Bibliography
Anderson,
C. & Dill, K. E. (2000). Video games and aggressive thoughts, feelings,
and behaviour in the laboratory and in life, Journal of Personality and Social
Psychology, 78, 41, 772-77.
Axeline,
V. (1947). Play therapy: The inner dynamics of childhood. Boston,
Mass: Houghton Mifflin.
Bell, M.
(2001). Online Role-Play: Anonymity, Engagement and Risk. Education
Media International, 38 (4), pp. 251-260.
Blanton,
W., Greene, M. & Cole, M. (1999). Computer mediation for learning and play.
Journal of adolescent and adult literacy, 43, 3, 272-78.
Blumber,
F. C. (2000). The effects of children’s goal for learning on video game
performance. Journal of applied developmental psychology, 21, 6, 641-53.
Bowman,
R. F. (1982). A “Pac-Man” theory of motivation: Tactical implications
for
classroom instruction. Educational technology, 8, 14-16.
Brougère,
G. (1999). Some elements relating to children’s play and adult
simulation/gaming. Simulation and gaming, 30, 2, 134-46.
Brozik,
D. & Zapalska, A. (2000). The restaurant game. Simulation and gaming, 31,
3,
407-16.
Brunner,
C., Bennett, D. and Honey, M. (1998). Girl Games and Technological Desire.
In J. Cassell and H. Jenkins, (Eds.), From Barbie to Mortal Kombat: Gender and
Computer Games, 72-89. Massachusetts: MIT Press.
Buse, P.
(1996) Nintendo and telos + video games as narrative: Will you ever reach the
end? Cultural critique, 34, 163-84.
J. Cassell
and H. Jenkins, (Eds.),(1998) From Barbie to Mortal Kombat: Gender and
Computer Games. Massachusetts: MIT Press.
Calvert,
S. L. & Tan, S. (1994). Impact of virtual reality on young adults’
physiological
arousal and aggressive thoughts: Interaction versus observation. Journal of
applied developmental psychology, 15, 125-39.
Corbeil,
P. (1999). Learning from children: Practical and theoretical reflections on
playing and learning. Simulation & gaming, 30, 2, 163-80.
de Castell,
S. & Bryson, M. (1998). Dystopia, dysphoria and difference: Retooling
gendered play. In J. Cassell and H. Jenkins, (Eds.), From Barbie to Mortal Kombat:
Gender and Computer Games. Massachusetts: MIT Press.
de Castell
S. & Jenson, J. (Forthcoming). Serious Play: The Challenges of Educational
Game Design. Journal of Curriculum Studies.
De Jean,
J., Upitis, R., Koch, C. & Young, J. (1999). The Story of Phoenix Quest:
How
Girls Respond to a Prototype Language and Mathematics Computer Game,
[On-line]. Available: http://taz.cs.ubc.ca/egems/.
Dempsey,
J. Haynes, L., Lucassen, B., Casey, M. (2002) Forty simple computer games
and what they could mean to educators. Simulation and Gaming, Vol. 33: 2, 157-186.
Feinstein
A. H. & Cannon, H. M. (2002). Constructs of simulation evaluation.
Simulation and Gaming, 33, 4, 425-440.
Frasca,
G. (1999). Ludology meets narratology: Similitude and differences between
(video) games and narrative, [On-line]. Available: http://www.ludology.org/.
Frasca,
G. (2000). Don't play it again, Sam: One-session and serial games of narration.
Paper presented at DAC conference, Bergen, Germany, 2-4/8/2000, [On-line]. Available:
http://www.ludology.org/.
Friedman,
T. (n.d.). Making sense of software: Computer games and interactive
textuality, [On-line]. Available: http://www.duke.edu/~tlove/simcity.htm.
Funk, J.
B. and Buchman, D. D. (1996). Playing violent video and computer games and
adolescent self-concept. Journal of communication, 46, 2, 19-32.
Garris,
R., Ahlers, R. & Driskell, J. E. (2002). Games, motivation, and learning:
A
research and practice model. Simulation and Gaming, 33, 4, 441, 467.
Gee, James
P. (2003). What video games have to teach us about learning and literacy.
New York: Palgrave/St. Martin’s.
Greenfield,
P. M. (1984). Mind and media: The effects of television, video games, and
computers. Cambridge, Mass.: Harvard University Press.
Greenfield,
P. M. (1994). Video games as cultural artifacts. Journal of applied
developmental psychology, 15, 3-11.
Greenfield,
P.M., Brannon, C., & Lohr, D. (1994). Two-dimensional representation of
movement through three-dimensional space: The role of video game expertise.
Journal of applied developmental psychology, 15, 87-103.
Haddon,
L. (1988). Electronic and computer games: The history of an interactive
medium. Screen, 29, 2, 52-73.
Inkpen,
K., Booth, K. S., Klawe, M. & Upitis, R. (1995). Playing together beats
playing
apart, especially for girls. Proceedings of Computer Support for Collaborative
Learning '95 (CSCL),Bloomington,
Indiana, [On-line]. Available: http://taz.cs.ubc.ca/egems/.
Jenkins,
H. (1999). Testimony before the U.S. Senate Commerce Committee, [On-
line]. Available: http://www.senate.gov/~commerce/hearings/0504jen.pdf.Kafai,
Y. B. (1995). Minds in play: Computer game design as a context for children’s
learning. Massachusetts: MIT Press.
Kafai,
Y. B. (1996). Electronic Playworlds: Gender Differences in Children's
Constructions of Video Games. In P. Greenfield & R. R. Cocking (Eds.), Interacting
With Video, Norwood, NJ: Ablex.
Kafai,
Y. B., Franke, M., Ching, C. and Shih, J. (1998). Games as interactive learning
environments fostering teachers' and students' mathematical thinking. International
Journal of Computers for Mathematical Learning, 3, 2, 149-193.
Kaplan,
S. (1981). Video Games, sex and sex-Differences. Social Science, 56 (4), 208-
212.
Kaplan,
S. (1983). Video Games, sex and sex-Differences. Journal of Popular Culture,
17, 2, 61-66.
Keys, B.
& Wolfe, J. (1990). The role of management games and simulations in
education and research. Journal of management, 16, 307-336.
Kinder,
M. (1991). Playing with power in movies, television and video games: From
Muppet babies to Teenage Mutant Ninja Turtles. Berkeley, CA: University of California
Press.
Kirriemuir,
J. (2002). Video gaming, education and digital learning technologies. D-Lib
Magazine, 8, 2 [On-line]. Available:
http://www.dlib.org/dlib/february02/kirriemuir/02kirriemuir.html.
Klabbers,
J. H. G. (2000). Learning as acquisition and learning as interaction.
Simulation and gaming, 31, 3, 380-406.
Livingstone
S, Bovill M (1999). Young People, New Media: Summary Report of the
Research Project Children, Young People and the Changing Media Environment.
London School of Economics and Politic Science. http://www.lse.ac.uk/Depts/Media/people/slivingstone/young_people_report.pdf.
Laurel,
B. (Ed.) (1990). The art of human-computer interface design. New York:
Addison-Wesley.
Lave, J.
& Wenger, J. (1991). Situated learning: Legitimate peripheral participation.
Cambridge: Cambridge University Press.
Maier,
F. H. & Grobler, A. (2000). What are we talking about? A taxonomy of computer
simulations to support learning. System Dynamics Review, 16, 2, 135-48.
Mallon,
B. and Webb, B. (2000). Structure, causality, visibility and interaction:
propositions for evaluating engagement in narrative multimedia, International
journal of human-computer studies, 53, 2, 269-87.
Malone,
(1981). Toward a theory of intrinsically motivating instruction. Cognitive
science, 5, 333-369.
Malone
T. W. & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic
motivations for learning. In R.E. Snow and M.J. Farr (Eds.) Aptitude, learning,
and Instruction: Congative and affective process analysis (pp. 223-253). Hillsdale,
NJ: Lawrence Ealbaum Associates.
MIT (2002).
Games-To-Teach Project. http://cms.mit.edu/games/education/index.html.
Rieber
LP (1996). Seriously considering play: Designing interactive learning
environments based on the blending of microworlds, simulations, and games. Education
Technology Research & Development 44(2), 43-58.
Pillay,
H. Brownlee, J. & Wilss, L. (1999). Cognition and recreational computer
games:
Implications for educational technology. Journal of research on computing in
education, 32, 1, 203-216.
Prensky,
M. (2001). Digital game-based learning. New York: McGraw-Hill.
Rieber, L. P. & Matzko, M. J. (2001). Serious design for serious play in
physics.
Educational
technology, 1, 14-24.
Rieber
LP (1996). Seriously considering play: Designing interactive learning
environments based on the blending of microworlds, simulations, and games. Education
Technology Research & Development 44(2), 43-58.
Rieber, L. P., Luke, N., & Smith, J. (1998). Project KID DESIGNER: Constructivism
at
work through play. Meridian: Middle School Computer Technology Journal, 1, 1,
[On-line]. Available: http://www.ncsu.edu/meridian/index.html.
Rockwell,
G. (1999). Gore Galore: Literary Theory and Computer Game, [On-line].
Available: http://www.arts.ubc.ca/fhis/winder/cochcosh/ppr1999.htm.
Schutte,
N., Malouff, J., Post-Garden, J., & Rodasta, A. (1988). Effects of playing
videogames on children’s aggressive and other behaviors. Journal of applied
social psychology, 18, 454-60.
Seely Brown
J (2002). Growing up digital: how the web changes work, education, and
the ways people learn. USDLA Journal 16(2). Retrieved October 27, 2002 from
http://www.usdla.org/html/journal/FEB02_Issue/article01.html.
Shapiro,
M. & McDonald, D. (1992). I’m not a real doctor, but I play one in
virtual
reality: Implications of virtual reality for judgments about reality. Journal
of communication, 42, 94-114.
Sherman,
S. R. (1997). Perils of the princess: Gender and genre in video games,
Western Folklore, 56, 3-4, 243-58.
Silvern,
S. B. & Williamson, P.A. (1987). The effects of video game play on young
children’s aggression. Journal of applied developmental psychology, 8,
453-62.
Tappan,
M. & Kita, B. (1999). The Columbine tragedy: A sociocultural perspective.
Paper presented at the Annual Meeting of the Association for Moral Education,
Minneapolis, Minnesota, [On-line]. Available at: http://www.colby.edu/personal/m/mbtappan/AME1199.html.
Van Horn,
R. (1999). Violence and video games. Phi Delta Kappan, 10, 173-74.
Walkerdine,
V., Thomas, A. & Studdert, D. (2000). Young children and video games:
Dangerous pleasure and pleasurable danger, [On-line]. Available: http://bitsi.csu.edu.au/csss2000/papers/walkerdine.html.
Wertsch,
J. (1998). Mind as action. Oxford: Oxford University Press.
Winnicott, D.W. (1971) Playing and reality. London: Tavistock Publications.