Education Arcade
A "research initiative to:
Games to Teach Project
"The Games-to-Teach Project is a partnership between MIT and Microsoft to develop conceptual prototypes for the next generation of interactive educational entertainment. It is an interdisciplinary collaboration of faculty, staff, and students across the humanities, sciences, and engineering has developed a series of conceptual prototypes for "games-to-teach" science and engineering subjects at the advanced high school and introductory college level."
Learning Games Initiative
A collective to examine computer games (arcade, console, PC, and handheld) in order to better understand their cultural and pedagogical import.
The Serious Games Initiative
"Focused on uses for games in exploring management and leadership challenges facing the public sector. Part of its overall charter is to help forge productive links between the electronic game industry and projects involving the use of games in education, training, health, and public policy."
Broadwell, Laura (1987), "Business games: They're more than child's play," Successful Meetings , 36(7): 36-39.
Deubel, P. (2006). Game on! T.H.E. Journal.
"Now educators can translate their students' love of video games into the use of a valuable, multifaceted learning tool." Educational games "promise to bring broad learning benefits on several fronts:
Gordon, E. (Writer) (2005). 'Serious' Video Games for Education, Activism [Radio], Digital Culture: National Public Radio.
Mario Armstrong explains an emerging genre of educational videos games known as "serious games" -- engrossing virtual worlds that help players learn how to control pain, train soldiers on how the military works, and even how to be a successful activist on a college campus.
Griffiths , M. (2002) The Educational Benefits of Video Games [PDF] . Education and Health. Vol. 20, No. 3. 47-51.
Video games have great positive potential in addition to their entertainment value and there has been considerable success when games are designed to address a specific problem or to teach a certain skill.
Keys, J. Bernard (1997), "Strategic management games: A review," Simulation & Gaming , 28(4), 395-422.
Knotts, Ulysses S., Jr. & Keys, J. Bernard (1997), "Teaching strategic management with a business game," Simulation & Gaming , 28(4), 377-394.
Li, Eldon Y. & Baillie, Allan S. (1993), "Mixing case method with business games: Student evaluations," Simulation & Gaming , 24(3), 336-355.
Prensky, M. (2004). Digital Game-Based Learning. Columbus, OH : McGraw-Hill.
Describes the history of game-based learning, how modern learners have changed and how games offer motivating, student-centered learning environments.
Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research & Development, 44 (2), 43-58.
"Provides a brief overview of the history, research, and theory related to play. The design of hybrid interactive learning environments is suggested based on the constructivist concept of a microworld and supported with elements of both games and simulations."
Semler, B. S. (2001). Games vs. Simulations Learning Safari.
Learning games and simulations have some similarities and some important differences. Both can be useful learning tools. What's the difference?
Semler, B. S. (2001). Designing a Learning Simulation Learning Safari.
Steps to design the simulation:
Wolfe, Joseph (1997), "The effectiveness of business games in strategic management course work," Simulation & Gaming , 28(4), 360-376.
Wolfe, Joseph & Roberts, C. Richard (1993), "A further study of the external validity of business games: Five-year peer group indicators," Simulation & Gaming , 24(1), 21-33.
Wolfe, Joseph & Roge, Joseph N. (1997), "Computerized general management games as strategic management learning environments," Simulation & Gaming , 28(4): 423-441.
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