Video games in education

By Kurt Squire. Int. J. Intell. Games Simul., 2003

875 citations recorded by the source corpus.

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Citations in the corpus

From Edutainment to Serious Games: A Change in the Use of Game Characteristics (2010, background): “Many serious games provide unique goals, choices, and challenges that allow the gamer to interact with a complex content, yet this alone does not provide all the necessary events for learning (Squire, 2003).”
Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games (2008, background): “Because they do not play games as often or on the same scale as their students, these same teachers do not fully comprehend the subtle nuances of how game developers use terms such as interaction, engagement, and immersion, or the importance of the relationship between endogenous story/fantasy and g”
Handbook of Research on Effective Electronic Gaming in Education (2009, background): “Some games rely on drill-and-recall of facts while other video games attempt to simulate reality, and different types of video games can lead to different things being learned (Murphy et al., 2002; Squire, 2003).”
A Theoretical Model of the Effects and Consequences of Playing Video Games. (2006, background): “This type of software is easily incorporated into classrooms as it allows students to practice individually as much or as little as needed (Squire, 2003).”
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).”
Educational game design for online education (2008, background): “Anotherapproachtoincreasemotivationandthequalityofthelearningexperienceistheuseofcom-puter and videogames as an educational medium (Betz, 1996; Jayakanthan, 2002; Jenkins & Klopfer, 2003; Prensky, 2001; Squire, 2003; Squire, 2005).”
Gamification and Serious Games for Personalized Health (2012, background): “Computer games have in the past been criticized as anti-social activities [11].”
Game-based Learning and 21st century skills: A review of recent research (2016, background): “Many educational games are simple designs that are narrowly focused on academic content, target low level literacy, provide drill and practicemethods similar toworksheets, and stress memorization of facts (Squire, 2003; Villalta et al., 2011; Young et al., 2012).”
Gamification and student motivation (2016, background): “It is important to distinguish gami ﬁ cation from the well-established use of computer games in education (Squire, 2003).”
Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness (2008, background): “They are often lab studies with unusual samples that try to generalize beyond their sampled audience and they conflate game genres (Prensky; Squire, 2003; Williams, 2004, 2005).”
Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “However, researchers have argued that well-designed technology-based activities can be used to target students’ interest value beliefs by making learning goals relevant and meaningful, and by allowing students to identify with characters within the technology environment (Gee, 2003; Squire, 2003).”
Learning in immersive worlds: A review of game-based learning (2006, methodology): “…games is often distinct in the literature, examples where both are considered jointly are becoming more prevalent (e.g. de Freitas and Jarvis, 2006; Squire, 2003), reflecting the trend towards the use of 'software development kits' and 'modifying games software' [See Call out box on 'Modifying…”
Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation (2007, background): “…designers investigating how various aspects of game design support intrinsic motivation and how aspects of game design might be appropriated for educational materials (Bowman, 1982; Dickey, 2005, 2006b; Gee, 2003; Malone, 1981; Prensky, 2001; Provenzo, 1991; Rieber, 1996; Squire, 2003).”
From Content to Context: Videogames as Designed Experience (2006, unknown): “As an example of what a game-based pedagogy might look like, consider the physics game Supercharged! that was developed at MIT to help students learn basic concepts in electro-statics (Jenkins, Squire, & Tan, 2004).”
Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments (2006, background): “Vogler (1998) also offered guidance on the development of roles.”