Individual Position Paper

Individual Position Paper (20%)
Based on one of the emerging or prevalent trends or issues you have explored over the course of the term develop and write a position paper. This paper should examine the various perspectives found within the research literature surrounding your identified trend/issue. After discussing the continuum found within the literature, position yourself on that continuum based on your professional and personal experiences. Below are some suggested questions that may guide your inquiry.
How do you contextualize your professional experience?
What trend or issue resonates with you and what is your professional stance?
What does the research reveal about the trend or issue?
Are there different perspectives (example: pros and cons) discussed in the literature?
Which perspective relates most closely with your personal and professional experiences?
Have any of the research perspectives given you the opportunity to rethink your own position? If so, how?
Is there any direct connections to implementing change in your professional role?
Format: Double-spaced, Times New Roman, 12 point font, 1 inch margins
Length: approximately 2500 (~10 pages) words excluding figures, cover page and references
Style: Follow current APA conventions for references and citations
Sources: a minimum of 15

Required Readings/Viewings
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32. http://doi.org/10.2307/1176008.
Papert, S., & Harel, I. (1991). Situating constructionism. In Papert, Seymour & I. Harel (Eds.), Constructionism (pp. 1–14). Hillsdale, NJ: Lawrence Erlbaum Associates.
Resnick, M. (2007). All I Really Need to Know (About Creative Thinking) I Learned (by Studying How Children Learn) in Kindergarten. In Proceedings of the 6th ACM SIGCHI Conference on Creativity & Cognition (pp. 1–6). New York, NY, USA: ACM. http://doi.org/10.1145/1254960.1254961.
Gee, James Paul. “Learning and Games”. The Ecology of Games: Connecting Youth, Games, and Learning. Edited by Katie Salen. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 21–40. doi:10.1162/dmal.9780262693646.021
Digital Game-Based Learning: Still Restless, After All These Years. EDUCAUSE Review, vol. 50, no. 6 (November/December 2015).
Steinkuehler, C., & Squire, K. (2014). Videogames and Learning. In The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 377–396). New York, NY: Cambridge University Press.
Recommended Readings/Viewings
Video Games: the Movie (NETFLIX, iTunes, etc…)
O’Brien, D. (2011). A Taxonomy of Educational Games. In Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 1–23). Hershey, PA. doi:10.4018/978-1-60960-195-9.ch101. (MUN LIBRARY – IGI GLOBAL InfoSci-Books).
Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., … Yukhymenko, M. (2012). Our Princess Is in Another Castle A Review of Trends in Serious Gaming for Education. Review of Educational Research, 82(1), 61–89. http://doi.org/10.3102/0034654312436980.
Huizenga, J. C., ten Dam, G. T. M., Voogt, J. M., & Admiraal, W. F. (2017). Teacher perceptions of the value of game-based learning in secondary education. Computers & Education, 110, 105–115. https://doi.org/10.1016/j.compedu.2017.03.008
Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2), 466–474. http://doi.org/10.1016/j.compedu.2010.09.007.

Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., … Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178–192. https://doi.org/10.1016/j.compedu.2015.11.003
Corredor, J., Gaydos, M., & Squire, K. (2013). Seeing Change in Time: Video Games to Teach about Temporal Change in Scientific Phenomena. Journal of Science Education and Technology, 23(3), 324–343. http://doi.org/10.1007/s10956-013-9466-4.
Sørensen, B. (2011). Educational Design for Serious Games. In Egenfeldt-Nielsen, S., Meyer, B., Sørensen, B., Serious games in education a global perspective (pp. 99–121). Aarhus: Aarhus University Press. (Search the TITLE OF THE BOOK on the MUN library web page).
Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 40(1), 23–38.
Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26–39. https://doi.org/10.1016/j.compedu.2013.12.010
Recommended Readings/Viewings
Robertson, J., & Howells, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559–578. http://doi.org/10.1016/j.compedu.2007.09.020

Shute, V. J., Ventura, M., & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & Education, 80, 58–67. http://doi.org/10.1016/j.compedu.2014.08.013.
Durga, S., & Squire, K. (2011). Productive Gaming and the Case for Historiographic Game-Play. In Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 1124–1141). Hershey, PA. doi:10.4018/978-1-60960-195-9.ch415. (MUN LIBRARY -IGI GLOBAL InfoSci-Books)
Dobrowolski, P., Hanusz, K., Sobczyk, B., Skorko, M., & Wiatrow, A. (2015). Cognitive enhancement in video game players: The role of video game genre. Computers in Human Behavior, 44, 59–63. https://doi.org/10.1016/j.chb.2014.11.051
Recommended Readings/Viewings
Shultz Colby, R., & Colby, R. (2008). A Pedagogy of Play: Integrating Computer Games into the Writing Classroom. Computers and Composition, 25(3), 300–312. http://doi.org/10.1016/j.compcom.2008.04.005.

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. http://doi.org/10.1016/j.compedu.2014.08.019.
Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179–188. https://doi.org/10.1016/j.chb.2014.03.007
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. http://doi.org/10.1016/j.ijhcs.2014.09.006.
Recommended Readings/Viewings
Bogost, I. (2015). Why Gamification is Bullshit. In S. P. Walz & S. Deterding (Eds.), The Gameful World: Approaches, Issues, Applications. Mit Press. (MUN LIBRARY-EBRARY)

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