index;419