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Simulations and Games
Curtis J. Bonk,
Professor, Indiana University
cjbonk@indiana.edu
http://mypage.iu.edu/~cjbonk/
What did Jean-Luc Picard
say?
That’s right, Engage!
Winky Dink and ... Bill Gates?,
Bob Greene, March 31, 2013, CNN
http://www.cnn.com/2013/03/31/opinion/greene-winky-dink-bill-gates/index.html?hpt=hp_t3

A girls uses her "Winky Dink" drawing kit to draw on a TV screen as they watch the
1950s kids program.
How Might Video Games Be Good for Us?,
Jane McGonigal, October 15, 2012, BQO (Big Questions Online)
https://www.bigquestionsonline.com/content/how-might-video-games-be-good-us
Video games

How Video Games and Social Media Fuel
Students’ Passion for Art, Katrina Schwartz
Mind/Shift, August 8, 2013
http://blogs.kqed.org/m indshift/2013/08/how-video-games-and-social -m edia-fuel-students-arti sti c-pass ion/
Fibonacci Final Four? Math March
Madness coming, Greg Toppo, March 26,
2013, USA Today

http://www.stargazette.com/article/20130326/NEWS02/303260008/Fibonacci-Final-Four-Math-March-Madness-coming

Tim Kelley watches student Joseph Park compete live via computer in a math
competition. / Jack Gruber, USA TODAY
How Might Video Games Be Good for Us?,
Jane McGonigal, October 15, 2012, BQO (Big Questions Online)
https://www.bigquestionsonline.com/content/how-might-video-games-be-good-us
Gamification: Separating Fact From Fiction,
Chief Learning Officer, Karl Kapp
March 2014
http://read.clomedia.com/publication/frame.php?i=197905&p=44&pn=&ver=flex
Online Quiz Games
Jeopardy Labs

https://jeopardylabs.com/play/ganttpardy
Game Show Final Project,
April 25, 2011, Kim Seeber

Website:   http://mypage.iu.edu/~kseeber/web2.0technology.swf
Vocabulary Competitions

(e.g., Kids learning new words at

warp speed, January 14, 2014, Greg Toppo ( Georgia Scurletis, Dir of Curriculum Development, for
Vocabulary.com (Thinkmap) presents a banner to Marc Williams, Brooklyn Technical High School)
ht tp://www. usatoday .c om/story/news/nation/2014/01/13/vocabul ary-s chools-onl ine-c ompetition-educati on-students-teachers/4455087/

Vocabulary.com: https://www.vocabulary.com /
10 Terrific iPad Apps for Toddlers , August
2, 2012, Mashable, Allegra Tepper
http://mashable.com/2012/08/03/ipad-apps-toddlers/
10 Terrific iPad Apps for Toddlers , August
2, 2012, Mashable, Allegra Tepper
http://mashable.com/2012/08/03/ipad-apps-toddlers/
10 Terrific iPad Apps for Toddlers , August
2, 2012, Mashable, Allegra Tepper
http://mashable.com/2012/08/03/ipad-apps-toddlers/
10 Terrific iPad Apps for Toddlers , August
2, 2012, Mashable, Allegra Tepper
http://mashable.com/2012/08/03/ipad-apps-toddlers/
Online Anatomy and Biology
http://www.cyber-anatomy.com/
Blended Solution #5.

Interactive Simulations

http://phet.colorado.edu/en/simulation/energy-skate-park
Video games may improve brain power in older adults
Video games may improve brain power in older adults, September 5, 2013
http://www.usatoday.com/story/news/nation/2013/09/04/video-games-brain-power-dementia/2762
/
Video games may improve brain power in
older adults

Video games may improve brain power in older adults, September 5, 2013
http://www.usatoday.com/story/news/nation/2013/09/04/video-games-brain-power-dementia/2762523/
SimCity
Simulation Games
Video Animations and
Simulations
December 24, 2010:
Social Networking Gaming

CityVille 16.8 million daily users, FarmVille ‘s 16.4 million.
CityVille 61.7 million monthly users, FarmVille 56.8 million users.
Mashable.
What was it that he said?
That’s right, Engage!
Douglas Maxwell, Steven Aguiar, Philip Monte, Diana Nolan, NAVSEA
Division Newport, Rhode Island - Combat Systems Department (2011,
September). Two Navy Virtual World Collaboration Applications: Rapid
Prototyping and Concept of Operations Experimentation.
Journal of Virtual Worlds Research , 4 (2), Retrieved September 14, 2011,
from http://journals.tdl.org/jvwr/article/viewArticle/2113
Douglas Maxwell, Steven Aguiar, Philip Monte, Diana Nolan, NAVSEA
Division Newport, Rhode Island - Combat Systems Department (2011,
September). Two Navy Virtual World Collaboration Applications: Rapid
Prototyping and Concept of Operations Experimentation.
Journal of Virtual Worlds Research , 4 (2), Retrieved September 14, 2011,
from http://journals.tdl.org/jvwr/article/viewArticle/2113
Douglas Thomas and John Seely Brown (2009, January). Why
Virtual Worlds Matter. International Journal of Media and
Learning, Vol. 1(1).
http://www.johnseelybrown.com/needvirtualworlds.pdf
Douglas Thomas and John Seely Brown (2009, January). Why
Virtual Worlds Matter. International Journal of Media and
Learning, Vol. 1(1).
http://www.johnseelybrown.com/needvirtualworlds.pdf

Guilds in World of Warcraft or other
MMOGs have such a strong presence in
players’ lives that they frequently talk
about their guilds as homes or families,
even though most of the players may have
never met one another face to face and
could not recognize each other in person.

Understanding the richness of the experience
of play and the complexity of problem solving
that occurs in guilds and around games, leads
us to what we feel may be one of the most
pressing issues for the 21st century.
Douglas Thomas and John Seely Brown (2009, January). Why
Virtual Worlds Matter. International Journal of Media and
Learning, Vol. 1(1).
http://www.johnseelybrown.com/needvirtualworlds.pdf

How do people learn how to create and
participate in networks of imagination
and how can our theories of learning
adjust to account for this rich and
powerful phenomena? We cannot answer

this question adequately by looking solely at
game mechanics, player culture, or discourse
communities. We need to look at virtual worlds
as space that embody both the physical and
virtual simultaneously, as spaces which allow
for, and even demand, and imaginative bridge
between the two.
Douglas Thomas and John Seely Brown (2009, January). Why
Virtual Worlds Matter. International Journal of Media and
Learning, Vol. 1(1).
http://www.johnseelybrown.com/needvirtualworlds.pdf

Communities such as guilds or external
web sites structure the meaning of
activity within the game world. They also
serve as the primary conduit of
information between and among players,
determining what has value and
providing contexts for puzzle solving,
organization, and social and task
interaction.
Douglas Thomas and John Seely Brown (2009, January). Why
Virtual Worlds Matter. International Journal of Media and
Learning, Vol. 1(1).
http://www.johnseelybrown.com/needvirtualworlds.pdf

Rather than asking how dispositions
might be transferred from the game to
the world, conceptual blending defines
the spaces as both virtual and physical
simultaneously. There is no transfer to
speak of, because the player is neither
situated in only the game or only the
world, she co-exists in both .
Douglas Thomas and John Seely Brown (2009,
January). Why Virtual Worlds Matter.
International Journal of Media and Learning ,
Vol. 1(1). http://www.johnseelybrown.com/needvirtualworlds.pdf

Entering into a virtual world, then, is quite
different from a typical game. Where
traditional games have clear (even if
complicated) narratives, the ability to
stop, pause, and restart, and a set of
rules which guide narrative progression,
virtual worlds are persistent and ongoing.
They cannot be paused or repeated. What
happens in virtual worlds have persistent
consequences and effects.
February 20, 2013

UW-Madison to expand distance learning with
Massive Open Online Courses, Kari Knutson,
University of Wisconsin-Madison News

http://www.news.wisc.edu/21520?utm_source=iUW&utm_medium=email&utm_campaign=iUW2013-02-21
Alternate Reality Learning
(Online Massive Gaming,
Simulations, and Virtual Worlds;
e.g., Second Life)
Massive Multiplayer Online
Games (MMOGs)
University of Texas: 50 Islands, Nov
2009

http://archive.treet.tv/metanomics-campus-life
Second Life

(business, law, education, English,
medicine)
Second Life

(business, law, education, English,
medicine)
Second Life

(business, law, education, English,
medicine)
Second Life

(business, law, education, English,
medicine)
Second Life

(business, law, education, English,
medicine)
April/May 2011

Dr. Monica Rankin’s class
UT Dallas, Cuban Revolution

http://www.youtube.com/watch?v=ocQMf1kPo98
Bonnie A. Nardi, Stella Ly, & Justin Harris (2007).
Learning conversations in World of Warcraft.
forthcoming in Proc. HICSS 2007 . Retrieved on June 25, 2010,
from
http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf
Bonnie A. Nardi, Stella Ly, & Justin Harris (2007).
Learning conversations in World of Warcraft. forthcoming
in Proc. HICSS 2007 . Retrieved on June 25, 2010, from
http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf

• In World of Warcraft, learning in
conversation is event-driven
with no planned curriculum . It is
spontaneous, erratic,
serendipitous, and contextual.
Bonnie A. Nardi, Stella Ly, & Justin Harris (2007).
Learning conversations in World of Warcraft. forthcoming
in Proc. HICSS 2007 . Retrieved on June 25, 2010, from
http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf

• However, the situated curriculum
comprises a sequence of tasks for
students to complete with
appropriate instruction as the
student engages in the tasks . In
WoW, learning in conversation is
driven by small events such as
players asking questions or
receiving advice during play.
Bonnie A. Nardi, Stella Ly, & Justin Harris (2007).
Learning conversations in World of Warcraft. forthcoming
in Proc. HICSS 2007 . Retrieved on June 25, 2010, from
http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf

The zone of proximal development is
generally taken to imply the acquisition of
deeper understandings, new ways to
integrate and make coherent concepts and
ideas. It appears to us that the zone of
proximal development is also about
motivation and support as Vygotsky hinted
Bonnie A. Nardi, Stella Ly, & Justin Harris (2007).
Learning conversations in World of Warcraft. forthcoming
in Proc. HICSS 2007 . Retrieved on June 25, 2010, from
http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf

The responsiveness players experience as
they get fast answers to questions is part
of what creates a supportive environment
for learning. This seems to us to be part of
the emotional aspect of the ZPD—positive
encouragement, the avoidance of
frustration, and a sense of moving forward.
Sara de Freitas (2007). Learning in Immersive
worlds a review of game-based learning. JISC.
Retrieved August 17, 2008, from
http://www.jisc.ac.uk/media/documents/programmes/elearninginnovation/gamingreport_v3.pdf
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

1. Scaffolding
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

2. Problem-Driven
Activities
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

3. Exploration
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

4. Context
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

5. Interaction
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

6. Agency
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

7. Learning Through Doing
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

8. Pause to Reflect
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

9. Learning through Failure
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

10. Adaptivity
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

11. Character
An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that
SPECIAL PLACE: Designing digital game-based
learning environments. TechTrends , 53 (3), 43-48.

12. Engagement
Any Questions?
Slides at: TrainingShare.com
Papers: PublicationShare.com
Book: http://worldisopen.com/
Email: curt@worldisopen.com

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Principles of Games and Simulations -presentation to a games and learning class in Cyprus

  • 1. Simulations and Games Curtis J. Bonk, Professor, Indiana University cjbonk@indiana.edu http://mypage.iu.edu/~cjbonk/
  • 2. What did Jean-Luc Picard say?
  • 4. Winky Dink and ... Bill Gates?, Bob Greene, March 31, 2013, CNN http://www.cnn.com/2013/03/31/opinion/greene-winky-dink-bill-gates/index.html?hpt=hp_t3 A girls uses her "Winky Dink" drawing kit to draw on a TV screen as they watch the 1950s kids program.
  • 5. How Might Video Games Be Good for Us?, Jane McGonigal, October 15, 2012, BQO (Big Questions Online) https://www.bigquestionsonline.com/content/how-might-video-games-be-good-us
  • 6. Video games How Video Games and Social Media Fuel Students’ Passion for Art, Katrina Schwartz Mind/Shift, August 8, 2013 http://blogs.kqed.org/m indshift/2013/08/how-video-games-and-social -m edia-fuel-students-arti sti c-pass ion/
  • 7. Fibonacci Final Four? Math March Madness coming, Greg Toppo, March 26, 2013, USA Today http://www.stargazette.com/article/20130326/NEWS02/303260008/Fibonacci-Final-Four-Math-March-Madness-coming Tim Kelley watches student Joseph Park compete live via computer in a math competition. / Jack Gruber, USA TODAY
  • 8. How Might Video Games Be Good for Us?, Jane McGonigal, October 15, 2012, BQO (Big Questions Online) https://www.bigquestionsonline.com/content/how-might-video-games-be-good-us
  • 9. Gamification: Separating Fact From Fiction, Chief Learning Officer, Karl Kapp March 2014 http://read.clomedia.com/publication/frame.php?i=197905&p=44&pn=&ver=flex
  • 10.
  • 11. Online Quiz Games Jeopardy Labs https://jeopardylabs.com/play/ganttpardy
  • 12. Game Show Final Project, April 25, 2011, Kim Seeber Website:   http://mypage.iu.edu/~kseeber/web2.0technology.swf
  • 13. Vocabulary Competitions (e.g., Kids learning new words at warp speed, January 14, 2014, Greg Toppo ( Georgia Scurletis, Dir of Curriculum Development, for Vocabulary.com (Thinkmap) presents a banner to Marc Williams, Brooklyn Technical High School) ht tp://www. usatoday .c om/story/news/nation/2014/01/13/vocabul ary-s chools-onl ine-c ompetition-educati on-students-teachers/4455087/ Vocabulary.com: https://www.vocabulary.com /
  • 14. 10 Terrific iPad Apps for Toddlers , August 2, 2012, Mashable, Allegra Tepper http://mashable.com/2012/08/03/ipad-apps-toddlers/
  • 15. 10 Terrific iPad Apps for Toddlers , August 2, 2012, Mashable, Allegra Tepper http://mashable.com/2012/08/03/ipad-apps-toddlers/
  • 16. 10 Terrific iPad Apps for Toddlers , August 2, 2012, Mashable, Allegra Tepper http://mashable.com/2012/08/03/ipad-apps-toddlers/
  • 17. 10 Terrific iPad Apps for Toddlers , August 2, 2012, Mashable, Allegra Tepper http://mashable.com/2012/08/03/ipad-apps-toddlers/
  • 18. Online Anatomy and Biology http://www.cyber-anatomy.com/
  • 19. Blended Solution #5. Interactive Simulations http://phet.colorado.edu/en/simulation/energy-skate-park
  • 20. Video games may improve brain power in older adults Video games may improve brain power in older adults, September 5, 2013 http://www.usatoday.com/story/news/nation/2013/09/04/video-games-brain-power-dementia/2762 /
  • 21. Video games may improve brain power in older adults Video games may improve brain power in older adults, September 5, 2013 http://www.usatoday.com/story/news/nation/2013/09/04/video-games-brain-power-dementia/2762523/
  • 25. December 24, 2010: Social Networking Gaming CityVille 16.8 million daily users, FarmVille ‘s 16.4 million. CityVille 61.7 million monthly users, FarmVille 56.8 million users. Mashable.
  • 26. What was it that he said?
  • 28. Douglas Maxwell, Steven Aguiar, Philip Monte, Diana Nolan, NAVSEA Division Newport, Rhode Island - Combat Systems Department (2011, September). Two Navy Virtual World Collaboration Applications: Rapid Prototyping and Concept of Operations Experimentation. Journal of Virtual Worlds Research , 4 (2), Retrieved September 14, 2011, from http://journals.tdl.org/jvwr/article/viewArticle/2113
  • 29. Douglas Maxwell, Steven Aguiar, Philip Monte, Diana Nolan, NAVSEA Division Newport, Rhode Island - Combat Systems Department (2011, September). Two Navy Virtual World Collaboration Applications: Rapid Prototyping and Concept of Operations Experimentation. Journal of Virtual Worlds Research , 4 (2), Retrieved September 14, 2011, from http://journals.tdl.org/jvwr/article/viewArticle/2113
  • 30. Douglas Thomas and John Seely Brown (2009, January). Why Virtual Worlds Matter. International Journal of Media and Learning, Vol. 1(1). http://www.johnseelybrown.com/needvirtualworlds.pdf
  • 31. Douglas Thomas and John Seely Brown (2009, January). Why Virtual Worlds Matter. International Journal of Media and Learning, Vol. 1(1). http://www.johnseelybrown.com/needvirtualworlds.pdf Guilds in World of Warcraft or other MMOGs have such a strong presence in players’ lives that they frequently talk about their guilds as homes or families, even though most of the players may have never met one another face to face and could not recognize each other in person. Understanding the richness of the experience of play and the complexity of problem solving that occurs in guilds and around games, leads us to what we feel may be one of the most pressing issues for the 21st century.
  • 32. Douglas Thomas and John Seely Brown (2009, January). Why Virtual Worlds Matter. International Journal of Media and Learning, Vol. 1(1). http://www.johnseelybrown.com/needvirtualworlds.pdf How do people learn how to create and participate in networks of imagination and how can our theories of learning adjust to account for this rich and powerful phenomena? We cannot answer this question adequately by looking solely at game mechanics, player culture, or discourse communities. We need to look at virtual worlds as space that embody both the physical and virtual simultaneously, as spaces which allow for, and even demand, and imaginative bridge between the two.
  • 33. Douglas Thomas and John Seely Brown (2009, January). Why Virtual Worlds Matter. International Journal of Media and Learning, Vol. 1(1). http://www.johnseelybrown.com/needvirtualworlds.pdf Communities such as guilds or external web sites structure the meaning of activity within the game world. They also serve as the primary conduit of information between and among players, determining what has value and providing contexts for puzzle solving, organization, and social and task interaction.
  • 34. Douglas Thomas and John Seely Brown (2009, January). Why Virtual Worlds Matter. International Journal of Media and Learning, Vol. 1(1). http://www.johnseelybrown.com/needvirtualworlds.pdf Rather than asking how dispositions might be transferred from the game to the world, conceptual blending defines the spaces as both virtual and physical simultaneously. There is no transfer to speak of, because the player is neither situated in only the game or only the world, she co-exists in both .
  • 35. Douglas Thomas and John Seely Brown (2009, January). Why Virtual Worlds Matter. International Journal of Media and Learning , Vol. 1(1). http://www.johnseelybrown.com/needvirtualworlds.pdf Entering into a virtual world, then, is quite different from a typical game. Where traditional games have clear (even if complicated) narratives, the ability to stop, pause, and restart, and a set of rules which guide narrative progression, virtual worlds are persistent and ongoing. They cannot be paused or repeated. What happens in virtual worlds have persistent consequences and effects.
  • 36. February 20, 2013 UW-Madison to expand distance learning with Massive Open Online Courses, Kari Knutson, University of Wisconsin-Madison News http://www.news.wisc.edu/21520?utm_source=iUW&utm_medium=email&utm_campaign=iUW2013-02-21
  • 37. Alternate Reality Learning (Online Massive Gaming, Simulations, and Virtual Worlds; e.g., Second Life)
  • 39. University of Texas: 50 Islands, Nov 2009 http://archive.treet.tv/metanomics-campus-life
  • 40. Second Life (business, law, education, English, medicine)
  • 41. Second Life (business, law, education, English, medicine)
  • 42. Second Life (business, law, education, English, medicine)
  • 43. Second Life (business, law, education, English, medicine)
  • 44. Second Life (business, law, education, English, medicine)
  • 45. April/May 2011 Dr. Monica Rankin’s class UT Dallas, Cuban Revolution http://www.youtube.com/watch?v=ocQMf1kPo98
  • 46. Bonnie A. Nardi, Stella Ly, & Justin Harris (2007). Learning conversations in World of Warcraft. forthcoming in Proc. HICSS 2007 . Retrieved on June 25, 2010, from http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf
  • 47. Bonnie A. Nardi, Stella Ly, & Justin Harris (2007). Learning conversations in World of Warcraft. forthcoming in Proc. HICSS 2007 . Retrieved on June 25, 2010, from http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf • In World of Warcraft, learning in conversation is event-driven with no planned curriculum . It is spontaneous, erratic, serendipitous, and contextual.
  • 48. Bonnie A. Nardi, Stella Ly, & Justin Harris (2007). Learning conversations in World of Warcraft. forthcoming in Proc. HICSS 2007 . Retrieved on June 25, 2010, from http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf • However, the situated curriculum comprises a sequence of tasks for students to complete with appropriate instruction as the student engages in the tasks . In WoW, learning in conversation is driven by small events such as players asking questions or receiving advice during play.
  • 49. Bonnie A. Nardi, Stella Ly, & Justin Harris (2007). Learning conversations in World of Warcraft. forthcoming in Proc. HICSS 2007 . Retrieved on June 25, 2010, from http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf The zone of proximal development is generally taken to imply the acquisition of deeper understandings, new ways to integrate and make coherent concepts and ideas. It appears to us that the zone of proximal development is also about motivation and support as Vygotsky hinted
  • 50. Bonnie A. Nardi, Stella Ly, & Justin Harris (2007). Learning conversations in World of Warcraft. forthcoming in Proc. HICSS 2007 . Retrieved on June 25, 2010, from http://darrouzet-nardi.net/bonnie/pdf/Nardi-HICSS.pdf The responsiveness players experience as they get fast answers to questions is part of what creates a supportive environment for learning. This seems to us to be part of the emotional aspect of the ZPD—positive encouragement, the avoidance of frustration, and a sense of moving forward.
  • 51. Sara de Freitas (2007). Learning in Immersive worlds a review of game-based learning. JISC. Retrieved August 17, 2008, from http://www.jisc.ac.uk/media/documents/programmes/elearninginnovation/gamingreport_v3.pdf
  • 52. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48.
  • 53. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 1. Scaffolding
  • 54. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 2. Problem-Driven Activities
  • 55. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 3. Exploration
  • 56. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 4. Context
  • 57. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 5. Interaction
  • 58. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 6. Agency
  • 59. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 7. Learning Through Doing
  • 60. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 8. Pause to Reflect
  • 61. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 9. Learning through Failure
  • 62. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 10. Adaptivity
  • 63. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 11. Character
  • 64. An, Y.-J., & Bonk, C. J. (May/June 2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends , 53 (3), 43-48. 12. Engagement
  • 65.
  • 66. Any Questions? Slides at: TrainingShare.com Papers: PublicationShare.com Book: http://worldisopen.com/ Email: curt@worldisopen.com