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Tyto Ecology Steam and an EDU Version Now Available!


[UPDATE: Tyto Ecology is no longer available on iPads, and is only available on PC/Mac via Steam.  Unfortunately, we didn’t have enough visibility on iPad to have sales to continue to support that platform.]
Due to user request, we have released two new versions of Tyto Ecology! Our first game was released in January on the iPad, and now we have come out with a version for Steam, as well as an all-inclusive EDU version for the iPad.

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Part VII | Affinity Spaces

Part VII | Affinity Spaces


Part VII of Dissertation Research Series

Technological changes are impacting the way people to learn and their purposes for learning, with children now learning frequently in informal settings outside of school (Gee, 2004). Researchers such as Gee (2004) argue that the learning process is more efficient when the learner is becoming part of a culture (like a games culture, or a culture of physicists) than through direct instruction because the learner becomes more involved with the cultural learning, participating in experiences, discussion, and adopting the identity of the learning group (Gee, 2004).Read More




Part VI | Motivations for Game-Based Learning Research

Part VI | Motivations for Game-Based Learning Research


Part VI of Dissertation Research Series

The literature reviews discussed previously which examined the efficacy of using games for instructional purposes also reported on the impacts of educational games on motivation. Ke (2009) reviewed many empirical studies on motivation (including aspects such as self-efficacy, affective feedback, and persistence) and concluded that games generally seem to encourage motivation across varied learners and situations. In another literature review, Hays (2005) concludes: “Games do motivate. They motivate players to play the game. This can be beneficial if the game is designed to target and meet instructional objectives. Otherwise, learners may spend their time learning to be successful at the game without receiving instructional benefits from these experiences” (Hays, 2005, p. 46).

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Part III | Learning through Gameplay

Part III | Learning through Gameplay


Part III of Dissertation Research Series

The way in which users learn through video games has been conceptualized through a model by Garris et al. (2002). They state that the tacit model of learning in most studies of individual games starts with the Input as a game that includes the instructional content is designed with features of games. These then trigger the process of a cycle of user judgements (such as enjoyment), user behavior (engaging in the game play), and system feedback (situated within the game). When the game design is successful, this cycle should promote recurring, self-motivated game play. This successful process will then lead to the outcome, achieving the learning objectives. This model can be seen in the figure above, reprinted from (Garris et al., 2002).

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Part I | Educational Games Potential

Part I | Educational Games Potential


Part I of Dissertation Research Series

Playing video games has become nearly ubiquitous in modern culture, with 97% of teens aged 12-17 playing video games (Lenhart et al., 2008). These include computer, web, mobile, or console games. In a survey by Lenhart et al. (2008), 50% of teens surveyed reported that they played a game “yesterday,” and those that play daily spend at least one hour per day with video games. Students spend their time outside of school playing games and being empowered with digital media, only to be told in school to disconnect and disengage from media and not use the digital literacies they have grown up with as digital natives (Prensky, 2012).

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Dissertation Research Series

Dissertation Research Series


I have been finishing up my dissertation proposal titled, “Motivation, Goal Orientation, and Academic Performance in Educational Games and Affinity Spaces” for a defense scheduled for February 28th.  Of course this means that I have been engaging in an extensive amount of research for the background information about games, motivation, and affinity spaces.

I will be sharing this information on the Immersed Games blogs through a series of posts, creatively titled the Dissertation Research Series.  Please note this is not the full text of my proposal, as I don’t think blog attention spans are quite that long.  I’ll be editing sections down into separate posts for easily digestible pieces of information.Read More






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