Michele Dickey | Miami University (original) (raw)
Papers by Michele Dickey
Digital games have typically been considered a male leisure activity; however, recent statistics ... more Digital games have typically been considered a male leisure activity; however, recent statistics indicate that increasing numbers of females are now playing games. The purpose of this review is to investigate how the influx of girl gamers and the emergence of female-oriented game design can inform instructional design for the construction of interactive learning environments. This review presents an overview of digital games and gender, an outline of girl games and 'pink' software, a discussion of the controversy of girl games, and a review and discussion of the research and implications of female-oriented game design for instructional design. The goal of this review is to examine the influx of girl gamers into a male pastime and to analyse the implications of this for the design of interactive learning environments.
Three-dimensional virtual worlds are an emerging medium currently being used as both an extension... more Three-dimensional virtual worlds are an emerging medium currently being used as both an extension of traditional classroom environments and as a medium for distance learning. Threedimensional (3D) virtual worlds are a combination of desk-top virtual reality within a chat environment. This review provides an overview of the following 3D virtual world applications: Active Worlds Educational Universe; OnLive! Traveler; and Adobe Atmosphere. The purpose of this review is to discuss the implications of using each application for educational initiatives by exploring the design strengths and weakness.
2010 Second International Conference on Games and Virtual Worlds for Serious Applications, 2010
The use of virtual worlds and games for serious applications has emerged as a dominating force in... more The use of virtual worlds and games for serious applications has emerged as a dominating force in training, education, and simulation due to its capacity to engage younger, hi-tech generations in the highly motivated gaming environments and to the opportunities offered by the commodity technologies commonly associated with the entertainment industries. This field is informed by theories, methods, applications, and the state-of-the-art in a number of areas based on technological principles and innovation, advances in games design, pedagogic methodologies, and the convergence of these fields. While the serious games community has made it possible to bring together such diverse fields, further academic and industrial collaboration is needed to define, formalize, and apply the standards and methodologies for the future. The VS-GAMES 2010 proceedings presents a step forward in this direction and will, we hope, encourage a further exchange of knowledge and experience in this crossdisciplinary area and its related applications in the use of games and virtual worlds for serious applications.
Educational Technology Research and Development, 2005
Retrieved April, 2002
... The ability to see other users and to move around them is in part sufficient to construct at ... more ... The ability to see other users and to move around them is in part sufficient to construct at least a limited sense of embodiment for users. ... communities of users who have collaborated on creating and adapting an environment to ... MOOSE Crossing: Construction, Community, and ...
2017 ASEE Annual Conference & Exposition Proceedings
Write the pseudo code for the project based on Prototype-1 and feedback by your instructor. Speci... more Write the pseudo code for the project based on Prototype-1 and feedback by your instructor. Specify the input, output and the steps that are required to get an output from a given input. State three problem solving concepts that you have used in the pseudo code. Use only English statements and nothing else.
2017 ASEE Annual Conference & Exposition Proceedings
Write the pseudo code for the project based on Prototype-1 and feedback by your instructor. Speci... more Write the pseudo code for the project based on Prototype-1 and feedback by your instructor. Specify the input, output and the steps that are required to get an output from a given input. State three problem solving concepts that you have used in the pseudo code. Use only English statements and nothing else.
Journal of Visual Literacy
Http Dx Doi Org 10 1080 10494820500173714, Feb 16, 2007
Three-dimensional virtual worlds are an emerging medium currently being used in both traditional ... more Three-dimensional virtual worlds are an emerging medium currently being used in both traditional classrooms and for distance education. Three-dimensional (3D) virtual worlds are a combination of desk-top interactive Virtual Reality within a chat environment. This analysis provides an overview of Active Worlds Educational Universe and Adobe Atmosphere and the pedagogical affordances and constraints of the inscription tools, discourse tools, experiential tools, and resource tools of each application. The purpose of this review is to discuss the implications of using each application for educational initiatives by exploring how the various design features of each may support and enhance the design of interactive learning environments.
Interactive Learning Environments, Jun 14, 2013
The Role of Criticism in Understanding Problem Solving, 2012
ABSTRACT In 1991, Hlynka and Belland challenged both the prevailing positivist research paradigm ... more ABSTRACT In 1991, Hlynka and Belland challenged both the prevailing positivist research paradigm and the emerging qualitative research paradigm in educational technology research by advocating for a third “critical” paradigm. The third paradigm proposed was for the use of different art and literary criticisms. Among those proposed was the connoisseurship model. Belland argued that the connoisseurship model was an effective means of “getting inside” of experiences. During the past decade, a growing interest in game-based learning environments has presented both innovative opportunities and intriguing challenges in how to view, critique, and evaluate these environments. While both qualitative and quantitative methodologies have been used, game-based learning environments are dynamic spaces constructed of multiple influences from the arts and sciences, yet too often science as the prevailing mode of inquiry misses the impact and influence of the aesthetics. The purpose of this chapter is to examine and apply the connoisseurship model proposed by John C. Belland in Paradigms Regained as a means for critiquing and “getting inside” of game-based learning environments.
Interactive Learning Environments, 2013
Educational Technology Research and Development, 2007
During the past two decades, the popularity of computer and video games has prompted games to bec... more During the past two decades, the popularity of computer and video games has prompted games to become a source of study for educational researchers and instructional designers investigating how various aspects of game design might be appropriated, borrowed, and re-purposed for the design of educational materials. The purpose of this paper is to present an analysis of how the structure in massively multiple online role-playing games (MMORPGs) might inform the design of interactive learning and game-based learning environments by looking at the elements which support intrinsic motivation. Specifically, this analysis presents (a) an overview of the two primary elements in MMORPGs game design: character design and narrative environment, (b) a discussion of intrinsic motivation in character role-playing, (c) a discussion of intrinsic motivational supports and cognitive support of the narrative structure of small quests, and (d) a discussion of how the narrative structure of MMORPGs might foster learning in various types of knowledge.
British Journal of Educational Technology, 2006
Digital games have typically been considered a male leisure activity; however, recent statistics ... more Digital games have typically been considered a male leisure activity; however, recent statistics indicate that increasing numbers of females are now playing games. The purpose of this review is to investigate how the influx of girl gamers and the emergence of female-oriented game design can inform instructional design for the construction of interactive learning environments. This review presents an overview of digital games and gender, an outline of girl games and 'pink' software, a discussion of the controversy of girl games, and a review and discussion of the research and implications of female-oriented game design for instructional design. The goal of this review is to examine the influx of girl gamers into a male pastime and to analyse the implications of this for the design of interactive learning environments.
Computers & Education, 2011
During the past two decades, digital games have become an increasingly popular source of study fo... more During the past two decades, digital games have become an increasingly popular source of study for academics, educational researchers and instructional designers. Much has been written about the potential of games for teaching and learning, both in the design of educational/serious games and the implementation of off-the-shelf games for learning. Yet relatively little research has been conducted about how game culture and the enmeshed practice of play may impact classroom dynamics. The purpose of this study is to present a case study about how the use of World of Warcraft (WoW) as a teaching tool and medium of play impacted class dynamics in an undergraduate university-level course for game design. Specifically, this study will address how WoW's game culture and the practice of play impacted (a) student-to-student dynamics and (b) class dynamics. The goal of this study is to explore some of the dynamics of play as a component of learning.
British Journal of Educational Technology, 2010
The purpose of this research is to investigate the impact of narrative design in a game-based lea... more The purpose of this research is to investigate the impact of narrative design in a game-based learning environment. Specifically, this investigation focuses the narrative design in an adventure-styled, game-based learning environment for fostering argumentation writing by looking at how the game narrative impacted player/learner (1) intrinsic motivation, (2) curiosity, (3) plausibility and (4) transference of game-based experiences into prewriting activities. The methodological framework for this qualitative investigation is a case study with grounded theory methodology. The setting is an educational, three-dimensional, immersive game-based learning environment titled Murder on Grimm Isle, used to foster argumentation and persuasion writing for Grades 9–14. The participants included 20 college students. The findings of the investigation reveal that intrinsic motivation, curiosity and plausibility were first supported by the game-like environment, and then sustained through the narrative and the environment. Additionally, game-based experiences were transferred into prewriting activities. Unanticipated findings revealed some student resistance. The goal of this research is to gain a better understanding of narrative design for game-based learning environments.
Digital games have typically been considered a male leisure activity; however, recent statistics ... more Digital games have typically been considered a male leisure activity; however, recent statistics indicate that increasing numbers of females are now playing games. The purpose of this review is to investigate how the influx of girl gamers and the emergence of female-oriented game design can inform instructional design for the construction of interactive learning environments. This review presents an overview of digital games and gender, an outline of girl games and 'pink' software, a discussion of the controversy of girl games, and a review and discussion of the research and implications of female-oriented game design for instructional design. The goal of this review is to examine the influx of girl gamers into a male pastime and to analyse the implications of this for the design of interactive learning environments.
Three-dimensional virtual worlds are an emerging medium currently being used as both an extension... more Three-dimensional virtual worlds are an emerging medium currently being used as both an extension of traditional classroom environments and as a medium for distance learning. Threedimensional (3D) virtual worlds are a combination of desk-top virtual reality within a chat environment. This review provides an overview of the following 3D virtual world applications: Active Worlds Educational Universe; OnLive! Traveler; and Adobe Atmosphere. The purpose of this review is to discuss the implications of using each application for educational initiatives by exploring the design strengths and weakness.
2010 Second International Conference on Games and Virtual Worlds for Serious Applications, 2010
The use of virtual worlds and games for serious applications has emerged as a dominating force in... more The use of virtual worlds and games for serious applications has emerged as a dominating force in training, education, and simulation due to its capacity to engage younger, hi-tech generations in the highly motivated gaming environments and to the opportunities offered by the commodity technologies commonly associated with the entertainment industries. This field is informed by theories, methods, applications, and the state-of-the-art in a number of areas based on technological principles and innovation, advances in games design, pedagogic methodologies, and the convergence of these fields. While the serious games community has made it possible to bring together such diverse fields, further academic and industrial collaboration is needed to define, formalize, and apply the standards and methodologies for the future. The VS-GAMES 2010 proceedings presents a step forward in this direction and will, we hope, encourage a further exchange of knowledge and experience in this crossdisciplinary area and its related applications in the use of games and virtual worlds for serious applications.
Educational Technology Research and Development, 2005
Retrieved April, 2002
... The ability to see other users and to move around them is in part sufficient to construct at ... more ... The ability to see other users and to move around them is in part sufficient to construct at least a limited sense of embodiment for users. ... communities of users who have collaborated on creating and adapting an environment to ... MOOSE Crossing: Construction, Community, and ...
2017 ASEE Annual Conference & Exposition Proceedings
Write the pseudo code for the project based on Prototype-1 and feedback by your instructor. Speci... more Write the pseudo code for the project based on Prototype-1 and feedback by your instructor. Specify the input, output and the steps that are required to get an output from a given input. State three problem solving concepts that you have used in the pseudo code. Use only English statements and nothing else.
2017 ASEE Annual Conference & Exposition Proceedings
Write the pseudo code for the project based on Prototype-1 and feedback by your instructor. Speci... more Write the pseudo code for the project based on Prototype-1 and feedback by your instructor. Specify the input, output and the steps that are required to get an output from a given input. State three problem solving concepts that you have used in the pseudo code. Use only English statements and nothing else.
Journal of Visual Literacy
Http Dx Doi Org 10 1080 10494820500173714, Feb 16, 2007
Three-dimensional virtual worlds are an emerging medium currently being used in both traditional ... more Three-dimensional virtual worlds are an emerging medium currently being used in both traditional classrooms and for distance education. Three-dimensional (3D) virtual worlds are a combination of desk-top interactive Virtual Reality within a chat environment. This analysis provides an overview of Active Worlds Educational Universe and Adobe Atmosphere and the pedagogical affordances and constraints of the inscription tools, discourse tools, experiential tools, and resource tools of each application. The purpose of this review is to discuss the implications of using each application for educational initiatives by exploring how the various design features of each may support and enhance the design of interactive learning environments.
Interactive Learning Environments, Jun 14, 2013
The Role of Criticism in Understanding Problem Solving, 2012
ABSTRACT In 1991, Hlynka and Belland challenged both the prevailing positivist research paradigm ... more ABSTRACT In 1991, Hlynka and Belland challenged both the prevailing positivist research paradigm and the emerging qualitative research paradigm in educational technology research by advocating for a third “critical” paradigm. The third paradigm proposed was for the use of different art and literary criticisms. Among those proposed was the connoisseurship model. Belland argued that the connoisseurship model was an effective means of “getting inside” of experiences. During the past decade, a growing interest in game-based learning environments has presented both innovative opportunities and intriguing challenges in how to view, critique, and evaluate these environments. While both qualitative and quantitative methodologies have been used, game-based learning environments are dynamic spaces constructed of multiple influences from the arts and sciences, yet too often science as the prevailing mode of inquiry misses the impact and influence of the aesthetics. The purpose of this chapter is to examine and apply the connoisseurship model proposed by John C. Belland in Paradigms Regained as a means for critiquing and “getting inside” of game-based learning environments.
Interactive Learning Environments, 2013
Educational Technology Research and Development, 2007
During the past two decades, the popularity of computer and video games has prompted games to bec... more During the past two decades, the popularity of computer and video games has prompted games to become a source of study for educational researchers and instructional designers investigating how various aspects of game design might be appropriated, borrowed, and re-purposed for the design of educational materials. The purpose of this paper is to present an analysis of how the structure in massively multiple online role-playing games (MMORPGs) might inform the design of interactive learning and game-based learning environments by looking at the elements which support intrinsic motivation. Specifically, this analysis presents (a) an overview of the two primary elements in MMORPGs game design: character design and narrative environment, (b) a discussion of intrinsic motivation in character role-playing, (c) a discussion of intrinsic motivational supports and cognitive support of the narrative structure of small quests, and (d) a discussion of how the narrative structure of MMORPGs might foster learning in various types of knowledge.
British Journal of Educational Technology, 2006
Digital games have typically been considered a male leisure activity; however, recent statistics ... more Digital games have typically been considered a male leisure activity; however, recent statistics indicate that increasing numbers of females are now playing games. The purpose of this review is to investigate how the influx of girl gamers and the emergence of female-oriented game design can inform instructional design for the construction of interactive learning environments. This review presents an overview of digital games and gender, an outline of girl games and 'pink' software, a discussion of the controversy of girl games, and a review and discussion of the research and implications of female-oriented game design for instructional design. The goal of this review is to examine the influx of girl gamers into a male pastime and to analyse the implications of this for the design of interactive learning environments.
Computers & Education, 2011
During the past two decades, digital games have become an increasingly popular source of study fo... more During the past two decades, digital games have become an increasingly popular source of study for academics, educational researchers and instructional designers. Much has been written about the potential of games for teaching and learning, both in the design of educational/serious games and the implementation of off-the-shelf games for learning. Yet relatively little research has been conducted about how game culture and the enmeshed practice of play may impact classroom dynamics. The purpose of this study is to present a case study about how the use of World of Warcraft (WoW) as a teaching tool and medium of play impacted class dynamics in an undergraduate university-level course for game design. Specifically, this study will address how WoW's game culture and the practice of play impacted (a) student-to-student dynamics and (b) class dynamics. The goal of this study is to explore some of the dynamics of play as a component of learning.
British Journal of Educational Technology, 2010
The purpose of this research is to investigate the impact of narrative design in a game-based lea... more The purpose of this research is to investigate the impact of narrative design in a game-based learning environment. Specifically, this investigation focuses the narrative design in an adventure-styled, game-based learning environment for fostering argumentation writing by looking at how the game narrative impacted player/learner (1) intrinsic motivation, (2) curiosity, (3) plausibility and (4) transference of game-based experiences into prewriting activities. The methodological framework for this qualitative investigation is a case study with grounded theory methodology. The setting is an educational, three-dimensional, immersive game-based learning environment titled Murder on Grimm Isle, used to foster argumentation and persuasion writing for Grades 9–14. The participants included 20 college students. The findings of the investigation reveal that intrinsic motivation, curiosity and plausibility were first supported by the game-like environment, and then sustained through the narrative and the environment. Additionally, game-based experiences were transferred into prewriting activities. Unanticipated findings revealed some student resistance. The goal of this research is to gain a better understanding of narrative design for game-based learning environments.