Beyond gamification: reconceptualizing game-based learning in early childhood environments

References

• Agger, B., & Shelton, B. (2007). Fast families, virtual children: A critical sociology of families and schooling. Boulder, CO: Paradigm.
   Google Scholar
• Bennett, S., Maton, K., & Kervin, L. (2008). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. doi: 10.1111/j.1467-8535.2007.00793.x
   Web of Science ®Google Scholar
• Bogost, I. (2008). The rhetoric of video games. In K. Salen (Ed.), The ecology of games (pp. 117–139). Cambridge, MA: MIT Press.
   Google Scholar
• Bogost, I. (2011). Persuasive games: Exploitationware. Gamasutra. Retrieved from http://www.gamasutra.com/view/feature/6366/persuasive_games_exploitationware.php
   Google Scholar
• Boler, M. (1999). Feeling power: Emotions and education. New York, NY: Routledge.
   Google Scholar
• boyd, d., & Jenkins, H. (2006). Myspace and Deleting Online Predators Act (DOPA). MIT Tech Talk. Retrieved from http://www.danah.org/papers/MySpaceDOPA.html
   Google Scholar
• Canella, G. S. (1997). Deconstructing early childhood education: Social justice and revolution. New York, NY: Peter Lang.
   Google Scholar
• de Castell, S., & Jenson, J. (2003a). Serious play: Curriculum for a post-talk era. Journal of Curriculum Studies, 35(6), 47–52. doi: 10.1080/0022027032000145552
   Web of Science ®Google Scholar
• de Castell, S., & Jenson, J. (2003b). OP-ED serious play. Journal of Curriculum Studies, 35(6), 649–665. doi: 10.1080/0022027032000145552
   Web of Science ®Google Scholar
• de Castell, S., & Jenson, J. (2004). Paying attention to attention: New economies for learning. Educational Theory, 54(4), 381–397. doi: 10.1111/j.0013-2004.2004.00026.x
   Google Scholar
• de Kort, Y. A. W., & IJsselsteijn, W.A. (2004). People, places, and play: Player experience in a socio-spatial context. Computers in Entertainment, 6(2), 18:1–18:11.
   Google Scholar
• Chung, S., & Walsh, D. (2000). Unpacking child-centredness: A history of meanings. Journal of Curriculum Studies, 32(2), 215–234. doi: 10.1080/002202700182727
   Web of Science ®Google Scholar
• Crain, P. (2003). Children of media, children as media: Optical telegraphs, Indian pupils, and Joseph Lancaster's system for cultural replication. In L. Gitelman & G. Pingree (Eds.), New media: 1740–1915 (pp. 61–80). Cambridge: MIT Press.
   Google Scholar
• Dahlberg, G., Moss, P., & Pence, A. (2006). Beyond quality in early childhood and care: Languages of evaluation. London: Routledge.
   Google Scholar
• Deterding, S. (2011). Gamification: Toward a definition. In D. Tan & B. Begole (Eds.), Design, ACM CHI 2011 (pp. 12–15). Retrieved from http://gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf
   Google Scholar
• Edwards, C., Gandini, L., & Forman, G. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
   Google Scholar
• Eisner, E. (1985). The educational imagination: On the design and evaluation of school programs. New York, NY: Macmillan.
   Google Scholar
• Firlik, R. (1996). Can we adapt the philosophies and practices of Reggio Emilia, Italy, for use in American schools? Early Childhood Education Journal, 23(4), 217–220. doi: 10.1007/BF02353340
   Google Scholar
• Flinders, D., Noddings, N., & Thornton, S. (1986). The null curriculum: Its theoretical basis and practical implications. Curriculum Inquiry, 15(1), 33–42. Retrieved from http://www.jstor.org/stable/1179551 doi: 10.2307/1179551
   Web of Science ®Google Scholar
• Freire, P. (2004). The pedagogy of indignation. Bolder, CO: Paradigm.
   Google Scholar
• Frost, J. L. (2010). A history of children's play and play environments. New York, NY: Routledge.
   Google Scholar
• Gandini, L. (2008). Introduction to the schools of Reggio Emilia. In S. Etheredge & L. Hill (Eds.), Insights and inspirations from Reggio Emilia: Stories of teachers and children from North America (pp. 24–28). Worcester, MA: Davis.
   Google Scholar
• Gee, J. P. (2006). Semiotic social spaces and affinity spaces: From the age of mythology to today's schools. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power and social context (pp. 214–232). Cambridge: Cambridge University Press.
   Google Scholar
• Gee, J. P. (2007). What videogames have to teach us about learning and literacy. New York, NY: Palgrave.
   Google Scholar
• Gee, J., & Hayes, E. (2009). Public pedagogy through video games: Design, resources & affinity spaces. Game Based Learning. Retrieved from http://www.gamebasedlearning.org.uk/content/view/59/
   Google Scholar
• Goodley, D., & Runswick-Cole, K. (2010). Emancipating play: Dis/abled children, development and deconstruction. Disability & Society, 25(4), 499–512. doi: 10.1080/09687591003755914
   Web of Science ®Google Scholar
• Grieshaber, S., & Cannella, G. S. (2001). Embracing identities in early childhood education: Diversity and possibilities. New York, NY: Teachers College.
   Google Scholar
• Hager, P. E. (1959). Nineteenth century experiments with monitorial teaching. Phi Delta Kappan, 40(4), 164–167. Retrieved from http://www.jstor.org/stable/20342207
   Web of Science ®Google Scholar
• Helwig, C. (2006). The development of personal autonomy throughout cultures. Cognitive Development, 21(4), 458–473. doi: 10.1016/j.cogdev.2006.06.009
   Web of Science ®Google Scholar
• Henning, P. (1998). Everyday cognition and situated learning. In D. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed, pp. 143–168). New York, NY: Simon & Schuster.
   Google Scholar
• Hogan, D. (1989). The market revolution and disciplinary power: Joseph Lancaster and the psychology of the early classroom system. History of Education Quarterly, 29(3), 381–417. Retrieved from http://www.jstor.org/stable/10.2307/368910 doi: 10.2307/368910
   Web of Science ®Google Scholar
• hooks, b. (1994). Teaching to transgress. Education as the practice of freedom. London: Routledge.
   Google Scholar
• Jackson, P. (1968/1990). Life in classrooms. New York, NY: Teacher's College Press.
   Google Scholar
• Jenkins, H. (2006). Convergence culture. New York, NY: New York University Press.
   Google Scholar
• Jonassen, D., & Strobel, J. (2006). Modeling for meaningful learning. In D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies (pp. 1–27). Dordrecht: Springer.
   Google Scholar
• Jordan, R. (2003). Social play and autistic spectrum disorders: A perspective on theory, implications and educational approaches. Autism, 7(4), 347–360. doi: 10.1177/1362361303007004002
   PubMed Web of Science ®Google Scholar
• Kamii, C. (1991). Toward autonomy: The importance of critical thinking and choice making. School Psychology Review, 20(3), 382–388.
   Web of Science ®Google Scholar
• Knight-Diop, M., & Oesterreich, H. (2009). Pedagogical possibilities: Engaging cultural rules of emotion. Teachers College Record, 111(11), 2678–2704.
   Web of Science ®Google Scholar
• Kzero. (2011). Virtual world registered accounts reach 1.7 bn in Q4. Retrieved from http://www.kzero.co.uk/blog/virtual-world-registered-accounts-reach-1-7bn-q4-2011/
   Google Scholar
• Langford, R. (2010). Critiquing child-centred pedagogy to bring children and early childhood educators into the centre of a democratic pedagogy. Contemporary Issues in Early Childhood, 11(1), 113–127. doi: 10.2304/ciec.2010.11.1.113
   Google Scholar
• Lepper, M. R., & Greene, D. (1975). Turning play into work: Effects of adult surveillance and extrinsic rewards on children's intrinsic motivation. Journal of Personality and Social Psychology, 31(3), 479–486. doi: 10.1037/h0076484
   Web of Science ®Google Scholar
• Lewin-Benham, A. (2008). Powerful children: Understanding how to think and learn using the Reggio approach. New York, NY: Teachers College Press.
   Google Scholar
• Macnaughton, G. (2005). Doing Foucault in early childhood studies: Applying post-structural ideas. London: Routledge.
   Google Scholar
• Marsh, J. (2010). Young children's play in online virtual worlds. Journal of Early Childhood Research, 8(1), 23–29. doi: 10.1177/1476718X09345406
   Google Scholar
• Marsh, J., Brooks, G., Hughes, J., Ritchie, L., & Roberts, S. (2005). Digital beginnings: Young children's use of popular culture, media and new technologies. Sheffield: University of Sheffield. Retrieved from http://www.digitalbeginnings.shef.ac.uk/
   Google Scholar
• Marx, G., & Steeves, V. (2010). From the beginning: Children as subjects and agents of surveillance. Surveillance & Society, 7(3/4), 192–230.
   Google Scholar
• McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York, NY: Penguin Press.
   Google Scholar
• Meyer, R. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226–232. doi: 10.1207/s15430421tip4104_4
   Web of Science ®Google Scholar
• Miller, D., Robertson, D., Hudson, A., & Shimi, J. (2012). Signature pedagogy in early years education: A role for cots game-based learning. Computers in the Schools, 29(1–2), 227–247. doi: 10.1080/07380569.2012.651423
   Google Scholar
• Nathanson, A. (2002). The unintended effects of parental mediation of television on adolescents. Media Psychology, 4(3), 207–230. doi: 10.1207/S1532785XMEP0403_01
   Web of Science ®Google Scholar
• National Association for the Education of Young People. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
   Google Scholar
• Nikken, P., & Jansz, J. (2006). Parental mediation of children's videogame playing: A comparison of the reports by parents and children. Learning, Media and Technology, 31(2), 181–202. doi: 10.1080/17439880600756803
   Google Scholar
• Nolan, J., & McBride, M. (submitted). Beyond ages and stages: Mixed-age mediation of young children's play in informal learning environments.
   Google Scholar
• Nolan, J., Raynes-Goldie, K., & McBride, M. (2011). The stranger danger: Exploring surveillance, autonomy, and privacy in children's use of social media. Canadian Children Journal, 36(2), 24–32.
   Google Scholar
• Novak, J. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548–571. doi: 10.1002/sce.10032
   Web of Science ®Google Scholar
• Oosting, W., IJsselsteijn, W. A., & de Kort, Y. A. W. (2008, November). Parental perceptions and mediation of children's digital game play at home: A qualitative study. Short paper presented at the workshop on Designing for families, CSCW2008 conference, San Diego, CA.
   Google Scholar
• Opie, P., & Opie, I. (1984). Children's games in streets and playgrounds. Oxford: Oxford University Press.
   Google Scholar
• Pacini-Ketchabaw, V., & Pence, A. (2005). Contextualizing the reconceptualist movement in Canadian early childhood education. In V. Pacini-Ketchabaw & A. Pence (Eds.), Early childhood education in motion: The reconceptualist movement in Canada (pp. 5–20). Ottawa: Canadian Child Care Federation.
   Google Scholar
• Plowman, L., McPake, J., & Stephen, C. (2008). The technologisation of childhood? Young children and technology in the home. Children & Society, 24(1), 63–74. doi: 10.1111/j.1099-0860.2008.00180.x
   Web of Science ®Google Scholar
• Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children's learning with technology at home and in pre-school. Research Papers in Education, 25(1), 93–113. doi: 10.1080/02671520802584061
   Web of Science ®Google Scholar
• Prensky, M. (2007). Digital game based learning. Saint Paul, MN: Paragon House.
   Google Scholar
• Prensky, M. (2012). Digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks, CA: Corwin.
   Google Scholar
• Schwartzman, H. (1978). Transformations: The anthropology of children's play. New York, NY: Plenium Press.
   Google Scholar
• Shuell, T. (1990). Phases of meaningful learning. Review of Educational Research, 60(4), 531–547. doi: 10.3102/00346543060004531
   Web of Science ®Google Scholar
• Silvia, P. (2008). Interest: The curious emotion. Interest, 17(1), 57–60.
   Google Scholar
• Silvia, P., Henson, R., & Templin, J. (2009). Are the sources of interest the same for everyone? Using multilevel mixture models to explore individual differences in appraisal structures. Cognition and Emotion, 23(7), 1349–1406. doi: 10.1080/02699930902850528
   Web of Science ®Google Scholar
• Stevens, R., Satwicz, T., & McCarthy, L. (2008). In-game, in-room, in-world: Reconnecting video game play to the rest of kids’ lives. In K. Salen (Ed.), The ecology of games: Connecting youth, games and learning (pp. 41–68). Cambridge, MA: MIT.
   Google Scholar
• Suits, B. (2005). The grasshopper: Games, life and utopia. Peterborough: Broadview Press.
   Google Scholar
• Sutton-Smith, B. (1997). The ambiguity of play. Cambridge, MA: Harvard.
   Google Scholar
• Tapscott, D. (1999). Educating the net generation. Educational Leadership, 56(5), 6–11.
   Web of Science ®Google Scholar
• UNICEF. (2011). UN Convention on the Rights of the Child. Retrieved from http://www2.ohchr.org/english/law/crc.htm
   Google Scholar
• Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. Educause, 41(2), 16–30.
   Google Scholar
• Vasquez, V. M. (2004). Negotiating critical literacies with young children. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Vasquez, V. M., & Branigan Felderman, C. (2013). Technology and critical literacy in early childhood. New York, NY: Routledge.
   Google Scholar
• Wohlwend, K. (2009). Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms. Journal of Early Childhood Literacy, 9(2), 117–140. doi: 10.1177/1468798409105583
   Google Scholar
• Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal practices and young children's metacognitive development. Cambridge Journal of Education, 40(4), 387–399. doi: 10.1080/0305764X.2010.526589
   Web of Science ®Google Scholar
• Yelland, N. (2010). New technologies, playful experiences, and multimodal learning. In I. R. Berson & R. J. Berson (Eds.), High-tech tots: Childhood in a digital world Charlotte (pp. 5–22). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Zevenbergen, R. (2007). Digital natives come to playschool: Implications for early childhood practice. Contemporary Issues in Early Childhood, 8(1), 19–29. doi: 10.2304/ciec.2007.8.1.19
   Google Scholar