Handbook of Research on Effective Electronic Gaming in Education (3 Volumes)

Handbook of Research on Effective Electronic Gaming in Education (3 Volumes)

Richard E. Ferdig
Release Date: July, 2008|Copyright: © 2009 |Pages: 1762
DOI: 10.4018/978-1-59904-808-6
ISBN13: 9781599048086|ISBN10: 1599048086|EISBN13: 9781599048116
Hardcover:
Available
$695.00
Benefits & Incentives
TOTAL SAVINGS: $695.00
Benefits
  • Printed-On-Demand (POD)
  • Usually ships one day from order
Hardcover:
Available
$695.00
Benefits & Incentives
TOTAL SAVINGS: $695.00
Benefits
  • Printed-On-Demand (POD)
  • Usually ships one day from order
E-Book:
Available
$695.00
Benefits & Incentives
TOTAL SAVINGS: $695.00
Benefits
  • Multi-user license (no added fee)
  • Immediate access after purchase
  • No DRM
  • PDF download
E-Book:
Available
$695.00
Benefits & Incentives
TOTAL SAVINGS: $695.00
Benefits
  • Immediate access after purchase
  • No DRM
  • PDF download
  • Receive a 10% Discount on eBooks
Hardcover +
E-Book:
Available
$840.00
Benefits & Incentives
TOTAL SAVINGS: $840.00
Benefits
  • Printed-On-Demand (POD)
  • Usually ships one day from order
  • Multi-user license (no added fee)
  • Immediate access after purchase
  • No DRM
  • PDF download
Hardcover +
E-Book:
Available
$840.00
Benefits & Incentives
TOTAL SAVINGS: $840.00
Benefits
  • Printed-On-Demand (POD)
  • Usually ships one day from order
  • Immediate access after purchase
  • No DRM
  • PDF download
Article Processing Charge:
Available
$700.00
Benefits & Incentives
TOTAL SAVINGS: $700.00
OnDemand:
(Individual Chapters)
Available
$37.50
Benefits & Incentives
TOTAL SAVINGS: $37.50
Benefits
  • Purchase individual chapters from this book
  • Immediate PDF download after purchase or access through your personal library
Effective immediately, IGI Global has discontinued softcover book production. The softcover option is no longer available for direct purchase.
Description & Coverage
Description:

Games and gaming have always been an important part of society and culture. Within the last 35 years, due to numerous technology innovations, electronic games in many formats have not only become ubiquitous in everyday recreational life but have also permeated many professional fields and disciplines for multiple purposes including teaching and learning.

The Handbook of Research on Effective Electronic Gaming in Education presents a framework for understanding games for educational purposes while providing a broader sense of current related research. Compiling over 50 groundbreaking research studies from leading international authorities in the field, this advanced and uniquely comprehensive reference is a must-have for academic and research libraries and for all those interested in expanding their theoretical and practical knowledge of the exciting field of electronic gaming.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Augmented reality gaming
  • Authentic learning environment
  • Cognitive load in games
  • Cognitive Load Theory
  • Computational model of learning
  • Computer games as learning tools
  • Computer gaming cultures
  • Conceptual play spaces
  • COTS computer game effectiveness
  • Current online educational games
  • Design patterns and computer graphics
  • Designing games for learning
  • Digital Game-Based Learning
  • Digital games interactions
  • Education for engaged learning
  • Educational Game Design
  • Educational Gaming
  • Electronic games for health purposes
  • Emotional potential of video games
  • Game-based historical learning
  • Game-Based Learning
  • Game-based learning in design history
  • Gender and racial stereotypes
  • Instructional Design
  • Online roleplay games for learning
  • Productive gaming
  • Quality digital games
  • Self-Regulated Learning
  • Social Psychology
  • Transmedial comprehension
  • Virtual World
Reviews & Statements

Researchers will be intrigued and enlightened by the international and interdisciplinary nature of the collection.

– Richard E. Ferdig, University of Florida, USA

This is a substantial resource for current research and trends in a new field of educational practice.

– Book News Inc. (Nov. 2008)
Table of Contents
Search this Book:
Reset
Editor/Author Biographies
Richard E. Ferdig is the Summit Professor of Learning Technologies and Professor of Instructional Technology at Kent State University. He works within the Research Center for Educational Technology and also the School of Lifespan Development and Educational Sciences. He earned his Ph.D. in Educational Psychology from Michigan State University. He has served as researcher and instructor at Michigan State University, the University of Florida, the Wyzsza Szkola Pedagogiczna (Krakow, Poland), and the Università degli studi di Modena e Reggio Emilia (Italy). At Kent State University, his research, teaching, and service focus on combining cutting-edge technologies with current pedagogic theory to create innovative learning environments. His research interests include online education, educational games and simulations, and what he labels a deeper psychology of technology. In addition to publishing and presenting nationally and internationally, Ferdig has also been funded to study the impact of emerging technologies such as K-12 Virtual Schools. Rick is the Editor-in-Chief of the International Journal of Gaming and Computer Mediated Simulations, the Associate Editor-in-Chief of the Journal of Technology and Teacher Education, and currently serves as a Consulting Editor for the Development Editorial Board of Educational Technology Research and Development and on the Review Panel of the British Journal of Educational Technology.
Abstracting & Indexing
Archiving
All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global published content is available in IGI Global's InfoSci® platform.
Editorial Advisory Board
  • Clark Aldrich
  • Sasha A. Barab
  • Sara de Freitas
  • David Gibson
  • Nichole Pinkard
  • Katie Salen
  • David Shaffer
  • Kurt Squire
  • Constance Steinkuehler
  • Richard VanEck

    List of Reviewers

  • Amy Adcock, Old Dominion University, USA
  • Karen Arlien, Bismarck State College, USA
  • Mahboubeh Asgari, Simon Fraser University, Canada
  • Youngkyun Baek, Korea National University of Education, Korea
  • Michael K. Barbour, Wayne State University, USA
  • James W. Beal, Somonauk CUSD, USA
  • Dennis Beck, University of Florida, USA
  • Katrin Becker, University of Calgary, Canada
  • Antoinevanden Beemt, Fontys University of Applied Sciences, The Netherlands
  • J. Patrick Biddix, Valdosta State University, USA
  • Ahmed BinSubaih, University of Sheffield, England
  • Erik Black, University of Florida, USA
  • Matthias Bopp, University of Bremen, Germany
  • Clint Bowers, University of Central Florida, USA
  • Jeff Boyer, University of Florida, USA
  • Andreas Breiter, Institute for Information Management, University of Bremen, Germany
  • Steve Bunce, Northumberland County Council, England
  • Vasa Buraphadeja, University of Florida, USA
  • John Busch, Queens University Belfast, Ireland
  • Matteo Cantamesse, Università Cattolica di Milano, Italy
  • David Carbonara, Duquesne University, USA
  • Cathy Cavanaugh, University of Florida, USA
  • Erik Champion, University of New South Wales, Australia
  • YamSan Chee, Nanyang Technological University, Singapore
  • Sauman Chu, University of Minnesota, USA
  • Yin-Wah Chung, Nanyang Polytechnic, Singapore
  • Richard Cole, Michigan State University, USA
  • Yolanda Debose Columbus, Texas A&M University, USA
  • Jade Coutts, University of Florida, USA
  • JohannaBromberg Craig, University of Virginia, USA
  • Caroline Crawford, University of Houston-Clear Lake, USA
  • Christine Crawford, University of North Dakota, USA
  • Jamie Cromack, Microsoft Research, USA
  • Sabrina Curry, Lifestyle Family Fitness, USA
  • Rick Davenport, University of Central Florida, USA
  • Kara Dawson, University of Florida, USA
  • Jeremy de Beer, Consultant, Cape Town, South Africa
  • Penny de Byl, University of Southern Queensland, Australia
  • Rosario de Chiara, Università degli Studi di Salerno, Italy
  • Kara DeFrias, Instructional Design Consultant, USA
  • Meredith DiPietro, University of Florida, USA
  • Brock Dubbels, University of Minnesota, USA
  • Erin M. Edgerton, CDC/CCHIS/NCHM, USA
  • Michael A. Evans, Virginia Tech, USA
  • Mark Evans, University of Georgia, USA
  • Brian Ferry, University of Wollongong, Australia
  • Thato Foko, The Council for Scientific and Industrial Research, South Africa
  • Aroutis Foster, Michigan State University, USA
  • John Francis, Independent Consultant, USA
  • Adam Friedman, Wake Forest University, USA
  • Elhanan Gazit, Holon Institute of Technology, Israel
  • Timo Goettel, University of Hamburg, Germany
  • Sebastian Gonzalez, Wanako Games, Chile
  • Ingrid Graves, Indiana University, USA
  • John Hagle, Texas State Technical College, USA
  • David Hatfield, University of Wisconsin-Madison, USA
  • Carrie Heeter, Michigan State University, USA
  • Aaron Houssian, Indiana University School of Informatics, USA
  • DeLayne Hudspeth, University of Texas-Austin, USA
  • Yavuz Inal, Middle East Technical University, Turkey
  • Christopher James, Russellville City Schools, USA
  • Tristan Johnson, Florida State University, USA
  • Robert Jones, New York University, USA
  • Fengfeng Ke, University of New Mexico, USA
  • Castulus Kolo, Macromedia University of Applied Sciences, Germany
  • Feng-Qi Lai, Indiana State University, USA
  • Guolin Lai, Georgia State University, USA
  • David Leonard, Washington State University, USA
  • Benjamin C. Lok, University of Florida, USA
  • Yuxin Ma, University of Louisiana at Lafayette, USA
  • Euan Mackenzie, 3MRT Limited, Scotland
  • Leanna Madill, University of Victoria, British Columbia Canada
  • Marcus Vinicius Maltempi, State University of Sao Paulo at Rio Claro, Brazil
  • Ruchi Mehta, University at Albany, State University of New York, USA
  • Kam Memarzia, PlayGen, England
  • Kim Mulkey, Independent Consultant, USA
  • Padraig Nash, University of Wisconsin-Madison, USA
  • John Nordlinger, Microsoft Research, USA
  • Mary Nunaley, Volunteer State Community College, USA
  • Adrienne Nyburg, University of North Dakota, USA
  • Martin Oliver, Institute of Education, University of London, England
  • DavidP Parisi, New York University, USA
  • JR Parker, University of Calgary, Canada
  • Denise Payne, University of Florida, USA
  • Wei Peng, Michigan State University, USA
  • Cynthia L. Phelps, The University of Texas Health Science Center at Houston, USA
  • Andy Pulman, Bournemouth University, England
  • Yufeng Qian, St. Thomas University, USA
  • Pauline Randall, Elmwood College, Scotland
  • Paul Richmond, University of Sheffield, England
  • Daniela M. Romano, University of Sheffield, England
  • Helen Routledge, Independent Consultant, Scotland
  • Paolo Ruffino, University of Bologna, Italy
  • Leonardo Ruschin, Educational/Media Consultant, Germany
  • Kathy Sanford, University of Victoria, British Columbia, Canada
  • PG Schrader, University of Nevada, Las Vegas, USA
  • Christopher Sessums, University of Florida, USA
  • Vinod Srinivasan, Texas A&M University, USA
  • GinaNavoa Svarovsky, University of Wisconsin, USA
  • Laurie Taylor, University of Florida, USA
  • Krista P. Terry, Radford University, USA
  • Deborah Thomas, SillyMonkey LLC, USA
  • Lilian Traquair, Red Deer Catholic Regional Division in Alberta, Canada
  • Richard Van Eck, University of North Dakota, USA
  • Linda van Ryneveld, Tshwane University of Technology, South Africa
  • Paul Waelchli, University of Dubuque, USA
  • Scott Warren, University of North Texas, USA
  • Philip Wazdatskey, Fielding Graduate University, USA
  • Douglas Williams, University of Louisiana at Lafayette, USA
  • Brian Winn, Michigan State University, USA
  • Zahide Yildirim, Middle East Technical University, Turkey
  • Yadi Ziaeehezarjeribi, Indiana University, USA