Video Games and the Future of Learning

By David Williamson Shaffer, Kurt Squire, Richard Halverson, James Paul Gee. 2005

1,015 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ccbf6ef59cf6ee09c3113fe0da9b478e34da1ff3

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In Developmental and Educational Psychology

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Citations in the corpus

From Content to Context: Videogames as Designed Experience (2006, neutral): “An emerging model of games suggests that they excel by providing learners with situated experiences of activities, whereby they develop new ways of thinking, knowing, and being in worlds (Shaffer, Squire, Halverson, & Gee, 2005).”
Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers (2007, background): “Game-based learning approaches have been suggested as one ‘‘post progressive’’ pedagogy that might situate learners in complex thinking tasks that are driven by authentic questions, incorporate multiple tools and resources, rely on learning by doing, guide learners through a path of events and into ”
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use (2011, background): “Games can provide experiences across various situated contexts that enable learners to understand complex situations (Shaffer et al., 2004).”
Effects of video-game play on information processing: A meta-analytic investigation (2013, background): “Peer interactions 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).”
Serious games (2016, background): “There are some characteristics and values that a se t of expert players are developing, like the enlightenment of risk taking [21], entrepr neurship and expertise.”
The concept of flow in collaborative game-based learning (2011, neutral): “Digital games are seen as excellent tools for facilitating and supporting situated learning of students (cf., Gee, 2005; Prensky, 2001; Shaffer et al., 2005; Winn, 2002).”
Writing for Whom? Cognition, Motivation, and a Writer's Audience (2010, methodology): “…they do and can use these activities to “develop reputations in online communities, cultivate audiences as writers through discussion forums, and occasionally even take up careers as professional gamers, traders of online commodities, or game modders and designers” (Shaffer et al., 2005, p. 5).”
The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context (2013, methodology): “Another method is to embed the content in activities such as computer games (Kraus, 1982; Shaffer et al., 2005).”
Game object model version II: a theoretical framework for educational game development (2007, background): “Shaffer, Squire, Halverson, and Gee (2005) argue that to date, educational games have not been designed using any coherent theory of learning or appropriate research ﬁndings.”
Orientations to Video Games Among Gender and Age Groups (2010, background): “Shaffer, Squire, and Gee (2005) add that these learning experiences may be especially powerful as games have the ability to convey context in a way traditional media cannot.”
Game–like learning: An example of situated learning and implications for opportunity to learn (2008, background): “…madison 2020 In their Madison 2020 project, David Shaffer and Kelly Beckett at the University of Wisconsin have developed, implemented, and assessed a game-like simulation that simulates some of the activities of professional urban planners (Beckett and Shaffer 2004; see also Shaffer et al. 2004).”