Preface	6
	Who This Book Is for	6
	What This Book Covers	7
	How This Book Is Structured	7
	What You Can Get Out of This Book	8
	Conventions Used in the Book	9
	Contents	10
	List of Figures	22
	List of Tables	26
	Part I: Context	27
	Chapter 1: What Is It About Games?	28
	1.1 What Is a Game?	29
	1.1.1 Defining “Game”	30
	1.2 Why We Need to Analyze Games	31
	1.3 Why Games?	33
	1.3.1 Games in Society	34
	1.3.2 Games in Education	35
	1.3.3 Talking About Games	36
	1.3.3.1 Digital vs. Analog	36
	1.3.3.2 Game vs. Simulation	37
	1.3.3.3 Computer Game vs. Computer-Mediated Game	37
	1.3.3.4 Digital Game-Based Learning (DGBL) vs. Digital Game Pedagogy (DGP) vs. Gamification	37
	1.3.3.5 Serious Game	38
	1.3.3.6 Commercial Off-the-Shelf Games	38
	1.3.4 Going Digital	40
	1.4 Games Now	43
	1.5 Summary	44
	References	46
	Chapter 2: Digital Game-Based Learning: Learning with Games	49
	2.1 Theoretical Underpinnings of DGBL	50
	2.1.1 Learning Theories	52
	2.1.1.1 Behaviorist Approaches	55
	Operant Conditioning	55
	Connectionism	56
	Conditions of Learning	56
	2.1.1.2 Cognitive Approaches	57
	Schemata	57
	Cognitive Development	58
	Attribution Theory	59
	Cognitive Apprenticeship	60
	Cognitive Load Theory	61
	2.1.1.3 Social Learning Approaches	61
	Social Learning Theory	61
	Social Development Theory	62
	Social Constructivism	63
	Situated Learning	64
	2.1.1.4 Constructivist Approaches	64
	Actor–Network Theory	64
	Discovery Learning	65
	Activity Theory	65
	Constructionism	66
	2.1.1.5 Humanist Approaches	67
	Experiential Learning	67
	Maslow’s Hierarchy of Needs	68
	Self-Determination Theory	69
	Flow	71
	2.2 The Clark–Kozma Debate, Revisited	72
	2.3 All Games Teach	75
	2.4 Why Games?	75
	2.5 Why NOT Games?	77
	2.6 Games Literacy	79
	2.6.1 Play Is the Beginning of Knowledge	79
	2.6.2 Media Literacy and Games	79
	2.7 Summary	80
	References	81
	Chapter 3: Digital Game Pedagogy: Teaching with Games	86
	3.1 Introduction	87
	3.2 Studying the Masters	88
	3.2.1 Choosing Good Games	89
	3.3 Instructional Design Theory	89
	3.3.1 Didactic Approaches	92
	3.3.1.1 Gagné’s Nine Events	93
	3.3.1.2 Reigeluth’s Elaboration Theory	96
	3.3.1.3 Merrill’s First Principles	97
	3.3.2 Instructionist Approaches	98
	3.3.2.1 Spiral Instruction	99
	3.3.2.2 Programmed Instruction	100
	3.3.2.3 Direct Instruction	101
	3.3.3 Bricolage	102
	3.3.3.1 Problem-Based Learning	102
	3.3.3.2 Situated Learning	104
	3.3.3.3 Discovery Learning	106
	3.3.4 Hermeneutic Approaches	107
	3.3.4.1 Activity Theory	107
	Subject	108
	Object	108
	Tools	109
	Rules	109
	Community	110
	Division of Labor	110
	3.3.4.2 Constructivist Learning Environments	110
	3.3.4.3 ARCS	112
	3.3.5 Cognitive Approaches	113
	3.3.5.1 Advance Organizers	113
	3.3.5.2 Information Processing	114
	3.3.5.3 Cognitive Apprenticeship	116
	3.4 Game Elements	117
	3.5 Summary	117
	References	119
	Part II: Choosing Games	121
	Chapter 4: Commercial Off-the-Shelf Games (COTS)	122
	4.1 Introduction	123
	4.2 Digital Games Are Special	124
	4.3 Fitness for Purpose	127
	4.3.1 Advantages to Using COTS Games	127
	4.3.2 Disadvantages to Using COTS Games	129
	4.3.3 Games for Content	131
	4.3.3.1 Angry Birds	131
	4.3.3.2 Civilization IV	132
	4.3.3.3 The SIMs	132
	4.3.3.4 FIFA Soccer	132
	4.3.3.5 Roller Coaster Tycoon	133
	4.3.3.6 Assassin’s Creed	133
	4.3.4 Games as Environments	134
	4.3.4.1 Minecraft	134
	4.3.4.2 Portal	135
	4.3.5 Games as Literature	135
	4.3.5.1 Gone Home	136
	4.4 Summary	137
	References and Resources	138
	Resources	138
	References	138
	Chapter 5: A Magic Bullet	140
	5.1 Introduction	142
	5.1.1 Informal Research	142
	5.1.2 Formal Research on Games	144
	5.1.3 Playing Games	145
	5.1.4 A Better Way	145
	5.2 The Magic Bullet Model	146
	5.2.1 Things We CAN Learn (CL)	148
	5.2.2 Things We MUST Learn (ML)	148
	5.2.3 External Learning (EL)	149
	5.2.4 Coincidental Learning	149
	5.2.5 Variations on a Theme	150
	5.2.5.1 Equal Balance	150
	Can Learn > Must Learn 1	150
	Can Learn > Must Learn 2	151
	Can Learn > Must Learn 3	152
	Can Learn> Must Learn 4	153
	5.2.5.2 Must ?? Can	154
	MUST Learn ? CAN Learn	154
	MUST Learn ? CAN Learn 1	155
	MUST Learn ? CAN Learn 2	155
	MUST Learn ? CAN Learn 3	158
	MUST Learn ? CAN Learn 4	159
	5.2.5.3 Must > Can	159
	MUST Learn > CAN Learn	159
	MUST Learn > CAN Learn 1	160
	MUST Learn > CAN Learn 2	160
	5.2.5.4 Must ? Can	161
	MUST Learn ? CAN Learn	161
	MUST Learn ? CAN Learn 2	162
	MUST Learn ? CAN Learn 3	163
	5.2.5.5 Thin Games	163
	Thin Game	163
	Thin Game 1	164
	Thin Game 2	165
	5.3 Magic Bullet for Education	165
	5.3.1 Operational Learning	167
	5.3.2 Educational Learning	168
	5.3.3 Discretionary Learning	168
	5.4 Summary	169
	References and Resources	170
	References	170
	Chapter 6: Evaluating Games	172
	6.1 Introduction	173
	6.2 What’s Important in a Game for Learning?	174
	6.3 What Roles Do Teachers Play?	175
	6.4 Decorative Media Principle	176
	6.5 Becker’s Lazy Test (a.k.a. the BLT)	179
	6.6 The Four Pillars	180
	6.6.1 Gameplay	181
	6.6.1.1 Content and Originality	182
	6.6.1.2 Game Mechanics	182
	6.6.1.3 Game Progression	183
	6.6.1.4 Artistic Design	183
	6.6.1.5 Set, Settings, Characters, and Costumes	183
	6.6.1.6 Audio	184
	6.6.2 Educational Content	184
	6.6.2.1 Instructional Strategies	184
	6.6.2.2 Instructional Design	185
	6.6.2.3 Objectives	186
	6.6.2.4 Integration	186
	6.6.2.5 Accuracy	187
	6.6.2.6 Assessment	187
	6.6.3 Teacher Support	188
	6.6.3.1 Teacher’s Guide	188
	6.6.3.2 Plug N’ Play	190
	6.6.3.3 Supplementary Resources	190
	6.6.3.4 Community	190
	6.6.4 Magic Bullet Rating	190
	6.6.4.1 Overall Balance	191
	6.6.4.2 Can vs. Must	191
	6.6.4.3 Operational vs. Educational	191
	6.6.4.4 Educational vs. Discretionary	192
	6.7 Summary	192
	References	193
	Chapter 7: 4PEG in Action	195
	7.1 Introduction	195
	7.2 September 12	197
	7.2.1 Game Description	198
	7.2.1.1 Summary Review	198
	7.2.1.2 Game Overview	199
	7.2.2 Educational Review	200
	7.2.2.1 Teacher Support	200
	7.2.2.2 Educational Content	200
	7.2.2.3 Magic Bullet Assessment	200
	7.2.2.4 Instructional Strategies	201
	7.2.2.5 Possible Uses and Affordances	201
	7.3 Osy Osmosis	202
	7.3.1 Game Description	203
	7.3.1.1 Summary Review	203
	7.3.1.2 Game Overview	203
	7.3.2 Educational Review	205
	7.3.2.1 Teacher Support	205
	7.3.2.2 Educational Content	205
	7.3.2.3 Magic Bullet Assessment	206
	7.3.2.4 Instructional Strategies	206
	7.3.2.5 Possible Uses and Affordances	206
	7.4 Real Lives	207
	7.4.1 Game Description	208
	7.4.1.1 Summary Review	208
	7.4.1.2 Game Overview	209
	7.4.2 Educational Review	210
	7.4.2.1 Teacher Support	210
	7.4.2.2 Educational Content	210
	7.4.2.3 Magic Bullet Assessment	211
	7.4.2.4 Instructional Strategies	211
	7.4.2.5 Possible Uses and Affordances	212
	7.5 Math Blaster	212
	7.5.1 Game Description	213
	7.5.1.1 Summary Review	213
	7.5.1.2 Game Overview	214
	7.5.2 Educational Review	215
	7.5.2.1 Teacher Support	215
	7.5.2.2 Educational Content	215
	7.5.2.3 Magic Bullet Assessment	216
	7.5.2.4 Instructional Strategies	216
	7.5.2.5 Possible Uses and Affordances	216
	7.6 Gone Home	217
	7.6.1 Game Description	218
	7.6.1.1 Summary Review	218
	7.6.1.2 Game Overview	218
	7.6.2 Educational Review	219
	7.6.2.1 Teacher Support	219
	7.6.2.2 Educational Content	220
	7.6.2.3 Magic Bullet Assessment	221
	7.6.2.4 Instructional Strategies	221
	7.6.2.5 Possible Uses and Affordances	221
	7.7 Minecraft	222
	7.7.1 Game Description	223
	7.7.1.1 Summary Review	223
	7.7.1.2 Game Overview	224
	7.7.2 Educational Review	224
	7.7.2.1 Teacher Support	224
	7.7.2.2 Educational Content	225
	7.7.2.3 Magic Bullet Assessment	226
	7.7.2.4 Instructional Strategies	226
	7.7.2.5 Possible Uses and Affordances	227
	7.8 Portal 2	227
	7.8.1 Game Description	228
	7.8.1.1 Summary Review	228
	7.8.1.2 Game Overview	229
	7.8.2 Educational Review	230
	7.8.2.1 Teacher Support	230
	7.8.2.2 Educational Content	230
	7.8.2.3 Magic Bullet Assessment	231
	7.8.2.4 Instructional Strategies	231
	7.8.2.5 Possible Uses and Affordances	231
	7.9 Summary	232
	References and Resources	234
	Resources	234
	References	234
	Part III: Using Games	235
	Chapter 8: Designing Game-Based Pedagogy	236
	8.1 Introduction	237
	8.2 The Myth of the Digital Native	238
	8.3 Teacher Roles and the Magic Circle	239
	8.4 Beginning at the Beginning	242
	8.5 Instructional Design and Lesson Planning Are Wicked Problems	243
	8.6 Instructional Design Models for DGBL	246
	8.6.1 Generalist Models	246
	8.6.1.1 A.D.D.I.E.	246
	8.6.1.2 Design by Query	248
	8.6.1.3 Merrill’s First Principles	250
	8.6.2 Agile Models	250
	8.6.2.1 Wiggins and McTighe	250
	8.6.2.2 Rapid Prototyping	250
	8.6.2.3 Hannafin and Peck	252
	8.6.3 Detailed Models	252
	8.6.3.1 Gerlach and Ely	252
	8.6.3.2 Morrison, Ross and Kemp	252
	8.6.3.3 Dick and Carey	253
	8.6.4 Applied Models	255
	8.6.4.1 Serious ID	256
	8.6.4.2 Gamified ID	256
	8.6.4.3 Game-Based Learning ID	257
	8.7 Summary	259
	References	260
	Chapter 9: Game-Based Lessons	262
	9.1 Introduction	263
	9.2 15 Ways to Use Games in the Classroom	264
	9.2.1 Content	264
	9.2.2 Process	265
	9.2.3 Example (Case Study)	266
	9.2.4 Counter-Example	267
	9.2.5 Inspiration	268
	9.2.6 Literature	269
	9.2.7 Art	269
	9.2.8 Music	270
	9.2.9 Lesson Opener	271
	9.2.10 Homework	272
	9.2.11 Medium	273
	9.2.12 Environment	274
	9.2.13 Virtual Environment	274
	9.2.14 Optional	275
	9.2.15 Pastime/Reward	276
	9.3 101 Instructional Strategies for DGBL	276
	9.3.1 1st TRIP (First TRIP)	277
	9.3.2 3–2–1 (Three–Two–One)	278
	9.3.3 Abstracting	278
	9.3.4 Action Projects	278
	9.3.5 AGO (Aims, Goals, Objectives)	279
	9.3.6 AIDA (Analysis of Interactive Decision Areas)	279
	9.3.7 Alternative Scenarios	280
	9.3.8 Anticipation Guide	280
	9.3.9 Apprenticeships	281
	9.3.10 Artifact Strategy	281
	9.3.11 Autobiographies	281
	9.3.12 Before, During, and After	282
	9.3.13 Biopoems	282
	9.3.14 Cascade	283
	9.3.15 Case Studies	283
	9.3.16 Checklist	283
	9.3.17 Collections	284
	9.3.18 Collective Notebook	284
	9.3.19 Competitions	284
	9.3.20 Completed Work Chart	285
	9.3.21 Compositions	285
	9.3.22 Conflict Chart	286
	9.3.23 Creative Problem Solving	286
	9.3.24 Critical Incident Questionnaires (CIQ)	287
	9.3.25 Critique	287
	9.3.26 CROWN	288
	9.3.27 DPTA (Directed Playing Thinking Activity)	288
	9.3.28 Data Analysis	289
	9.3.29 Debriefing	289
	9.3.30 Double Entry Journal	289
	9.3.31 Exit/Admit Slips	290
	9.3.32 Expectation Outline	290
	9.3.33 Experiments	290
	9.3.34 Fan Fiction	291
	9.3.35 Field Guides	291
	9.3.36 Field Logs	291
	9.3.37 Field Trips	292
	9.3.38 Find the Fib	292
	9.3.39 Find the Rule	292
	9.3.40 Flow Charts	293
	9.3.41 Game Box	293
	9.3.42 Game Club	293
	9.3.43 Game Kits	294
	9.3.44 Game Logs	294
	9.3.45 Game Pitch	294
	9.3.46 Game Reports	295
	9.3.47 Game Talk	295
	9.3.48 Guided Practice	295
	9.3.49 Independent Playing Programs	296
	9.3.50 Interdisciplinary (Cross-Curricular) Teaching	296
	9.3.51 Journal	296
	9.3.52 Justifying	297
	9.3.53 Knowledge Rating	297
	9.3.54 KWHL	297
	9.3.55 Learning Contracts	298
	9.3.56 Learning Stations	298
	9.3.57 Letters from Previous Players	299
	9.3.58 Machinima	299
	9.3.59 Muddiest Point	299
	9.3.60 Olympiads	300
	9.3.61 Pair Play or Team Play	300
	9.3.62 Paired Annotations	300
	9.3.63 Playing Out Loud	301
	9.3.64 Portfolio	301
	9.3.65 Position Paper	301
	9.3.66 Possible Dialog/Possible Statements	302
	9.3.67 Precision Playing	302
	9.3.68 Predictions	302
	9.3.69 PROP Advance Organizer	303
	9.3.70 Question the Developer	303
	9.3.71 Recall, Summarize, Question, Comment, and Connect (RSQC2)	303
	9.3.72 Reflection Logs	304
	9.3.73 RELATE Table	304
	9.3.74 Relay Summary	305
	9.3.75 Retelling the Story	305
	9.3.76 Rewrite the Ending	306
	9.3.77 Role-Playing	306
	9.3.78 Role/Audience/Format/Topic (RAFT)	306
	9.3.79 S.W.O.T. Analysis (SWOT)	307
	9.3.80 Scale Models and Drawings	307
	9.3.81 SCAMPER	308
	9.3.82 Screenshots	308
	9.3.83 Self-Selected Gaming	309
	9.3.84 Send-A-Problem	309
	9.3.85 Shared Gaming	309
	9.3.86 Shadowing	310
	9.3.87 SOAPSS	310
	9.3.88 Storyboards and Story Maps	310
	9.3.89 Structured Learning Team Group Roles	311
	9.3.90 Supervised Practice	312
	9.3.91 TAPPS (Thinking Aloud Pair Problem Solving)	312
	9.3.92 Teams-Games-Tournaments (TGT)	312
	9.3.93 Through the Eyes of the Enemy	313
	9.3.94 Value Line	313
	9.3.95 Video	314
	9.3.96 Walkthroughs	314
	9.3.97 What Would/Should X Do? (WWXD or WSXD)	314
	9.3.98 Who Am I? Why Am I?	315
	9.3.99 Working Backwards	315
	9.3.100 Writing	315
	9.3.101 YouTube	316
	9.4 Summary	316
	References	317
	Chapter 10: Creating DGBL Lesson Plans and Curricula	319
	10.1 Introduction	320
	10.2 Lesson Plans for Games	321
	10.3 Anatomy of a Lesson Plan	323
	10.4 Template: Single Lesson	327
	10.4.4 Example 1: Grade 3 Social Studies with Real Lives	330
	10.4.5 Example 2: Grade 7 Science with Osy Osmosis	334
	10.4.6 Example 3: Grade 12 Social Studies with September 12	336
	10.5 Template: Unit	339
	10.5.1 Grade 12 English Language Arts Unit with Gone Home	341
	10.5.2 Unit Plan Template	342
	10.5.2.1 Overview of Lessons	343
	Lesson 1 Writes of Passage, Annotating a Foyer and Screenshot Citations	343
	Lesson 2 Ordering the Free-Roving Chaos	344
	Lesson 3 Sound Bites, Word Clouds, and Vision Quests	344
	Lesson 4 Bursting the Fantasy Classroom Bubble with Real World Reviews	344
	Lesson 5 and 6: Spoiler Alerts, Disposable Stories, and Non-perishable Narratives	345
	Lesson 7 and 8 Crafting an Epic Slideshow for a Purple Basketball Revelation	345
	10.6 Using Games as a Long-Term Resource	345
	10.7 Template: Semester	346
	10.7.1 Semester Plan: Grade 1 Science with Minecraft	348
	10.7.2 Videogame Long-Term Planning Template	348
	10.8 Summary	351
	References, Resources	351
	Resources	351
	References	351
	Chapter 11: End Game	353
	11.1 Embracing the Opportunities	353
	11.2 Addressing the Challenges	354
	11.3 The Next 10 Years	356
	11.4 Last Words	357
	References	358
	Chapter 12: Supplementary Materials	359
	12.1 Twenty Learning Theories Embodied in Games	359
	12.1.1 Behaviorist	359
	12.1.2 Cognitivist	360
	12.1.3 Social Learning	361
	12.1.4 Constructivist	362
	12.1.5 Humanist	362
	12.2 Fifteen Instructional Theories Embodied in Games	363
	12.2.1 Didactic	363
	12.2.2 Instructionist	364
	12.2.3 Bricolage	364
	12.2.4 Hermaneutic	365
	12.2.5 Cognitive	365
	12.3 Twelve Instructional Design Models for Using Games in the Classroom	366
	12.3.1 Generalist Models	366
	12.3.2 Agile Models	367
	12.3.3 Detailed Models	367
	12.3.4 Applied Models	368
	12.4 Fifteen Ways to Use Games in the Classroom	368
	12.5 One hundred and One Instructional Strategies for Use with Games	370
	12.6 Single Lesson Plan Template	374
	12.7 Unit Plan Template	375
	12.8 Course Plan Template	376
	12.9 Study Guide Template	377
	12.10 Teacher’s Guide Template	379
	12.11 Glossary	380
	12.12 Games and Other Software	397
	References	418
	Index	419