Tools of play: Coordinating games, characters, and actions while learning to play video games

Computer-Supported Collaborative Learning Conference, CSCL

Volumn 8, Issue PART 2, 2007, Pages 629-638

  Satwicz, Tom ^a   Stevens, Reed ^b  

^a UNIVERSITY OF GEORGIA   (United States)

^b UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COLLABORATIVE LEARNING; DEEP LEARNING; DISTRIBUTED SYSTEMS; GROUP PERFORMANCE; LEARNING PROCESS; LEARNING TO PLAY; SOCIAL ACTIVITIES; SOCIOTECHNICAL SYSTEMS; VIDEO GAME;

INTERACTIVE COMPUTER GRAPHICS;

EID: 84861028030     PISSN: 15734552     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (20)

1. Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307-359.
2. Becker, H. S. (1982). Art worlds. Berkeley, CA: University of California Press.
3. Becker, H. S. (1995). The power of inertia. Qualitative Sociology, 18, 301-309.
4. Billett, S. (2006). Relational interdependence between social and individual agency in work and working life. Mind, Culture, & Activity, 13(1), 53-69.
5. Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education (Vol. 24, pp. 61-100). Washington, DC: AERA.
6. Bransford, J. D., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Philip Bell, et al. (2006). Learning theories and education: Toward a decade of synergy In P. Alexander & P. Winne (Eds.), Handbook of EducationalPsychology (Second Edition). Mahwah, NJ: Erlbaum.
7. diSessa, A. (1991). Epistemological micromodels: The case of coordination and quantities. In J. Montagero & A. Tryphon (Eds.), Psychologie génétique et sciences cognitives (pp. 169-194). Geneva: Foundation Archives Jean Piaget.
8. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave.
9. Goodwin, C., & Goodwin, M. H. (1998). Seeing as a situated activity: Formulating planes. In Y. Engestrom & D. Middleton (Eds.), Cognition and communication at work (pp. 61-95). Cambridge, UK: Cambridge University Press.
10. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
11. Latour, B. (1996). On interobjectivity. Mind, Culture, and Activity, 3(4).
12. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
13. Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), DistributedCognitions (pp. 47-87). New York: Cambridge University Press.
14. Squire, K., & Barab, S. (2004). Replaying history: Engaging urban underserved students in learning world history through computer simulation games. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon & F. Herrera (Eds.), Embracing diversity in the Learning Sciences: Proceedings of the sixth international conference of the Learning Sciences (pp. 505-512). Mahwah, NJ: Lawrence Erlbaum Associates.
15. Stahl, G., Koschmann, T., & Suthers, D. D. (2006). Computer-supported collaborative learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 409-425). New York: Cambridge University Press.
16. ZStevens, R. (2000). Divisions of labor in school and in the workplace: Comparing computer and paper-supported activities across settings. The Journal of the Learning Sciences, 9(4), 373-401.
17. Stevens, R., & Hall, R. (1998). Disciplined perception: Learning to see in technoscience. In M. Lampert & M. L. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 107-149). Cambridge: Cambridge University Press.
18. Stevens, R., Satwicz, T., & McCarthy, L. (in press). In game, in room, in world: Reconnecting video game play to the rest of kids' lives. In K. Salen (Ed.), Ecology of games: Macarthur Foundation series on digital mediaand learning.
19. Stevens, R., Wineburg, S., Herrenkohl, L., & Bell, P. (2005). The comparative understanding of school subjects: Past, present and future. Review of Educational Research, 75(2), 125-157.
20. Suchman, L. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge, UK: Cambridge University Press.