From Content to Context: Videogames as Designed Experience

By Kurt Squire. 2006

988 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Literature and Literary Theory, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/99e33be3375cf665752bc89c934818b563c43058

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In Developmental and Educational Psychology

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Citations in the corpus

Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers (2007, background): “…reward ladders and embedded, evocative, enacted, and emergent narrative devices that challenge players and communicate motivations and goals to them (cf. Bartle, 1996; Church, 2001; Jenkins and Squire, in press; Jenkins and Squire, 2002; Rouse, 2001; Salen and Zimmer-man, 2003; Squire, 2006).”
Playing around in school: Implications for learning and educational policy. (2010, background): “…such as “built-in scaffolding” as students are presented with harder material as the games progress; however, little research has explored how these influence interest in the subject and how math knowledge fostered in games transfers to other math-related experiences (Rieber, 1996; Squire, 2006).”
Foundations of Game-Based Learning (2015, background): “Games can include opportunities for social engagement and provide contexts where peers and social interactions occur to enhance learning (Squire, 2006, 2011; see also Ito et al., 2008).”
Gamification in Education: What, How, Why Bother? (2011, background): “Games allow players to try on new identities and roles, asking them to make in-game decisions from their new vantage points (Squire, 2006; Gee, 2008).”
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning (2009, background): “…an explosion in the amount of young people playing video games as well as the number of children and adolescents using mobile handheld technologies, such as portable music players, gaming platforms, and smart phones (Roberts et al. 2005; Squire 2006; Dieterle et al. 2007; Lenhart and Madden 2007).”
The Role of School in Adolescents’ Identity Development. A Literature Review (2018, background): “All the publications concerning in-breadth explorative learning experiences argued (Brickhouse, 2001; Squire, 2006; Stokes & Wyn, 2007) or demonstrated (Barret & Baker, 2012; Bruin & Ohna, 2013; Carlone et al., 2015; Johnson et al., 2011; Jones & Deutsch, 2013; Stapleton, 2015; Van Sluys, 2010),…”
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).”
Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow (2009, background): “As more and more researchers are pointing out (e.g., Cannon-Bowers, 2006; de Freitas & Liver, 2006; Squire, 2006 ), there is currently a shortage of experimental studies examining learning through game play, despite the fact that games represent a very rich venue for conducting learning research.”
Cooperation and the Use of Technology (2007, background): “A fourth network tool is an immersive, interactive digital entertainment, or videogame playing, which has considerable economic, cultural, and social influence (Squire, 2006) and is often used for cooperative endeavors.”
Beyond Screen Time: Identity Development in the Digital Age (2020, background): “…them with emotionally powerful opportunities to grapple with identity-relevant paradoxes that often reflect back on offline identity preferences and concerns (e.g. Bessi ere, Seay, & Kiesler, 2007; Ducheneaut & Moore, 2005; Granic & Lamey, 2000; Squire, 2006; Turkle, 1995; Williams et al., 2006).”
Augmented Reality Simulations on Handheld Computers (2007, background): “The importance of supporting academic game play with other media (books, texts, video) is something well known within the literature of games in social studies education (Squire, 2006; Wentworth & Lewis, 1973).”
The Lens of Intrinsic Skill Atoms: A Method for Gameful Design (2015, background): “games” (Squire, 2006), overcoming the core challenge of the game requires and supports acquiring the concepts and skills to be learned.”
The use of 'exploratory learning' for supporting immersive learning in virtual environments (2009, positive): “The goal-based approach, as defined by Squire (2006), includes seven key components: 1.”
Our Princess Is in Another Castle (2012, background): “Like other history educators turning to commercial video games set in historical contexts, Squire (2006) reviewed the Civilization series as a tool that instructors and learners can modify to re-create historical conflicts.”