INTERACTIVE AND DIGITAL MEDIA FOR EDUCATION IN VIRTUAL LEARNING ENVIRONMENTS -- INTERACTIVE AND DIGITAL MEDIA FOR EDUCATION IN VIRTUAL LEARNING ENVIRONMENTS -- LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA -- Contents -- Preface -- Chapter 1 POSSESSION, PROFESSION, AND PERFORMANCE: EPISTEMOLOGICAL CONSIDERATIONS FOR EFFECTIVE GAME-BASED LEARNING -- Abstract -- Introduction -- Critique of Commonly Available Online -- Educational Games -- Epistemology for Game-Based Learning -- The Fallacy of Knowledge Possession -- The Inadequacy of Knowledge Profession -- The Necessity of Knowing Through Performance -- Game-Based Learning Grounded on -- Performance Epistemology -- Conclusion -- Author Info -- Acknowledgments -- References -- Chapter 2 SIMULATING A "REAL" WORLD OR PLAYING A GAME? STUDENTS PLAYING A COTS GAME IN THE SCIENCE CLASSROOM -- Abstract -- Introduction: Computer Gameplay in Science -- Learning Contexts -- Computer Gameplay in Sweden -- Two Swedish Studies -- Study I: Students' Reflections on Creating Future Cities in a Computer Game -- Study II: "Simply" Playing SimCity, or Engaging in Scientific Practice? -- Four Groups Playing Simcity -- GROUP A: Practicing Scientific and System Thinking. Economy and Environment -- GROUP B: Playing Towards a Goal by the Game Rules. Experiences used for Learning -- GROUP C: Playing a Game -- GROUP D: Ad Hoc. No Scientific Formalism and No System Thinking -- Conclusions -- Authors Info -- References -- Chapter 3 DECONSTRUCTING LEARNING GAMES AS FUN, EDUCATIVE AND REALISTIC -- Abstract -- Introduction: Approaching the Foundation of Learning Games -- Empirical Foundation: The EIS Simulation -- Addressing the Nodals -- Nodal 1: Fun and the Participatory Incentive -- When Challenging Fun as The Participatory Incentive -- The Participatory Incentives of the EIS.

Mobilising a Sense of Urgency on a Subject -- Allowing it to be Harder than it Looks -- Nodal 2: Educative Content and the Learning Process -- Time and Learning -- Objective to Learn -- Staged Group Processes -- Orientation of Attention -- Nature of the Knowledge to be Learned -- From Learning Games to Game-Based Learning -- Nodal 3: Realistic Representation and the Experience Validation -- Facilitator's Call to Reality -- When Participants Make Calls to Reality -- Reality and the Focused Perspective -- Conclusion: From Edutaining to Staging -- Author Info -- References -- Chapter 4 PROCESS MANAGEMENT TOOLS AND LEARNING MANAGEMENT SYSTEMS - A PROACTIVE APPROACH TO E-LEARNING -- Abstract -- Introduction -- LMS as Work Conditions -- Status of the Danish National Educational Strategy -- Status of the Implementation of the National Strategy -- State of the Art - Features in Current LMS -- LMS Asteachers Work Condition - A Case Study -- The Case MIL -- Analysis of Communication Among Groups in MIL -- The Future LMS -- Conclusion -- Author Info -- Ackowledgment -- References -- Chapter 5 UNDERSTANDING THE REPRESENTATIONAL DIMENSION OF LEARNING: THE IMPLICATIONS OF INTERACTIVITY, IMMERSION AND FIDELITY ON THE DEVELOPMENT OF SERIOUS GAMES -- Abstract -- Introduction -- Background -- The Representational Dimension -- Interactivity -- Feedback -- Immersion -- Fidelity -- Case Studies and Analyses -- Triage Trainer -- Fidelity -- Immersion -- Interactivity -- Roma Nova -- Fidelity -- Immersion -- Interactivity -- Re-Mission -- Fidelity -- Immersion -- Interactivity -- Discussion -- Conclusions -- Author Info -- References -- Links -- Chapter 6 3D VISIBILITY ANALYSIS IN VIRTUAL LEARNING ENVIRONMENTS AND INTERACTIVE AND DIGITAL MEDIA -- Abstract -- Introduction -- Education in the Netherlands -- Serious Games: Interactive and Digital Media for Education.

Simulation Games and Virtual Learning Environments in the Netherlands -- Serious Games and 3D Visibility Analysis -- Vision, Player and Gaming -- Achievements and Empirical Data of VA -- 3DVA Method -- 3DVA Indicators -- Example of Supervisor -- Conclusion -- Outlook -- Acknowledgment -- Author Info -- References -- Chapter 7 MEDIATED AND ENGAGED LEARNING USING COTS VIDEO GAMES IN ASD SPECIAL EDUCATION -- Abstract -- Introduction -- Autism Spectrum Disorder -- Video Games and Special Education -- Subjectivities Statement and Research Objectives -- Mediated Learning using COTS Video Game -- Why Mediated Learning? -- What to Mediate? -- How to Mediate? -- Conclusion -- Author Info -- References -- Chapter 8 THE VR CLASSROOM @ RIVER VALLEY HIGH SCHOOL -- Abstract -- Introduction -- The VR Classroom -- The Infrastructure Design of the VR Classroom -- The Curriculum Contents of the VR Classroom -- Curriculum-Based Teaching in the VR Classroom -- The Framework of Teaching for Understanding -- A Sample Lesson Outline -- Experience the 3D Immersive and Interactive Technology -- Students' Feedback -- Co-Curricular Student-Centred Activities in the VR Classroom -- Bilingual Media Creation -- Nanyang Research Programme -- Use of Mixed Reality in Education of School History -- Use of Mixed Reality in Education of School Safety and Security -- Competitions in Infocommunication Technology -- Conclusion -- Acknowledgments -- Authors Info -- References -- Chapter 9 THE VR ELEMENTS OF GEOMETRY -- Abstract -- Introduction -- Vr Elements -- VR Technology -- Distance -- Angle -- Dynamics -- Using VR Elements in Classroom Teaching -- Lesson Objectives -- Lesson Aims -- Teaching Plan -- Students' Initial Trial -- Conclusion -- Acknowledgments -- Authors Info -- References -- Index.