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Preface | |
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Our purpose | |
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Will this book be useful for you? | |
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Your reflections | |
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Contents of the book | |
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Introduction | |
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Language, games, play, and learning | |
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What is language? | |
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What is play? | |
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What is a game? | |
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How is gameplay related to learning? | |
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Your reflections | |
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Game-enhanced and game-based L2TL | |
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Summary of game-based environments for L2TL | |
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Your reflections | |
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Digital game-mediated L2TL: What has been done? | |
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Potential benefits of MMOGs | |
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Your reflections | |
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Moving ahead | |
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Goals: Learning tasks and goal-orientation | |
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A scenario: The thief in the museum | |
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Scenario questions | |
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Tasks and L2TL | |
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TBLT and defining L2 learning tasks | |
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Your reflections | |
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Criticisms of tasks in L2TL | |
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Same task, different activities | |
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Authentic tasks are not always authenticated | |
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Privileging instruction-driven over learner-driven design | |
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Your reflections | |
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Game playing as goal-orienting behavior | |
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How is game playing goal oriented? | |
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How are game tasks designed? | |
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Objectives and task types | |
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Your reflections | |
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Summary and implications | |
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A game-enhanced scenario: The museum game | |
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Scenario questions | |
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Game-mediated applications | |
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A game-enhanced L2 writing activity: Game journaling | |
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Designing a game-based L2TL environment: Focus on goals | |
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Learning the tutorial | |
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Game journal | |
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Game design activity | |
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Your game-informed reflections | |
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Interaction: With, through, and about digital games | |
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A scenario: Games are for loners…or are they? | |
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Scenario questions | |
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Interaction | |
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Interaction in L2 learning | |
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Your reflections | |
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Game-mediated L2 interactions | |
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Ideational interactions with games | |
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Interpersonal interactions through and around games | |
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Textual interactions about games | |
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Your reflections | |
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Interaction from a game design perspective | |
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Implications for L2TL | |
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Your reflections | |
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Summary and implications | |
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A game-enhanced scenario: Social interactions around social networking games | |
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Scenario questions | |
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Game-mediated applications | |
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Game-enhanced L2 speaking/listening activities: Game-mediated interactions | |
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Interacting with games in the L2 | |
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Interacting through/around games | |
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Interacting about games | |
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Designing a game-based L2TL environment: Focus on interaction | |
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Game design activity | |
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Your game-informed reflections | |
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Feedback: Real-time, individualized, and instructional | |
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A scenario: The feedback challenge | |
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Scenario questions | |
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Feedback in L2TL | |
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Impact on L2 learning: Feedback as instruction | |
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Your reflections | |
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Challenges for feedback in L2TL | |
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Fear of failure | |
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Time constraints | |
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Language variation | |
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Low consequence and internalization | |
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Your reflections | |
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Feedback in digital games | |
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How do digital games utilize fail states as opportunities for feedback? | |
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How do digital games give individualized, just-in-time feedback? | |
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How is feedback in digital games designed? | |
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Feedback mechanisms in digital games | |
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How is feedback given in player interactions? | |
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Your reflections | |
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Summary and implications | |
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A game-informed scenario: The golden treasure | |
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Scenario questions | |
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Game-mediated applications | |
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A game-enhanced activity focusing on feedback | |
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In-game feedback | |
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Feedback in player interactions: An analysis task | |
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Designing a game-based L2TL environment: Focus on feedback | |
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Game design activity | |
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Your game-informed reflections | |
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Context: The role of narrative | |
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A scenario: The promise of narratives | |
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Scenario questions | |
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Context and narrative | |
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Context in linguistics and L2TL | |
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Narratives and learning | |
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Your reflections | |
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Games and narratives | |
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Your reflections | |
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Context in game-informed L2TL | |
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Your reflections | |
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Summary and implications | |
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A game-enhanced scenario: Designing game narratives | |
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Scenario questions | |
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Game-mediated applications | |
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A game-enhanced L2 activity: Designing narratives | |
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Designing narratives-Character descriptions | |
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Designing narratives-Setting descriptions | |
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Designing narratives-Plot descriptions | |
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Designing narratives-Follow-up project | |
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Designing a game-based L2TL environment: Focus on context | |
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Game design activity | |
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Your game-informed reflections | |
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Motivation: Engagement and flow | |
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A scenario: Keeping students interested | |
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Scenario questions | |
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Motivation in L2TL | |
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Motivation models in L2TL | |
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Your reflections | |
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Motivation: The player and the game | |
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Engagement and digital games | |
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Elements of games that engage us | |
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Flow and digital games | |
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Your reflections | |
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Summary and implications | |
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A game-enhanced scenario: Getting motivated to learn French | |
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Scenario questions | |
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Game-mediated applications | |
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A game-enhanced activity: Thinking about motivation | |
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Thinking about flow in games and learning | |
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Thinking about engagement in games and learning | |
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Designing a game-based L2TL environment: Focus on motivation | |
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Game design activity | |
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Your game-informed reflections | |
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Endgame: The future of digital games and L2TL | |
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From parallels to connections | |
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Goals: Learning tasks and goal orientation | |
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Interaction: With, through, and about digital games | |
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Feedback: Real time, individualized, and instructional | |
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Context: The role of narrative | |
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Motivation: Engagement and flow | |
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Your reflections | |
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Critical considerations | |
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Parts of a system | |
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Balance types in game design | |
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Player and learner agency | |
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Playing to learn vs. learning to play | |
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Your reflections | |
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The future of digital game-mediated L2TL | |
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Game-mediated applications | |
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Game-enhanced summary activities | |
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A reflective portfolio | |
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A "game" plan | |
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A game-Based L2TL environment: Presenting your design | |
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Game design proposal | |
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Suggested readings | |
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L2TL | |
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Digital gaming | |
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References | |
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List of Games | |
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Glossary | |
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Guide to Game Types and Genres | |
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Digital Game Evaluation Guide for L2TL | |
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Index | |