Gaming Sessions at 2010 Conferences

Gaming Sessions at 2010 Conferences The following sessions at upcoming conferences have a focus on gaming in K-12 education. Note that this is not an exhaustive list, as only those sessions with a primary focus on gaming, those related to research or development, and those presented by DR K-12 project members were included. CADRE staff will update this list as we learn of additional presentations that might be of interest to this group.

AERA: April 30 – May 4, 2010 (Denver, CO)

Current Perspectives from Three National R&D Centers Focused on Game-Based Learning: Issues in Learning, Instruction, Assessment, and Game Design Date/Time: April 30, 2010 / 12:00-2:00pm Location: Colorado Convention Center; Room 607 Presenters: Robert Atkinson (Discussant), Gregory Chung, Katherine Culp, Tracy Fullerton, Noelle Griffin, Jonathan Levy (Chair), John Parris, Jan Plass, Belinda Thompson, Richard Wainess

The objective of the proposed structured poster session is to present current research and development issues from the two Institute of Educational Sciences Instructional Technology Centers focused on game- and simulation-based learning—The Center for Advanced Technology in Schools at UCLA, and Possible Worlds at Education Development Center, and the Microsoft Research-supported Games for Learning Institute at New York University. The activities across the Centers span the major issues on learning from games: the design and development of games for learning, the measurement of learning in games and simulations and its psychometric properties, gathering evidence of what makes particular game design features effective for learning and enjoyable for play, and a focus on the development of math and science skills. Access a full summary of this session, including a complete list of posters and participants, here.

Innovative Use of ID in Technology-Based Environments Date/Time: May 1, 2010 / 8:15-9:45am Location: Sheraton Denver; Grand Ballroom Section 2 Presenters: Angela Gibson (Chair), Ronah Harris, Selen Turkay

This roundtable session presents the following papers:  Creativity in Videogame programming as a pedagogy (Harris & Carson)  Customization as a Way of learner Control for Engagement: A Survey Study with World of Warcraft and City of Heroes – Villains Players (Turkay & Adinolf)  Mobile Creativity: How Low-Income Youth use Mobile Technology for Digital Content Creation (Harris)

Moving Forward by Looking Back: Lessons Learned About the Design of Immersive Virtual Worlds Date/Time: May 1, 2010 / 8:15-9:45am Location: Sheraton Denver; Plaza Ballroom D Presenters: Jody Clarke-Midura (Chair, Presenter), Greg Jones (Discussant), Shari Metcalf, Bert Snow

Advances in information technology are creating new possibilities for using immersive virtual environments for learning and assessment. Immersive Virtual Environments (IVEs) are three dimensional (3-D) contexts, either single or multi-user, where digitized participants can engage in virtual activities and experiences. Each participant takes on the identity of an avatar, a virtual persona that can move

© 2010 CADRE 2 around the 3-D context. As the field approaches almost a decade of research on IVEs in education, we will take a step back in this symposium to examine lessons learned from the design of educational IVEs and to offer design heuristics for future development and research. Access a full session summary here.

Advanced Technologies for Learning and Assessment Date/Time: May 1, 2010 / 10:35-12:05pm Location: Sheraton Denver; Governor’s Square 9 Presenters: Janice Anderson, Eric Eslinger, James Laffey, Robert Sherwood (Discussant), Jody Underwood (Chair)

This session explores how new technologies, including games, virtual worlds and geographic information systems can be used for learning, instruction and assessment purposes. The following papers will be presented at this paper session:  Ubiquitous Data Collection in the Science Classroom and Its Application to Analysis of Student Learning (Eslinger)  Developing Ecological Stewardship and Civic Engagement through Student Participation in Virtual Worlds (Anderson)  Examining Interaction in 3D VLE: A Case Study of an Analytic Approach (Laffey, Schmidt, Henry, Wang, & Stichter)

When are Games Good for Learning and Teaching? Examples and Explorations Date/Time: May 1, 2010 / 10:35-12:05pm Location: Colorado Convention Center; Room 104 Presenters: Idit Caperton, Michael Downtown, Sherryl Graves (Chair), Karla Hamlen, Kenneth Hay, Elizabeth Hayes, Elizabeth King, Pilar Lacasa (Discussant), Eric Lindsay, Kylie Peppler, Robert Torres

This session presents the following papers:  An Expanded Conception of Game Media Literacy (Hayes & Caperton)  The Gender Gap in Technology: Reexamining Gender Differences in Video Game Play (Hamlen)  The Nirvana Effect: Tapping Rhythmic Video Games to Leverage Learning and Motivation (Peppler, Lindsay, Downtown, & Hay)  After-School Online Program for Adolescent Boys Leveraging Online Games for Literacy (King, Chu, Steinkuehler, Simkins, Alagoz, Oh, Corez, & Zhang)  Learning Complexity in Situ: Urban Middle Schoolers Show Understanding of Systems Thinking as a Result of Playing and Designing Games within an Immersive Online Platform Called Gamestar Mechanic (Torres)

Games and Virtual Worlds to Support Learning Date/Time: May 1, 2010 / 12:15-1:55pm Location: Sheraton Denver; Grand Ballroom Section 2 Presenters: Jun Fang, Alecia Jones (Chair), Lloyd Rieber, William Watson

This roundtable session presents the following papers:  How ID Models Help with Educational Game Development: An Examination of the Gentry Model in Participatory Design (Fang, Strobel, & Watson)  Using Game-Like Methods for Integrating Knowledge Tests in a Constructivist Learning Environment: Triggering the Trivial Pursuit Effect (Rieber, Francom, & Squires)

Teaching, Learning, and Assessment in Mixed-Reality Spaces Date/Time: May 1, 2010 / 12:25-1:55pm Location: Sheraton Denver; Plaza Court 1 Presenters: S. Beth Allred, Jennifer Elliott, Aroutis Foster, Heidi Higgins, Punya Mishra, Albert Ritzhaupt, Leslie Siskin (Chair), Norman Vaughan, Jim Zimmer

This session presents the following papers:  Teacher Experiences on the Integration of Modern Educational Games in the Middle School Mathematics Classroom (Higgins, Ritzhaupt, & Allred)  Exploring the Connection between Student Engagement and Technology-Enhanced Assessment Practices (Vaughan & Zimmer)  Use and Measurement of Collaborative Problem-Solving Skills in Augmented Reality Games (Elliott, Dunleavy, & Heinecke)  Learning in Games: Constructing, Valuing, and Transferring Disciplinary Knowledge and Skills (Foster, Mishra, & Koehler)

Using Virtual Worlds and Games in K-12 Date/Time: May 1, 2010 / 12:15-1:55pm Location: Sheraton Denver; Grand Ballroom Section 2 Presenters: Chris Dede (Chair), Michele Dickey, Greg Jones, Yasmin Kafai

This roundtable session presents the following papers concerning the use of Virtual Worlds and Games in K-12 settings from the perspective of teachers, students, and administrators.  K-12 Teachers Encounter Digital Games: A Qualitative Investigation of Teachers’ Perceptions of Digital Games for K-12 Education (Dickey)  Issues and Concerns of K-12 Educators on Three-Dimensional Multi-User Virtual Environments in Formal Classroom Settings (Jones)  Player Participation in Community Management in a “Tween” Virtual World: Opportunities and Challenges for Learning (Kafai & Searle)

ARVEL Posters on Virtual Environments Date/Time: May 1, 2010 / 2:15-3:45pm Location: Colorado Convention Center / Korbel Ballroom 3 Presenters: Joseph DiPietro, Rebecca Ferguson, Julia Gillen, Anna Peachey, Devayani Tirthali, Selen Turkay, Peter Twining, Moses Wolfenstein,

The following poster topics examine different aspects of research on and about virtual environments and games related to teaching, learning, leadership, performance, and attitudes. The ARVEL posters on virtual environments will be presented as part of the larger Poster Session 4.  Mixed-Reality Simulations for Education: Teaching and Learning through Virtual Character Interactions (DiPietro, Ferdig, Cao, Blackwelder, Halan, & Lok)  Serious Play: Exploring Virtual Leadership Practices in the MMO World of Warcraft (Wolfenstein)  Sailing in Schome Park: Humor and Learning in a Virtual World Project with Teenagers (Gillen, Ferguson, Peachey, & Twining)

© 2010 CADRE 4 Diverse Perspectives on Examining Design Process and Products Date/Time: May 1, 2010 / 4:05-5:35pm Location: Colorado Convention Center / Korbel Ballroom 3 Presenters: Evrim Baran, Ana-Paula Correia, Marisa Exter, Alan Foley, Eric Hamilton, Nicole Harlin, Nathan Holbert, Jacob Larsen, Vanessa Preast, Kajal Shah, Wei Wang, Ipek Yildir, Farrah Yusop

These following poster topics offer diverse perspectives on examining the design process and products. These posters will be presented as part of the larger Poster Session 5.  Exploring the Design, Development, and Use of e-Learning Environments through Accessibility and Usability Studies (Foley)  Exploring the Formal and Nonformal Educational Experiences of Software Designers (Exter & Harlin)  Feeling Fast: The Role of Intuitive Thinking in Video Games (Holbert)  Learning and Practicing Instructional Design in the Context of a Social Enterprise (Correia, Baran, Larsen, Preast, Shah, Wang, & Yusop)  The Effectiveness of Branching against the Linear Mode of Presentation (Yildir)  Theory Building for Personalized Learning Community Design: A Complex Systems Approach (Hamilton, Jago, & Harding-Nedell)

Games Research 2.0: Assessing Learning in and around Educational Games and Virtual Worlds Date/Time: May 2, 2010 / 10:35-12:05pm Location: Colorado Convention Center; Room 607 Presenters: Douglas Clark, Jody Clarke-Midura, Cynthia D’Angelo (Chair), Michelle Fox, Matthew Gaydos, James Gee (Discussant), Daniel Hickey, Paul Horwitz, Robert Mislevy (Discussant), Brian Nelson, Kent Slack, Glenn Smith, Jody Underwood

This structured poster session explores the assessment of science learning in computer games and virtual worlds. Research questions in this emerging area of study range from how to assess student learning in real-time during game play, to examinations of assessment-rich data gained from student collaboration and communication in and around games, to questions of how to design immersive games to best support data gathering for assessment. This session offers diverse perspectives and projects that reflect on-going studies in this second generation of educational research. Following the poster presentations, discussion by assessment expert Robert Mislevy and games for learning expert James Gee will synthesize progress and future work for assessment of science learning in this rapidly maturing field. Access a full summary of this session, including a complete list of posters and participants, here.

Research on the Design and Effectiveness of Learning Technologies, Games, and Virtual Worlds Date/Time: May 2, 2010 / 10:35-12:05pm Location: Sheraton Denver; Grand Ballroom Section 2 Presenters: Heather Leary, Rebecca Reynolds, Brett Shelton, Florence Sullivan (Chair), Katerina Theodoridou

This roundtable session presents the following papers:  Examining the Effects of Animated Pedagogical Agent on Spanish Vocabulary Learning (Theodoridou)

© 2010 CADRE 5  The Historical Pathways of the West: American West Heritage through Location-Based Games (Shelton, Scoresby, Parlin, Jensen, & Caswell)  Middle School, High School, and Community College Students’ Self-Reported Impressions about Learning Game Design, Programming, and Web 2.0 Skills in a Workshop-Based Learning Environment (Caperton & Reynolds)  Rich Visual Media Meta-Analyses for Learning: An Approach at Meta-Synthesis (Leary & Shelton)

Diverse Opportunities for Learning in Game-Based Fan Communities Date/Time: May 2, 2010 / 12:25-1:55pm Location: Colorado Convention Center; Room 607 Presenters: Sean Duncan, Shree Durga, James Gee (Discussant), Elisabeth Hayes (Chair), Barbara Johnson, Jayne Lammers, Yoonhee Lee

Video games are receiving considerable attention as a means of enhancing educational outcomes and student engagement. Much game-related learning takes place outside of the game itself, and we have much to learn from studies of informal learning ecologies associated with games, such as fan communities. This session brings together researchers who have investigated a diverse array of fan sites, participants, and types of learning, with the goal of eliciting general insights into the kinds of knowledge creation and learning associated with such sites. A goal of the session is to suggest how an understanding of these sites can expand educators’ conceptions of game-based learning and enable them to build stronger ties between learners’ formal and informal learning experiences. Access a full summary of this session here.

Games and Learning Date/Time: May 2, 2010 / 12:25-1:55pm Location: Sheraton Denver; Plaza Court 8 Presenters: Matthew Berland, Noel Enyedy, Melissa Gresalfi (Chair, Discussant), Victor Lee, Sinem Siyahhan, Steven Zuiker

This session presents the following papers:  Designing and Studying Intergenerational Conceptual Play Spaces (Siyahhan)  Leveling Up in Singapore Schools: Adoption and Adaption of Game-Based Learning (Zuiker)  Play and Augmented Reality to Teach Physics to Elementary Students: The SPASES Project (Enyedy, Danish, & Delacruz)  Using Designer Board Games to Understand Distributed Computational Thinking (Berland & Lee)

Directions in Cultural-Historical Research Date/Time: May 2, 2010 / 2:15-3:45pm Location: Colorado Convention Center; Room 109, 111, 113 Presenters: Pilar Lacasa, Ana Marjanovic-Shane (Chair), Kristen Pellegrino, Debra Piecka, Alfred Schademan,

This roundtable session presents the following papers:  Learning about Astronomy Concepts Using Videoconferencing in Kindergarten (Piecka)  Folk Culture and Video Games: Learning in “Living Labs” (Lacasa, Garcia-Varela, Mendez, Borda, Cortex, & Garcia-Pernia)

© 2010 CADRE 6  Building Connections between an African American Cultural Practice and Scientific Modeling (Schademan)  “It Is Who I Am and What I Do”: Music-Making in the Lives of String Teachers (Pellegrino)

Recent Advances in the Design of Games That Support Learning Date/Time: May 3, 2010 / 8:15-10:15am Location: Colorado Convention Center; Room 201 Presenters: Rick Frey, Elisabeth Hayes (Chair), Tristan Johnson, Elena Novak, Peter Schrader, Hiller Spires, Richard Wainess

This session presents the following papers:  Are There Serious Obstacles to Serious Gaming? Current Trends in Education (Schrader, Lawless, & Johnson)  Effects of Game-Based Performance on Science Learning: A Transactional Theoretical Perspective (Spires, Turner, Lester, & Rowe)  Effects of Instructional Gaming on e3-Learning (Novak & Johnson)  Why Game Mechanics and Core Mechanics Should Be Linked to Instructional methods and Strategies in Games for Learning (Wainess, Iseli, Koenig, Choi, Barnes, & Vadlamani)

Developing Community and Collaboration in Virtual Worlds Date/Time: May 3, 2010 / 10:35-12:05pm Location: Sheraton Denver / Grand Ballroom Section 2 Presenters: Yueh-hui Vanessa Chiang, Sean Duncan, Mario Guerra, Jonathan Richter (Chair)

This session presents the following papers, all using Second Life in the research, related to the development of community and collaboration in virtual worlds:  Being Polite in Second Life: Discourse Strategies When Learning Collaboratively in a Virtual World (Chiang & Schallert)  Understanding and Fostering Online Communities for Game Design (Duncan & Caperton)  A Statewide University System Goes Virtual: Building Learning Communities in Second Life (Guerra & Jarmon)

How Teachers, Designers, and Fans Think about Games and Learning Date/Time: May 4, 2010 / 8:15-9:45am Location: Colorado Convention Center; Korbel Ballroom 2 Presenters: Sean Duncan, Ruth Gannon-Cook (Chair), Ann MacKenzie, Alice Robison

This roundtable session presents the following papers:  Analysis of Preservice Teachers’ Dispositions toward Using Video-Game Clips to Enrich Classroom Ecologies (MacKenzie & Bruns)  Fandom for Fandom’s Sake: Games and a New Critical Media Literacy (Duncan)  Professional Game Designers’ Deliberative and Reflective Actions (Robison)

Learner Attitudes and Identities in Virtual Worlds and Game Environments Date/Time: May 4, 2010 / 12:15-1:55pm Location: Colorado Convention Center; Korbel Ballroom 2 Presenters: Ugochi Acholonu, Chris Bigenho, Brock Dubbels, Diane Ketelhut (Chair), Albert Ritzhaupt

© 2010 CADRE 7 This roundtable session presents the following papers that discuss and describe issues and research related to learner and student attitudes and identities that are impacted with the use of virtual worlds or game environments.  Effects of Modern Educational Game Play on Attitudes toward Mathematics, Mathematics Self- Efficacy, and Mathematics Achievement (Ritzhaupt, Higgins, & Allred)  Virtual Orientation Environment: A Pilot Study of Participant Attitudes and Experiences (Bigenho, Najmi, & Alajmi)  Dance Dance Education: Revolution and Rites of Passage, Identity construction, and Sustaining Engagement (Dubbels)  The Effects of Avatar Representations and Social Interactions on Perseverance in an Online, Three-Dimensional World (Acholonu)

The Benefits of Games and Gaming in Informal Learning Contexts Date/Time: May 4, 2010 / 4:05-5:35pm Location: Colorado Convention Center; Korbel Ballroom 2 Presenters: Ivan Games, John Martin, Kelly McNeal (Chair), Kylie Peppler, Mark Warschauer

This roundtable session presents the following papers:  Game Design in “Gamestar Mechanic” and Its Role in Children’s Development of Narrative Skills with Digital Media (Games)  Gaming the Outdoors: Motivating Interaction with Place through Mobile Games (Martin)  Lessons from Brandy: Creative Media Production by a Child with Cognitive (Dis)Abilities (Peppler & Warschauer)

NCSM: April 19 – April 21, 2010 (San Diego, CA)

Successful Math Intervention for ELL (English Language Learners), Special Needs, and Other Students: Building Number Power with Formative Assessments, Differentiation, and Concept-building Games Date/Time: April 19, 2010 / 12:00-2:00pm Location: Manchester Grand Hyatt Hotel; Randall E Presenters: Jennifer Taylor-Cox

Students who are struggling in mathematics need intervention that includes formative assessments (to identify students' misconceptions and gaps in knowledge allowing teachers to know what to teach), differentiation (to encourage teachers to address students' specific learning needs), and specific concept-building games (to motivate students to engage in math learning).

The Effects of Fantasy in an Educational Game via Interest, Intrinsic Motivation, and Storytelling on Student’s Academic Achievements: A Path Analysis Date/Time: March 30, 2010 / 1:30-2:30pm Location: Sheraton San Diego Hotel & Marina; Room 5

The purpose of this study is to explore the effects of fantasy in educational game on student academic achievement. For this purpose, a MMORPG, Norischool was used. The participants, consisting of third graders, played the game until they all reached the one level to ensure that they have the same gaming ability prior to gaming for the study. The operational definition of fantasy in game based learning was set as independent variables. Interest, intrinsic motivation, and storytelling were set as mediating variables, and academic achievement was chosen as a dependent variable. The path between fantasy in educational game and academic achievement by mediating interest, intrinsic motivation, and storytelling were discovered. Interest, intrinsic motivation, and storytelling which are the mediating variable, affects the academic achievement. These results imply that an educational game playing in conjunction with fantasy can be an effective way to increase students’ performance in learning.

Games, Sims and Virtual Worlds in K-20 STEM Education Date/Time: March 30, 2010: 1:30-2:30pm Location: Sheraton San Diego Hotel & Marina; Room 2 Presenters: Theresa Franklin, Katherine Hayden, Karen Michaelson, Shelby Morge, Sridhar Narayan, Youwen Ouyang, Ehsan Sheybani, Gene Tagliarini, Manorama Talaiver, Seung Yang

Researchers and educational practitioners will share their experiences of integrating simulation, games, and immersive virtual world and of working with K-20 students in designing and creating games and 3D virtual world in instructional environment. The panelists will share their success stories and barriers in implementing simulation and games in education.

Design for Game Based Learning Platforms - In a Global Perspective Date/Time: March 30, 2010 / 4:00-5:00pm Location: Sheraton San Diego Hotel & Marina; Room Presenters: Bente Meyer, Birgitte Holm Sørensen

This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil’s leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish Council for Strategic Research, in which an online game-based platform for English as a foreign language in primary school is studied. The paper presents a model for designing for game based learning platforms. This design is based on cultural and ethnographic based research on children’s leisure time use of web 2.0 and integrates theories of learning, didactics, games, play, communication, multimodality and different pedagogical approaches. In relation to the introduced model the teacher role is discussed.

A Social Semiotic Perspective to Knowledge on Games, Gaming and Education Date/Time: March 31, 2010 / 10:15-11:15am Location: Sheraton San Diego Hotel & Marina; Room 9 Presenters: Oscar Cruz, Eliana Echenique, Ferley Geliz, Janaina Oliveira

Video gaming is now a pervasive semiotic activity in the lives of teens and young adults in many parts of the world. This paper theorizes videogames as semiotic resources and interrogates the literature on video games bearing four fundamental questions in mind: What representations do video games foster?; What are the learning outcomes generated by video games?; What are the cognitive processes associated to videogame playing?, and finally, how do teachers incorporate video games in their

© 2010 CADRE 9 pedagogical designs? We seek to contribute to a better understanding of video games as cultural artifacts, indicative of the technological and cognitive developments of our society and a driving force for the expansion of these very developments.

Social Learning through the Avatar in the Virtual World: The Effect of Experience Type and Personality Type on Achievement Motivation Date/Time: March 31, 2010 / 10:15am-11:15am Location: Sheraton San Diego Hotel & Marina; Room 4 Presenters: Hyeseon Choi

This paper was designed to review the social learning that may be created in virtual world, and then was investigated who are able to take more benefit by these experiences in teaching and learning and what learning effects could take place as a result. The popularization of computer has enlarged the range and method of the social learning. Learners in virtual world can experience vicariously through their own avatars that are represented themselves, and also can observe other avatar’s activities. Learners, who have personality which often is shy and nervous and so couldn’t display sufficiently their abilities in traditional class, may be able to take more advantage from virtual world. The anonymity of virtual world would make student take the risk actively because student has less damage than real world even if students experience failure. So students participate more positively with repeated attempts and eventually achieve success by practicing and mastering. These experiences of success would heighten the achievement motivation in real world as well as virtual world.

Developing a Game-based Learning Environment in Classrooms: A Conceptual Model Date/Time: March 31, 2010 / 1:30-2:30pm Location: Sheraton San Diego Hotel & Marina; Room 16 Authors: Wen-Hsiung Wu, Wei-Fan Chen

This study presents a conceptual model for developing a game-based learning environment. This model adopts a role-playing strategy in a digital gaming environment by considering the educational theory of TPCK (Technological Pedagogical Content Knowledge) that integrates pedagogical knowledge, content knowledge, and technological knowledge. The model includes three different modules: (1) input module, (2) developmental process module, and (3) evaluation module from the perspective of input- process-output.

The Process of Learning in a Simulation Strategy Game: Disciplinary Knowledge Construction Date/Time: March 31, 2010 / 1:30-2:30pm Location: Sheraton San Diego Hotel & Marina; Room 5 Presenters: Aroutis Foster, Matthew Koehler, Punya Mishra

Game-based learning is pervasive in education. There are claims about what students learn and the process by which they learn; however, notable researchers still question what is learned from games. Using a mixed-methods approach, this study examines children playing a commercial-off-the shelf game for disciplinary knowledge and skills gained as well as the process of learning. Children played the game for seven weeks. They were given multiple assessments including a background survey, pre and post assessments for knowledge and motivation, a log sheet to document their progress of play through the game, and interviewed after each playing session. Analysis indicates that two main play strategies were used during the process of learning – explorer or goal seekers. Both player types were able to learn disciplinary knowledge and skills.

© 2010 CADRE 10 A Study of Online Game Addiction and Aggression and Related Factors of the Interrelation for Junior High School Students Date/Time: March 31, 2010 / 1:30-2:30pm Location: Sheraton San Diego Hotel & Marina; Room 16 Authors: Der-Hsiang Huang, Hsiu-Yuan Hu, Shao-I Chiu, Ho-Yuan Huang

This research attempts to define the statistical distribution using the involvement of playing online games, online game addiction, and aggression for junior high school students with different social background. The main findings are mentioned as following. Genders of the junior high students play a role in playing online games, kinds, playing hours per week, the spend per month, and companions. Grades of the junior high students play a role in the hours of online games per week. Studies performance of the junior high students play a role in playing online games, playing for years, the hours per week, the spend per month, and the companions.

Teacher Perspectives: What Makes a Video Game Effective in the K-12 Classroom? Date/Time: March 31, 2010 / 1:30-2:30pm Location: Sheraton San Diego Hotel & Marina; Room 16 Authors: Janet Kelly, Ranae Stetson, Jonathan Gratch

Many educators have been reluctant to view video gaming as a viable learning tool because of its association with entertainment genre. However, it has been demonstrated that video games offer a viable format for learning and enriching understanding---provided the game is created within an appropriate educational context. In this session, we explore the perspectives of in-service teachers regarding the qualities that a video game must possess to be effective in the K-12 classroom, and we review gaming comments in general and as it applies to a science video game (Hydro Master) they were asked to play.

Utilizing Design-based Research Methods to Design and Develop Computer Adventure Games Date/Time: March 31, 2010 / 1:30-2:30pm Location: Sheraton San Diego Hotel & Marina; Room 16 Authors: Yi-Chia Cheng, Chun-Yi Shen, Hsin-Te Yeh

Advancements in technology and multimedia have brought us many new and improved technical products. Therefore, teaching strategies must incorporate technological advancements to accommodate the various learning needs. The purpose of this study was to use design-based research methods to design and develop computer adventure games for an “English for Educational Technology” undergraduate course. The research team consisted of project managers, instructional designers, a graphic artist, and a programmer. Adobe Flash software was used to create the games. It was discovered that rapid prototyping was a good method to develop computer games. Conclusions regarding lessons learned from the study were reported and discussed.

Designing Learning Events for 21st Century Art Education: Art Café @ Second Life Date/Time: March 31, 2010 / 2:45-3:45pm Location: Sheraton San Diego Hotel & Marina; Room 16 Authors: Lilly Lu

© 2010 CADRE 11 Emerging 3D virtual world (VW) technology offers great potential for teaching contemporary digital art and emerging digital visual culture in 21st century art education. Such virtual worlds are totally built and conceptualized based on information visualization and visual metaphors. In this presentation, I will start with the highlights on the potential and possible educational application of a 3D VLE and explain how it can enhance and enrich teaching and learning for art education. Next, I will identify some useful design principles for creating a VLE and developing the virtual pedagogy. Lastly, I will use my grant project, Art Café @ Second Life as an example to show what a VLE could be like and how I implemented it in my teaching practice. I will address my reflection, challenges, and suggestions for future practice at the end.

Problems Encountered when Implementing a 3D Multi-User Virtual Environment into Formal K-12 Settings Date/Time: March 31, 2010 / 2:45-3:45pm Location: Sheraton San Diego Hotel & Marina; Room 16 Authors: Greg Jones

This presentation will discusses important issues, concerns, and problems found when educators worked towards introducing a 3D multi-user virtual environment into a formal classroom setting. The issues and concerns, emerged during a naturalistic inquiry conducted between 2007 and 2009, showed that the major issues and concerns emerged from interviews included effectiveness, security, bandwidth, and technology. The majority of the participants at the end of the study could not overcome one or more of the issues or concerns in order to get a virtual environment into a formal classroom setting.

Empowering Student Designers with Meaningful Interactions: Participatory Design of an Educational Game Date/Time: April 1, 2010 / 11:30-12:30pm Location: Sheraton San Diego Hotel & Marina; Room 7 Presenters: Jun Fang, Constance Harris, Johannes Strobel

The purpose of this study is to explore the potential of applying participatory design (PD) in the realm of educational game design by adopting, adjusting and combing traditional participatory design with game design principles and instructional design theories. Various kinds of data including check-in assessment, observation notes, interview transcripts and artifacts were utilized for data triangulation. This paper is not intended to present a new model or avenue for design, completely controlled during the research. Instead, this paper is to provide a rich description of the student designer-centered environment where the adopted approach was utilized to enhance the development process by meaningful interactions.

Assessing Gaming, Computer and Scientific Inquiry Self-efficacy in a Virtual Environment Date/Time: April 1, 2010 / 1:30-2:30pm Location: Sheraton San Diego Hotel & Marina; Room 13 Presenters: Diane Jass Ketelhut

Research into educational uses of virtual environments (VEs) is a steadily developing field. A second generation of investigation has recently begun, as an outgrowth of these initial efforts: VE-based assessment. Research questions in this emerging area of study range from how to assess student learning and changes in motivation to whether VEs can be used for contextualized, real-time assessment. This presentation will report on a study to develop, pilot and revise a measure of self- efficacy in scientific inquiry and aspects of technology for middle school students, particularly for

© 2010 CADRE 12 investigating the motivational effects of multi-user virtual environments on science achievement. The final instrument version of the survey instrument consists of six independent sections measuring different aspects of self-efficacy in scientific inquiry and technology (Scientific inquiry, Problem-solving Computer Use, Computer Usage, Synchronous Chat Use, Videogaming and Computer Gaming). Reliability and validity evidence will be presented as will results from its use.

Assessment in Serious Educational Game, Simulations and Virtual Worlds, Parts 1&2 Date/Time: April 1, 2010 / 1:30-2:30pm Location: Sheraton San Diego Hotel & Marina; Room 13 Presenters: Leonard Annetta, David Birchfield, Matt Dunleavy, Walt Heinecke, Mina Johnson-Glenberg, Greg Jones, Diane Ketelhut, Jamie Kirkley, Sonny Kirkley, Richard Lamb, Lilly Lu, Philippos Savvides, Marcus Stone

There is growing appreciation across the broader education community that educational three dimensional virtual learning environments are part of the daily lives of citizens. This blurring of the boundaries along with better understandings of learning as a personally constructed, life-long process of making meaning and shaping identity, has initiated a growing awareness in the field that the questions and frameworks guiding assessing these environments should be reconsidered in light of these new realities. Given the rapidly changing landscape of education, including the blurring of boundaries related to when, where, why and who is learning in Serious Educational Games, simulations, and 3D virtual learning environments, what are the best practices for assessing learning, presence, identity and interactivity? That is the overarching question this symposium will address.

A Message Analysis within a Collaborative Learning in a Virtual Environment Date/Time: April 2, 2010 / 2:45-3:45pm Location: Sheraton San Diego Hotel & Marina; Room 7 Presenters: Christie Chung, Hyeonjin Kim

Purpose of this study is to see what kind of interaction occurs between the students to students and how the learning process is taking place when having collaborative learning in virtual environment. For this study, two elements of message analysis were studied; social and cognitive presences by 6 randomly selected groups of college students participated in the VEA (Virtual English Adventure) program. Result of this study showed social presence was slightly stronger than the cognitive presence. In social presence interaction, open communication element showed as the highest interaction followed by emotional expression and group cohesion. In cognitive presence, the triggering event category showed as the highest interaction compare to the exploration, Integration, and resolution elements. These results imply that VEA needs to consider redesigning lessons plan and also to educate students prior to virtual setting before experiencing VEA.