While Shelton and Wiley’s approach juxtaposes an eclectic collection of conflicting theories, diverse methodologies, and compelling ideals, integrating them together within one powerful compilation enables this rapidly evolving area of research to mature beyond its current state as a struggling collection of ideas. By examining research that is empirical and theoretical (from a field where publications are too often based upon advocacy, opinion, and/or anecdotal hype), this book makes a groundbreaking contribution towards evidencing games-based learning as a rigorous and legitimate scholarly pursuit. Instead, the series editors sought to ignite pedagogical discussion about the challenges, opportunities, and issues associated with the design and use of simulation computer games. Shelton and Wiley introduced this volume by sharing their cautiously contagious excitement, clearly stating that their intent is neither to advocate for educational gaming nor to provide a game-design instructional manual. Packed with empirical research, rigorous analysis and practical insight, this book will seriously change the way you think about games. The Design and Use of Simulation Computer Games in Education (2007) is essential reading for anyone interested in gaming, learning and educational innovation.
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