Educational+Gaming

=**LeeAnna's**= media type="custom" key="5738161" This small-scale study was conducted with eight male and female participants ages 10 to 11 years old at the Orchard Primary School in Singapore. The purpose of the study was to see if the use of an educational multiuser virtual environment (MUVE), called Quest Atlantis or QA, would support learning or engagement in science lessons. The research questions addressed include “what are the issues of learning engagement in QA-mediated Science lessons?”, “what are the core challenges and tensions of intergrating QA in the Science lessons?” and “how are these challenges and tensions addressed?”. The researchers defined the term engagement by saying that engaged students “comply with the minimal requirements of a given task” while disengaged students “go off-task.” In an attempt to gauge students’ learning engagement a taxonomy of seven levels of engagement was developed and used with descriptions of different engaged and disengaged behaviors. QA was used to teach the water cycle and in the process the teachers found several limitations. It took three hours for the students to use QA to learn the water cycle while it would only take a teacher one hour to teach the same topic with the use of a textbook. Another limitation was that some of the students did not understand the language used in the game QA or their computer competency was not at the level needed to manuever through the game to the learning quests. The greatest limitation was that all the students had difficulty reflecting on what they learned in the quest and could not answer the reflection questions at the end of the quest. Apparently the students were not accustomed to reflecting on their learning in their regular academic lessons. The students would become disengaged when they became frustrated and did not know how to proceed. One way to prevent the students’ frustration at a lack of computer competenies was addressed by suggesting that the teacher use a scaffolding strategy in which the teacher would demonstrate the functionalities of the game prior to beginning the use of the MUVE. Despite the limitations of this study, it appeared that the students benefited from the use of the MUVE because their test scores were up fron about 34% to about 77.5%. I believe that since many students are already playing games on a regular basis and investing lots of time and effort to master these recreational games, the potential for educational games is to be integrated in the learning process is great. With the exception of a few minor limitations, I think this study shows that educational games can be instrumental in improving students’ learning outcomes and engagement.

Gratch, J. & Kelly, J. (2009). MMOGs: Beyond the wildest imagination. //Journal of Interactive Learning Research, 20//(2), 175-187.

Brown, C., Ho, F., Kushniruk, A., Owston, R. D., Pitts, K. C. & Wideman, H. H. (2007). Unpacking the potential of educational gaming: A new tool for gaming research. //Simulation & Gaming, 38//(1) 10-30. doi: 10.1177/1046878106297650 In this study, there were 42 college level participants, who were monitored as they played a Web-based learning game related to their course work The researchers unobtrusively utilized a research software that could record screen activity as well as audio of the players’ audio discussion while they were engaged in playing the educational game. This was done to address the methodological limitations of previously published studies which generally validated the use of educational games to provide learning experiences. Competition among computer gaming companies has caused the development of more and more complex games over the past two decades. Games are requiring players to apply different problem solving strategies and investigate the game environment as a way of capturing and holding player interest. The application of cognitive and meta-cognitive skills are being required by the genres of game play including role-playing, simulation and real-time strategy. Moreover, players are being required to use social learning skills to procude collective problem solving, social negotiation and distributed learning while playing multiplayer games which are rising in popularity. In this day in age, computer games that utilize effective learning principles are a viable option for learning without producing high levels of frustration. Gee and others identified key factors that facilitate game based learning: “the experiential and fully situated nature of game learning, intrinsically motivating nature of key game attributes, and provision of educationally rich contexts for the development of expertise through participation in communities of practice (real and virtual).” Lave discusses the fact that “the lack of student motivation evident in traditional schooling has been viewed by many educational theorists and researchers as largely a consequence of the routinized decontextualization of instruction.” Furthermore, Cordova and Lepper state that “learning is removed from contexts in which it has instrumental utility and is divorced from students’ intrinsic interests.” Therefore effective games integrate learning in meaningful situations that are in designed in the game itself. The engouragement of active engagement, perserverance, and high levels of immersion can be attributed to “the use of high resolution multimedia to create and immersive and quasi-realistic sensory experience; the generation of a valued virtual identity through the inclusion of fantasy, narrative, and role-playing elements in game design; and the creation in the player of a sense of power through the amplification of their inputs as well as a sense of competence and achievement through the structuring of progressively more difficult tasks that challenge players the edge of their region of competence and require the learning of new strategies. Competition, either against oneself or others, is thought to heighten a player’s sense of accomplishment and efficacy.” The results of the study showed the use the software VULab to observe participants using educational games was able to pinpoint technical issues, as well as usability issues and play patterns. The use of VULab allows for the collection of “thick” data without risk threatening the validity with the use of more obvious techniques.

Kiili, K. & Lainema, T. (2008). Foundation for measuring engagement in educational games. //Journal of Interactive Learning Research, 19//(3), 469-488.

This study was conducted to design a scale for assessing the ‘flow experience’ in educational games. It took place in a university course with 92 participants from Turju School of Economics, playing a business simulation game. The age range of the participants was from 20-30 years old. There were 55% males and 45% females. Surprisingly 70% of the participants played computer games almost daily, while 27% played occassionally and 3% did not play games at all. The baseline data appeared to support the idea that learning was positively impacted by the flow experience created by flow antecedents. While researchers argue that educational games enhance learning this is actually not supported by research which is mainly conducted on the game design issues not learning. The optimal experience in the flow state occurs when the subject is entirely absorbed or engaged in the activity. Four ways of motivating players of educational games have been found, they are fantasy, challenge, curiosity and control. An experiential gaming model was used to accomplish three goals; to describe learning through games, to support the development of educational games, and to describe the game design process. The experiential gaming model was founded on the principles of expeirntial learning and constructivism which describes the learning process as including a reflection phase that people tend to be weak in. Who learns effectively through experience may be determined by the ability to relect on experiences. In the methodology of this study, the business game that was used is described as a game that intends to enhance the players deciision making skills particularly when the time and information are limited. In measuring the participants flow state of engagement, the study utilized a 3 part survey with a 5 point Likert reponse format. Goal, feedback, playability, challenge, gamefulness and the frame story werer measured in the first part of the survey. Dimensions of concentration, time distortion, autotelic experience, sense of control and loss of self-consciosness were measured in the second part of the survey. Lastly the flow consequences, exploratory behavior and learning were measured in the survey. The results of this study found that the survey was an acceptible tool for measuring flow in educational gaming, but the scale still needs to be refined and used with larger sample sizes. Moreover, concentration, time distortion, autotelic experience, sense of control, and loss of self-consciosness were all good indicators of flow experience. One finding of this study was that educational games need not be easy and effortless to lead to states of enjoyment or flow. All in all, this study shows that educational games should be designed with the concept of flow in mind since it has been shown to support learning.

Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? //Computers & Education, 51//, 1609-1620. doi: 10.1016/j.compedu.2008.03.003

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In this study, Ke was testing whether educational computer games could improve students' cognitive achievement, metacognitive awareness, and positive attitudes towards learning in the area of mathematics. The researcher was addressing the research questions "How did students interact with computer math games and game based learning environments?" and "did math game -playing improve students' math learning outcomes?" The study was conducted at an elementary school in Pennsylvania with 4th-5th grade students as participants. Data were collected through infield observation, document analysis and think aloud verbal protocal. The study was not successful in proving that computer gaming improves cognition, what they found was that students were prone to wild guessing when they did not know the correct answer and they didn’t care to make the effort to do the calculations. Furthermore, a limitation of this study was that the computer games did not adjust the difficulty level for the students proficiency level based on a diagnostic instrument. While the students did appear to be engaged in the computer games, their cognition did not show improvement only their attitudes towards mathematics learning changed. I believe it was a weakness of this study that the researcher had not anticipated how the participants would react towards the math computer games since they were initially excited at the prospect of “just playing games,” but then became disillusioned, disappointed and bored. It seems that many participants differentiate games you play for fun and those that are created with the goal of instilling learning. Another interesting occurrence was that the boys would pay attention to the game scores earned and game levels passed while the girls did not.

Mari's Annotated Bibliography media type="custom" key="5847539" This study of college students investigates the influence gender and gaming competence have on attitudes toward gaming. The authors cite the Stellenbosch Declaration (2005), which they say is meant to find “innovative approaches that integrate games with learning”. It states: “Computer games are a neglected but very important area of computer supported learning, which can promote critical thinking, strategic and logical skills, as well as cooperative and negotiation capabilities.” As attitudes are informed by beliefs, the authors believe that the outcome of any innovative teaching depends on the beliefs teachers and students have about gaming and technological innovation. The study identified four components of attitudes towards gaming as a behavior: affective attitudes, perceived control, perceived usefulness and behavioral components. A 5-point Likert style survey of which the options ranged from ‘strongly disagree’ to ‘strongly agree’ and which consisted of 21 questions divided into statements related to these four areas was given to 367 biology students. Their responses were then classified on an attitude scale that ranged from “very negative attitude” to “very positive attitude”. Findings were discussed in terms of game design and to interactions within the context of gaming. Male and female responses are compared and suggestions about supporting female students were given. The findings suggest that the authors are correct in assuming that gender does play a role in student attitudes towards using technology as a learning tool, and that some students need support to become confident and to gain competence. In terms of my research, this is an important article because it recognizes the importance of gender in gaming and focuses on gaming through the perspective of learning and teaching with technology. In my reading, I have realized that our time constraint on articles we can use has a limiting effect on research. It forces us to remain current, but I believe that I would have to read older seminal articles from feminists and technology experts to do an actual project. (Peer reviewed.) [|Exploring the influence of gender and gaming competence on attitudes towards using instructional games.]

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The authors conceived an idea of the metaphorical gaming space of a dungeon where students would ‘collect’ knowledge related to instructional activities. The article is divided into three sections: 1) a description of how concepts of learning activities can be virtually represented in the dungeon, 2) a description of the observation task of the teacher, and 3) a description of their experiments with students at the University of Savoie. Learning management systems (LMS) offer the possibilities of allowing students to learn at their own pace, let teachers keep a presence in the online dungeons, and offer various ways to evaluate their students’ progress. In order to render such a space inviting and interesting, the authors feel that a social component is essential for the cognitive processes involved in learning activities. Learning activities take place in collaborative spaces called ‘arenas’, where both student and teacher avatars are present. Each room has a learning goal or concept the students must acquire before earning the key and moving through the corridor to the next dungeon room. For collaborative sessions, each student arrives with his or her key to that particular dungeon. Help is available from documents, teleportation portals, other students, and the teacher. When students successfully take a quiz on the material, sometimes with collaborative help, they earn the key to the next room. The teacher has the choice whether to allow students to move in a non-linear fashion or to force them as individuals or groups to carry out activities in a specific order, which is the norm. As teachers require feedback, and as computers allow tracking, teachers can trace student actions through an observation application-programming interface (API). Probe filters can be viewed by instructors, who can choose the parameters of probes to track student actions such as chat or help links while the students are active online. Teachers also have the capability to create new pedagogical dungeons for a particular concept or lesson. In the last part of the article, the authors describe an experiment with a university class of 15 students. Students remarked that some of the activities did not match the medieval dungeon style, but all were motivated and committed to using the multiplayer software. The teacher, however, was overwhelmed by the amount and variety of feedback and questions from the students while online. This article interested me initially because of the terrific title, but later I was very interested in the technical aspects of how online learning works. Technically, it is leagues over my head, but I learned from it. On the other hand, this article is the first one I've read that melds gaming and education technologically. (Peer reviewed.) Download above.

media type="custom" key="5836221" With the increase in online learning in general, the authors feel that the “translation of feminist pedagogy to (online) educational venues is critical”. They say that neglecting to present “ the ways in which feminist pedagogy is applicable to online environments will allow myths and misconceptions to continue and allow bad online pedagogy to persist. The question the authors feel instructors should ask is how to infuse the online environment with feminist pedagogy while upholding values and inhibiting “inappropriately gendered approaches to technology.” The goal of the article is to show how feminist praxis, values, and pedagogies can be translated to the online environment. The idea is that a cyber-classroom infused with feminist pedagogy will render courses virtually feminist. The truth is that the feminizing of the cyber-classroom lends itself to democratic and inclusive teaching methods. Promoting feminism supports a respectful classroom where students and teachers are actively engaged in the learning process as partners. Differences in experience, and cultures are to be respected and recognized by all learners. Students in the collaborative space learn from one another as well as from the instructor. In such a classroom, power and authority are shared. Ideas shared include allowing individual home pages with pictures to promote visual diversity in age, race, gender, disability, and ethnicity. To build community, students can be asked to check out everyone’s home pages. In this way all are introduced to people of differing ideologies, sexes, social, regional, personal, and cultural backgrounds. Diversity and inclusion are the result. Online studies offer opportunities to nontraditional students, those engaged in the military and offers opportunities to nontraditional students. Promoting intellectual negotiation should offer students the chance to explore complex, higher-order thinking about the difference. (Peer reviewed). Download here. [|Don't hate me because I'm virtual: Feminist pedagogy in the online classroom.]

media type="custom" key="5742791" This article explores the possibilities and the challenges of education in developing nations. While open education and distance learning are considered to be innovations meted out in a democratic rather than an elitist manner, the digital divide factors separating rich and poor, male and female, and urban and rural persist. Online technologies may help address these issues, but it has by no means resolved them in terms of equality. The author considers these factors within cultures, but stresses the fact that all developing nations do not share the same challenges or resources. Large numbers of women, rural residents, and poor in numerous developing nations are left out for various reasons. Internet connections are expensive in many countries and those who live in rural areas may not have access at all. In addition, there is a high percentage of illiteracy in some of the countries. In some places, distance education is seen as a second-best and, in others, paper-based distance courses are common and more accessible than the internet. Still other countries rely on radio delivery which is free but assumes that women have the time to leave their duties as wives and family providers to listen during the day. Poverty, distance, and gender persist as the main factors standing between certain populations and the possibilities of open education. Although this is an informative literature review, there is one caveat; statistics reported by the author are often taken from outdated reports. Although there was some discussion of women and technology, the article dealt with online learning rather than gaming. Download here: [|Technology Enhanced Learning in Developing Nations]

media type="custom" key="5707149" = = Jenson and de Castell’s review of gender and gaming research reveals institutionalized stagnation in the interpretation of gender and preferences. Nonsterotypical engagements by women are overlooked in favor of the status quo which reaffirms traditional assumptions and bias. The “normal” or “default” role goes to males, while the female role is relegated to the marginalized “lack”. The authors suggest that it is necessary to “recast the purpose of gender and gaming research” to avoid falling into the same old molds. Gaming prowess and competence are seen to construct masculinity, so that women appear to “appropriately perform femininity” through their lack of technological competence. Views that consider technology itself to be gendered hold that it cannot serve as a neutral tool that all use free from social constructions of race, gender, nationality, or class. Gender bias is evident in some of the reasons given for the success of THE SIMS; mainly that the premise of the game is that of an elaborate dollhouse and that the non-violence of the game appeals to women. Preferences of women are considered to be equal to those of men in a study of WORLD OF WARCRAFT, where Nick Yee concluded that women and men who play the game are similar in terms of taste and in the manner of play. While women are seldom the heroes central to games, characters such as TOMB RAIDER’S Laura Croft are powerful, if scantily dressed and as well-endowed as an implant-endowed Barbie. The authors cite recent sociological studies which challenge stereotypes about preferences, attitudes towards violence, competency, and interest in playing video games. Finally, the authors conclude with the hope that postmodern, poststructural, feminist, and other theories become the starting point for research of women and gaming. This is a terrific article in my view because it challenges current constructions and biases concerning females and gaming. It is also the best-written research I’ve read so far that deals with my topic of choice. (Peer reviewed.) Download here: __G__[|ender, Simulation, and Gaming:]

media type="custom" key="5737507" Because games are becoming interesting to online instructional designers, this study of digital game playing and gender is relevant to my line of research. In addition to learning from online games, gamers forge “important social and cultural bonds.” Stereotypical assumptions about gender are discussed in the hope that research will help level the playing field for girls by including the female point of view and involving them equally in technology. Funded by the Canadian government, the research on “Education, Gender and Gaming” has discovered that more boys than girls are confident gamers and researchers predict that educational gaming may cause girls’ disadvantage to grow exponentially. The literary review discussed the findings of earlier researchers concerning girl and boy games/preferences, numbers of girls/boys online, technological competence/lack in girls, and concluded that discourse concerning preferences of girls and who plays online games to have moved away from binary approaches. The authors point out that data is insufficient because it shows how many girls have access to online games, but offers no information on how long they play or what games they play. There does, however, appear to be a marked difference in terms of how much boys and girls play video games. Authors cited research findings that suggest that girls may be deterred from the lack of variety in female avatars or characters, and by the fact that most are sexualized and scantily clad. In a three year study of an after school gaming club for both boys and girls ages 12-13, researchers examined various practices of the gamers: cultural/social, individual/shared, insider/outsider, etc. Online gaming is a means to what the authors call “digital literacy”, education, and job opportunities. During the first year, the clubs were gendered, and in the second, combined, but the gamers divided themselves into same sex groups. Researchers hoped to encourage both sexes to play whatever games they wished during the first year. During the second year, they observed boys and girls playing together. In the third year, the girl gamers requested a full year tournament, and to this end they played competitively, and boys began to ask girls who played well to join their teams. The study included both qualitative and quantitative methods to gain insight about gendered attitudes of the players. The authors tentatively conclude at the end of the third year that they think they were seeing was a gradual development of girls who started to resemble boys in choices, play, and peer selection. It looks as if the inclusion of girls showed the gender stereotypes to be untrue; the differences between boys and girls were about training and practice. Download here: [|Girls playing games: Rethinking Stereotypes]

media type="custom" key="5851047" This article is written from a phenomenological viewpoint and explores virtual embodiment. In virtual reality (VR), users are often represented or embodied by avatars, a visual body or bodily representation which inhabits environments that allow “real-time interaction and exploration.” Feeling that physicality is as important in cyberspace as on terra firma, the authors discuss embodiment as experienced through immersion in the senses. Aspects of culture are implicated in VR and in how bodies are perceived to “sense” the universe; not just our bodies enter the virtual world, but all that we are in terms of identity, history, culture, ethnicity, and social context. In western culture we speak of five senses, but I had never realized before that this is entirely an arbitrary and abstract idea and that other cultures speak of other senses. Issues of gender and race are also implicated and it is argued in the paper that the “sensorial body is located within a sociocultural, gendered, and technological context, and that such contexts need to be taken into account.” Authors note that some western feminist criticism has attested to the predominance of white, Western males inscribed in VR. What comes to mind here is the data collected showing women as less competent and confident than men when it comes to using gaming for educational purposes. Other data shows (other) race as a factor which inhibits some learners. I’m wondering if alienation may in part account for these findings—which are usually attributed to poverty or lack of confidence and competence. My questions when I read this were about how we can experience “senses” through an avatar when we are facing the screen and have not immersed our bodily selves into the virtual world. To answer this question, the authors use “disrupted bodies” (phantom limb, and disassociation from the body, paralysis, etc) to create a context for understanding the concept of a virtual body. In the discussions of the mind/body dichotomy and of being here/there, I am aware that I am here and not in the world of VR, but I do agree that we bring who we are to our interactions in virtual worlds. The article discusses virtual reality as “an embodied experience (that) can facilitate the radical transfiguration of the body and its sensorial architecture.” It all brings to mind Bradbury’s “Fahrenheit 451” in which people at home could participate in programs projected on their wall. They became a part of the drama and could be there, not here. Anyway, this is fascinating stuff that I could get into were we allowed to delve a bit more without regard to dates. I thought some of my classmates would enjoy it, so here it is, 11 year-old fullblown feminist criticism for those who want to sink their phenomenological teeth into something. Download here. http://www.jstor.org/stable/640592

media type="custom" key="5737447" The authors are Second Life (SL) users from the Computer Science Department at the University of Tennessee at Chattanooga. Their goal is to explore the possibilities of using SL ( [|www.secondlife.com] ) for distance education in the field of computer science. SL technology can benefit universities by making distance education courses possible, thus increasing curriculum and choices. Linden Labs’ SL is a worldwide environment where 3D avatars can interact and work collaboratively as well as internationally. Because Linden Lab does not program Second Life as a game with fixed goals, it can be adapted to suit any number of instructional purposes. Building tools are provided so that students may collaborate to create their own 3D world as realistic or as fantastic as their imaginations allow. In addition to building spaces, users may create objects including fashion, paintings, billboards, and virtually interactive classrooms. The social aspects of the platform allow students to collaborate and communicate in real time, while fostering a class culture of community. Ritzema and Harris set up two user groups to explore the virtual environment to learn if it would be feasible to teach concepts of varying complexity. The Introductory User group represented computer knowledgeable people who did not use the net for computer science while the Advanced Users were third year computer science students. While the Introductory Users were given an introduction to SL and asked to complete a scripting task, the task and Advanced Users were asked to use SL as a supplement to their lab work. Both groups were surveyed after completing the task or lab. The results, gleaned anonymously, were positive. The authors decided, in view of the positive results, that the SL platform is suitable for teaching computer science through distance education. education, but they would like to further study the possibilities of using SL for an entire course online. This article is a basic introduction to the use of SL for instructional purposes. However attractive, the learning curve of SL makes it a difficult medium in which to teach. I think it is ideal for computer science, or for educational technology but hesitate to use it for teaching language or other subjects at this point. Gender was not discussed, although a gender study of Second Life would be a fascinating topic for my Master's Project. (Peer reviewed). Download here: [|The use of SL for distance education]

media type="custom" key="5737551" The information technology (IT) educational and professional fields in the U.S. reflect an under-representation of high achieving women (32.4% in 2004) while in some European countries, men in IT outnumber women up to 5 to 1. This article explores and analyses the international discourse about women in IT while seeking to understand their experience in the industry with the eventual aim to aid research on attracting and keeping women in the field. Research centered on two approaches: one assuming that men and women are inherently different, and the other that gender differences are socially constructed. The authors collected, interpreted, and investigated data from diverse sources and countries including data about such areas as stress, challenging schedules, male-domination, burn-out, and chaos, then data was grouped and analyzed before indentifying the “root causes” of the problems. The authors concluded by affirming the problems and offering solutions which included educating women about the field, providing more educational opportunities for women, and integrating more women into IT. In an age when women are often breadwinners, it is surprising to me how many are still reluctant to enter a field which may take time away from their familial duties. (Peer reviewed). Download here: [|An analysis of the international discourse about women in information technology]

media type="custom" key="5836259" The author believes that supporting participants emotionally and considering their personal needs is crucial to engaging and motivating them in a virtual environment. To this end, she set out to evaluate gender differences defining the perceptions of email communications. The research study aimed to “define the characteristics of text-based communication” in order to get an indication of the feelings of students in virtual learning environments. An equal number of males and females (total 256) were interviewed and asked to remember features on email communications, including the mood of the sender. The responses from the students were then catagorized by appearance (visual aspects), syntax (sentence construction, variation, and length), vocabulary (neologisms and abbreviations), and empathetic communication (non-verbal, emoticons). Students interpreted these features in the interviews. Short sentences and a lack of salutation were perceived by the females as lack of interest or time. Sensitivity to the presence of personal and emotional info can help overcome the gendered, interpersonal barrier which arises from gender differences, as well as from a reduction in the communicative options or possibilities in virtual learning environments. Although the study revealed some insights, it had the goal of categorizing male/female modes of communications instead of searching out common ground where all individuals feel valued. In my view, perceptions gleaned from interviewing people about emails may be interesting, but do not really have any application in improving virtual learning environments. (Peer reviewed). Download here. [|Gender gap in the perception of communication in virtual learning environments.]

media type="custom" key="5737715" In this article, gender disparity is discussed relating to e-governance. Indian women who wish to participate in e-governance face difficulties, primarily because of their low status in society, but also because of factors such as poverty, lack of access to training and the internet, and rural living. A high level of illiteracy and lost opportunities due to the lack of options for women in information and communication technology (ICT), has the disempowering effect of holding them back from social advancement. In spite of e-governance efforts to include all citizens, a gender gap persists with regard to women and girls. Women and girls need to be educated and provided with the skills to become literate and educated. Most women who learn technology skills, learn them at work, and internet access remains a problem in many parts of India. While some possibilities exist, girls have issues about attending IT training including cost, fear of leaving home, fear of sexual harassment, early marriage and childbirth. The author stresses the need for expressed ITC policies aimed at the inclusion of women as well as emancipation and equality in all aspects of life. I found this article to be informative and pragmatic; changes in Indian society will have to come about in order for e-governance to work properly. Although it does not address gaming and education, it does relate social and educational impediments experienced by women in the face of technological advancement. Download here: [|Theory and practice of e-governance in India: A gender perspective]

=**Adam's**=

Beavis, C., & O'Mara, J. (2010). Computer games-Pushing at the boundaries of literacy. Australian Journal of Language & Literacy//. 33(1), 65-76. Retrieved from Academic Search Premier database at [] DOI: 48000989

This article analyzes the interactive qualities of computer games and their effectiveness in teaching children English literacy and other similar cognitive models outside of the classroom. Video games’ many dimensions including play, interactivity, action, movement, and time seem to go well beyond the constructs and limits of traditional curricula like English. Nonetheless, as an entertainment medium, its many interactive qualities can still cross into educational contexts and help students improve on some level. This study analyzed two case studies that observed young children in a curriculum that allowed them to learn outside of the classroom through some kind of video game experience. In particular, the second case study analyzed a game software called "GameMaker". The instructor emphasized the easy availability of this software for PC; students did not need to go out and buy an expensive system, the video game disc, or even a new computer, because this program was available for free and could run on even the most minimal of settings. The instructor also encouraged the students to seek help from their peers as well as the in-game tutorials on how to create their own video games. Students were observed working together with their peers to complete their own individual projects, consulting each other for advice. The encouragement also helped the students to rely more on the in-game tutorial text rather than the instructor. Students created games based on their own preferences and experiences, creating games according to genres that they enjoyed. Results found that the students built rapport with other students and enjoyed the experiences shared between them. Furthermore, their interactivity and literacy levels showed improvement as a result of their extensive reading of in game tutorials and other prompts that required reading. Conclusively, the interactivity and uniqueness of the medium (the GameMaker software) created an environment where students were eager to play and learn at the same time. This is a great example of educational gaming, which could aid me in future research designs.//

Gentile, D., & Gentile, J. (2008). Violent video games as exemplary teachers: A conceptual analysis. Journal of Youth & Adolescence, 37(2), 127-141. Retreived from Academic Search Premier database; doi:10.1007/s10964-007-9206-2.

In this source, participant’s video game habits were measured against their displays of aggressive behaviors through surveys and other qualitative methods. However, the main draw was to demonstrate that extended video game exposure could develop skills and behaviors, including some that manifest in the video games themselves. Through repeated exposure to stimuli in video games, which include repeated feedback for correct and incorrect performance, and awarding the player for advancing through each stage of a game, players will learn and retain behaviors, skills, and cognitive thinking structures at a high rate. In the case of violent video games, exemplary performance to advance through the game involves the player performing violent actions to complete tasks. These repeated actions are rewarded throughout the game, and through prolonged exposure, it was found that the players observed playing these games exhibited more violent behavior than those who did not. Desensitization of violence was also a behavior exhibited in participants. Despite the title, this article showcased the intense effects and results of prolonged exposure to violent video games to juxtapose the phenomenon of learned behavior through repeated, prolonged exposure to an interactive media. Video games, as a popular interactive medium, command the attention of the K-12 and young college students observed in the study, and the results demonstrate a correlation between video games and learned, repeated behavior. Furthermore, video games are the exemplary teacher, as the title insists, because it’s gradual learning structure, increase in difficulty, and multiple ways to perform tasks with constant feedback motivate the player to commit the time to complete the game. The results in this study show a trend where the behaviors demonstrated and awarded in the game manifested in the gamer, and the gamer has effectively learned new skills, no matter the subject, through the extensive play of video games. This source is an excellent example of how video games can improve cognitive performance and other intense effects in children.

Polman, H., De Castro, B., & Van Aken, M. (2008). Experimental study of the differential effects of playing versus watching violent video games on children's aggressive behavior. Aggressive Behavior, 34 (3), 256-264. Retrieved from Academic Search Premier database; doi:10.1002/ab.20245

//This study concerns itself with the differences in the manifestation of violent behavior in children who actively play violent video games and those who passively watch the same game. The study concludes that in general, boys displayed more violent behavior than girls. This may be due to preconditioned behaviors built within boys through their usual social interactions with other boys, and even in their play of other video games, violent or not. The social more of the male archetype to be strong and sometimes violent or confrontational, or even showy, is something that the young boy may identify with. The social more or archetype of the typical female is quite distanced from that of the male archetype, thus naturally distancing the typical female from even playing video games. The data suggests, albeit abstractly, that those who played violent video games indeed manifested more violent behavior than their counterparts who simply viewed the same games. A randomized, 3-block sample was utilized in these studies, and the participants were observed in an active player and passive observer capacity. Six Playstation video games three of which were violent and three that were not were played through a large, widescreen television. This possibly added to the intense visual and audio stimulus these games displayed to the young players. The act of playing these violent video games allows for the young player to almost imagine him or herself as the character, allowing an avenue to act out violent behavior through an avatar in a seemingly real virtual environment. Furthermore, the structure and design of these violent video games even go so far as to indirectly encourage violence because it rewards the player or allows them to continue their progress in the game by performing various violent acts. Lastly, the duration of the manifestation of violent behavior was observed to be far greater in those active players than the passive observers. Thus, the researchers chose to primarily focus on the former in observing the duration of effects. This study had some limitations, including sample size. However, it utilized certain methods like live sampling (asking a participant to name someone who they recently saw perform a violent behavior for follow-up by the researchers) that added relevance to the research conducted. This study provides more insight into the strong effects of active video playing on observed, manifested external behaviors.//

Skoric, M., Teo, L., & Neo, R. (2009). Children and video games: Addiction, engagement, and scholastic achievement. CyberPsychology & Behavior//. 12(5), 567-572. Retrieved from Academic Search Premier database; doi:10.1089/cpb.2009.0079.

This study highlights a relationship between video gaming habits and student performance. Specifically, ‘addiction’ phenomena are defined within the confines of this study in relation to video game habits. What is important to note is that the video game aspect of this study is very specific, by outlying video game habits as various different variables and in different parameters; addiction for example being defined as excessive game playing. Other studies outline relationships between video game playing and subsequent external behavior of young players; this study draws parallels to those and similar studies by outlining improvement in academic achievement, if any, in relationship to defined video game habits. The researchers defined these habits in various capacities, including single day duration, days of the week duration, and many other considerations. Conclusively, the findings show no strong relationship between addiction and time spent playing video games or strong engagement in video games. A relationship was found between addictive game playing tendencies and academic achievement; the more addicted the game player is, the lower their academic achievement. It is important to note that addiction does not necessarily correlate to longer playing times; this differs from individual to individual. However, the unique nature of video games as an interactive entertainment medium sets it apart from all other mediums, and thus makes it an ideal platform to develop consequential effects like addiction. Interestingly, this article highlights a ‘3rd person persona’ concept, where the more older, mature person, whether game player or not, will perceive video game playing to be more of a child’s activity, and perceive its effects and addictive nature to be more palatable to only that audience. In another construct, some will perceive video games as highly addictive to others, but not necessarily their own selves. Nonetheless, thought processes like this one was also found to have a relationship to academic achievement; the simple perception of the various qualities of video game playing, including addiction, affects the level of scholastic achievement. Addiction, along with many other variables, is defined specifically. Other findings suggest, like in other studies, that video games improve reading and literacy when found to have moderate to intense game play exposure. Conclusive to this study, video games have proven to make a marked increase in academic achievement, however those who become addicted show negative consequences in this and other areas. Moderation can be inferred as the key to positive results when it comes to video games. Like other studies, this study is consistent; video games extend some kind of improved benefit to the game player, in the form of improved literacy in this case, or a more profound manifestation of some kind of behavior learned or reinforced within a video game.//

=Brian's=  Alberti, J. (2008). The game of reading and writing: How video games reframe our understanding of literacy. Computers & Composition, 23//(3), 258-269. doi:10.1016/j.compcom.2008.04.004

The article is a literature review and normative analysis of how people can understand the process of writing and reading, specifically in terms of video games. Alberti approaches the relationship of video gaming and traditional beliefs concerning teaching writing composition as someone who is well-versed in contemporary literary theory and video games.

There are two key elements of his discussion. The first is that the printed text, and in fact all text, is more of a process than a product, that a proper understanding of writing and reading undermines the belief that text has a stable existence or fixed meaning. Texts change, the context that surrounds the text changes, and different readers will respond to the text in different ways. The belief that reading is a passive activity is thus rejected, which, Alberti argues, makes reading seem a lot more like interacting with a video game.

The second element is that we can discover positive elements of the reader's interaction with writing and reading by considering how people play video games. The initial example the author uses is an RPG game centered on the Columbine shootings. He then moves to consider how people interact with word processors, and specifically how their text constantly changes through time. As a result, we "read" video games just as we "play" with text.

The author concludes that composition exists at the intersection between creation and consumption, that, in the end, composition can be usefully approached through a gaming framework, which allows the student to interact with text much like a player interacts with a video game: choices are made in context and directed towards a goal, and the entire narrative is woven together creatively.

The article requires the reader to accept that there is no significant difference between visual and textual reading. That reading becomes "reading", and can be applied to almost any situation. As a result, the pragmatics of reading and the tactics of playing video games become very similar, and, as the author states, we thus ought to understand "the writing process/product as an area of play" (Alberti, 267). The article is useful, then, to the extent that it encourages people to rethink the process of writing (and creativity) by using videogames as an example of how people can relate to text. The article is short on specific advice, and is directed more at the framework that people ought to use to approach teaching composition.//

Apperley, T. (2010, February). What games studies can teach us about videogames in the english and literacy classroom. Australian Journal of Language & Literacy, 33 //(1), 12-23. Retrieved February 20, 2010 (no doi)

In his review of existing literature, Apperley considers the relevance of Games Studies to teaching developmental English and literacy in the classroom. In particular, the author focuses on the importance of understanding the various forms of interactivity that Games Studies foregrounds in its analysis of video games.

Videogames are largely remediated cinema (page 12), meaning that they are organized in terms of visual composition and narrative structure. One significant difference with video games is that they are able to incorporate social, interactive and physiological elements. There are three key terms that the author considers here, which offers a helpful vocabulary to talk about how students might interact with games.

First, Apperley writes of "ergodicity", which is the "non-trivial effort" that is required to play some video games. The term highlights the difference between the game as designed and the game as played (page 14). The game as played is the subjective experience of the gamer and the gamer's physical interaction with the game.

Second, Apperley discusses the role of encoding and decoding in playing games, which highlights the intellectual, and in particular interpretive, interaction with the game. The game's meaning is co-created by the game and the gamer, where the game can be analyzed in terms of the choices that are offered and the rules that govern behavior. The author, citing the work of Consalvo, points out that this interaction is not always positive, such as when the game is extremely sexist or violent (page 16).

Third, the author considers the term "ludology", which he contrasts to the claim that narrative is central to understanding video games. This is the weakest part of the article, specifically because the author only defines ludology as not being narratology and otherwise fails to offer any useful articulation of what the term means. It seems that what the term means is that the analysis of videogames ought to focus on the rules and interactions without concern for the storytelling (that, for instance, there is no real story in Space Invaders, there's merely interaction with the immediate digital world). It appears that this distinction could have resulted in a more interesting discussion, and the term ludology is certainly suggestive of a larger debate. Instead, however, the author ends with a fairly simple distinction between ludic and paidia games, meaning those that have strict rules and those that allow for spontaneity and creativity (page 20).

With this distinction, the article ends rather abruptly by pointing to the importance of incorporating the "social and cultural milieu of students" (page 21), which seems to have little to do with the rest of the article.

There is almost nothing about teaching English or literacy in the classroom, and not even a sense of what a connection between Game Studies and teaching English might look like. How, for instance, is ergodicity important for teaching literacy? Are ludic or paidiac pedagogies more appropriate for students who are learning English? Questions like these would have been interesting to explore. However, having summarized some of the key terms in Game Studies, in the end the article simply offers some useful vocabulary.//

Metros, S. (2008, March). The educator's role in preparing visually literate learners. Theory Into Practice, 47 //(2), 102-109, Retrieved February 20, 2010, doi: 10.1080/00405840801992264//

Martin, J., Ewing, R. (2008). Power up! Using digital gaming techniques to enhance library instruction.. Reference Services Quarterly 13//(2/3), 209-225. doi:10.1080/10875300802103874.

Martin and Ewing explore characteristics of video games and video games, and then attempt to connect those characteristics to strategies for teaching library instruction. The authors begin by claiming that 70% of all college students have played "some" online games, and then inexplicably assume that these students are all millennial students. The authors also simplify their discussion by limiting the kinds of games they talk about to fairly specific popular games (like World of Warcraft) rather than engaging with (or getting bogged down in) all the variety.

The article is valuable insofar as it connects learning styles to types of games and shows how the interactions typical of some games are also typical of some learning practices. Video games often correspond to an "accommodator learning style", for instance, which means that they appeal to those looking for concrete experience and active experimentation. Many concepts are discussed, such as "flow", which is being absorbed in an activity, the importance of rules, goals, and increasing challenges, and the role that narrative plays in making games meaningful to the gamer. . Finally, the authors discuss two key ideas that would help design instructional materials. First, they write about the importance of parallel processing in games, meaning that gamers must keep track of many different things all at once.

Second, they write about "Powerups", which are "abilities or tools obtained by the player that produce an added advantage". Rather than connecting this to a design strategy, however, the authors suggest that the concept can help describe why informational literacy is important. Being able to search more effectively is like a powerup in a video game.

Unfortunately, while the authors describe how games could connect to library instruction, the article is weak on actual examples of how a library could use games. The reader is thus left to imagine how library instruction could in any way parallel the World of Warcraft, or Pacman, for that matter.//

Search, P. (2009, March). The Dynamic Discourse of Visual Literacy in Experience Design. TechTrends: Linking Research & Practice to Improve Learning, 53 //(2), 50-54. Retrieved March 15, 2010. doi: 10.1007/s11528-009-0269-7

The author emphasizes the value of visual literacy in understanding what she calls "experience design." Games, for instance, depend on design skills that create experiences that are appropriate for the game and meaningful to the gamer. These elements ought to be studied.

Visual literacy, must move away from the idea that visual images are static - paintings on a wall, for instance - and also consider dynamic visual images that force "the viewer to create mental landmarks in order to remember connections that have personal meaning." (50) For this reason, the article is useful as a general call to re-understand the terms in which visual literacy is carried out, and specifically its call to study the importance of immersion, exploration, physical interaction, and social interaction." The author thus urges that an analysis of digital spaces, including games, ought to include an analysis of visual semiotics in relation to environments that are immersive, social, and digital. But this is more of a general orientation, and the article unfortunately offers few details on what that kind of analysis would entail. The article describes an art installation the author created where two people use computers to create an overlapping experience where each person sees a combination of images and sounds that they have created individually. The description of the installation was difficult to follow. However, general points can be suggested, including the importance of the shared interaction between users and programs, the role of music and visuals in creating the shared environment, and the integration of virtual and physical spaces into a single immersive space.

The article is useful because it urges us to look beyond a static understanding of visual literacy, and instead to use the methods of visual literacy to analyze more complex creations such as videogames, where other kinds of experience (such as music), change, social interaction, and immersion in the environment are all part of what visual literacy ought to help the viewer to understand. The study of signs can thus be extended to include the study of games, and can be more sophisticated insofar as it can also then study the processes and interactions that video games make possible.//

Walsh, C. (2010, February). Systems-based literacy practices: digital games research, gameplay and design. Australian Journal of Language & Literacy, 33 //(1), 24-40. Retrieved February 20, 2010 (no doi)

The article advocates analyzing videogames (what Walsh refers to as "digital games") with a systems approach that connects the gamer and the game into a single system, and then reports on two action research projects. At a basic level, procedural literacy incorporates the understanding of the rules of the game. However, to be successful in complex interactive games, the player must also have "cultural, social, economic and symbolic capitals" (page 28), meaning in part that the player must understand the paratext of the game (which frames the gaming experience). Gaming, in other words, is an intense reading activity that requires significant interpretive skills. The game, then, can be approached as text, just like a story would be in an English class.

Walsh then turns to consider two action research case studies that attempted to incorporate digital games into English curriculum. The first action research had grade 7 students presenting on the paratext for video games. The students could analyze a character, describe a scene from a game, film a walkthrough of the game, or teach another student how to go through a level of the game that they haven't accomplished yet. The final assessment involved the students comparing different games, researching aspects of the game, and analyzing the game's design. Walsh notes that the teacher was surprised at how passionate the students were while working on this project (page 31), and demonstrated a heightened engagement with the English curriculum that could be easily connected to the national literacy benchmarks.

The second action research case study, also with a group of grade 7 students, involved reading and writing reviews of games. The reviews were integrated into a wiki that became a collaborative writing space. Students compared the games in terms of form, structure, language, purpose, action and user engagement (page 33), just as they might with a short story. Then, students were told to design their own game, building on the cognitive understanding they acquired when reviewing other games. While the teacher and author report that the assignment was a great success, they unfortunately only report on a single student (who was evidently an extreme case).

Both action research case studies appear to have been generally successful. It was interesting to hear of how well the students were able to approach video games in terms that would normally be used for short stories. They are texts, after all, and so the claim is not that far-fetched.

However, the assignments may have been successful simply because videogames appeal to certain students, and it's usually an effective teaching strategy to talk about things that students care about. The article does not make clear why video games are particularly useful.

By appealing to something that some students are interested in, I wondered what the teacher did with the students that were not motivated by the videogames genre. Not all boys play videogames. Also, the author does not consider the possible gender bias in the assignments. While more girls play videogames than before, the groups are clearly not equivalent, and in the case of the second action research, girls were not studied at all (page 33).

Finally, one general criticism of the article is that it does not connect the initial discussion of systems theory with the action research case studies. It seems that systems theory is an important way to understand the interaction between gamer and game (and other gamers), but the author does nothing with the theory in the bulk of the discussion.//

=**Erik's**= media type="custom" key="5877325" media type="custom" key="5877749"In this article, W. Lewis Johnson overviews the Tactical Language and Cultural Training System (TLCTS), a DARPA research project with no current military sponsors outside of the DARPA research arm. The article covers the main aspects of the "game", which are its virtual world nature, and the use of artificial intelligence for speech recognition. Based on the PC video game, "Unreal Tournament 2007", the game inherits avatars who are free-moving within a virtual world which includes the ability to interact with NPC's (non-playing characters). The game tests the users's skill at correctly and appropriately interact with Iraqis using the Arabic language and knowledge of culture. The article covers the game's two separate uses of artificial intelligence: for speech recognition, and for NCP interaction behavior, meant to simulate realistic Iraqi cultural interaction. The article also reviews the pilot program where soldiers from the Navy and Army preview the game and give feedback. Some of the feedback is analyzed as well. The article follows the effect of feedback, focusing on one case where the soldiers' input led to modifications of the game, specifically, the game was modified to accommodate Navy as opposed to only Army needs. This was a useful article, but it didn't go into enough detail of the game itself, specifically the process of creating the action scripts that modified the game from a fighting game to a language and cultural interaction learning game. This is unfortunate, since the project does not seem to be under any kind of secret clearance (as far as I could tell) and it has a lot of potential extra-military uses.

media type="custom" key="5877755"This article is a follow-up to “Serious use of a serious game for language learning”, presenting the actual results of the pilot study introduced in the previous article. It’s results are presented glowingly, mentioning that one of the groups to undergo the original training “3rd Battalion, 7th US Marine Regiment”, suffered no casualties in subsequent military engagement in the target area after the training. It presents the “Tactical Iraqi” educational computer software, including a few screenshots of the game in action. This research exists in the general military educational context under TECOM, the US military’s educational component. The research team chose to use the internal assessment functions in the game as source for comparative performance data rather than the perhaps more appropriate “DLAB“ (Defense Language Aptitude Battery) (the military’s standard language evaluation tests) because it was felt that it wasn’t clear how well the DLAB tested the target areas and because it had low predictive power for learning outcomes (0.4 - 0.6), however, no particular evidence is presented for the internal assessment functions of the software. The procedure involved 2 groups of 25 soldiers, with a pre-test and post-test, starting with an introduction which encouraged the subjects to “master the material”. Finally, T-tests were performed on the resultant data. Amazingly, age did not generate a statistically significant result, only “motivation” and “time in service” seemed a predict success to any great degree.

media type="custom" key="5877773"In this article, Seneff covers a Web-based dialog system meant to help English L1 (or L2) learners learning Mandarin Chinese. In the article, she attests to the difficulty of English L1 speakers acquiring Mandarin, which is well attested in the literature but not cited by the author. The system was and is being developed by the Spoken Language Systems group in the Computer Science and Artificial Intelligence Laboratory at MIT. The author covers several systems which all have the same function of replacing or augmenting one-to-one interaction between a fluent Mandarin and English speaker acting as an instructor, and a English speaking student. There are several tools and they all can prompt with unique (but patterned) prompts and test the students input. They can give positive and negative feedback based on errors or correct feedback and can correct tonal errors (cases where only the tone is wrong). Some of the tools can also be prompted for more help by the student. The system will go at the student's pace, which is facilitated by the fact that the computer's "time" is cheaper than a human instructors would be. The author notes that this is also useful as mobile learning, as Both computer output and student input are in pinyin with syllables followed by tone marks, such as "ni3hao3". There are other modes as well, including a "pattern mode" which works a little bit like a video game, where the student can say a shape and the computer will try to recognize it. There is also a "telephone" system where the student is expected to respond to dialog prompts with appropriate responses. The system can run on mobile devices which are Internet connected as well. The article was interesting, but many of these subsystems deserve and probably have more in-depth coverage in independent papers, since each depend on different areas of research in language acquisition.

media type="custom" key="5877895"In this article, the authors explore the "interstitial space" between the traditional classroom context that is usual for second language learning gaming and the gaming that learners do outside of formal contexts. The authors seem to suspect that second language acquisition opportunity is lost in the restrictions of the classroom and see benefits, particularly in consequential and long term engagement that is possible with new technologies. In other words, the technological foundation is there for new opportunities, but other restrictions of the classroom space (limitations on participants, location) limit the total use of them. The article has sections, which are both discussions and literature reviews, on "Fun Communities" (in this case using japanese animation as a point of interest or a motivator). But the main part of the article is about MMPORGs (massive multiplayer online role-playing games), which are very large online virtual worlds typically with thousands of participants, connected through the Internet. The user of MMPORGs offers "the most socially and cognitively complex forms of interactive media currently available" and offers a lot of what is otherwise missing in traditional L2 classroom space, specifically in terms of time (MMPORGs offer a continued environment outside of traditional classroom schedules), complexity (MMPORGs offer complex social environments that are unscripted with a large number of participants), and motivation, in terms of being "fun". The authors explore existing research but bemoan, as I have also discovered, that "very little research exists that specifically addresses the issue of L2 learning" in the context of educational gaming. What is there, however, they cover. The examples they give show spontaneous, self-motivated, and complex social exchanges in language learning, completely outside of any kind of formal learning environment. This spontaneity tends to support their conjecture that MMPORG's are suitable environments for L2 language learning.

media type="custom" key="5877905"

=**Chaz's Annotated Bibliographies**=

1) **Not Just Fun, But Serious Strategies: Using Meta-Cognitive Strategies in Game-Based Learning**
Kim, B., Park, H., & Baek, Y. (2009). //Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning//. Computers & Education, 52 //(4), 800-810. doi: 10.1016/j.compedu.2008.12.004

Link: @http://dx.doi.org.eres.library.manoa.hawaii.edu/10.1016/j.compedu.2008.12.004

This article studied the effects of meta-cognitive strategies on academic and gaming achievements. The researchers believe that Massively Multiple Online Role Playing Game(s) (MMORPG) have developmental value to them, including an increase in social problem solving skills. Self-recording, modeling, and thinking aloud are three meta-cognitive strategies which was developed in this study. The subjects used in this study were 132 ninth grade students who were given the game// Gersang //(I'm assuming this game is like World of Warcraft) to play. None of the participants played the game prior to starting the study and their age range was between 15-16 years. Their results displayed that the “meta-cognitive strategies, thinking aloud and self-recording appear to be significantly related to the social problem solving ability”, “self-recording and modeling are significantly related to the achievements both in gaming and learning”, and “the social problem solving ability has a statistically significant relation to the achievements both in gaming and learning.”

This study caught my attention because I was curious about what effects both positive and negative gaming has on a child or teenagers developing mind. I believe that this study is an important one and more studies like this should be conducted.

2) **ALTEC Learning Games: Successful Integration of Learning and Gaming**

Bacon, M.A. & Ault, M.M. (2009). ALTEC learning games: Successful integration of learning and gaming. Retrieved from ERIC database. (ED507103)

This short research paper by Bacon and Ault shows us how effective video games can be in the classroom. They looked at a few games developed by ALTEC and surveyed students about how they liked the games. The games they studied were games that reinforced math and language arts skills. From racing games to traffic safety games, this study proves that students can learn from video games and enjoy it.

In the end of this paper, the authors concluded with a real “success story” from a teacher who used one of ALTEC’s games to “improve student achievement.” The teacher basically said that her students went crazy for the game as soon as she introduced it. She even mentioned that the students played the game at home for fun after class was over. After some assessment, test 1 showed that 14 out of 24 students passed with 80% or higher and after 10 days of game-play, test 2 scores jumped up to 20 out of 24 with 80% or higher.

As for reliability, this research study does not show any type of credentials the authors might have. Besides the listed references at the end of their paper, there really is no proof of reliability. This study was submitted online and there is no sign of peer review.

As part of my own study, this paper gave me great examples of how gaming can work in an educational setting. Each game developed by ALTEC was designed to teach something while keeping the user interested and entertained.

3) **A Discussion of Open Source Gaming Platforms for Education**

Gratch, J. & Kelly, J. (2009). A discussion of open source gaming platforms for education.// Proceedings of Society for Information Technology & Teacher Education International Conference 2009 //, 1470-1473.

This paper discussed open-source video games and how more use of open-source software can be beneficial for educational purposes. The paper starts off by talking about how open-source works and what its capabilities are. One of the reasons why educational games lack popularity today is the fact that gaming platforms cost so much to maintain. This paper proposes that with the use of open-source, educational gaming can emerge and become a forerunner in today’s education. Basically, the low-cost and flexibility for changes are the two biggest advantages to using open-source to create educational video games.

The authors of this paper make many valid points throughout and cite all of their findings. The style of writing and heap of information covered throughout this short paper convinced me to say that I learned a lot. I would like to know more about open-source gaming, but this was not a research study, it was a discussion paper.

I think this chunk of information can fit well into my own research because I now know and understand the importance of open-source and what its benefits are. Incorporating this idea into my research might be difficult, but I’m willing to try.

4) **Using Edutainment Software to Enhance Online Learning**

Green, M. & McNeese, M.N. (2007). Using edutainment software to enhance online learning.// International Journal on E-Learning, 6//(1), 5-16.

This journal article discusses issues related to edutainment software or digital games with educational value. The article starts off with a breakdown of how digital games are used in today’s education. Although this study is from 2007, many of the ideas are still very valid. After discussing some pros and cons of using digital games for educational purposes, the authors talk about some of the cognitive benefits of gaming. For example, the authors state that gaming “enhances emotional intelligence, motor development, intellectual development, affective development, and social development.” Next, the authors discuss some characteristics of high-quality digital games. They say that today’s edutainment is not up to par with the rest of the commercial games available at the video game store, which is believable. In conclusion, the authors state that educators should take advantage of the opportunity to use gaming to their enhance their students’ learning and that the goal of edutainment is to make learning fun and exciting.

I can use this article in my research to backup my ideas about using games to enhance education. The overall argument in this article relates well to what I already have, information wise.