The author, Aaron Delwiche, of the Department of Communication, Trinity University, discusses the findings of two MMO-based-courses. The MMO Everquest was used to teach the basics of research methods to undergraduate communication students. The MMO Second Life was used in teaching the fundamentals of video-game design and criticism. A brief overview of computers, gaming, and gaming in the classroom is provided, and while dated 2006, the advancements in technology mentioned which have allowed for the convergence of technologies, and are still relevant. While a formal and detailed classification of student data is not included, the combination of comments from student weblogs and follow-up surveys was used to support Delwiche's key findings: game accessibility is crucial to learning, students preferred to play the game with others, and MMOs are safe learning environments. Using the outcomes reported by students that they learned something and also that quality research was produced, the author makes recommendations for teachers wanting to introduce gamification into their courses: warn students of potential for addiction to gaming, find the right game for your course by surveying the potential options, and learning objectives should be clear and concise from the start, and throughout the course. Some of the suggestions made seem to be particularly directed to courses specifically based on gaming, while others would work for any course. Rating of 4 out of 5.
\nWord Count: 225
", "tags": [ { "tag": "matthew" } ], "relations": {}, "dateAdded": "2015-09-16T03:57:37Z", "dateModified": "2015-09-30T03:23:11Z" } }, { "key": "F3J7TG5W", "version": 198, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/F3J7TG5W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/F3J7TG5W", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/UVWE6I46", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "lastModifiedByUser": { "id": 2591169, "username": "mbaylor", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mbaylor", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "F3J7TG5W", "version": 198, "parentItem": "UVWE6I46", "itemType": "note", "note": "In the article by Domínguez et al., a group of researchers put into play an actual online gamification program. Taking real online material they designed a course with what they found in their research to be key components to a successful gamification experience. Their design included trophies and medals for rewards and a leader board for competition among other components. Domínguez et al. used research from multiple sources as a basis for which components would be included in their gamification environment which adds to the credibility of the choices made. This article was also of quality due to the fact there was a completion of a full scientific investigation including a control group and two experimental groups. It was stated in the article that the idea of gamification in the education, where not new, has not been widely researched on an empirical level. This leads to the belief that article is of value due to its rare nature in the field. They also included an abundance of quantitative data from their experiment that also included room for error. Overall, the article and research gave a collection of viable ways gamification could be incorporated into online learning settings. Rating of 4 out of 5.
\nWord Count: 203
", "tags": [ { "tag": "Ashley Callahan" } ], "relations": {}, "dateAdded": "2015-09-25T06:07:10Z", "dateModified": "2015-09-30T03:03:22Z" } }, { "key": "ZQWJ2MPI", "version": 197, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/ZQWJ2MPI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/ZQWJ2MPI", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/Z5GBHZRP", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2265629, "username": "jtomei", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jtomei", "type": "text/html" } } }, "lastModifiedByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "ZQWJ2MPI", "version": 197, "parentItem": "Z5GBHZRP", "itemType": "note", "note": "This paper examines distributed and situated language learning as well as co-action in the popular World of Warcraft (WoW) series. This article seeks to build on the eco-dialogically framework on the caring in the dynamics of virtual space and activity design that has been afforded by WoW. The study follows a dyad of a native Japanese speaker and native English speaker in several quests conducted primarily in English and English-Japanese translanguaging. What was found was what the authors referred to as the \"appropriation of resources\" where Conan (Japanese Native) would misspell the world forest as \"forrest.\" After several quests he notices that the word forest only has one \"r.\" Next they observe \"situation transcending\" of the word loot. When seeing the world \"loot\" Conan understands that it is similar to find, but is unfamiliar with its definition. Mediziner (English Native) gives the example of a riot and compares the word to a combination of finding and robbing. This study shows that language can be learned in the first order (Linell 2009) and that vocabulary learning can be seen through chat and action data. I liked how they linked theory and the methodology, but I would like to see more evidence to that this wasn't a mere coincidence. Rating of 4 out of 5.
\nWord Count: 213
", "tags": [ { "tag": "Jared Tomei" } ], "relations": {}, "dateAdded": "2015-09-26T09:27:29Z", "dateModified": "2015-09-28T06:04:50Z" } }, { "key": "PDEUKX8F", "version": 195, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/PDEUKX8F", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/PDEUKX8F", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/JMDKQJE6", "type": "application/json" } }, "meta": { "lastModifiedByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "PDEUKX8F", "version": 195, "parentItem": "JMDKQJE6", "itemType": "note", "note": "Squire & Steinkuehler's article discusses the benefits, roles, and effectiveness of videogames has on education. They mention that games can be used in a variety of ways such as content, bait, assessment, and also architectures of engagement. Games as content is defined as games that provide information for learning such as modified maps in Civilization that display historic data for events. Games as bait may prepare students for upcoming content such as playing a military game like Call of Duty before entering a lesson on WWII. Games may also be considered assessment tools because of the pass or fail nature of games. In order to defeat a boss or solve a puzzle, certain steps need to be taken and deviation from those steps will lead to failure. Games also provide engagement through situated learning by immersing students into the story giving them purpose through identity, play, and even social relationships. The articles also mentions the shortcomings of games such as contradictory results on its effectiveness and its little support of the maths and sciences. I really like this paper, but it does have its shortcomings. Many of these things are well grounded in education such as games as bait. This sounds like a type of warm up activity and using a game as a warm up activity, to me, doesn't sound much different than any other warm up activities other than that it's a game. For me this paper doesn't go deep enough to be completely convincing. Rating of 3 out of 5.
\nWord Count: 253
", "tags": [ { "tag": "Jared Tomei" } ], "relations": {}, "dateAdded": "2015-09-26T09:33:57Z", "dateModified": "2015-09-28T06:04:29Z" } }, { "key": "UECFEU47", "version": 193, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/UECFEU47", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/UECFEU47", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/JMDKQJE6", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "UECFEU47", "version": 193, "parentItem": "JMDKQJE6", "itemType": "note", "note": "In the article by Steinkuehler and Squire, the topic of video gaming in several different academic arenas and its effects on learning is analyzed. The article brings to light many previous works, with emphasis on experiments that looks at the correlation between the playing of the video game and the learning acquired by the student. It is important to know that throughout the article the authors point out the “potential” to improve learning due to the lack of sufficient evidence to support findings. The article does acknowledge the idea of gamification in the classroom as a motivational tool. It explains that motivation lies in the students participating in “quests” and “narrative experiences” as opposed to traditional learning and grading methods. One particular study on the gamification using Quest Atlantis did show that students were engaged in the process but failed to identify any quantitative data to support their findings. Where this article shows a wide array of case studies that involve the use of video games in the classroom, it concludes with the acknowledgement that even with years of study on the subject there is no conclusive evidence on the effectiveness of gaming on academic success. Rating of 3 out of 5.
\nWord Count: 202
", "tags": [ { "tag": "Ashley Callahan" } ], "relations": {}, "dateAdded": "2015-09-28T05:52:47Z", "dateModified": "2015-09-28T06:04:06Z" } }, { "key": "7PNAUCG8", "version": 193, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/7PNAUCG8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/7PNAUCG8", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/KX7QVW6T", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2591169, "username": "mbaylor", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mbaylor", "type": "text/html" } } }, "lastModifiedByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "7PNAUCG8", "version": 193, "parentItem": "KX7QVW6T", "itemType": "note", "note": "In this article, S. Turkay et al discuss research based evidence regarding games for learning, and discusses the selection and use of video games by teachers in the classroom. A brief background of video games in the classroom is provided, with mention of youth use rates, motivations, and the research revolving around the creation of authentic experiences (situated cognition). Various learning theories and their impact on using games for learning is outlined, with emphasis on processes for cognitive information selection, organization, and integration. The impact which types and speed of feedback was also mentioned, with implications for the possibility for games to demotivate and discourage students. Player choice is also mentioned as needing to be taken into consideration, providing examples which suggest a relationship between choice and learning. Further consideration is expressed regarding the interface of the game under consideration, and the impact it has on learning variables, such as motivation to play. While no data was collected directly by the authors, the discussion in this article is well supported by textual citations, and provides ample evidence via learning theories and case studies. Strong evidence is provided to support the conclusion that when integrating games into a classroom, teacher familiarity with games, and knowing what makes a game appropriate for a desired learning activity, are vital. For depth of theoretical analysis and useful case study use, this source is 5 out of 5.
\nWord Count: 233
", "tags": [ { "tag": "Matthew Baylor" } ], "relations": {}, "dateAdded": "2015-09-25T02:29:04Z", "dateModified": "2015-09-28T06:03:54Z" } }, { "key": "W3SUCC3N", "version": 193, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/W3SUCC3N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/W3SUCC3N", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/KX7QVW6T", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "W3SUCC3N", "version": 193, "parentItem": "KX7QVW6T", "itemType": "note", "note": "In this 2014 study, researchers looked at the needed factors to not only make an education video game appealing to students but also having the game be a part of authentic, standards based learning for teachers. In order for the video game to be a viable option for teachers in the classroom, the video game needs to address a multitude of facets that include intrinsic motivation, adaptability for the player, the cognitive load and others. The conclusion of the research was to motivate teachers to do more research into the integration of educational video game due to their belief that teachers are not knowledgeable enough on the subject of video games as to use them in their classrooms. Where a lot of citations were brought to forth in this research, there was no specific case study that brought to light empirical evidence to support the integration of video games in the classroom. The research only showed what needed to be considered when developing or choosing an educational video game. Some of topics to consider; the instruction goal, incorporated learning theories, appropriate game feedback, learner choices and interface. Rating of 5 out of 5.
\nWord Count: 193
", "tags": [ { "tag": "Ashley Callahan" } ], "relations": {}, "dateAdded": "2015-09-25T06:05:23Z", "dateModified": "2015-09-28T06:03:36Z" } }, { "key": "UMN7UIXW", "version": 191, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/UMN7UIXW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/UMN7UIXW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/MK4TKCWU", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2591225, "username": "hinok", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hinok", "type": "text/html" } } }, "lastModifiedByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "UMN7UIXW", "version": 191, "parentItem": "MK4TKCWU", "itemType": "note", "note": "Multiplayer Online Games (MMOs)s’ potential as educational tools in the context of situated learning theory: Communication students used Everquest to learn research methods and video-game design students used the MMO Second Life to learn the fundamentals of design and cyberculture. Delwiche’s research hopes to add onto the basis that MMO-based instruction is effective not only in theory but in practice as well, due to its ability to allow students to work within a social community, where individuals acquire knowledge more efficiently as members of socially constructed world. MMOs, by their very nature, possess an engaging and active community that form an ideal environment in which students can cooperate and share knowledge with one another. Although a multitude of quality citations and previous findings were drawn from various disciplines, as well as synthesizing his students comments from web logs and follow up surveys, Delwiche acknowledged that much of his qualitative research results were anecdotal, meaning scientific investigation in a controlled setting was excluded. Nonetheless, the presentation of positive anecdotal evidence and the abundant of conceptual studies regarding the effects of MMO-based instruction use in the classrooms within Delwiche’s study provides valuable suggestions for future research and implementation of MMO-themed class effectively. Rating of 4 out of 5.
\nWord Count: 206
", "tags": [ { "tag": "Kitty Hino" } ], "relations": {}, "dateAdded": "2015-09-26T21:18:05Z", "dateModified": "2015-09-28T06:03:00Z" } }, { "key": "QUE6J39G", "version": 191, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/QUE6J39G", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/QUE6J39G", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/TJXXCE8S", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2591169, "username": "mbaylor", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mbaylor", "type": "text/html" } } }, "lastModifiedByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "QUE6J39G", "version": 191, "parentItem": "TJXXCE8S", "itemType": "note", "note": "The author, Kevin Bierre, from the School of Interactive Games and Media at the Rochester Institute of Technology, discusses the implementation and findings from a group of professors at RIT who used ideas from the text book, \"The Multiplayer Classroom\" by Lee Sheldon, to format the class as a role playing game. The findings were presented at the IEEE International Games Innovation Conference, adding further review of the methods and outcomes. The course design and the gamification aspects of the courses were outlined, demonstrating how coursework was approached. This included a qualitative analysis of what went wrong, what went right, and what the author would have changed. Adding further support to the presentation, student survey data / feedback and participation of in-class discussions were used. Half of the class did not like the format, 15% were undecided, and 35% said they liked the format. This self reporting of student enjoyment suggests the author is being up front about the data, however other aspects of the class beyond the gamification format of the classroom was suggested as being possible factors for influencing the survey results. Recommendations for improvements were provided, concluding the format needs further work and that it is a \"very viable way to teach game design\"; however the course had never been taught in a traditional method. The information presented would have been stronger if the course was not new and had data to compare to from the traditional view. Further research to compare the methodology is required. Rating of 4 out of 5.
\nWord Count: 255
", "tags": [ { "tag": "Matthew Baylor" } ], "relations": {}, "dateAdded": "2015-09-16T04:05:28Z", "dateModified": "2015-09-28T06:02:50Z" } }, { "key": "WTATMXIN", "version": 191, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/WTATMXIN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/WTATMXIN", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/TJXXCE8S", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2591225, "username": "hinok", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hinok", "type": "text/html" } } }, "lastModifiedByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "WTATMXIN", "version": 191, "parentItem": "TJXXCE8S", "itemType": "note", "note": "In this article Bierre designed his game design course as a type of multilayer game where students could choose class (ie. mage, warrior, healer), each would specialize in certain tasks (ie warrior being tech lead), choose guilds, and also earn experience points when they would complete assignments. Although the class was successful in meeting its SLO's, parts of the course design could use refinement. Students in the course felt it was hard to keep track of their grades because there was no benchmark or checkpoints throughout the quarter to tell them where they should expect to be at. The final project was also worth a fourth of their total grade and failing on that assignment would drop your A to a D. At the end of the course, students request they get \"power ups\" allowing them use raise a grade on a low grade assignment. Students also wanted achievements, badges, and leaderboards to align better with gamification ideas. The author took a very holistic approach when evaluating how the course went and what needed to be improved. I would have liked to see some theory included here. Rating of 4 out of 5.
Word Count: 193
", "tags": [ { "tag": "Jared Tomei" } ], "relations": {}, "dateAdded": "2015-09-26T21:22:08Z", "dateModified": "2015-09-28T06:02:32Z" } }, { "key": "BICCWTK6", "version": 190, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/BICCWTK6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/BICCWTK6", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/EH9TK6FN", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2591225, "username": "hinok", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hinok", "type": "text/html" } } }, "lastModifiedByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "BICCWTK6", "version": 190, "parentItem": "EH9TK6FN", "itemType": "note", "note": "The researchers at University of Hawaii at Manoa, conducted an empirical study upon two groups of university students in Japanese language classes, where the video game “Food Force” was incorporated into the classroom existing curriculum in order to examine vocabulary retention and the effect of video game use in Second Language Acquisition (SLA). Three vocabulary tests (pre-, post- and delayed) were used to test vocabulary retention, and an end-of-unit affect survey with rating scale was administered to investigate impact of video game on language learning. Results indicated very positive attitude towards integrating video games into the SLA classroom. The preliminary research found that the perceived difficulty of the game vocabulary surprisingly further engaged and motivated the students in their language learning. Both study groups improved vocabulary retention, whether there were specific vocabulary quiz given for vocabulary used in the video game at the time of the unit or not. Vocabulary retention was superior for vocabulary utilized in the video game than from the textbook. This strongly indicates that SL retention greatly depends on interaction within a contextual environment. The authors draw on numerous SLA and digital game based learning researches to support their findings, and appear to thoroughly consider various limitations and gender bias throughout the study (no significant difference were found). Even though it was a study of a relatively small sample size, it contributes to the limited body of SLA in Japanese and Web 2.0 related literature. Rating of 4 out of 5.
\nWord Count: 245
", "tags": [ { "tag": "Kitty Hino" } ], "relations": {}, "dateAdded": "2015-09-26T21:03:14Z", "dateModified": "2015-09-28T06:01:54Z" } }, { "key": "QND3KSRR", "version": 190, "library": { "type": "group", "id": 388018, "name": "LTEC 602", "links": { "alternate": { "href": "https://www.zotero.org/groups/ltec_602", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/388018/items/QND3KSRR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ltec_602/items/QND3KSRR", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/388018/items/47WGVTER", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2591225, "username": "hinok", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/hinok", "type": "text/html" } } }, "lastModifiedByUser": { "id": 2591198, "username": "ashleya6", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ashleya6", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "QND3KSRR", "version": 190, "parentItem": "47WGVTER", "itemType": "note", "note": "This literature commentary interestingly brought fore and distilled the important findings of several prominent articles from the digital game in second language (L2) learning field into one simple graphical representations. These studies are clearly organized into three different categories of second language teaching and learning research (L2TL), including: game-enhanced, game-based, and game-informed. Game-enhanced research examines how “vernacular, off the-shelf games (designed for entertainment)” are selected and utilized for the purpose of language acquisition. Game-based research focuses on “the use of educational or learning-purposed games (i.e. synthetic immersive environments). Game-informed research involves the study of game and play principles “outside the confines of what one might typically consider a game”. An example of this would be ‘gamification’, where students gain ‘experience points’ and ‘level-up’ instead of receiving a letter grade in order to motivate, increase participation and change learner behavior. Each research areas highlighted in this commentary signifies the complexity and diversity of digital game applied in L2TL, where the authors encourages further exploration and research in these key area. Though no new ideas were presented, the commentary provides a useful summary and a good source of broad background for those who wish to explore the many topics surrounding gaming and L2TL. Rating of 3.5 out of 5.
\nWord Count: 207
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