What video games have to teach us about learning and literacy

By James Paul Gee. Conference on Computability in Europe, 2007

9,499 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a675fe5a7d99ac6f7ff91fa084462faefe616148

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In Computer Science Applications

In Developmental and Educational Psychology

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Citations in the corpus

Interactive Multimodal Learning Environments (2007, background): “Games and simulations Proponents argue that interactive simulations and games hold potential for improving web-based learning, because users find them entertaining and motivating (Gee 2004; Prensky 2001; Rieber 2005; Schank 2002).”
A Qualitative Meta-Analysis of Computer Games as Learning Tools (2009, background): “With simulated visualization, authentic problem solving, and instant feedback, computer games afford a realistic framework for experimentation and situated understanding, hence can act as rich primers for active learning (Laurel, 1991; Gee, 2003).”
Games and Motivation to Learn Science: Personal Identity, Applicability, Relevance and Meaningfulness (2008, background): “Proponents of game-based learning make their arguments based on the philosophical tenets for learning that they think may be afforded by games and also from peripheral research in cognitive science and education (Gee, 2003; Prensky, 2001; Shaffer, 2006).”
Digital Natives? New and Old Media and Children's Outcomes (2011, background): “The thesis explicitly promotes multimedia or games-based learning (Gee, 2003; Prensky, 2001) over outdated ‘linear’ media (books, television) and text-based resources.”
Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning (2009, background): “Caldwell, Jennings, Lerner, and Richek (1996) found that students learn comprehension strategies when ‘‘teachers model the thinking process out loud to his or her students.”
Exploring teachers' knowledge of children's literature (2008, background): “Mackey, 2002 ; Gee, 2003 ; Merchant, 2003 ), but with the notable exception of Arizpe and Styles's (2003) research into picture fiction, much less attention has been paid to more traditional forms of children's literature.”
Students' perceptions about the use of video games in the classroom (2010, background): “In this study, the concept of ease of use is further complicated because both learning and gaming have to be – among other things – ''pleasantly frustrating " (Bandura, 1997; Gee, 2003).”
Unintended Outcomes in Second Life: Intercultural Literacy and Cultural Identity in a Virtual World (2008, background): “Sherry Turkle observed that as people participate in virtual text-based environments, they play out a ‘multiple-roled existence’ and ‘become authors not only of text but of themselves, constructing new selves through interaction’ (Miller, 1995 : 1; see also Gee, 2004 ).”
Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game (2009, background): “It is thus quite possible that game-based learning may more adequately address the manner in which youngsters learn nowadays and engage them more successfully in meaningful learning than traditional learning methods (Prensky 2001; Gee 2003; Shaffer 2006; van Eck 2006).”
Educational Video Game Design: A Review of the Literature (2007, methodology): “Other studies concurred with the findings of Squire, Barnett, Grant, and Higginbotham (2004) concerning mastery of abstract and conceptual knowledge through game play (Aguilera & Mendiz, 2003; Gee, 2003; Lunce, 2006; Prensky, 2006). Writing about technology in general rather than games specifically,”