![]() ![]() This discussion tackles two different but complementary topics, related to 1) geogames as a tool for learning architecture and urban planning, and 2) geogames as a tool for collaborative planning. Also, the work's focus on this concept was to learn which digital platforms could be engaging through the playfulness for children, which compose the societal target group for the research. This concept is a combination of serious games, technology, cultural heritage, and urban planning to create ideas and digital prototypes to problematize and solve urban issues with civic involvement. The empirical approach aimed to add and refine comprehensions on the development of the concept of geogames. This article aims to provide an empirical overview on the state of the art on Games Studies related to Architecture and Urban Planning throughout a long research structured on fifteen experimental steps related to fifteen different geogame designs. ![]() Mingrino – Participation at the Global Game Jam event: a bridge between consumer and producer worlds in digital entertainment Cover Art: Contradictions (Filippo Minelli – ) Boechat – Tribute and Resistance: Participation and affective engagement in Brazilian fangame makers and modders’ subcultures R. Fuchs – Nordic game subcultures: between LARPers and avant-garde T. 2 – Critical notes (non-peer reviewed) M. Sotamaa – Assembling a game development scene? Uncovering Finland’s largest demo party Cover Art: KINSHASA vs AKIHABARA (Giovanni Fredi – ) Vol. Harvey – Twine’s revolution: Democratization, depoliticization, and the queering of game design H. Menotti – Videorec as gameplay: Recording of playthroughs and video game engagement A. Márquez – Playing new music with old games: The chiptune subculture G. Avatars, gaming and The Big Bang Theory I. Gallagher – From camp to kitsch? A queer eye on console fandom T. Zhang – The stroller in the virtual city: spatial practice of Hong Kong players in Sleeping Dogs R. Ruffino – Introduction: games and subcultural theory G. 3/2014 Is– Video game subcultures: Playing at the periphery of mainstream culture Edited by M. Drawing on a previous case focused on initialvcourse planning and early implementation (Herro, 2013), this paper advances insight regarding the process of moving game design into schooling and concludes with a discussion of educational implications. Data collection and analysis in this working example include observation, teacher interviews, student surveys, and artifacts intended to make thinking and practices overt while inviting scholarly conversation around the curriculum’s successes and failures. With an aim of providing in-depth understanding of conditions necessary to bring game design experiences to classrooms, the research describes the context while revealing processes and instructor perceptions of the experience. Created by an Instructional Technology Administrator (ITA) and two classroom teachers, it was subsequently offered to high school students. This case uses a worked or ‘working example’ model (Gee, 2010), documenting the implementation of a novel game design curriculum in the United States. This article (a) provides an examination of educational research on the use of Minecraft in classrooms (b) suggests educational benefits for students and practical classroom approaches for teachers from various disciplines and (c) presents a handout for teachers to share with parents about what they need to know and use to support their children's literacy practices and learning while playing Minecraft. In addition, teachers benefit from using Minecraft to increase academic engagement with students and reinforce parental involvement. For instance, students benefit from using Minecraft to enhance learning in STEM/STEAM (Science, Technology, Engineering,, and Math) and English Language Arts content areas. Due to the success of Minecraft in the digital era and in some schools, studying this game is significant. Yet while the affordances of playing Minecraft spark collaborative learning, critical thinking, and problem solving skills among youth, one constraint still remains: there appears to be a disconnect between some teachers' and parents' understandings about the Minecraft world's mechanisms, uses, and benefits. ![]() By allowing its players to build simulated, virtual worlds, Minecraft aims to foster creativity, control, and imagination. Minecraft, a multiplayer online game (MOG), is one of the most popular video games to date. Video games have become one of the fastest growing forms of media for youth and adult consumers. This article explores six effective principles for teachers to use to understand and apply Minecraft in today's classrooms.
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