Psychology, Pedagogy, and Assessment in Serious Games

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Connolly, Thomas M.
IGI Global, Nov 30, 2013 - Education - 522 pages

As the widespread use of digital entertainment has changed not only the ways in which we spend our leisure time but also how we learn and communicate, Serious Games have emerged as an effective tool for the purpose of learning, skill acquisition, and training.

Psychology, Pedagogy, and Assessment in Serious Games addresses this issue by offering empirical evidence for the effectiveness of Serious Games in the key areas of psychology, pedagogy, and assessment. Emphasizing both the theory and practice in the learning and training of Serious Games, this book is useful to educationalists, researchers, sociologists, and psychologists interested in the potential of games to support learning and change behavior.


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Psychological Aspects of Serious Games
Executive Functions in Digital Games
The Road to Critical Thinking and Intelligence Analysis
Time Factor Assessment in GameBased Learning
Neurofeedback and Serious Games
Disrupting the Magic Circle
NonPlayer Characters and Artificial Intelligence
Individual Differences in the Enjoyment and Effectiveness of Serious Games
Games for and by Teachers and Learners
A Randomised Controlled Trial to Evaluate Learning Effectiveness Using an Adaptive Serious Game to Teach SQL at Higher Education Level
The Quest for a Massively Multiplayer Online Game that Teaches Physics
Assessment Integration in Serious Games
A Case for Integration
A Brief Methodology for Researching and Evaluating Serious Games and GameBased Learning
Study Design and Data Gathering Guide for Serious Games Evaluation
Compilation of References

Rhetoric of Play
Games and Social Networks
Pedagogy and Assessment
What is the Learning in GamesBased Learning?
About the Contributors

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About the author (2013)

Thomas Connolly is a Professor and Head of Creative Technologies at the University of the West of Scotland, Director of the research Institute for Creative Technologies and Applied Computing (ICTAC) and Chair of the Centre for ICT in Education (ICTE). He has published over 150 papers in online learning, games-based learning, Web2.0 technologies and database systems. He is also Director of the Scottish Centre for Enabling Technologies (SCET), whose mission is to support large and small companies in the adoption of emerging technologies, particularly with the Creative Industries sector. In the past 5 years, he has managed over 150 projects with Scottish companies, increasing company turnover by over 65 million and creating 500 jobs and safeguarding a further 900 jobs.

Thomas Hainey is a Lecturer of Computer Games Technology at the University of the West of Scotland and an active researcher in the Centre of Excellence for Serious Games and a member of the GALA Network of Excellent in Serious Game. His doctoral thesis focused on the development and evaluation of a computer game to teach requirements collection and analysis at tertiary education level. His main research interests are: evaluation of serious games, motivations for playing computer games for educational purposes, assessment and content integration for serious games and emotional AI. He has a number of journal publications and conference publications in this area and has worked on a number of European projects associated with Serious Games.

Elizabeth Boyle is a reader in psychology at the University of the West of Scotland. Her research interests are in thinking, learning, language, communication and motivation. More recently she has followed up these interests in the area of e-learning and digital games with publications in the area of engagement and learning in digital games. Elizabeth has been involved in research on games, including the GALA project, a European network of academics and businesses interested in serious games, and the CHERMUG project which aims to design and develop a game to teach research methods and statistics to nurses and social scientists.

Gavin Baxter is a Lecturer in Games Technology at the University of the West of Scotland. He is a member of the University s Information and Communication Technologies in Education (ICTE) Research Group. His research interests include the application of Web 2.0 and games technologies within Higher Education and Enterprises for the purposes of supporting learning, knowledge creation and dissemination.

Pablo Moreno-Ger is an Associate Professor in the Department of Software Engineering and Artificial Intelligence at Complutense Univeristy of Madrid (UCM). He is a member of the e-UCM research group and his research interests cover the different technical, engineering and educational challenges faced in the integration of educational games in the learning flow. Within that area, his research focuses on facilitating the participation and involvement of instructors, through the use of simplified authoring tools as well as through the development of automated tracking and reporting techniques that give instructors insight into how the students are learning. He has authored over 50 scientific publications related to these topics. [Editor]

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