HARNESSING THE POWER OF GAMES IN EDUCATION

By Kurt Squire, Henry Jenkins. 2003

667 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/718e12db4a77643b1584419eaa8983c655cbf5f9

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Citations in the corpus

Why so serious? On the relation of serious games and learning (2010, background): “Despite the simplifications, inaccuracies and misconceptions many COTS games include (Liebermann 2006; Squire and Jenkins 2003) these games can still be integrated in educational settings.”
From Content to Context: Videogames as Designed Experience (2006, unknown): “As players interact with the world to ascertain possibilities for action, they develop a professional vision for the affordances of the world (Gee, 2005; Goodwin, 1994; Jenkins & Squire, 2004).”
Video Games and the Future of Learning (2005, background): “Other epistemic games might involve players experiencing the world as an evolutionary biologist or as a tailor in colonial Williamsburg (Squire & Jenkins, 2004).”
Environmental Detectives—the development of an augmented reality platform for environmental simulations (2008, background): “Other ideas of how to use educational technologies have been arising within the humanities, games, and research spheres, which provide intriguing new opportunities for rethinking interactions with handheld computers (Holland, Jenkins, & Squire, 2003).”
Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow (2009, background): “Integrating the flow state of immersive games with learning theories has tremendous potential to enhance students’ learning—both in the short- and long-term (e.g., Gee, 2003; Lieberman, 2006; Squire & Jenkins, 2003 ).”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, methodology): “…well-designed digital games are able to motivate and promote effective learning by providing opportunities for players to actively and critically experience, practice, and reﬂect on their ideas in a problem-based, situated, and low-risk context (Gee 2007; Oblinger 2004; Squire and Jenkins 2003).”
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).”
Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming (2009, unknown): “…(Castronova, 2001), entertainment (Boellstorff, 2008; Castronova, 2007; Johnson, 2005), education (e.g., de Freitas, 2006; Gee, 2003, 2005, 2007; Jenkins & Squire, 2004; Salen, 2008; Steinkuehler, 2004, 2007, 2008a), and, to a lesser extent, L2 use and learning (Bryant, 2006; Garcı́a-Carbonell,…”