Titlebook: Rhetoric/Composition/Play through Video Games; Reshaping Theory and Richard Colby,Matthew S. S. Johnson,Rebekah Shultz Book 2013 Palgrave M

Dangle

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書(shū)目名稱Rhetoric/Composition/Play through Video Games影響因子(影響力)學(xué)科排名




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書(shū)目名稱Rhetoric/Composition/Play through Video Games網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




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crease

–DOX

Nonthreatening

NAG

Developing and Extending Gaming Pedagogy: Designing a Course as Gameclassrooms. He articulated 36 principles of learning “built into good video games” (p. 7) and suggested education might learn from how these games teach players to play. Gee gave us new pedagogical topoi; we, in turn, were to act upon them.

荒唐

On Second Thought …irmed through ritualistic repetition, of writing and games (considered separately, rarely together), an understanding supposedly shared by all like-minded, right-thinking persons. The old saying tells us pretty clearly what is bred through familiarity, however, and in the area of games and writing,

流浪者

焦慮

冬眠

Drag and Drop: Teaching Our Students Things We Don’t Already Knowberg, Sherry, Lachlan, Lucas, & Holmstrom, 2010). Taking advantage of students’ interest in video games can offer composition-rhetoric teachers the opportunity to expand students’ understandings of what rhetoric is—where and how it operates, and why it matters—and what it means to “compose.” While t

upstart

Gender and Gaming in a First-Year Writing Class games can help students acquire school-based literacies, we designed a class in which students use the virtual world and player community of . as a research and writing space (Shultz Colby & Colby, 2008). Gee argues that as complex simulations, game spaces create rich contexts for learning abstract