Cultural Framing of Computer/Video Games

By Kurt Squire. Game Studies, 2002

385 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/11c4bd41665fd6cb1c4ff100d13cad2cc676184f

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Citations in the corpus

From Content to Context: Videogames as Designed Experience (2006, unknown): “Videogame players can lead civilizations, ﬂy aircraft, lead squadrons of urban warriors in foreign countries, or participate in virtual societies with their own languages, cultures, and economies (Squire, 2002; Steinkuehler, in press b).”
Overview of research on the educational use of video games (2006, background): “These serve as a viable starting point in combination with overviews that are more recent, inclusive, and thorough (i.e. Bergman, 2003; de Freitas, 2005; Kirriemuir & McFarlane, 2003; Mitchell & Savill-Smith, 2004; Squire, 2002).”
Game object model version II: a theoretical framework for educational game development (2007, background): “Squire (2002) explains that attitudes to computer and video games range from views that they are imperative for education to views that they result in hyper-competitiveness and warped sexual values.”
Making learning fun: Quest Atlantis, a game without guns (2005, background): “Squire (2002), commenting on the cultural perspective virtues of games to create a generation of highly skilled Everett Koop proclaimed games among the top health risks facing Americans.”
Gamifying learning experiences: Practical implications and outcomes (2013, background): “…cycles of expertise, self-regulated learning or team collaboration (Gee, 2003; Rosas, Nussbaum, & Cumsille, 2003); but also some issues related to educative content, learning transfer, learning assessment, teacher implication and technological infrastructure (Facer, 2003; Squire, 2002, 2003).”
Investigating the impact of video games on high school students' engagement and learning about genetics (2009, background): “Many top scholars have reported on the potential of harnessing the popularity of video games (often called serious games or educational games) for engaging children and helping them learn difficult concepts (e.g. Gee, 2005; Prensky, 2001; Squire, 2002).”
Serious games for higher education: a framework for reducing design complexity (2008, background): “Squire (2002) reports that attitudes to computer and video games are likely to support hypercompetitiveness and warped sexual values rather than well-considered learning goals.”