References
[1 ]. Ang. C. S., & Rao, G. S.\/. R. K. (2008). Computergame
theory for design motivating educational software: A
survey study. International Journal on E-Learning, 7(2), 181-199.
[2]. Annetta, L.. Klesanth, M., & Holmes. S. (2008). V-
learning: How gaming and avatars are engaging online
students. Innovate, 4(3). Retrieved March 3, 2008, from
htlp://www.innovateonline.info/index.php?view=article&
id=485&action=synopsis.
[3]. Barab, S. A. Evans. M. A., & Baek, E. (2004). Activity
Theory as a lens for characterizing the participatory unit. In
D. H. Jonassen (Ed.), Handbook of research for
educational communications and technology, (2nd ed,
pp. 199-214). Mahwah, NJ: Lawrence Erlbaum.
[4]. Barab, S., & Roth, W. (2006) Curriculum-based
ecosystems: Supporting knowing from an ecological
perspective. Educational Researcher, 35(5), 3-13.
[5]. Biocca, F. (1997). The cyborg's dilemma: Progressive
embodiment in virtual environments. Journal of
Computer-Mediated Communication, 3(2). Retrieved
August 14, 2008 from http://jcmc.indiana.edu/
vol3/issue2/biocca2.html.
[6]. Calvert, S. L. (2002). Identity construction on the
Internet. In S. L. Calvert, A. B. Jordan, & R. R. Cocking (Eds.)
Children in the digital age: Influences of electronic
media on development (pp. 57-70). Westport, CT:
Praeger.
[7]. Chee, Y.S. (2007). Embodiment, embeddedness,
and experience: Game-based learning and the
construction of identity. Research and practice in
technologyenhanced learning, 2(1), 3-30.
[8]. Cole, H., &Griffiths, M. D. (2007). Social interactions in
massively multiplayer online role-playing gamers.
CyberPsychoIogy& Behavior 10 (4), 575-583.
[9]. Cromby, J.J., Standen, RJ., & Brown, D. J. (1996). The
potentials of virtual environments in the education and
training of people with learning disabilities. Journal of
IntellectualDisabilityResearch, 40(6), 489-501 .
[10]. Dickey, M. D. (2007). Game design and learning: a conjectural analysis of how massively multiple online role-
playing games (MMORPGS) foster intrinsic motivation.
Education Technology Research & Development, 55(3),
253-273.
[11]. Dinter, A. (2006). Adolescence and computers.
Dimensions of media-related identity formation, self-
formation and religious value as challenges for religious
education. British Journal of Religious Education, 28(3),
235-248.
[12]. Dodge, T., Barab, S., Stuckey, B., Warren, 5., Heiselt,
C., & Stein, R. (2008). Children's sense of self: Learning
and meaning in the digital age. Journal of Interactive
LearningResearch, 19(2), 225-249.
[13]. Erikson, E. H. (1968). Identity: Youth and crisis. New
York: Norton.
[14]. Evans, M.A., & Powell, A. (2007). Conceptual and
practical issues related to the design for and sustainability
of Communities of Practice: The case of e-portfolio use in
preservice teacher training. Technology, Pedagogy, &
Education, 16(2), 199-214.
[15]. Federation of American Scientists (2006). Harnessing
the power of vide games for learning. Retrieved August 1 ,
2008 from http://wvvw.fas.org/gamesummit/.
[16]. Gee, J.R (2007a). Learning and Games. In K. Salen
(Ed.), The Ecology of Games: Connecting Youth, Games,
and Learning (pp.21 -40). Cambridge, MA: The MIT Press.
[17]. Gee, J. P (2007b). What Video Games Have To Teach
Us About Learning And Literacy New York: Palgrave
MacMillan.
[18]. Goffman, E. (1974). Frame Analysis. Cambridge,
MA: Harvard University Press.
[19]. Gredler, M. E. (1996). Games and simulations and
their relationships to learning. In D. Jonassen (Ed.),
Handbook of Research on Educational Communications
and Technology(pp.461 - 497). NewYork: Macmillan.
[20]. Griffiths, M. D., Davies, M. N. O., & Chappell, D.
(2004). Demographic factors and playing variables in on-
line computer gaming. CyberPsychoIogy& Behavior 7(4).
479-487.
[21]. Hagel, H., & Armstrong, A. (1997). Net Gain:
Expanding markets through virtual communities. Boston.
MA: Business School Press.
[22]. Jaffee, D. (1998). Institutionalized resistance to
asynchronous learning networks. Journal ofAsynchronous
Learning Networks 2(2). Retrieved April 23, 2008
http://www.sloan-c.org/publications/ialn/v2n2/
v2n2_jaffee.asp .
[23]. Jones, 5. (2002). The Internet goes to college. Pew
Internet and American Life Project. Retrieved May 13,
2008 from http://www.pewinternet.org/pdfs/
PlP_College_Report.pd
[24]. Konijn, E. A., & Bijvank, M. N. (2007). lwish lwere a
warrior: The role of wishful identification in the effects of
violent video games on aggression in adolescent boys.
Developmental Psychology, 43(4), 1038-1044.
[25]. Love, J., & Wenger, E. (1991). Situated learning:
Legitimate peripheral participation. New York:
Cambridge Univeristiy Press.
[26]. Lee, J.J. & Hoadley, C. M. (2007). Leveraging identity
to make learning fun: possible selves and experiential
learning in massively multiplayer online games (MMOGs).
Innovate, 3(6). Retrieved March 3, 2008, from
http://www.innovateonline.info/index.php?view=article&
id=348&action=synopsis
[27]. Langton, N.H., Addinall, E., Ellington, H.l. & Percival,
F. (1980). The value of simulations and games in the
teaching of science. European Journal of Education.
15(3), 261-271.
[28]. Marcia, J. (1966). Development and validation of
ego-identity status. Journal of Personality and Social
Psychology, 3(1 ), 551 -558.
[29]. Mclellan, H. (1996). Virtual reality. In D. Jonassen
(Ed.). Handbook of Research on Educational
Communications and Technology (pp.571- 581). New
York: Macmillan.
[30]. Mead, G. H. (1934). Mind, Self, and Society. Edited
byC. Morries. Chicago: University of Chicago Press.
[31]. Nardi, B., & Harris, J. (2006). Strangers and friends:
Collaborative play in World of Warcraft. Proceedings of
the 2006 20th Anniversary Conference on Computer Supported Cooperative Work (pp. 149-158). New York:
Association for Computing Machinery.
[32]. National Science Foundation (2008). Fostering
learning in the networked world: The cyberlearning
challenge and opportunity. Retreived August 14, 2008
from http://www.nsf.govlpubs/2008/nsf08204/
nsf08204.pdf?govDeI=USNSF_124
[33]. Obinger, D. (2003). Understanding the new students,
Eduoause Review, 38(4), pp.35-39.
[34]. Oblinger, D. (2006). Simulations, games, and
learning. innovate, 2(4). Retrieved February 20, from
http:llwvvw.educause.edu/ir/IibrarylpdflELI3004.pdf.
[35]. Penual, W. R. & Wertsch, J. V. (1995). Wgotsky and
identity formation: A sociocultural approach.
Educational Psychologist, 30(2), 83-92.
[36]. Squire, K. (2007). Open-ended video games: A
model for developing learning for the interactive age. In
K. Salen (Ed.), The Ecology of Games: Connecting Youth,
Games, and Learning (pp. 167-198). Cambridge, MA: The
MIT Press.
[37]. Smyth, J. M. (2007). Beyond self-selection in video
game play: An experimental examination of the
consequences of massively multiplayer online role-
playing game play. CyberPsychoIogy & Behavior 10 (5), 717-721.
[38]. Stahl, J. (2006). Group Cognition. The MIT Press:
Cambridge, Massachusetts.
[39]. Stevens, R. (2007). In-game, in-room, in-world:
Reconnecting video game play to the rest of kids‘ lives. In
K. Salen (Ed.), The Ecology of Games: Connecting Youth,
Games, and Learning (pp. 41-66). Cambridge, MA: The
MIT Press.
[40]. Stryker, S. (1980). Symbolic lnteractionism: A social
Structure Version. Menlo Park, CA: Benjamin Cummings.
[41]. Turkle, S. (1995). Life on the Screen: Identity in the
Age of the Internet. NewYork: Simon& Schuster.
[42]. Waskul, D., & Lust, M. (2004). Role-playing and
playing roles: The person, player, and persona in fantasy
role-playing. Symbolic interaction 27 (3), 333-356.
[43]. Yee, N. (2005). The Daedalus project. Retrieved
November 29, 2007, from
http://www.nickyee.com/daedalus.
[44]. Yee, N. (2007). The psychology of massively multi-
player online role-playing games: Motivations, emotional
investment, relationships, and problematic usage. In R.
Schroeder & A. Axelsson (Eds.), Avatars at work and play:
interaction in shared virtual environments (pp. 187207).
London: Springer-Verlag.