[games_access] FW: [games-for-health] Call for Chapter Proposals for Game Book

[Sandra Uhling]

Hello,

there is a call for Chapter Proposals for a Game Book.
Topics are also: Accessibility, equality, and inclusiveness

Regards,
Sandra

Richard Van Eck <richard.vaneck at und.edu> schrieb am 29.09.2008 04:54:26:
> My apologies for cross posting, but there may be some who are on this  
> list and not on the serious games list. Thanks!
> 
> 
> CALL FOR CHAPTER PROPOSALS
> Proposal Submission Deadline: November 30, 2008
> Interdisciplinary Models and Tools for Serious Games:
> Emerging Concepts and Future Directions
> A book edited by Richard Van Eck
> University of North Dakota, USA
> 
> Introduction
> The study of serious games has grown from a few lone voices in the  
> wilderness to a growing academic, industry, and popular recognition of  
> the potential these tools hold for learning. Mirroring this burgeoning  
> acceptance is the evolution of technology and tools to the point that  
> it is becoming possible for anyone to develop and use games in real  
> world settings. The study of serious games is on the cusp of becoming  
> a discipline rather than a collection of ideas.
> 
> Unfortunately, the rush to pursue this promising learning technology  
> has led to a fractionalized approach that is ill prepared to meet this  
> challenge. The reasons for this are many and varied, but among them is  
> the assumption that this new field requires new theories, models, and  
> approaches. In reality, games are a new technology, not a new way to  
> teach, and much of the theory needed already exists in multiple  
> disciplines. Indeed, the serious games field is being defined from  
> many different disciplinary perspectives. The problem is that even  
> when existing theories and models within a particular discipline are  
> brought to serious games, other disciplines collectively remain  
> unaware of these new perspectives, thereby missing critical  
> opportunities for synergy.
> 
> Furthermore, as theories and terminology from different disciplines  
> enter the serious games lexicon, what is often overlooked is that  
> there are subtle differences in meaning. Situated learning, for  
> instance, means something different to a social constructivist than it  
> does to a cognitive psychologist, an instructional designer, or a  
> linguist. Likewise, while many agree that ?motivation? is a key aspect  
> of serious games, is this Bandura?s motivation and self-efficacy, or  
> Keller?s ARCS model for motivation from instructional design? Are we  
> discussing Malone?s theory of intrinsic motivation for games or Deci &  
> Ryan?s theories of intrinsic motivation from exercise science? While  
> all are compatible perspectives in many ways, it stands to reason that  
> the research and philosophy from which each is derived has something  
> unique to contribute to the overall understanding of motivation in  
> games.
> 
> Each field thus ignores what is similar amongst these disciplines,  
> leading to the perception that narrative theory is more fractionalized  
> and dense than it is, as well as what is different, therefore missing  
> opportunities to develop rich, complex theories and models that  
> advance the field. And now that interest in game-based learning has  
> spread to disciplines for which the words video game would have been  
> anathema 5 or 10 years ago (e.g., medicine, health and exercise,  
> business), even more disciplines will seek to reinvent the wheel. It  
> is therefore imperative that we pause to examine the rich diversity of  
> disciplinary perspectives that have been collectively brought to  
> serious games and begin to, if not consolidate, at least acknowledge  
> the many perspectives from which the serious games canon is being  
> developed.
> 
> The first step in doing so is to outline the basic contributions and  
> approaches to this field from various disciplines. This volume will  
> help to identify the ways that different disciplines are approaching  
> the same ideas with slightly different tools and models, and it will  
> begin to identify what theories and models will emerge specifically to  
> the serious games field.
> 
> Objective of the Book
> This book will be organized into six sections, each comprising  
> chapters written by authors from a variety of disciplines and, to a  
> lesser extent from multidisciplinary perspectives. The first four  
> sections of the book are designed to provide a structure that sets the  
> context for the field (History & Origins), outline the approaches  
> being used to define the field (Theories & Models), describe the  
> current research that is (ideally) informed by those theories and  
> models (Current Research), and describe how current tools and  
> technology are instantiating (ideally) theories, models, and current  
> research findings (Tools & Technology). A particular emphasis of this  
> volume will be on reacting to and integrating the multiple approaches  
> and perspectives being taken toward serious games through techniques  
> such as coauthored chapters and new chapters or short essays generated  
> in response to others in the volume, which will appear in the  
> Integrated Perspectives section. Finally, the book will conclude with  
> a section on where all of this seems to be leading this emerging  
> discipline (Next Steps for the Field), again authored in collaborative  
> as well as independent ways.
> 
> Target Audience
> The target audience for this book will be composed of professionals  
> and researchers working in the field of serious games in various  
> disciplines, including, but not limited to, education, instructional  
> design, psychology, discourse, semiotics, narrative, information  
> science, game design, gender, accessibility, artificial intelligence,  
> and drama. It is hoped that this book will provide insight and  
> inspiration for those working and conducting research in serious games  
> as well as for those just coming into the field.
> 
> In general, topics should conceptually fit within one or more of the  
> six sections of the book (History & Origins, Theories & Models,  
> Current Research, Tools & Technology, Integrated Perspectives, Next  
> Steps for the Field) although this list may evolve as submissions are  
> received. Suggested topics include, but are not limited to, the  
> following as they relate specifically to games, learning, design, and  
> research:
> 
> -Theories and models (e.g., engagement, flow, cognitive disequilibrium)
> -Narrative psychology
> -Artificial intelligence
> -Avatars and agents
> -Cognitive load
> -Motivation
> -Scaffolding, ZPD, help-seeking
> -Learner control
> -Ontologies and taxonomies
> -Accessibility, equality, and inclusiveness
> -Individual differences (gender, age, culture, cognitive style, etc.)
> -Instructional design
> -Communication theory
> -Authoring tools
> -Platforms
> 
> Although such lists tend to imply a limited number of topics and may  
> seem to suggest that proposals should address one and only one of  
> these areas, submissions that capture the complexity and diversity of  
> this emerging discipline are the primary goal, so please feel free to  
> submit chapters that address topics not listed here. Authors are also  
> encouraged, to the extent possible, to bring in multiple perspectives  
> (because you have or are willing to study them or because you can seek  
> out coauthors who themselves have slightly different perspectives), so  
> feel free to also propose chapters that do this in whatever way seems  
> most appropriate.
> 
> Submission Procedure
> Researchers and practitioners are invited to submit on or before  
> November 30, 2008, a 2-3  page chapter proposal clearly explaining the  
> mission and concerns of his or her proposed chapter. Authors of  
> accepted proposals will be notified by December 30, 2008, about the  
> status of their proposals and will be sent chapter guidelines. Full  
> chapters are expected to be submitted by March 31, 2009. All submitted  
> chapters will be reviewed on a double-blind review basis. This book is  
> scheduled to be published by IGI Global (formerly Idea Group Inc.),  
> publisher of the ?Information Science Reference? (formerly Idea Group  
> Reference) and ?Medical Information Science Reference? imprints. For  
> additional information regarding the publisher, please visit www.igi-global.com 
> .
> 
> Inquiries and submissions can be forwarded electronically (Word  
> document) or by mail to:
> 
> Dr. Richard Van Eck
> Instructional Design & Technology
> Education 204
> 231 Centennial Drive, Stop 7189
> University of North Dakota
> Grand Forks, ND 58202-7189
> USA
> Tel.: 701.777.3574
> Fax: 701.777.3246
> E-mail: richard.vaneck at und.edu
> 
> -- 
> Richard N. Van Eck
> Associate Professor, Graduate Director
> Instructional Design & Technology
> Board Member, North American Simulations & Games Association
> http://idt.und.edu
> Department of Teaching & Learning
> Education Room 101
> 231 Centennial Dr Stop 7189
> Grand Forks, ND 58202-7189
> 701.777.3574
> 
> 
> 
> 
> ---
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