What video games have to teach us about learning and literacy

By Ben Williamson. 2004

454 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a3637b1d4ca10307548d3cb95b658ebf441d9479

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In Developmental and Educational Psychology

Citations in the corpus

The wear out effect of a game-based student response system (2015, background): “James Paul Gee argues that well-designed video games are learning machines (Gee 2003).”
Game object model version II: a theoretical framework for educational game development (2007, background): “However, authors such as Rieber (1995), Quinn (1994, 1997, 2005), Amory et al. (1999), Amory (2001), Gee (2003) and Kiili (2005a) argue that computer games offer a unique opportunity to engage learners in learning environments that could support contemporary educational practices.”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, background): “Although fun and entertainment are generally what ﬁrst attract people to games, the engaging learning experience of game playing is contributed to by the effective principles or approaches embedded in game designs to facilitate positive learning outcomes (Becker 2007; Gee 2007).”
Classification of learning outcomes: evidence from the computer games literature (2005, background): “Gee (2003) asserted that 36 effective learning principles can be found in well-designed commercial video games.”
New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment (2017, background): “…both the forms and functions of literacy have been largely determined by the continuously changing social forces at work within any society and the technologies these forces often produce (Boyarin, 1993; Diringer, 1968; Gee, 2007b; Illera, 1997; Manguel, 1996; Mathews, 1966; N. B. Smith, 1965).”
Spatial Thinking and STEM Education. When, Why, and How? (2012, background): “Several studies have now shown that playing videogames has a strong, positive effect on visual-spatial memory and attention, (e.g., Gee, 2007; Green & Bavelier, 2003, 2006, 2007).”
Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play (2007, methodology): “Gee (2003) found that games can establish a form of embodied empathy for the complex system that is the game, and that require the player to master an underlying grammar that governs game play dynamics.”
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning (2009, methodology): “As defined by Gee (2003), video games have a unique capacity to activate, recruit, and cultivate a sense of projective identity that serves as a mediation between the students' real world identity and their virtual or game identity.”
Video Game Addiction: The Push To Pathologize Video Games (2017, methodology): “Finally, video games have been utilized in education to increase grades, learning, reading, and working with abstract ideas (Gee, 2007; Koster, 2005; Squire & Barab, 2004).”
Scientific Habits of Mind in Virtual Worlds (2008, background): “understanding systems and feedback among components of a system), previous games related literature (Gee 2003; Squire 2003, 2005; Steinkuehler 2004, 2005, 2006a, 2006b, 2006c), and a pilot study conducted in preparation for this investigation (Steinkuehler and Chmiel 2006).”