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Games, Learning, and Society Edited by Constance Steinkuehler , Kurt Squire , Sasha Barab Frontmatter More Information Cambridge University Press 978-0-521-19623-9 — Games, Learning, and Society Edited by Constance Steinkuehler , Kurt Squire , Sasha Barab Frontmatter More Information Games, Learning, and Society This volume is the fi rst reader on games and learning of its kind. Covering game design , game culture, and games as twenty- fi rst- century pedagogy, it demonstrates the depth and breadth of scholarship on games and learning to date. The contributors represent some of the most infl uential thinkers, designers, and writers in the emerging fi eld of games and learn- ing – including James Paul Gee, Soren Johnson, Eric Klopfer, Colleen Macklin, Thomas Malaby, Bonnie Nardi, and David Sirlin. Together, their work functions both as an excellent introduction to the fi eld of games and learning and as a powerful argument for the use of games in formal and informal learning environments in a digital age. Constance Steinkuehler is an assistant professor of educational commu- nications and technology at the University of Wisconsin-Madison. She is currently on leave to serve as a senior policy analyst in the Offi ce of Science and Technology Policy in the Executive Offi ce of the President to advise on national initiatives related to games and learning. Kurt Squire is an associate professor of educational communications and technology at the University of Wisconsin-Madison. He is the director of the Educational Research Integration Area at the Morgridge Institute for Research, a design and research lab that makes scientifi c discovery visible through the development of games and simulations for public understanding. Sasha Barab is a professor in the Teachers College at Arizona State University, where he also holds the Pinnacle West Presidential Chair and is a founding senior scientist and scholar of the Learning Sciences Institute. © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-19623-9 — Games, Learning, and Society Edited by Constance Steinkuehler , Kurt Squire , Sasha Barab Frontmatter More Information LEARNING IN DOING: SOCIAL, COGNITIVE, AND COMPUTATIONAL PERSPECTIVES SERIES EDITOR EMERITUS John Seely Brown , Xerox Palo Alto Research Center GENERAL EDITORS Roy Pea, Professor of Education and the Learning Sciences and Director, Stanford Center for Innovations in Learning, Stanford University Christian Heath, The Management Centre, King’s College, London Lucy A. Suchman, Centre for Science Studies and Department of Sociology, Lancaster University, UK books in the serieS The Construction Zone: Working for Cognitive Change in School Denis Newman, Peg Griffi n, and Michael Cole Situated Learning: Legitimate Peripheral Participation Jean Lave and Etienne Wenger Street Mathematics and School Mathematics Terezinha Nunes, David William Carraher, and Analucia Dias Schliemann Understanding Practice: Perspectives on Activity and Context Seth Chaiklin and Jean Lave, Editors Distributed Cognitions: Psychological and Educational Considerations Gavriel Salomon, Editor The Computer as Medium Peter B ø gh Anderson, Berit Holmqvist, and Jens F. Jensen, Editors Sociocultural Studies of Mind James V. Wertsch, Pablo del Rio, and Amelia Alvarez, Editors Sociocultural Psychology: Theory and Practice of Doing and Knowing Laura Martin, Katherine Nelson, and Ethel Tobach, Editors Mind and Social Practice: Selected Writings of Sylvia Scribner Ethel Tobach et al., Editors Computation and Human Experience Philip E. Agre (Continued after index) © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-19623-9 — Games, Learning, and Society Edited by Constance Steinkuehler , Kurt Squire , Sasha Barab Frontmatter More Information Games, Learning, and Society Learning and Meaning in the Digital Age Edited by CONSTANCE STEINKUEHLER University of Wisconsin-Madison KURT SQUIRE University of Wisconsin-Madison SASHA BARAB Arizona State University © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-19623-9 — Games, Learning, and Society Edited by Constance Steinkuehler , Kurt Squire , Sasha Barab Frontmatter More Information University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314-321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi - 110025, India 79 Anson Road, #06-04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. ’ It furthers the University s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9780521196239 © Cambridge University Press 2012 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2012 A catalogue record for this publication is available from the British Library Library of Congress Cataloging in Publication data Games, learning, and society : learning and meaning in the digital age / [edited by] Constance Steinkuehler, the University of Wisconsin, Madison; Kurt Squire, the University of Wisconsin, Madison; Sasha Barab, Arizona State University. – p. cm. (Learning in doing) Includes bibliographical references and index. – ISBN 978-0-521-19623-9 (hardback) ISBN 978-0-521-14452-0 (paperback) – – 1. Video games Study and teaching. 2. Video games Psychological – aspects. 3. Learning, Psychology of. 4. Video games Design. 5. Video – – games Social aspects. I. Steinkuehler, Constance, 1970 II. Squire, Kurt. III. Barab, Sasha A. GV1469.3.G423 2012 – 794.8 dc23 2012011690 ISBN 978-0-521-19623-9 Hardback ISBN 978-0-521-14452-0 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-19623-9 — Games, Learning, and Society Edited by Constance Steinkuehler , Kurt Squire , Sasha Barab Frontmatter More Information Contents Contributors xi Series Foreword xv Foreword by James Paul Gee xvii Acknowledgments xxi Section I. Games as Designed Experience 1. Introduction to Section I 3 Kurt Squire 2. Designed Cultures 10 Kurt Squire 3. Theme Is Not Meaning: Who Decides What a Game Is About? 32 Soren Johnson 4. Our Cheatin’ Hearts 40 Soren Johnson 5. Playing the Odds 44 Soren Johnson 6. Nurturing Lateral Leaps in Game Design 49 Nathan McKenzie 7. Uncharted 2: Among Thieves – How to Become a Hero 75 Drew Davidson and Richard Lemarchand 8. Interview with Harmonix 108 Greg LoPiccolo, with Kurt Squire and Sarah Chu, Interviewers 9. Yomi : Spies of the Mind 116 David Sirlin vii © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-19623-9 — Games, Learning, and Society Edited by Constance Steinkuehler , Kurt Squire , Sasha Barab Frontmatter More Information viii Contents Section II. Games as Emergent Culture 10. Introduction to Section II 123 Constance Steinkuehler 11. Nurturing Affi nity Spaces and Game-Based Learning 129 James Paul Gee and Elisabeth Hayes 12. Apprenticeship in Massively Multiplayer Online Games 154 Constance Steinkuehler and Yoonsin Oh 13. Theorycrafting: The Art and Science of Using Numbers to Interpret the World 185 Trina Choontanom and Bonnie Nardi 14. Culture and Community in a Virtual World for Young Children 210 Rebecca W. Black and Stephanie M. Reich 15. Culture versus Architecture: Second Life , Sociality, and the Human 229 Thomas M. Malaby 16. Participatory Media Spaces: A Design Perspective on Learning with Media and Technology in the Twenty-First Century 244 Erica Rosenfeld Halverson Section III. Games as Twenty-First-Century Curriculum 17. Introduction to Section III 271 Sasha Barab 18. Prediction and Explanation as Design Mechanics in Conceptually Integrated Digital Games to Help Players Articulate the Tacit Understandings They Build through Game Play 279 Douglas B. Clark and Mario Martinez-Garza 19. Game-Based Curricula, Personal Engagement, and the Modern Prometheus Design Project 306 Sasha Barab, Patrick Pettyjohn, Melissa Gresalfi , and Maria Solomou 20. Discovering Familiar Places: Learning through Mobile Place-Based Games 327 Bob Coulter, Eric Klopfer, Josh Sheldon, and Judy Perry © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-19623-9 — Games, Learning, and Society Edited by Constance Steinkuehler , Kurt Squire , Sasha Barab Frontmatter More Information Contents ix 21. Developing Gaming Fluencies with Scratch: Realizing Game Design as an Artistic Process 355 Yasmin B. Kafai and Kylie A. Peppler 22. “Freakin’ Hard”: Game Design and Issue Literacy 381 Colleen Macklin and John Sharp 23. Models of Situated Action: Computer Games and the Problem of Transfer 403 David Williamson Shaffer Afterword: Games and the Future of Education Research 433 Index 447 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-19623-9 — Games, Learning, and Society Edited by Constance Steinkuehler , Kurt Squire , Sasha Barab Frontmatter
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