Learning in Massively Multiplayer Online Games

By Constance Steinkuehler. International Conference of the Learning Sciences, 2004

409 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7ad7535b8c8626d1ff7a46c970d5b2ac8b4509d0

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Citations in the corpus

Video Games and the Future of Learning (2005, background): “A 16-year-old in Korea playing Lineage can become an international financier, trading raw materials, buying and selling goods in different parts of the virtual world, and speculating on currencies (Steinkuehler, 2004a).”
Serious games for higher education: a framework for reducing design complexity (2008, background): “Various approaches have been developed to cover specific types of games, for instance, classroom games or massive multi-user online games (Steinkuehler 2004).”
Learning in immersive worlds: A review of game-based learning (2006, background): “The growth of online gaming has been swift and widespread (Steinkuehler, 2004; Griffiths et al., 2003; Yee, 2006), and work has demonstrated how these may have uses in education and training contexts (e.g. Squire, 2003).”
Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming (2009, unknown): “12 In related research, Steinkuehler (2006) analyzed”
Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" (2006, background): “This assumption is part of the ideological framework into which newcomers are tacitly enculturated (Steinkuehler, 2004) and harks back to the culture of early video game arcades: ‘‘It didn‘t matter what you drove to the arcade.”
Game object model version II: a theoretical framework for educational game development (2007, background): “Steinkuehler (2004, p. 20) found that in massively multiplayer online games the focus was mainly on the activity and not the informational content—here players became engrossed in ‘‘complex, ill-structured, dynamic and evolving systems’’.”
Scientific Habits of Mind in Virtual Worlds (2008, methodology): “The codes were selected from these sources based on a combination of a priori assumptions about the forms of scientific reasoning such spaces ought to generate (e.g., understanding systems and feedback among components of a system), previous games related literature (Gee 2003; Squire 2003, 2005; St”
Effects of video-game play on information processing: A meta-analytic investigation (2013, background): “involving video-game play often have strongly collaborative as well as competitive qualities, which can motivate and reinforce learning (Gee, 2007; Shaffer, Squire, Halverson, & Gee, 2005; Steinkuehler, 2004).”
Game–like learning: An example of situated learning and implications for opportunity to learn (2008, background): “…interest during the last few years in the role that good video games and related types of simulations can play in learning inside and outside schools (e.g., Barab et al. 2005; Barab et al. in press; Gee 2003a, 2005; Jenkins and Squire 2004; Shaffer 2007; Squire 2005, 2006; Steinkuehler 2004, 2006).”
What are the learning affordances of 3-D virtual environments? (2010, background): “Though a number of researchers (for example, Gee, 2003; Steinkuehler, 2004) have documented educationally relevant outcomes, there is little conclusive evidence that attests to the specific learning benefits of 3-”