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Session Type: Symposium
Much of the research to date on games for learning has focused on the natural sciences rather than the social sciences despite the fact that two of most famous commercial games in discussions about the potential of games for learning (Civilization and SimCity) focus on the social sciences. The purpose of this session is to bring together research on digital and analog games in the social sciences from multiple theoretical and methodological perspectives. The goal of this session involves exploring and synthesizing a roadmap for research and practice for the integration of digital and analog games within National Council for Social Studies's “essential characteristics of powerful social studies.”
Triumph and Failure: Methodological Lessons for the Study of Learning in Social Science Games - Renee Jackson, Temple University; Emily Sheepy, Concordia University - Montreal; Thomas Fennewald, Self-employed; David Isaac Waddington, Concordia University
Substantial Integration of Typical Educational Games Into Extended Social Studies Curricula - Doug Clark, Vanderbilt University; Emily Tanner-Smith, University of Oregon; Andrew L. Hostetler, Vanderbilt University; Aryah Fradkin, Armistead Gardens Elementary/Middle School; Vadim Polikov, Agora Ventures
Policy World: A Cognitive Game for Teaching Policy Argumentation and Causal Reasoning in the Social Sciences - Matthew Easterday, Northwestern University
Role-Playing Games to Critique the Ideologies of Schooling - Chris Georgen, Indiana University - Bloomington; Sean C. Duncan, Indiana University
Public Participation in Democracy Through Games - Kurt D. Squire, University of Wisconsin - Madison; James Mathews, University of Wisconsin - Madison
"I Almost Wanted to Touch Them!" Curriculum-Embedded Game-Based Learning for Young Elementary History Education - Julie Oltman, Lehigh University; Thomas C. Hammond, Lehigh University