DOCSLIB.ORG

ABSTRACT Norris Darell Parker. UTILIZING SCRIBBLENAUTS TO

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ABSTRACT Norris Darell Parker. UTILIZING SCRIBBLENAUTS TO ABSTRACT Norris Darell Parker. UTILIZING SCRIBBLENAUTS TO INCREASE READING COMPREHENSION AND IMPROVE LITERACY SKILLS OF THIRD GRADE STUDENTS (Under the direction of Dr. Robert M. Reardon) Department of Educational Leadership, March, 2015. The LEA’s problem of practice upon which this research was focused on improving academic achievement in the areas of reading comprehension, fluency and other literacy skills. In particular, the LEA is very concerned about third grade reading scores in the light of North Carolina legislation that implements a reading proficiency test to be taken by all third grade students. The focus of this research was to use "Scribblenauts Unlimited," a commercial-off-the- shelf video game to bolster the reading skills of third grade students in an elementary school located in a rural school district in eastern North Carolina. The research design of this action research study utilized pre - and post- assessment to measure the effectiveness of students’ involvement with “Scribblenauts Unlimited.” The intervention time-line consisted of sixteen weeks of intervention during which two sections of students alternated the roles of intervention and control groups at the eight-week mark. The intervention was implemented for one hour per week during student computer laboratory times. The one-hour per week exposure was divided into two thirty-minute sessions, one on each of two days each week. The quantitative data consisted of participant’s scores on the Reading 3D assessment. The qualitative data was gathered by means of video observations of selected small groups of students and, snapshot insights into individual participants’ learning experiences by means of experience sampling methodology. During each intervention time, a video camera was set up in the computer laboratory and focused on a small group of four or five participants. One or two of the members of the group on which the video camera was focused were invited to “think aloud” through excerpts of the edited videos. The aim was to capture the participants’ learning experience in their own words at what they seem to be key points of their learning trajectory. At the end of each eight-week intervention session, a survey designed to measure the extent to which participants experienced flow was administered to the participants in the intervention. UTILIZING SCRIBBLENAUTS TO INCREASE READING COMPREHENSION AND IMPROVE LITERACY SKILLS OF THIRD GRADE STUDENTS A Dissertation Presented to The Faculty of the Department of Educational Leadership East Carolina University In Partial Fulfillment of the Requirements for the Degree Doctor of Education in Educational Leadership by Norris Darell Parker March, 2015 ©Copyright 2015 Norris Darell Parker UTILIZING SCRIBBLENAUTS TO INCREASE READING COMPREHENSION AND IMPROVE LITERACY SKILLS OF THIRD GRADE STUDENTS by Norris Darell Parker APPROVED BY: DIRECTOR OF DISSERTATION:_________________________________________________ Robert M. Reardon, PhD COMMITTEE MEMBER:________________________________________________________ William A. Rouse, Jr., EdD COMMITTEE MEMBER:________________________________________________________ James McDowelle, EdD COMMITTEE MEMBER:________________________________________________________ John C. Mansfield, EdD CHAIR OF THE DEPARTMENT OF EDUCATIONAL LEADERSHIP: _____________________________________________________ William A. Rouse, Jr., EdD DEAN OF THE GRADUATE SCHOOL: ______________________________________________________ Paul Gemperline, PhD DEDICATION My Lord and Savior, Jesus Christ. As I reflect on this experience, I choose to glorify the One whose love, grace, and mercy have guided and sustained me through tremendous challenges and rewarding experiences. My life’s journey has not been a linear one. I pray that You will continue to walk with me no matter the path You have chosen. All things are possible through You, who gives me strength. This dream fulfilled is proof of that. Next, I would like to thank my family for their love and patience. My mother, Carolyn Richardson, has been a perpetual source of unconditional love. Simply put, I would not be here or anywhere without you. Thank you for your words of encouragement, your supportive silence, and your unwavering support. My father, John L. Parker, taught me a long list of life lessons. You taught me the importance of honoring my blessings, but your greatest gift to me was being a shining example of loving all children, including me. My wife of nineteen years, Regina, is my best friend and partner in life. You have walked with me through both good and bad times and yet, Christ has enabled us to laugh, share, serve, and persevere together. You are beautiful. I love you. And I’m not going anywhere. My daughters, Maya and Morgan, are my inspiration. My love for you creates perpetual joy in my heart. As I often say while waking you in the morning, “You are beautiful, wonderful, precious, special and super-duper smart!” I thank my church family at Believer’s Fellowship Center for their love, patience, and continual prayer covering. Pastors Bea, Rick, and Diane Carson have been instrumental in my spiritual growth. I thank the Rose family for their love and support. My aunts and uncles have been mothers and fathers to me. My cousins, namely, Terence Pope, have been my brothers and sisters. I thank the Rodgers family for loving me like one of their own, especially Deford and Ruth Rodgers who showed me love, kindness, humor, and a wonderful example of sustaining a marriage based in Jesus Christ. I thank the Parker family for their love and kindness. I hope that our relationship will continue to grow. I thank the hard working professionals at Martin County Schools for their kindness, patience, and support. Specifically, I would like to thank Ron Melchiorre, Dr. J. Chris Mansfield, and Doug Bullock for their guidance, advice, and support. I would also like to thank the teachers and staff members of East End Elementary School in Robersonville, North Carolina. Specifically, I would like to thank Michelle James, Latonya Williams, and Michelle Mobley for their support. I would also like to thank the parents and caregivers of the study’s participants for trusting me to work with your most valuable resource, your beautiful children. It has been an honor, pleasure, and privilege to serve you. ACKNOWLEDGMENTS A sincere debt of gratitude and appreciation goes to my advisor and committee chair Dr. R. Martin Reardon for his continuous support and guidance throughout my doctoral process. A special thank you goes out to Dr. James O. McDowelle for being a role model and supporter in the most authentic sense, and also as the instructor of several of my classes during my doctoral experience. A special thank you for Dr. William Art Rouse, Jr. for taking a risk and giving me the opportunity to participate in the most rewarding educational experience of my life. I am truly grateful for my experiences as a graduate student at East Carolina University and I have and will continue to do everything possible to make you proud for allowing me to grow in so many ways. I also want to thank Dr. William Grobe and Dr. Kermit Buckner for their guidance and expertise. I want to thank Dr. Leon Hollemon for inspiring me to apply to East Carolina University’s doctoral program and to begin this journey. TABLE OF CONTENTS Page TITLE……………………………………………………………………………………. i SIGNATURE…………………………………………………………………………….. ii COPYRIGHT……………………………………………………………………………. iii DEDICATION…………………………………………………………………………… iv ACKNOWLEDGEMENTS……………………………………………………………… vi LIST OF TABLES……………………………………………………………………….. xii LIST OF FIGURES……………………………………………………………………… xiv CHAPTER ONE: INTRODUCTION…………………………………………………... 1 Videogames as Opportunities for Educational Programming…………………….. 1 Problem of Practice……………………………………………………………….. 2 The Potential Role of Videogames……………………………………………….. 10 Learning Theory and Classroom Implementation………………………………… 11 How Videogames Can Increase Student Engagement……………………………. 13 Motivation and Flow……………………………………………………………… 15 Method of Intervention…………………………………………………………… 17 Action Research Approach………………………………………………………... 18 Research Plan……………………………………………………………………... 20 Evidence of Effectiveness………………………………………………….. 21 How the Research will be Conducted………………………………………. 22 Choosing the Videogame for the Intervention……………………………... 22 Research Questions……………………………………………………………….. 24 Definition of Terms……………………………………………………………….. 24 CHAPTER TWO: LITERATURE REVIEW…………………………………………… 28 Teaching a Generation of Digital Natives………………………………………… 28 How Videogames Can Improve Student Learning………………………………... 31 Creating an Effective Classroom Environment with Videogames………………... 33 Choosing a COTS Videogame to Accomplish Educational Goals……………….. 34 How Videogames Can Promote Social Understanding and Cultural Awareness… 35 Strategies for Videogame Classroom Implementation…………………………… 38 How Videogames Can Motivate Our Students……………………………………. 40 Limitations of Digital Game-Based Learning…………………………………….. 42 Inherent Limitations………………………………………………………... 42 Cost and Accessibility……………………………………………………… 48 Experience Sampling Method…………………………………………………….. 49 Intensity of Treatment…………………………………………………………….. 52 CHAPTER THREE: METHODOLOGY……………………………………………….. 59 Participants………………………………………………………………………... 59 Intervention………………………………………………………………………... 60 Implementation……………………………………………………………………. 63 Game Description…………………………………………………………………. 65 Data Collection……………………………………………………………………. 68 Quantitative Data…………………………………………………………….
Load more

Recommended publications
  • Nintendo 3Ds Software Quick Guide Scribblenauts™ Unlimited
    MAA-CTR-ASLP-UKV NINTENDO 3DS SOFTWARE QUICK GUIDE SCRIBBLENAUTS™ UNLIMITED CTR_Scribblenauts_QG_UKV.indd 4-1 19.12.12 10:15 Controls U Use or to move Maxwell. U Press to jump. U Tap an object near Maxwell with or press to interact with it. Electronic Manual Select the icon for this software on the HOME Menu and touch U Use to move the camera. MANUAL to view the electronic manual. Please read this manual thoroughly to ensure maximum enjoyment of your new software. U Press or to open the menu. Use this to enter Write mode. This software title includes an electronic manual to reduce the amount of paper used in its packaging. For support, please consult the electronic manual, the Operations Manual for your system or the Nintendo website. The electronic manual is available in Use this to access the World Map (becomes PDF format on the Nintendo website. available once new areas are unlocked). IMPORTANT: Please read the separate Important Information Leafl et. Note: You can restrict StreetPass™ functionality via Parental Controls. For more information, refer to the Operations Manual for your system. Use this to see with Starite Vision. Use this to open the Magic Backpack. SCRIBBLENAUTS UNLIMITED software © 2013 Warner Bros. Entertainment Inc. Developed by 5th Cell Media LLC. Uses Miles Sound System. Copyright © 1991–2013 RAD Game Tools, Inc. Uses Bink Video. Copyright © 2007–2013 by RAD Game Tools, Inc. All other trademarks and copyrights are the property of their respective owners. All rights reserved. SCRIBBLENAUTS and all related characters and elements are trademarks of and © Warner Bros.
    [Show full text]
  • Game Oscars, Recap, and Evaluation
    "Every creative act is open war against The Way It Is. What you are saying when you make • “Everything should be as simple as something is that the universe is possible, but not simpler.” – Einstein • Occam (of Razor fame – parsimony, not sufficient, and what it really economy, succinctness in needs is more you. And it does, logic/problem-solving) actually; it does. Go look outside. • “Entities should not be multiplied more You can’t tell me that we are than necessary” • “Of two competing theories or done making the world." explanations, all other things being equal, -Tycho Brahe, Penny Arcade the simpler one is to be preferred.” • Mikhail Kalashnikov (of AK-47 fame) • “All that is complex is not useful. All that is useful is simple.” • “Perfect is the enemy of good” • https://en.wikipedia.org/wiki/Perfect_is_ the_enemy_of_good Course Recap & Game Oscars 2019-11-25 CIOS: The Course Instructor Opinion Survey • Please do CIOS: http://gatech.smartevals.com • Disclaimers: https://www.academiceffectiveness.gatech.edu/resources/cios/ • Please complete. I take them seriously and use them to improve my methods • Should only take 10 to 15 minutes, tops. • Surveys are anonymous, and instructors do not see survey results until 5 days after grades are due. Also, please address comments directly to your instructors. Comments for your regular instructors are shared only with those instructors (not with school chairs or other administrators, as they see the numerical results only), while comments for your TAs are shared with both the TA and their supervising instructor. Announcements • HW 8 due December 2, 23:55 • FINAL EXAM: • Friday, December 6, here.
    [Show full text]
  • DESIGN-DRIVEN APPROACHES TOWARD MORE EXPRESSIVE STORYGAMES a Dissertation Submitted in Partial Satisfaction of the Requirements for the Degree Of
    UNIVERSITY OF CALIFORNIA SANTA CRUZ CHANGEFUL TALES: DESIGN-DRIVEN APPROACHES TOWARD MORE EXPRESSIVE STORYGAMES A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in COMPUTER SCIENCE by Aaron A. Reed June 2017 The Dissertation of Aaron A. Reed is approved: Noah Wardrip-Fruin, Chair Michael Mateas Michael Chemers Dean Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright c by Aaron A. Reed 2017 Table of Contents List of Figures viii List of Tables xii Abstract xiii Acknowledgments xv Introduction 1 1 Framework 15 1.1 Vocabulary . 15 1.1.1 Foundational terms . 15 1.1.2 Storygames . 18 1.1.2.1 Adventure as prototypical storygame . 19 1.1.2.2 What Isn't a Storygame? . 21 1.1.3 Expressive Input . 24 1.1.4 Why Fiction? . 27 1.2 A Framework for Storygame Discussion . 30 1.2.1 The Slipperiness of Genre . 30 1.2.2 Inputs, Events, and Actions . 31 1.2.3 Mechanics and Dynamics . 32 1.2.4 Operational Logics . 33 1.2.5 Narrative Mechanics . 34 1.2.6 Narrative Logics . 36 1.2.7 The Choice Graph: A Standard Narrative Logic . 38 2 The Adventure Game: An Existing Storygame Mode 44 2.1 Definition . 46 2.2 Eureka Stories . 56 2.3 The Adventure Triangle and its Flaws . 60 2.3.1 Instability . 65 iii 2.4 Blue Lacuna ................................. 66 2.5 Three Design Solutions . 69 2.5.1 The Witness ............................. 70 2.5.2 Firewatch ............................... 78 2.5.3 Her Story ............................... 86 2.6 A Technological Fix? .
    [Show full text]
  • Nintendo Co., Ltd
    Nintendo Co., Ltd. Financial Results Briefing for the Nine-Month Period Ended December 2013 (Briefing Date: 1/30/2014) Supplementary Information [Note] Forecasts announced by Nintendo Co., Ltd. herein are prepared based on management's assumptions with information available at this time and therefore involve known and unknown risks and uncertainties. Please note such risks and uncertainties may cause the actual results to be materially different from the forecasts (earnings forecast, dividend forecast and other forecasts). Nintendo Co., Ltd. Consolidated Statements of Income Transition million yen FY3/2010 FY3/2011 FY3/2012 FY3/2013 FY3/2014 Apr.-Dec.'09 Apr.-Dec.'10 Apr.-Dec.'11 Apr.-Dec.'12 Apr.-Dec.'13 Net sales 1,182,177 807,990 556,166 543,033 499,120 Cost of sales 715,575 487,575 425,064 415,781 349,825 Gross profit 466,602 320,415 131,101 127,251 149,294 (Gross profit ratio) (39.5%) (39.7%) (23.6%) (23.4%) (29.9%) Selling, general and administrative expenses 169,945 161,619 147,509 133,108 150,873 Operating income 296,656 158,795 -16,408 -5,857 -1,578 (Operating income ratio) (25.1%) (19.7%) (-3.0%) (-1.1%) (-0.3%) Non-operating income 19,918 7,327 7,369 29,602 57,570 (of which foreign exchange gains) (9,996) ( - ) ( - ) (22,225) (48,122) Non-operating expenses 2,064 85,635 56,988 989 425 (of which foreign exchange losses) ( - ) (84,403) (53,725) ( - ) ( - ) Ordinary income 314,511 80,488 -66,027 22,756 55,566 (Ordinary income ratio) (26.6%) (10.0%) (-11.9%) (4.2%) (11.1%) Extraordinary income 4,310 115 49 - 1,422 Extraordinary loss 2,284 33 72 402 53 Income before income taxes and minority interests 316,537 80,569 -66,051 22,354 56,936 Income taxes 124,063 31,019 -17,674 7,743 46,743 Income before minority interests - 49,550 -48,376 14,610 10,192 Minority interests in income -127 -7 -25 64 -3 Net income 192,601 49,557 -48,351 14,545 10,195 (Net income ratio) (16.3%) (6.1%) (-8.7%) (2.7%) (2.0%) - 1 - Nintendo Co., Ltd.
    [Show full text]
  • A Copy of the Complaint Is Available Here
    Case 2:13-cv-02824-JFW-MRW Document 1 Filed 04/22/13 Page 1 of 18 Page ID #:27 FILED 1 KING, HOLMES, PATERNO & BERLINER LLP HOWARD E. KiNG, ESQ., STATE BAR No. 77012 2 STEPHEND.RoTHSCHILD,EsQ.,STATEBARNo.132514 zon M'R 22 PM 4: 00 [email protected] TH 3 1900 AVENUE OF THE STARS 25 FLOOR Los ANGELES, CALIFORNIA 90067-4506 4 TELEPHONE: (310) 282-8989 FACSIMILE: (310) 282-8903 5 Attorneys for Plaintiffs Charles Schmidt 6 and Christopher Orlando Torres 7 8 UNITED STATES DISTRICT COURT 9 CENTRAL DISTRICT OF CALIFORNIA, WESTERN DIVISION 10 4 11 CHARLES L. SCHl'vIIDT an cAsU.13 - 02 82 rr: \ individual; CHRISTOPHER 12 ORLANDO TORRES, an individual, COMPLAINT FOR COPYRIGHT INFRINGEMENT, TRADEMARK 13 Plaintiffs, INFRINGEMENT, UNFAIR COMPETITION and AN 14 vs. ACCOUNTING 15 WARNER BROS. DEMAND FOR JURy TRIAL ENTERTAI~NT, INC., a Delaware 16 corporation; 5 CELL MEDIA, LLC, a Delaware limited liability company, 17 Defendants. 18 19 Plaintiffs Charles L. Schmidt ("Schmidt") and Christopher Orlando Torres 20 ("Torres") (collectively, "plaintiffs"), hereby allege as follows: 21 BACKGROUND OF THIS ACTION 22 1. This case is to remedy defendants Warner Bros. Entertainment, Inc. 23 ("WB") and 5th Cell Media, LLC's ("5th,,) willful infringement of plaintiffs' 24 copyrights and trademarks in the memes "Keyboard Cat" and "Nyan Cat." 25 "Keyboard Cat" and "Nyan Cat" are known and enjoyed by tens of millions of 26 people. That popularity makes them extremely valuable for commercial uses. th 27 Unlike WB and 5 , many other companies, respecting plaintiffs' intellectual 28 property rights, regularly pay substantial license fees to use plaintiffs' memes 4107.060/642728.1 COMPLAINT Case 2:13-cv-02824-JFW-MRW Document 1 Filed 04/22/13 Page 2 of 18 Page ID #:28 1 commercially.
    [Show full text]
  • Animal Crossing
    Alice in Wonderland Harry Potter & the Deathly Hallows Adventures of Tintin Part 2 Destroy All Humans: Big Willy Alien Syndrome Harry Potter & the Order of the Unleashed Alvin & the Chipmunks Phoenix Dirt 2 Amazing Spider-Man Harvest Moon: Tree of Tranquility Disney Epic Mickey AMF Bowling Pinbusters Hasbro Family Game Night Disney’s Planes And Then There Were None Hasbro Family Game Night 2 Dodgeball: Pirates vs. Ninjas Angry Birds Star Wars Hasbro Family Game Night 3 Dog Island Animal Crossing: City Folk Heatseeker Donkey Kong Country Returns Ant Bully High School Musical Donkey Kong: Jungle beat Avatar :The Last Airbender Incredible Hulk Dragon Ball Z Budokai Tenkaichi 2 Avatar :The Last Airbender: The Indiana Jones and the Staff of Kings Dragon Quest Swords burning earth Iron Man Dreamworks Super Star Kartz Backyard Baseball 2009 Jenga Driver : San Francisco Backyard Football Jeopardy Elebits Bakugan Battle Brawlers: Defenders of Just Dance Emergency Mayhem the Core Just Dance Summer Party Endless Ocean Barnyard Just Dance 2 Endless Ocean Blue World Battalion Wars 2 Just Dance 3 Epic Mickey 2:Power of Two Battleship Just Dance 4 Excitebots: Trick Racing Beatles Rockband Just Dance 2014 Family Feud 2010 Edition Ben 10 Omniverse Just Dance 2015 Family Game Night 4 Big Brain Academy Just Dance 2017 Fantastic Four: Rise of the Silver Surfer Bigs King of Fighters collection: Orochi FIFA Soccer 09 All-Play Bionicle Heroes Saga FIFA Soccer 12 Black Eyed Peas Experience Kirby’s Epic Yarn FIFA Soccer 13 Blazing Angels Kirby’s Return to Dream
    [Show full text]
  • 10 Minimum Towards Pokemon & Star Wars
    $10 MINIMUM TOWARDS POKEMON & STAR WARS Games Eligible for this Promotion - Last Updated 11/13/19 Game .HACK G.U. LAST RECODE PS4 3D BILLARDS & SNOOKER PS4 3D MINI GOLF PS4 7 DAYS TO DIE PS4 7 DAYS TO DIE XB1 7th DRAGON III CODE VFD 3DS 8 TO GLORY PS4 8 TO GLORY XB1 8-BIT ARMIES COLLECTOR ED P 8-BIT ARMIES COLLECTORS XB1 8-BIT HORDES PS4 8-BIT INVADERS PS4 A WAY OUT PS4 A WAY OUT XB1 ABZU PS4 ABZU XB1 AC EZIO COLLECTION PS4 AC EZIO COLLECTION XB1 AC ROGUE ONE PS4 ACE COMBAT 3DS ACES OF LUFTWAFFE NSW ACES OF LUFTWAFFE PS4 ACES OF LUFTWAFFE XB1 ADR1FT PS4 ADR1FT XB1 ADV TM PRTS OF ENCHIRIDION ADV TM PRTS OF ENCHIRIDION ADV TM PRTS OF ENCHIRIDION ADVENTURE TIME 3 3DS ADVENTURE TIME 3DS ADVENTURE TIME EXP TD 3DS ADVENTURE TIME FJ INVT 3DS ADVENTURE TIME FJ INVT PS4 ADVENTURE TIME INVESTIG XB1 AEGIS OF EARTH PRO ASSAULT AEGIS OF EARTH: PROTO PS4 AEREA COLLECTORS PS4 AGATHA CHRISTIE ABC MUR XB1 AGATHA CHRSTIE: ABC MRD PS4 AGONY PS4 AGONY XB1 Some Restrictions Apply. This is only a guide. Trade values are constantly changing. Please consult your local EB Games for the most updated trade values. $10 MINIMUM TOWARDS POKEMON & STAR WARS Games Eligible for this Promotion - Last Updated 11/13/19 Game AIR CONFLICTS 2-PACK PS4 AIR CONFLICTS PACFC CRS PS4 AIR CONFLICTS SECRT WAR PS4 AIR CONFLICTS VIETNAM PS4 AIRPORT SIMULATOR NSW AKIBAS BEAT PS4 AKIBAS BEAT PSV ALEKHINES GUN PS4 ALEKHINE'S GUN XB1 ALIEN ISOLATION PS4 ALIEN ISOLATION XB1 AMAZING SPIDERMAN 2 3DS AMAZING SPIDERMAN 2 PS4 AMAZING SPIDERMAN 2 XB1 AMAZING SPIDERMAN 3DS AMAZING SPIDERMAN PSV
    [Show full text]
  • Stock Number Name Condition Price Quantity Notes 0058
    Wii U Stock Number Name Condition Price Quantity Notes 0058-000000821180 Amazing Spiderman 2 Complete in Box $14.99 1 0058-000000361146 Animal Crossing Amiibo Festival Complete in Box $12.99 1 0058-000000361144 Batman: Arkham City Armored Edition Complete in Box $7.99 1 0058-000000531600 Batman: Arkham Origins Complete in Box $12.99 1 0058-000001037439 Batman: Arkham Origins Complete in Box $12.99 1 0058-000000924469 Captain Toad: Treasure Tracker Complete in Box $12.99 1 0058-000001037433 Captain Toad: Treasure Tracker Complete in Box $12.99 1 0058-000001037438 Darksiders II Complete in Box $8.99 1 0058-000000825394 Donkey Kong Country: Tropical Freeze Complete in Box $12.99 1 0058-000000871960 Donkey Kong Country: Tropical Freeze Complete in Box $12.99 1 0058-000001037442 Donkey Kong Country: Tropical Freeze Complete in Box $12.99 1 0058-000001104234 Donkey Kong Country: Tropical Freeze Complete in Box $12.99 1 0058-000000622208 Kirby and the Rainbow Curse Complete in Box $22.99 1 0058-000000726643 Kirby and the Rainbow Curse Complete in Box $22.99 1 0058-000000549745 LEGO Batman 3: Beyond Gotham Complete in Box $7.99 1 0058-000000821170 LEGO Batman 3: Beyond Gotham Complete in Box $7.99 1 0058-000000239360 LEGO City Undercover Complete in Box $8.99 1 0058-000000518771 LEGO City Undercover Complete in Box $8.99 1 0058-000000818085 LEGO City Undercover Complete in Box $8.99 1 0058-000000821168 LEGO City Undercover Complete in Box $8.99 1 0058-000000584464 LEGO Jurassic World Complete in Box $7.99 1 0058-000000755362 LEGO Jurassic World
    [Show full text]
  • Special Issue Gender Issues in Video Games June 2017 24-53 Bridging
    Special issue Gender Issues in Video Games June 2017 24-53 Bridging Game Studies and Feminist Theories Gabrielle Trépanier-Jobin Université du Québec à Montréal Maude Bonenfant Université du Québec à Montréal Abstract Starting from the premise that feminist theory remains underutilized in game studies, the authors demonstrate that mobilizing concepts from feminist pioneers such as Simone de Beauvoir, Luce Irigaray, Betty Friedan, and Laura Mulvey contributes to a better understanding of how and why gender stereotypes in video games (such as Ms. Male, Smurfette, Damsel in Distress, Natural- Born Happy Homemaker and Sexy Action Heroine) are problematic. They also provide an overview of concepts developed by more recent feminist authors, such as Karen Boyle, Barbara Creed and Martine Delvaux, which highlight the damage caused by constant victimization of women in games, the abjection of their sexuality, and the serial reproduction of stereotypical female bodies. On a more positive note, the authors offer a glimpse of how feminist theories can inspire promising new game characters that undermine patriarchal and heteronormative schemes. Keywords: video games, feminism, representation, gender, stereotypes, feminist theory Résumé en français à la fin du texte Bridging Game Studies and Feminist Theories Introduction Game feminism has widely flourished during the past two decades. Many scholars, game critics and feminist activists have voiced concerns around the pervasiveness of gender stereotypes and sexist narratives in video games, while arguing in favour of diversifying game characters and plot devices (Cassell and Jenkins (eds), 1998; Graner Ray, 2004; Kafai et al. (eds), 2016; Kafai and al. (eds), 2008; Lignon (ed), 2015; Ruberg and Shaw (eds), 2017; Shaw, 2014).
    [Show full text]
  • GAME, Games Autonomy Motivation & Education
    G.A.M.E., Games autonomy motivation & education : how autonomy-supportive game design may improve motivation to learn Citation for published version (APA): Deen, M. (2015). G.A.M.E., Games autonomy motivation & education : how autonomy-supportive game design may improve motivation to learn. Technische Universiteit Eindhoven. Document status and date: Published: 01/01/2015 Document Version: Publisher’s PDF, also known as Version of Record (includes final page, issue and volume numbers) Please check the document version of this publication: • A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal.
    [Show full text]
  • Successful Outreach with Mobile Gaming
    Successful Outreach With Mobile Gaming Presented by Amanda Schiavulli Education and Outreach Librarian Finger Lakes Library System Goals • Participants will – Understand why play is important. – Comprehend what to expect when adding gaming to their collection. – Feel confident in finding gamers in their community. – Recognize Nintendo StreetPass and how it works for Outreach. – Find comfort in using gaming in their summer programming. Mobile Gaming http://www.theesa.com/wp-content/uploads/2014/10/ESA_EF_2014.pdf Family Literacy Grant 2013- 2016 “Summer Reading at New York Libraries through Public Library Systems” – Year one 2013-2014 • Unbound Media – Year two 2014-2015 • Tablet Tales – Year three 2015-2016 • Gaming Project Objectives • Giving reluctant readers access to a new media • Giving strong readers a tool to advance their literacy levels • Pairing print, audio and video that will enhance retention, comprehension, attentiveness, reading level and reading speed. • Improving access to library materials and activities that encourage lifelong library learning and library use. • Libraries will perform outreach to local schools and daycares promoting the summer reading program. • Library staff will promote summer programming through the Nintendo 3DS StreetPass feature. • Children and their caregivers will engage in summer programming using the Nintendo 3DS. • The Nintendo 3DS StreetPass Feature will attract new users to the libraries • Children and their caregivers will work together to solve problems and advance in a variety of different games to promote literacy. What I will need from you in July: • Number of gaming programs held at your library • Number of participants attending a gaming event. • Number of StreetPasses from each 3DS. • Number of publicity announcements created and distributed via print and electronic means.
    [Show full text]
  • PDF Lecture Notes
    AN INTRODUCTION TO Stylized Rendering in Games Morgan McGuire NVIDIA and Williams College July 26, 2010 SIGGRAPH 2010 Los Angeles, CA Edited July 25, 2010 1 Course Overview Games like Prince of Persia and Battlefield Heroes deliver artistic visions beyond standard photo-realistic 3D. In this course, game developers teach the challenges of creating distinctive visual styles for interactive environments and some of their own solutions. Topics include the art pipeline, rendering algorithms, and integrating visuals with gameplay. Why stylized rendering? As they matured, the visual arts (painting, sculpture, photography, and architecture) all developed new visual-abstraction mechanisms to go beyond "realism". Recent advances in visual effects have put film and games into this transitional state. In a sense, we're like artists at the end of the Renaissance: we've nearly mastered photorealism, but are only at the beginning of our discoveries about expression and perception. Some effects are subtle, like the color shifts and post-processing in Mirror's Edge. Others, such as the graphic-novel look of Prince of Persia, dominate the entire rendering style. In games, real-time and interactive constraints require more efficient and robust solutions than are employed elsewhere in computer graphics. And to be successful, a stylized renderer must integrate with appropriately stylized models, animation, and audio to form a coherent virtual world and ultimately enhance game play. These notes are Copyright 2010 Morgan McGuire All Rights Reserved The credited game screen shots included are copyrighted by their respective publishers, and the game titles are trademarks of their respective publishers and/or developers.
    [Show full text]