Overview

This book represents a four-year research and development project. It presents a phenomenological examination and explanation of a functional design framework for games in education. It furnishes a rich description of the experiences and perceptions of performing interdisciplinary collaborative design among experts of very diverse fields, such as learning systems design, architectural design, assessment design, mathematics education, and scientific computing.

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9783030043384

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Reviews

Interdisciplinary Design of Game-based Learning Platforms provides the reader with a four-year research and development study of games in mathematics education. ... I can see these games as a great asset to help students think critically, be problem-solvers, and to work together. ... Students can take their problem-solving skills and put them to use with solving major problems while having fun at the same time. (Peter Olszewski, MAA Reviews, November 27, 2020)

“Interdisciplinary Design of Game-based Learning Platforms provides the reader with a four-year research and development study of games in mathematics education. … I can see these games as a great asset to help students think critically, be problem-solvers, and to work together. … Students can take their problem-solving skills and put them to use with solving major problems while having fun at the same time.” (Peter Olszewski, MAA Reviews, November 27, 2020)

Author Information

Fenfeng Ke is an Associate Professor of the Educational Psychology and Learning Systems for Florida State University. Her current research focuses on game-based learning, immersive learning, computer supported collaborative learning, and inclusive design of e-learning. She earned her Ph.D. in Instructional Systems from Pennsylvania State University in 2006. Valerie Shute is the Mack and Effie Campbell Tyner endowed professor of education at Florida State University. Before coming to FSU in 2007, she was a principal research scientist at Educational Testing Service (2001-2007) where she was involved with basic and applied research projects related to assessment, cognitive diagnosis, and learning from advanced instructional systems and where she generally honed her psychometric skills. Prior to ETS, she worked in industry for two years, and before that, she was employed at the Air Force Research Lab in San Antonio, Texas (1986-1999). She earned a Ph.D.in cognitive/educational psychology from the University of California, Santa Barbara (1984), and held a two-year postdoctoral fellowship at the Learning Research and Development Center.  Kathleen M. Clark is an Associate Professor in the School of Teacher Education at Florida State University. Her research focuses on the ways in which prospective and in-service mathematics teachers use history of mathematics in teaching, the ways in which the study of history of mathematics informs teachers’ mathematical knowledge for teaching, and the impact of primary historical sources in undergraduate mathematics education. Dr. Clark earned her Ph.D. in Curriculum and Instruction, with a specialization in Mathematics Education, from the University of Maryland, College Park in 2006. Prior to her doctoral work, she taught high school mathematics in a variety of contexts (1987-2001) and spent one year on Capitol Hill as an Albert Einstein Distinguished Educator Fellow (2001-2002).          Gordon Erlebacher is currently Professor and Chair in the Department of Scientific Computing at Florida State University. His current research revolves around deep learning and its uses in both supervised and unsupervised contexts. Prior to joining FSU in 1996 to become part of the newly created School of Computational Science, he spent 13 years at NASA Langley Research Center and at the Institute for Computer Applications in Science and Engineering working in the fields of  visualization, and flow simulations. He earned his Ph.D. in Plasma Physics at Columbia University in 1983.

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