Playing and Making Games for Learning

By Yasmin B. Kafai. Games Cult., 2006

648 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0e6f8dbcca820a5307b28f63fe5d8e1e4e39e2e6

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In Education

Citations in the corpus

The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, neutral): “In this context, “constructionism” is contrasted with “instructionism” (Kafai, 2006).”
Handbook of Research on Effective Electronic Gaming in Education (2009, methodology): “Kafai (2006) indicated that in the educational game development process, great effort is spent by the designers of the game on the flow, content matters, visual representations, and instructional activities of the game.”
The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context (2008, background): “One argument for using VEs in the classroom is that learners can feel more psychologically present in a virtual simulation than is possible in other types of traditional learning venues (Kafai, 2006; Kafai, Franke, Ching, & Shih, 1998).”
Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? (2012, background): “A constructionist approach to understanding learning combines individuallevel cognitive processes with the social and cultural contexts in which learning takes place (Kafai, 2006).”
Constructionist Gaming: Understanding the Benefits of Making Games for Learning (2015, methodology): “Glaringly absent in the discussions about the effectiveness of serious gaming has been the inclusion of constructionist gaming approaches, namely, those approaches in which games are designed by students (rather than professionals) for learning benefits (Kafai, 1995, 2006).”
Effects of video-game play on information processing: A meta-analytic investigation (2013, background): “…games have been viewed as effective, engaging media with the potential to increase motivation and enhance academic instruction (Blumberg & Altschuler, 2011; Boyan & Sherry, 2011; Kafai, 2006; Prensky, 2010; Shaffer et al., 2005; Shute, Ventura, Bauer, & Zapata-Rivera, 2009; Squire & Jenkins, 2003).”
Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities (2009, background): “For example, active is contrasted with passive (Schank, 1994); constructionism (referring to what a learner does) is contrasted with instructionism (referring to what an instructor does; Kafai, 2006); co-participation (referring to an activity) is contrasted with cognitive reorganization (referring ”
Digital Games, Design, and Learning (2016, neutral): “Few”