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dc.contributor.authorHatfield, David
dc.contributor.authorShaffer, David Williamson
dc.date.accessioned2019-05-20T02:41:37Z
dc.date.accessioned2020-01-09T19:04:09Z-
dc.date.available2019-05-20T02:41:37Z
dc.date.available2020-01-09T19:04:09Z-
dc.date.issued2006-06
dc.identifier.citationHatfield, D. & Shaffer, D. W. (2006). Press Play: Designing an Epistemic Game Engine for Journalism. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 236-242). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.236
dc.identifier.urihttps://repository.isls.org//handle/1/3505-
dc.description.abstractEpistemic games are one approach to creating educational games that give players skills that transfer beyond the game world by helping young people become fluent in valuable social practices. Epistemic games are immersive, technology-enhanced, role-playing games where players learn to become--and thus to think like--doctors, lawyers, engineers, architects, and other members of important practices and professions. In what follows we look at the design of Byline, an epistemic game engine behind science.net, an epistemic game of science journalism. In particular, we argue that rather than simply recreating the technological conditions of the profession, an epistemic game engine like Byline can encode key elements of a professional practicum and thus help young people learn through participation in simulations of the training practices of socially valued professions such as science journalism.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titlePress Play: Designing an Epistemic Game Engine for Journalismen_US
dc.typePapersen_US
Appears in Collections:ICLS 2006

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