Session Information
16 SES 09 A, Video Games and Digital Art
Paper Session
Contribution
Method
Expected Outcomes
References
Agarwal, R., & Prasad, J. (1999). Are individual differences germane to the acceptance of new information technologies? Decision Sciences, 30(2), 361-391. Bandura, A. (1988). Organizational Application of Social Cognitive Theory. Australian Journal of Management, 13(2), 275-302. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. Din, F.S., & Caleo, J. (2000). Playing computer games versus better learning. Paper presented at the Annual Conference of the Eastern Educational Research Association. Clearwater. Retrieved from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/16/a7.pdf Dishaw, M. T., & Strong, D. M. (1999). Extending the technology acceptance model with task-technology fit constructs. Information & Management, 36(1), 9-21. Egenfeldt-Nielsen, Simon (2007). Beyond Edutainment: The Educational Potential of Computer Games. Continuum Press. Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley. Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan. Kiraz, E. & Ozdemir, D. (2006). The Relationship between Educational Ideologies and Technology Acceptance in Pre-service Teachers. Educational Technology & Society, 9 (2), 152-165. Malone, T. W. (1980). What makes things fun to learn? Heuristics for designing instructional computer games. In Proceedings of: 3rd ACM SIGSMALL symposium and the first SIGPC symposium on small systems, 162–169. Piaget, J. (1962). Play, dreams and imitation in childhood. New York: Norton. Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. New York: Basic Books. Rieber, L.P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research & Development, 44(2), 43-58. Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., et al. (2003). Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education, 40(1), 71-94. Squire, K. D. (2004). Replaying History: Learning World History through playing Civilization III (Doctoral dissertation, Indiana, 2004). Retrieved from http://website.education.wisc.edu/kdsquire/dissertation.html Straub, D., Keil, M., & Brenner, W. (1997). Testing the technology acceptance model across cultures: A three country study. Information & Management, 33(1), 1-11. Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46(2), 186-204. Vygotksy, L. (1978). Mind and society. Cambridge, MA: MIT Press. Watson, W. (2007). Formative research on an instructional design theory for educational video games. (Doctoral dissertation, Indiana University, 2007).
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