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Index

  • Adaptive leveling, 146–148
  • Affinity spaces, 69
  • Alternate reality games (ARGs), 58–59, 62, 73–74. See also Vanished
  • Applying skills to daily life, principle of, 173–174, 223
  • Auction houses, in MMOs, 108
  • Authentic problems, principle of, 62–63, 222
  • Balanced design, 207, 211
  • Beetle Breeders
    • adaptive leveling in, 146–147
    • codesigning with educators, principle of, 149
    • overview, 11–12, 134–135
    • short-form advantages, 131–132
  • Big data, 209–210
  • Bite Club, 12–13, 179–180, 182–183
  • Bridge curriculum, 112, 114, 129, 151, 163. See also Principles of resonant games, making curricular connections
  • Casual games, 144–146
  • Celebrity Calamity, 176–179, 215–216
  • Chocolate-covered broccoli, 170
  • Chomp!, 137–138, 212
  • Civilization, 18–19, 26–27
  • Class discussions, 114–115
  • Codesigning with educators, principle of, 148–152, 223
  • Collective intelligence, 68. See also Social design for learning, principle of; Social experiences
  • Commonwealth (nonprofit)
    • Bite Club, 179–180, 182–183
    • Celebrity Calamity, 176–179, 215–216
    • Farm Blitz, 179–180, 223
    • game ideas, 172–175
    • games, interest in, 171–172
    • mission of, 171
    • partnerships, importance for, 171–172, 183–186, 190–191
    • partnerships, problematic, 186–188
    • preparing for future learning, principle of, 189–190
    • and schools, 188–189
    • theory of change, 171
    • Zaltman technique, use of, 175
  • Communities of practice, 166–168, 185, 223
  • Competition, 4, 53, 160, 163
  • Computers, in schools, 28–29, 36, 122, 232–233
  • Conceptual change, 15–16
  • Connecting data to practice, principle of, 158–162, 223
  • Constructionism, 16, 91
  • “Content as cover” approach, 124
  • Creating a culture of inquiry, principle of, 117–121, 124, 222
  • Cultivating player identity, principle of, 40–41, 48, 56, 221
  • Curriculum, bridge, 112, 114, 129, 151, 163. See also Making curricular connections, principle of
  • Deepening complexity, principle of, 44, 46, 221
  • Design-based research, 15, 31, 218, 225, 227
  • Designing adaptive experiences, principle of, 145–148, 223
  • Designing systems for exploration, principle of, 105–106, 222
  • Difficulty of games, 44, 135, 137, 144, 147–148, 202. See also Designing adaptive experiences, principle of
  • Distribution of educational games, 230–231
  • Doorway to Dreams (D2D). See Commonwealth (nonprofit)
  • Education, informal science, 59
  • Educational games. See also Principles of resonant games
    • data, use of, 232
    • difficulty of, 44, 135, 137, 144, 147–148, 202
    • distribution of, 230–231
    • funding for, 228–230
    • partnerships, role of, 231–232
    • platforms for, 226–227, 230–234
    • receptive audiences, need for, 187
    • research, need for, 227–228
  • Educational games, measuring success of
    • aligning measures with goals, 194–195
    • biometrics, 203–204
    • context, importance of, 214–217
    • direct observation, 204
    • five A’s, the (see Five A’s, the)
    • “health care envy
    • interviews, 204–205
    • process overview, 193
    • scale, 205–206
    • surveys, 203–204
  • Educational research versus medical research, 193
  • Educational standards, 113
  • Engagement, measuring, 203
  • Evidence-centered design, 207
  • Extrinsic rewards, 77
  • Facilitating lifelong learning, principle of, 175, 223
  • Farm Blitz, 12–13, 179–180, 223
  • Field trips, 113
  • Financial literacy. See Commonwealth (nonprofit)
  • Five A’s, the
    • affect, 195, 201–205
    • analytics, 195, 209–214
    • application of, 217–219
    • artifacts, 195–201
    • assessments, 195, 207–209
    • audience, 195, 205–207
  • Flexibility, importance of, 162
  • Flow, 20, 202
  • Fostering communities of practice, principle of, 167–169, 223
  • Freedom of effort, 22, 74
  • Freedoms of play, 21–22
  • Fun, 21, 201–202
  • Funding, 228–230
  • Game consoles. See Platforms
  • Game design, 3–7, 169, 207, 223–226. See also Principles of resonant games
  • “Game” design, 165–167
  • Games
    • as hands-on experiences, 113–114
    • as learning environments, 23–27
    • and procedural rhetoric, 25
    • resistance to, 122–123
    • in schools, 29–31, 122–124
    • systems and complexity, 109–110
    • and trifling, 28
  • Games for change, 173–174
  • Gamification, 234–235
  • Guiding reflection, principle of, 51–53, 221
  • Hard fun, 21, 201–202
  • Hyperobjects, 82
  • Identity
    • cultivating player, principle of, 40–41, 48, 56, 221
    • freedom of, 22, 33
    • and the magic circle, 33–34
  • Informal science education, 59, 63–64
  • Inquiry-based learning, 117–121, 124
  • Integrating into everyday life, principle of, 153–156, 222
  • Intrinsic motivation, 76–77
  • Invasion of the Beasties, 135–136, 149
  • Island Hoppers, 136–137, 146, 150–151
  • Learning
    • communities, importance to, 187
    • as cultural, 1
    • definition of, 15
    • experiential, 16–18
    • and play, 19–21
    • problem-based, 16, 65
    • project-based, 16
    • sociocultural theory of, 17
    • versus schooling, 1–2
  • Learning by Design curriculum, 119
  • Learning games. See Educational games
  • Learning sciences, 15–16, 31
  • Lure of the Labyrinth
    • Barr’s experience with, 41
    • cultivating player identity, principle of, 40–41, 48, 56, 221
    • deepening complexity, principle of, 44, 46, 221
    • game structure, 46–47
    • goals, 35–36
    • guiding reflection, principle of, 51–53, 221
    • narrative, 37–40, 54–55
    • overview, 7–8, 34–35
    • pedagogical theory, 48–50, 55–56
    • platform considerations, 36–37
    • preparing for future learning, principle of, 51, 221
    • puzzle design, 42–46
    • relevance in, 35, 44
    • scaling across time, space, and users, principle of, 48, 221
    • teacher concerns, 35–36
    • Zoombinis, influence of, 54
  • Magic circle, the, 33–34, 41, 86
  • Making curricular connections, principle of, 112–117, 222
  • Massively multiplayer online games (MMOs), 95, 108–109
  • Medical research versus educational research, 193
  • Metacognition, 15–16, 115
  • Multiple pathways and freedom of effort, principle of, 71–74, 221
  • Narrative and imaginative cocreation, principle of, 81, 84–86, 222
  • Narratives
    • Lure of the Labyrinth, 37–40
    • Vanished, 81–84, 86–87
  • 90/9/1 problem, the, 74
  • Palmagotchi, 140–141
  • Papert, Seymour, 16, 21, 23, 28–30, 201–202
  • Partnerships
    • and Commonwealth (nonprofit), 171–172, 183–186, 190–191
    • fostering communities of practice, principle of, 167–169
    • importance of, 165–166
    • problematic, 169–171
    • successful, 185
    • working with the right partners, principle of, 169–171
    • and Xenos, 166–169
  • Platforms, 36–37, 226–227, 230–234
  • Play
    • freedoms of, 21–22
    • and games, 23–28
    • and learning, 19–21
    • and self-determination theory, 22–23
  • Pocket Law Firm, 143
  • Portal, 118
  • Practice-based rounds, 146, 148. See also Designing adaptive experiences, principle of
  • Preparation for future learning
    • definition, 50–51
    • games as, 18, 158, 189–190, 214–216
    • and making curricular connections, principle of, 112–113
    • principle of, 51, 221
  • Principles of resonant design, the four organizing, 3–7
  • Principles of resonant games
    • applying skills to daily life, 173–174, 223
    • authentic problems, 62–63, 222
    • codesigning with educators, 148–152, 223
    • connecting data to practice, 158–162, 223
    • creating a culture of inquiry, 117–121, 124, 222
    • cultivating player identity, 40–41, 48, 56, 221
    • deepening complexity, 44, 46, 221
    • designing adaptive experiences, 145–148, 223
    • designing systems for exploration, 105–106, 222
    • facilitating lifelong learning, 175
    • fostering communities of practice, 167–169, 223
    • guiding reflection, 51–53, 221
    • integrating into everyday life, 153–156, 222
    • inter-principle relationships
    • making curricular connections, 112–117, 222
    • multiple pathways and freedom of effort, 71–74, 221
    • narrative and imaginative cocreation, 81, 84–86, 222
    • preparing for future learning, 50–51, 112–113, 189–190, 214–216
    • providing professional development, 125–127, 222
    • scaling across time, space, and users, 47–48, 221
    • social design for learning, 68–69
    • working within an educational system, 121–125, 222
    • working with the right partners, 169–171, 183–188, 223
  • Procedural rhetoric, 25–26
  • Providing professional development, principle of, 125–127, 222
  • Radix Endeavor, The
    • algebra questline, 106–107, 116
    • analytics, 212–214
    • assessments, 207
    • bridging activities, 112–117
    • classroom implementations, 93, 119–120, 124, 129
    • creating a culture of inquiry, principle of, 117–121, 124, 222
    • cross-discipline connections, enabling, 107–108
    • designing systems for exploration, principle of, 105–106, 222
    • educational content areas, 98
    • and educational standards, 113, 123–124
    • evolution questline, 99–104
    • external connections, 91–93
    • game design, 93, 96–98
    • inquiry, designing for, 98–102, 104–105
    • making curricular connections, principle of, 112–117, 222
    • marketplace, design of, 108
    • overview, 10–11, 91, 95
    • preparing for future learning, principle of, 112–113
    • principles, guiding, 94
    • principles, importance of, 224–226
    • providing professional development, principle of, 126–128, 222
    • resistance to, 123
    • social experiences in, 109–111
    • working within an educational system, principle of, 122–124
  • Relevance, 34–35, 44, 47
  • Research methods, 193, 227–228
  • Resonant design, 3–7
  • Resonant games
    • development approach, 31
    • and experiential learning, 16, 17
    • four overarching principles, 3–7
    • as preparation for future learning
    • principles of (see Principles of resonant games)
    • and schools, 29–31, 91–92
    • as social, 17
    • straw example, 25–26
  • Revolution, 200–201
  • Rewards, extrinsic, 77
  • Scaffolding. See also Designing adaptive experiences, principle of
    • definition of, 16
    • and inquiry games, 118
    • and Radix, 92, 99, 115
    • and transfer, 195
    • in Vanished, 65–67, 73
  • Scaling across time, space, and users, principle of, 48, 221
  • Schools
    • changes to, 29–30
    • computers in, 28–29
    • resistance to games, 36
    • and resonant games, 29–31, 91–92
    • technology in, 122
    • working within an educational system, principle of, 121–125, 222
  • School systems, 121–122
  • Scientific thinking, 64, 95, 223–224, 226. See also Radix Endeavor, The; Vanished
  • Self-determination theory, 22–23
  • SimCity, 108–109
  • Smartphones, 171, 232–233. See also UbiqBio (Ubiquitous Games for Biology); Ubiq games
  • Social cognition, 70
  • Social design for learning, principle of, 68–69, 222
  • Social experiences. See also Vanished
    • in Chomp!, 138
    • communities of practice, 166–169, 185, 223
    • and the principle of integrating into everyday life, 154–155
    • in The Radix Endeavor, 109–111
    • social design for learning, principle of, 68–69, 222
    • and UbiqBio, 158–159
    • in Weatherlings, 139–140
  • Sociocultural learning theory, 17
  • Spent, 173–174
  • Standards, educational, 113, 123–124
  • Statecraft X, 141–143
  • Teacher dashboards, 158–162
  • Teachers’ concerns with games, 35–36
  • Technology, in schools, 122
  • Touch Press Games, 143–144
  • Transfer, 194–195. See also Applying skills to daily life, principle of
  • Triflers, 28
  • UbiqBio (Ubiquitous Games for Biology). See also Beetle Breeders
    • Chomp!, 137–138, 212
    • codesigning with educators, principle of, 149–152, 222
    • connecting data to practice, principle of, 158–162, 222
    • designing adaptive experiences, principle of, 145–148, 222
    • flexibility of use, 162–163
    • goals of, 152–153
    • integrating into everyday life, principle of, 153–156, 164, 222
    • Invasion of the Beasties, 135–136
    • Island Hoppers, 136–137, 146
    • overview, 11, 133–134
    • preparing for future learning, principle of, 158
    • social experiences, 158–159
    • teacher dashboards, 158–162
    • use cases, student, 153
  • Ubiq games
    • casual games, influence of, 144–145
    • definition, 132–133
    • integrating into everyday life, principle of, 164
    • making curricular connections, principle of, 157–159
    • Palmagotchi, 140–141
    • Statecraft X, 141–143
    • teacher use example, 156–157
    • Weatherlings, 138–140
  • Ungamification, 234–235
  • Vanished
    • as affinity space, 69
    • and ARGs, 58–59
    • authentic problems, principle of, 62–63, 222
    • collective intelligence, 68–69
    • community management, 70–71
    • design, 59–62
    • Flash games in, 75–79
    • and hyperobjects, 82–83
    • impact of, 88–89
    • informal science education, 59
    • multiple pathways and freedom of effort, principle of, 73–75
    • narrative and imaginative cocreation, principle of, 81, 84–86, 222
    • narrative design, 81–84, 86–87
    • origination of, 57–59
    • overview, 8–10, 57, 59–60
    • principles, importance of, 223–225
    • problem-based learning, 65
    • promotion, 60
    • roles, lack of, 73
    • scaffolding, 65–67
    • scientists, interaction with, 57, 67, 71–73
    • social design for learning, principle of, 68–69, 222
    • success of, measuring, 197–198
  • Virtual reality, 234
  • Weatherlings, 138–140
  • “Wonderful ideas
  • Working within an educational system, principle of, 121–125, 222
  • Working with the right partners, principle of, 169–171, 183–188
  • Xenos, 166–169
  • Zaltman metaphor elicitation technique, 175
  • Zone of proximal development (ZPD), 20–21, 202
  • Zoombinis, 54

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References

Additional Information

ISBN
9780262346078
Related ISBN
9780262037808
MARC Record
OCLC
1045194812
Launched on MUSE
2018-09-19
Language
English
Open Access
Yes
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