Mike BeallOn a wild ride with games and learning

2019 ◽  
Vol 26 (1) ◽  
pp. 59-61
Author(s):  
Bryan Knowles
Keyword(s):  
Games And Learning

Video Games and Learning: Teaching and Participatory Culture in the Digital Age

2013 ◽  
Vol 7 (2) ◽  
pp. 277-280 ◽  
Author(s):  
Amy Shirong Lu
Keyword(s):  
Video Games ◽  
Digital Age ◽  
Participatory Culture ◽  
Games And Learning

Cognitive Radio Networks for Delay-Sensitive Applications: Games and Learning

2019 ◽  
pp. 969-987
Author(s):  
Yuanzhang Xiao ◽  
Mihaela van der Schaar
Keyword(s):  
Cognitive Radio ◽  
Cognitive Radio Networks ◽  
Radio Networks ◽  
Delay Sensitive ◽  
Games And Learning

Evolutionary Games and Learning

2003 ◽  
pp. 329-384
Author(s):  
Christian Montet ◽  
Daniel Serra
Keyword(s):  
Evolutionary Games ◽  
Games And Learning

“Games with learning”: adpositions and the lusory attitude

2016 ◽  
Vol 24 (3) ◽  
pp. 246-256 ◽  
Author(s):  
Sean C. Duncan
Keyword(s):  
Educational Games ◽  
Educational Game ◽  
Educational Design ◽  
Content Type ◽  
School Contexts ◽  
Institutional Settings ◽  
Games For Learning ◽  
Learning Research ◽  
Games And Learning ◽  
Voluntary Choice

Purpose Games and learning research has diverged into “games for learning” and “games as learning” research. This paper aims to provide a third framing, “games with learning”, that can help address the lived experiences learners have with these media outside of formal, instructional contexts. Design/methodology/approach This paper is a critical analysis of the current games and learning field, considering what has been missed by recent research in the field and how we might benefit from further consideration of what Bernard Suits calls the “lusory attitude” or voluntary choice to accept inefficiencies in achieving goals. The paper analyzes dominant rhetoric of educational game research, with the intent of revealing the implicit assumptions about play and choice that much recent “games for learning” and “games as learning” work may have ignored. Findings The paper reveals that the further consideration of learning through extant play with games (characterized here as “games with learning”) can be a means of shifting the direction of educational games research toward investigations of how games are played “in the wilds” of out-of-school contexts. The paper advocates for a shifting of focus from compulsory contexts to the study of voluntary game play. Social implications The paper argues for the complex value of games and gameplay in non-institutional settings, and advocates for further research to understand games in non-institutional spaces. Originality/value The key argument is that games and learning to date has focused inordinately on how games can further educational design, rather than how the use of games can reveal important new contexts for learning.

Games and Learning Alliance

2020 ◽  
Keyword(s):  
Learning Alliance ◽  
Games And Learning
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