Fostering 21st century skill development by engaging students in authentic game design projects in a high school computer programming class

Journal of Educational Computing Research

Volumn 44, Issue 4, 2011, Pages 391-408

  Thomas, Michael ^a   Ge, Xun ^b   Greene, Barbara ^b  

^a UNIVERSITY OF OKLAHOMA   (United States)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80054934201     PISSN: 07356331     EISSN: None     Source Type: Journal    
DOI: 10.2190/EC.44.4.b     Document Type: Review

References (19)

1. Apperley, T. H. (2006). Genre and game studies: Toward a critical approach to video game genres. Simulation and Gaming, 37(1), 6-23. (Pubitemid 43263740)
2. Barab, S., Gresalfi, M., & Arici, A. (2009). Why educators should care about games? Teaching for the 21st Century, 67(1), 76-80.
3. Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, A game without guns. Educational Technology Research and Development, 53(1), 86-107. (Pubitemid 40447887)
4. Bauerlein, M. (2008). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future. New York: Jeremy P. Tarcher/Penguin.
5. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
6. Clarke, J., & Dede, C. (2009). Design for scalability: A case study of the River City curriculum. Journal of Science Education and Technology, 18(4), 353-365.
7. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in education research. Educational Researcher, 32(1), 9-13.
8. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
9. Ge, X., Thomas, M. K., & Greene, B. A. (2006). Technology-rich ethnography for examining the transition to authentic problem-solving in a high school computer programming class. Journal of Educational Computing Research, 34(4), 333-366.
10. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan.
11. Guay, F., Boggiano, A. K., & Vallerand, R. J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643-650.
12. Lincoln, Y. S., & Guba, E. G. (1985) Naturalistic inquiry. Newbury Park, CA: Sage.
13. Partnership for 21st Century Skills. (2009, May). P21 framework definitions document. Retrieved November 21, 2009, from http://www.p21.org/ documents/P21-Framework-Definitions.pdf
14. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1-6. Retrieved from http://www.marcprensky.com/writing/Prensky%20- %20Digital%20 Natives,%20Digital%20Immigrants%20-%20Part1.pdf
15. Schrader, P. G., & McCreery, M. (2008). The acquisition of skill and expertise in massively multiplayer online games. Educational Technology Research & Development, 56, 557-574.
16. Squire, K. D. (2006). From content to context: Video games as designed experiences. Educational Researcher, 35(8), 19-29.
17. Thomas, M. K., Barab, S. A., & Tuzun, H. (2009). Developing critical implementations of technology-rich innovations. Journal of Educational Computing Research, 41(2), 125-154.
18. Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161-1176. (Pubitemid 127686778)
19. van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London, Ontario, Canada: The University of Western Ontario.