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      Gaming the System: Video Games as a Theoretical Framework for Instructional Design

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          Abstract

          In order to facilitate analyzing video games as learning systems and instructional designs as games, we present a theoretical framework that integrates ideas from a broad range of literature. The framework describes games in terms of four layers, all sharing similar structural elements and dynamics: a micro-level game focused on immediate problem-solving and skill development, a macro-level game focused on the experience of the game world and story and identity development, and two meta-level games focused on building or modifying the game and on social interactions around it. Each layer casts gameplay as a co-construction of the game and the player, and contains three dynamical feedback loops: an exploratory learning loop, an intrinsic motivation loop, and an identity loop.

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          Most cited references 2

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          From Content to Context: Videogames as Designed Experience

           K Squire (2006)
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            Scientific Habits of Mind in Virtual Worlds

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              Author and article information

              Journal
              26 January 2014
              Article
              1401.6716

              http://arxiv.org/licenses/nonexclusive-distrib/1.0/

              Custom metadata
              Proposed for a conference paper presentation at the International Conference of the Learning Sciences 2014 (Boulder, CO)
              physics.ed-ph cs.CY

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