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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Possible Worlds: Why Study Video Games? Aren't They a Waste of Time? | |
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| Designing Experience, or That Evasive �Fun Factor� | |
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| Social Gaming: Possible Identities | |
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| Possible Cultures | |
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| Digital Media and Learning | |
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| Theory and Practice | |
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| Feature: The Most Fun You Can Have with Model Railroads Without Sniffing Glue | |
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| Ideological Worlds: What Makes a �Good� Educational Game? | |
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| Interest-Driven Learning | |
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| Worlds with Bias | |
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| Civilization as a Geographical Model | |
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| Ideological Worlds as Frameworks for Thinking | |
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| Meaning-Making in Ideological Worlds | |
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| Participation in Ideological Worlds | |
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| Theory and Practice | |
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| Feature: Cooperative Game Play | |
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| Teaching with Games: Learning Through Play | |
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| Before-School Corpse Retrievals | |
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| From Players to Designers | |
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| Interest-Driven Learning | |
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| Open Access | |
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| The Montessori System: Following the Needs of the Child | |
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| Toward Game-Based Pedagogies | |
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| Theory and Practice | |
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| Community Organizing for Participatory Learning | |
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| Creating a Community to Learn With | |
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| Inside Online Affinity Spaces | |
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| Education in a Digital Age: Participatory Education | |
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| Learning Through Participation | |
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| Theory and Practice | |
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| Games-to-Teach: Designing Games for Learning | |
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| Broadening the Discussion of Education and Games | |
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| Games, Popular Media, Science, and Learning | |
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| Creating a Research Agenda for Games and Education | |
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| Designing Games for Learning | |
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| Building an Educational Game from Scratch | |
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| Inventing New Genres: Environmental Detectives | |
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| Theory and Practice | |
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| Feature: Learning to Be a Full-Spectrum Warrior | |
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| Games in Classrooms: Replaying History | |
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| Teaching World History | |
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| Introducing Civ3 | |
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| Failure, Trade Offs, and Just-in-Time Lectures | |
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| �This Game Isn't So Bad�: Frustration, Failure, and Appropriation | |
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| The Emergence of a Game-Playing Culture | |
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| Recursive Play | |
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| What Students Learned | |
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| Civilization Camp: Developing Expert Gamers | |
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| Creating a New Gaming Culture | |
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| Developing Gaming Expertise | |
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| Theory and Practice | |
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| The Aesthetics of Play | |
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| Games, Learning, Society: Building a Program | |
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| The Aesthetics of Game-Based Learning | |
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| Aesthetics of Being Viewtiful Joe | |
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| Apolyton University: Trajectories of Participation | |
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| During-Action Reports: Cognitive Artifacts That Organize Practice | |
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| Design Thinking | |
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| Designing Civ4 | |
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| Toward an Aesthetics of Game-Based Learning | |
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| Theory and Practice | |
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| Feature: I Love Rock 'n' Roll | |
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| Design Literacy: Productive Play | |
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| Developing Game Expertise | |
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| Developing Game Fluency | |
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| Games as Occasions of Theory Building and Testing | |
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| Competition and Learning | |
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| Organizing by Competitions | |
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| Trajectories of Participation | |
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| Centers of Expertise | |
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| What Learning Occurred? A Community Well Played | |
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| Theory and Practice | |
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| Games Go to School: Situated Learning, Adaptable Curricula | |
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| Place-Based Gaming | |
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| Place-Based Learning | |
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| Learning Through Design, or How to Design an Educational Game | |
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| From Game Designer to Community Organizer | |
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| Community Organizing as Curriculum | |
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| Ramping Up | |
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| Situating Learning at South Beach | |
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| Scientific Citizenship | |
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| Scaling | |
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| Theory and Practice | |
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| The Future of Games for Learning | |
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| Creating Education Media | |
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| Independent Games | |
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| Informal Learning Contexts | |
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| Scientific Citizenship | |
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| Example: Citizen Science | |
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| Mobile Media | |
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| Creating the Future of Educational Technology | |
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| Coda: On Researching the Effectiveness of Educational Interventions | |
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| Gold Standard Research | |
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| �Science� Fetish | |
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| Health Care Envy | |
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| References | |
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| Index | |
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| About the Author | |