Details
Interdisciplinary Design of Game-based Learning Platforms
A Phenomenological Examination of the Integrative Design of Game, Learning, and AssessmentAdvances in Game-Based Learning
|
CHF 118.00 |
|
| Verlag: | Springer |
| Format: | |
| Veröffentl.: | 07.12.2018 |
| ISBN/EAN: | 9783030043391 |
| Sprache: | englisch |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
<p>This book represents a four-year research and development project. It presents a phenomenological examination and explanation of a functional design framework for games in education. It furnishes a rich description of the experiences and perceptions of performing interdisciplinary collaborative design among experts of very diverse fields, such as learning systems design, architectural design, assessment design, mathematics education, and scientific computing.</p><p></p>
Chapter 1. Introduction and Prior Research Review.- Chapter 2. Chronicle of Designing a Game-based Learning Platform.- Chapter 3. Interdisciplinary Design Activities and Patterns-.Chapter 4. Design of Gameplay for Learning.- Chapter 5.Interweaving Task Design and In-Game Measurement.- Chapter 6. Designing Dynamic Support for Game-based Learning.- Chapter 7.An Evolving Design Framework for Game-based Learning Platforms.<br>
<p><b>Fenfeng Ke</b> is an Associate Professor of the Educational Psychology and Learning Systems for Florida State University. Her current research focuses on game-based learning, immersive learning, computer supported collaborative learning, and inclusive design of e-learning. She earned her Ph.D. in Instructional Systems from Pennsylvania State University in 2006.</p>
<p><b>Valerie Shute</b> is the Mack and Effie Campbell Tyner endowed professor of education at Florida State University. Before coming to FSU in 2007, she was a principal research scientist at Educational Testing Service (2001-2007) where she was involved with basic and applied research projects related to assessment, cognitive diagnosis, and learning from advanced instructional systems and where she generally honed her psychometric skills. Prior to ETS, she worked in industry for two years, and before that, she was employed at the Air Force Research Lab in San Antonio, Texas (1986-1999). She earned a Ph.D.in cognitive/educational psychology from the University of California, Santa Barbara (1984), and held a two-year postdoctoral fellowship at the Learning Research and Development Center. </p>
<p><b>Kathleen M. Clark</b> is an Associate Professor in the School of Teacher Education at Florida State University. Her research focuses on the ways in which prospective and in-service mathematics teachers use history of mathematics in teaching, the ways in which the study of history of mathematics informs teachers’ mathematical knowledge for teaching, and the impact of primary historical sources in undergraduate mathematics education. Dr. Clark earned her Ph.D. in Curriculum and Instruction, with a specialization in Mathematics Education, from the University of Maryland, College Park in 2006. Prior to her doctoral work, she taught high school mathematics in a variety of contexts (1987-2001) and spent one year on Capitol Hill as an Albert Einstein Distinguished Educator Fellow (2001-2002). </p>
<p><b>Gordon Erlebacher</b> is currently Professor and Chair in the Department of Scientific Computing at Florida State University. His current research revolves around deep learning and its uses in both supervised and unsupervised contexts. Prior to joining FSU in 1996 to become part of the newly created School of Computational Science, he spent 13 years at NASA Langley Research Center and at the Institute for Computer Applications in Science and Engineering working in the fields of visualization, and flow simulations. He earned his Ph.D. in Plasma Physics at Columbia University in 1983. </p>
<p><br></p>
<p><b>Valerie Shute</b> is the Mack and Effie Campbell Tyner endowed professor of education at Florida State University. Before coming to FSU in 2007, she was a principal research scientist at Educational Testing Service (2001-2007) where she was involved with basic and applied research projects related to assessment, cognitive diagnosis, and learning from advanced instructional systems and where she generally honed her psychometric skills. Prior to ETS, she worked in industry for two years, and before that, she was employed at the Air Force Research Lab in San Antonio, Texas (1986-1999). She earned a Ph.D.in cognitive/educational psychology from the University of California, Santa Barbara (1984), and held a two-year postdoctoral fellowship at the Learning Research and Development Center. </p>
<p><b>Kathleen M. Clark</b> is an Associate Professor in the School of Teacher Education at Florida State University. Her research focuses on the ways in which prospective and in-service mathematics teachers use history of mathematics in teaching, the ways in which the study of history of mathematics informs teachers’ mathematical knowledge for teaching, and the impact of primary historical sources in undergraduate mathematics education. Dr. Clark earned her Ph.D. in Curriculum and Instruction, with a specialization in Mathematics Education, from the University of Maryland, College Park in 2006. Prior to her doctoral work, she taught high school mathematics in a variety of contexts (1987-2001) and spent one year on Capitol Hill as an Albert Einstein Distinguished Educator Fellow (2001-2002). </p>
<p><b>Gordon Erlebacher</b> is currently Professor and Chair in the Department of Scientific Computing at Florida State University. His current research revolves around deep learning and its uses in both supervised and unsupervised contexts. Prior to joining FSU in 1996 to become part of the newly created School of Computational Science, he spent 13 years at NASA Langley Research Center and at the Institute for Computer Applications in Science and Engineering working in the fields of visualization, and flow simulations. He earned his Ph.D. in Plasma Physics at Columbia University in 1983. </p>
<p><br></p>
<p><p>This book represents a four-year research and development project. It presents a phenomenological examination and explanation of a functional design framework for games in education. It furnishes a rich description of the experiences and perceptions of performing interdisciplinary collaborative design among experts of very diverse fields, such as learning systems design, architectural design, assessment design, mathematics education, and scientific computing.</p><br></p>
Includes step-by-step process descriptions to help the reader design a learning game Addresses both practical and conceptual issues about learning with technology Features a demo copy of an architectural-game-based math learning platform
Diese Produkte könnten Sie auch interessieren:
The Professional Education and Development of Teachers of Mathematics
von: Ruhama Even, Deborah Loewenberg Ball
CHF 118.00
Challenging Mathematics In and Beyond the Classroom
von: Edward J. Barbeau, Peter J. Taylor
CHF 177.00
