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Gamification: Concepts, Methodologies, Tools, and Applications
Author/Editor:    Information Resources Management Association
Publisher:    IGI Global
Pubn Place:    US
Binding:    EBL Unlimited Access
Physical Media:    ebook
Pages:    2250
Availability:    Already Published.
Pubn Year:    Jan 2015
LCC:    LB1029.S53 -- .I546 2015eb
DDC:    371.397
eBook ID:    3314088

Binding field indicates NL or UA. Platform fees may be applicable.
Licence Terms for EBL for Libraries
Price:    AUD 5,300.70 (ex. GST)
eISBN:   9781466682016
eISBN10:   1466682019
9781466682009  2015  
hbk.  book (4 vols)

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Description: Serious games provide a unique opportunity to engage students more fully than traditional teaching approaches. Understanding the best way to utilize games and play in an educational setting is imperative for effectual learning in the twenty-first century. Gamification: Concepts, Methodologies, Tools, and Applications investigates the use of games in education, both inside and outside of the classroom, and how this field once thought to be detrimental to student learning can be used to augment more formal models. This four-volume reference work is a premier source for educators, administrators, software designers, and all stakeholders in all levels of education.

Contents: Title Page;Copyright Page;Editorial Advisory Board and List of Reviewers;List of Contributors;Table of Contents;Preface;Section 1: Fundamental Concepts and Theories;Chapter 1: The Gamification Experience;Chapter 2: Lessons from the STEM Sector;Chapter 3: A Qualitative Investigation of Gamification;Chapter 4: Video Game Framings;Chapter 5: Neurofeedback and Serious Games;Chapter 6: Dream Lucidity;Chapter 7: The Protagonist and Their Avatar;Chapter 8: Creativity in Education;Chapter 9: A Match Made in ""Outer Heaven:"";Chapter 10: Training, Teaching, and Learning;Chapter 11: Digital Literacy Concepts and Definitions;Chapter 12: The Effects of Avatar-Based Customization on Player Identification;Chapter 13: Capturing the Semantics of Simulation Learning with Linked Data;Chapter 14: A Qualitative Analysis of Online Gaming;Chapter 15: Serious Gaming at School;Chapter 16: Playful Interfaces for Scientific Image Data;Chapter 17: ExerLearning®;Chapter 18: GBL as PBL;Section 2: Development and Design Methodologies;Chapter 19: Cognitive Load and Empathy in Serious Games;Chapter 20: A Serious Games Framework for Health Rehabilitation;Chapter 21: Study Design and Data Gathering Guide for Serious Games' Evaluation;Chapter 22: Balancing Fun and Learning in a Serious Game Design;Chapter 23: Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement;Chapter 24: Non-Player Characters and Artificial Intelligence;Chapter 25: Assessment Integration in Serious Games;Chapter 26: Identifying Student Types in a Gamified Learning Experience;Chapter 27: From Chaos Towards Sense;Chapter 28: Designing Educational Games;Chapter 29: Towards a Subjectively Devised Parametric User Model for Analysing and Influencing Behaviour Online Using Neuroeconomics;Chapter 30: Designing with Vulnerable Children;Chapter 31: Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators;Chapter 32: A Literacy and Numeracy E-Learning Mobile Application for Pre-Schoolers;Chapter 33: Modeling the Player;Chapter 34: Challenges in Game Design;Chapter 35: The Road to Critical Thinking and Intelligence Analysis;Chapter 36: Green Chemistry;Chapter 37: NPP;Chapter 38: Four Strategies for Remote Workforce Training, Development, and Certification;Chapter 39: Causal Modeling to Foster E-Participation in the Policy Decision-Making Life-Cycle;Chapter 40: Game-Changer;Chapter 41: Thresholds of Transmedia Storytelling;Chapter 42: Adapting Cognitive Walkthrough to Support Game Based Learning Design;Section 3: Tools and Technologies;Chapter 43: A Rating Tool for Sharing Experiences with Serious Games;Chapter 44: Video Game Consoles;Chapter 45: Multimedia Technologies in Education;Chapter 46: The Quest for a Massively Multiplayer Online Game that Teaches Physics;Chapter 47: Minecraft as a Creative Tool;Chapter 48: Gamification and Smart Feedback;Chapter 49: Glove-Based Technology in Hand Rehabilitation;Chapter 50: Rewards and Penalties;Chapter 51: Ubiquitous Game-Based Learning in Higher Education;Chapter 52: Instructional Technology and the Nature of the Gifted and Talented;Chapter 53: Depth Cameras in AAL Environments;Chapter 54: The MORPG-based Learning System for Multiple Courses;Chapter 55: Engaging in Play through Assistive Technology;Chapter 56: Assistive Technologies for Brain-Injured Gamers;Chapter 57: A Formal Representation System for Modelling Assistive Technology Systems;Chapter 58: A Step toward Assistive Technology Evidence-Based Practices;Chapter 59: Analysis and Evaluation of Software Artifact Reuse Environments;Section 4: Utilization and Application;Chapter 60: Video Games as a Form of Therapeutic Intervention for Children with Autism Spectrum Disorders;Chapter 61: Serious Gaming for User Centered Innovation and Adoption of Disaster Response Information Systems;Chapter 62: Beyond Gaming;Chapter 63: Measuring User Experience in Board Games;Chapter 64: The Play Theory and Computer Games Using in Early Childhood Education;Chapter 65: The Travelling Rose;Chapter 66: Game-Based Learning as a Promoter for Positive Health Behaviours in Young People;Chapter 67: Auditory Experiences in Game Transfer Phenomena;Chapter 68: A Randomised Controlled Trial to Evaluate Learning Effectiveness Using an Adaptive Serious Game to Teach SQL at Higher Education Level;Chapter 69: Levelling (Up) the Playing Field;Chapter 70: Games for Top Civil Servants;Chapter 71: Gleaning Strategies for Knowledge Sharing and Collective Assessment in the Art Classroom from the Videogame, ""Little Big Planet's Creator Spotlights"";Chapter 72: Football Manager as a Persuasive Game for Social Identity Formation;Chapter 73: Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment;Chapter 74: Modeling Gameplay Enjoyment, Goal Orientations, and Individual Characteristics;Chapter 75: Identifying Group Processes and Affect in Learners;Chapter 76: The Use of Facebook as a Pedagogical Platform for Developing Investigative Journalism Skills;Chapter 77: l33tsp33k;Chapter 78: Rhetoric of Game;Section 5: Utilization and Application;Chapter 79: Psychological Aspects of Serious Games;Chapter 80: Critical Transport;Chapter 81: Consumer Attitudes toward Online Video Game Purchases;Chapter 82: The Applicability of Gaming Elements to Early Childhood Education;Chapter 83: Games and Social Networks;Chapter 84: Driving Home the Message;Chapter 85: Rehabilitation Systems in Ambient Assisted Living Environments;Chapter 86: Games for and by Teachers and Learners;Chapter 87: My Click is My Bond;Chapter 88: Exploratory Play in Simulation Sandbox Games;Chapter 89: Leadership Behaviors among Gamers and Student Leaders;Chapter 90: Simulation Games as Interventions in the Promotion of Social Skills Development among Children with Autism Spectrum Disorders;Chapter 91: Time Factor Assessment in Game-Based Learning;Chapter 92: Women and Men in Computer Science;Chapter 93: The Persuasive Language of Action;Chapter 94: A Case for Integration;Section 6: Managerial Impact;Chapter 95: Students as Customers;Chapter 96: Rhetoric of Play;Chapter 97: Assistive Systems for the Workplace;Chapter 98: Career Development among Japanese Female Game Developers;Chapter 99: A Look inside the Current Climate of the Video Game Industry;Chapter 100: Providing Career Guidance to Adolescents through Digital Games;Section 7: Critical Issues;Chapter 101: Does Game Quality Reflect Heuristic Evaluation?;Chapter 102: From the ""Damsel in Distress"" to Girls' Games and Beyond;Chapter 103: Can Exergaming Promote Physical Fitness and Physical Activity?;Chapter 104: To Play or to Learn?;Section 8: Emerging Trends;Chapter 105: Learning by Playing;Chapter 106: Reducing Corruption and Protecting Privacy in Emerging Economies;Chapter 107: Mobile Cloud Media;Chapter 108: Toward a Feature-Driven Understanding of Students' Emotions during Interactions with Agent-Based Learning Environments;Chapter 109: Towards a Mobile Learning Pedagogy;Chapter 110: Perceived Best Practices for Faculty Training in Distance Education;Chapter 111: ""I Want Them to Feel the Fear…"";Index;

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