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Journal of Educational Computing Research

2011 Volume 44, Number 4

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Table of Contents

Number of articles: 5

  1. Fostering 21st Century Skill Development by Engaging Students in Authentic Game Design Projects in a High School Computer Programming Class

    Michael K. Thomas, Xun Ge & Barbara A. Greene

    This study used technology-rich ethnography (TRE) to examine the use of game development in a high school computer programming class for the development of 21st century skills. High school students... More

    pp. 391-408

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  2. Enhancing Learning through an Online Secondary School Educational Game

    David Kaufman, Louise Sauve & Lise Renaud

    This article consists of four sections: (1) the problems associated with asthma in the province of Quebec and across Canada; (2) the theoretical framework for the learning enhanced by our online... More

    pp. 409-428

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  3. Optimal Experience in Virtual Environments among College Level Developmental Readers

    Melissa L. Burgess & Phil Ice

    In this study, we examined optimal experience and the antecedents of flow as reported by college-level developmental reading students using "Second Life", a multi-user virtual environment. In an... More

    pp. 429-451

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  4. Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes

    Hiller A. Spires, Jonathan P. Rowe, Bradford W. Mott & James C. Lester

    Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning... More

    pp. 453-472

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  5. Navigating Massively Multiplayer Online Games: Evaluating 21st Century Skills for Learning within Virtual Environments

    Michael P. McCreery, P G. Schrader & S Kathleen Krach

    There is a substantial and growing interest in immersive virtual spaces as contexts for 21st century skills like problem solving, communication, and collaboration. However, little consideration has... More

    pp. 473-493

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