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001    EBC944691 
003    MiAaPQ 
005    20200713055221.0 
006    m     o  d |       
007    cr cnu|||||||| 
008    200713s2012    xx      o     ||||0 eng d 
020    9781139514729|q(electronic bk.) 
020    |z9780521196239 
035    (MiAaPQ)EBC944691 
035    (Au-PeEL)EBL944691 
035    (CaPaEBR)ebr10578208 
035    (CaONFJC)MIL368540 
035    (OCoLC)796383836 
040    MiAaPQ|beng|erda|epn|cMiAaPQ|dMiAaPQ 
050  4 GV1469.3 .G423 2012 
082 0  371.334 
100 1  Steinkuehler, Constance 
245 10 Games, Learning, and Society :|bLearning and Meaning in 
       the Digital Age 
264  1 New York :|bCambridge University Press,|c2012 
264  4 |c©2012 
300    1 online resource (490 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
490 1  Learning in Doing: Social, Cognitive and Computational 
       Perspectives 
505 0  Cover -- Games, Learning, and Society -- Series -- Title -
       - Copyright -- Contents -- Contributors -- Series Foreword
       -- Foreword -- Acknowledgments -- Section I: Games as 
       Designed Experience -- 1: Introduction to Section I -- 2: 
       Designed Cultures -- Apolyton University -- During Action 
       Reports: Cognitive Artifacts That Organize Practice -- 
       Design Thinking -- Designing CivIV -- Designing Education 
       for Participation -- Notes -- References -- 3: Theme Is 
       Not Meaning: Who Decides What a Game Is About? -- 
       Mechanics Give Meaning -- Seeing Past the Theme -- Uniting
       Theme and Mechanics -- A Perfect Union -- Does 
       Civilization Fail? -- Why Theme Matters -- 4: Our Cheatin'
       Hearts -- Trust Me -- Show the Mechanics -- Cheating in 
       Civilization -- Perception Is Reality -- 5: Playing the 
       Odds -- Failing at Probability -- Leveling the Field -- 
       Where Luck Fails -- Probability Is Content -- Showing the 
       Odds -- 6: Nurturing Lateral Leaps in Game Design -- 
       SimCity -- Instances of Games versus Kinds of Games -- The
       Evolution of Game-Making Processes in Action -- The Battle
       Against Complexity and the Control of Information in 
       Making Bigger and Better Instances of Games -- Embracing 
       Complexity and Making New Kinds of Games -- Educational 
       Games -- Valve -- Conclusion -- Notes -- References -- 7: 
       Uncharted 2: Among Thieves - How to Become a Hero -- 
       Introduction to Uncharted 2 -- Full Disclosure: Drew 
       Davidson -- Narrative and Game-Play Analysis -- Meaning 
       and Mastery -- Ludic Narrans -- Playing Well -- References
       -- 8: Interview with Harmonix -- 9: Yomi: Spies of the 
       Mind -- Yomi -- Yomi Layers -- Example of Yomi Layer 3 
       from Virtua Fighter 3 -- Section II: Games as Emergent 
       Culture -- 10: Introduction to Section II -- References --
       11: Nurturing Affinity Spaces and Game-Based Learning -- 
       Games and Learning -- Affinity Spaces -- Features of 
       Affinity Spaces 
505 8  Content, Knowledge, and Choice -- The Pareto Principle -- 
       References -- 12: Apprenticeship in Massively Multiplayer 
       Online Games -- Cognition as (Inter)Action -- 
       Apprenticeship -- Research Methods -- Context of the 
       Research -- Data Collection: Cognitive Ethnography -- 
       Analytical Method -- Analysis One: Learning How to Hunt 
       Mithril -- Analysis Two: Learning How to Group Heal -- 
       Analysis Three: Learning How to Hunt Solo -- Findings -- 
       Apprenticeship as Social Interaction -- Apprenticeship 
       into Practices -- Apprenticeship into Values -- 
       Conclusions -- References -- 13: Theorycrafting: The Art 
       and Science of Using Numbers to Interpret the World -- 
       Encountering the Big Bad Wolf -- Theorycrafting for Rogues
       -- Spreadsheet Metagame -- Napkin Math -- Theorycrafting 
       for Priests -- Strategies of Interpretation -- Validity 
       and Reliability -- Educating Others About Interpreting 
       Tools -- Discussion -- Work -- School -- Conclusion -- 
       Notes -- References -- 14: Culture and Community in a 
       Virtual World for Young Children -- Sociocultural Theory, 
       Learning, and Culture in Virtual Worlds -- Related 
       Research -- Methods -- Webkinz World -- Webkinz -- 
       Kindness, Caring, and Consumption: Culture in Webkinz 
       World -- Communication in Webkinz World -- Searching for 
       Community in Webkinz World -- Community Beyond Webkinz 
       World -- Conclusion: Sociocultural Theories of Learning 
       and WW -- Acknowledgments -- References -- 15: Culture 
       versus Architecture: Second Life, Sociality, and the Human
       -- Second Life's First Beginnings -- Master Narratives -- 
       Conclusion -- Note -- References -- 16: Participatory 
       Media Spaces: A Design Perspective on Learning with Media 
       and Technology in the Twenty-First Century -- 
       Participatory Cultures as Learning Environments -- Design 
       Principles for Participatory Media Spaces 
505 8  The Learning Environment Must Be Structured for 
       Participants to Engage in a Cycle of Conceiving, 
       Representing, and Sharing a Piece of Digital Art -- 
       Assessment Is Embedded Naturally into Both the Process and
       the Product -- Digital Technologies Play an Integral Role 
       in the Conceiving, Representing, and Sharing Process -- 
       Why the Shift to Participatory Media Spaces Matters -- 
       Notes -- References -- Section III: Games as Twenty-First-
       Century Curriculum -- 17: Introduction to Section III -- 
       References -- 18: Prediction and Explanation as Design 
       Mechanics in Conceptually Integrated Digital Games to Help
       Players Articulate the Tacit Understandings They Build 
       through Game Play -- Background: Digital Games for Science
       Learning -- Framing the Challenge: Learning Occurs but 
       Remains at an Intuitive Level -- Possible Solutions: 
       Prediction and Explanation Mechanics -- Example: What 
       Might Prediction and Explanation Look Like in a 
       Conceptually Integrated Physics Game? -- Game Description:
       Cup Racer -- Generalizability of Approach and Final 
       Thoughts -- Notes -- References -- 19: Game-Based 
       Curricula, Personal Engagement, and the Modern Prometheus 
       Design Project -- Theory of Transformational Play -- 
       Modern Prometheus Game-Based Curricular Drama -- Methods -
       - Design Iterations -- Design 1 -- Design 2 -- 
       Quantitative Results -- Discussion -- Design Tensions -- 
       Knowing versus Being -- Lesson versus Story -- Assigned 
       versus Elective -- Implications -- Note -- References -- 
       20: Discovering Familiar Places: Learning through Mobile 
       Place-Based Games -- AR and Science Education -- Strand 1:
       Sparking and Developing Interest and Excitement -- Strand 
       2: Understanding Scientific Knowledge -- Strand 3: 
       Engaging in Scientific Explanation and Argument -- Strand 
       4: Understanding the Scientific Enterprise -- Strand 5: 
       Engaging in the Scientific Process 
505 8  Using the Tools and Language of Science -- Strand 6: 
       Identifying with the Scientific Enterprise -- AR and Place
       -Based Education -- AR and Community Stewardship -- 
       Students as AR Game Designers -- Strand 1: Sparking and 
       Developing Interest and Excitement -- Strand 2: 
       Understanding Scientific Knowledge -- Strand 3: Engaging 
       in Scientific Explanation and Argument -- Strand 4: 
       Understanding the Scientific Enterprise -- Strand 5: 
       Engaging in the Scientific Process - Using the Tools and 
       Language of Science -- Strand 6: Identifying with the 
       Scientific Enterprise -- Student-Friendly Tools for AR 
       Game Building -- Looking More Broadly: Using AR Gaming to 
       Build Students' Creative Agency -- Augmenting the Already 
       Strange: AR in Informal Learning Settings -- Concluding 
       Remarks -- Note -- References -- 21: Developing Gaming 
       Fluencies with Scratch: Realizing Game Design as an 
       Artistic Process -- Background -- Gaming Fluencies -- 
       Games as Interdisciplinary Practice -- Scratch Game Design
       Studio: Participants, Tool, and Context -- Participants --
       Game-Making Tool: Scratch -- Context -- Documentation of 
       Scratch Game Designs Archive -- Analyses of Game Designs -
       - The Creative, Critical, and Technical Dimensions of 
       Gaming Fluencies -- Vignettes of Gaming Fluencies: Three 
       Scratch Designs -- Development of Gaming Fluencies in 
       Productive Scratch Game Designers -- Discussion -- 
       Conclusion -- Acknowledgments -- References -- 22: 
       "Freakin' Hard": Game Design and Issue Literacy -- Looking
       Closer: Games, Meaning, and Learning -- From Play to 
       Production -- Revisiting GameTech -- Case Studies: 
       Projects and Programs in Game Design -- The Grow-a-Game 
       Deck -- Global Kids' Playing for Keeps -- Quest to Learn -
       - Activate! -- Conclusions -- Notes -- References -- 23: 
       Models of Situated Action: Computer Games and the Problem 
       of Transfer -- The Helmets of "Amsterdam" 
505 8  Golding versus Defoe -- Communities of Dysentery -- One 
       Productive Way, Part I: Framing a Discourse -- One 
       Productive Way, Part II: Forming a Frame -- One Productive
       Way, Part III: Fitting a Frame -- What's in the Game? -- 
       ENA and Crusoe -- MSA and Games -- Full Circle -- 
       Acknowledgments -- Notes -- References -- Afterword: Games
       and the Future of Education Research -- Play -- Learning -
       - Identity -- Production -- Social Learning -- Assessment 
       -- Design -- Design for Learning -- Design by Learners -- 
       Conclusion -- Index 
520    Leaders in the field provide an introduction to video 
       games and learning, including essays on game design and 
       game culture 
588    Description based on publisher supplied metadata and other
       sources 
590    Electronic reproduction. Ann Arbor, Michigan : ProQuest 
       Ebook Central, 2020. Available via World Wide Web. Access 
       may be limited to ProQuest Ebook Central affiliated 
       libraries 
650  0 Video games -- Study and teaching.;Video games -- 
       Psychological aspects.;Learning, Psychology of.;Video 
       games -- Design.;Video games -- Social aspects 
655  4 Electronic books 
700 1  Squire, Kurt 
700 1  Barab, Sasha 
776 08 |iPrint version:|aSteinkuehler, Constance|tGames, Learning,
       and Society : Learning and Meaning in the Digital Age|dNew
       York : Cambridge University Press,c2012|z9780521196239 
830  0 Learning in Doing: Social, Cognitive and Computational 
       Perspectives 
856 40 |uhttps://ebookcentral.proquest.com/lib/sinciatw/
       detail.action?docID=944691|zClick to View