JVWR Newsletter

JVWR updates and newsletter.

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JVWR Previous Issues

Vol. 1, Issue 1 - Virtual Worlds Research: Past, Present & Future

   Editor:

  • Jeremiah Spence, University of Texas at Austin, USA

 

Vol. 1, Issue 2 - Consumer Behavior in Virtual Worlds

   Guest Editors:

  • Natalie Wood, Saint Joseph′s University, USA
  • Caja Thimm, University of Bonn, Germany

 

Vol. 1, Issue 3 - Cultures of Virtual Worlds

   Guest Editors:

  • Mia Consalvo, Ohio University, USA
  • Mark Bell, Indiana University, USA

 

Vol. 2, Issue 1 - Pedagogy, Education and Innovation in Virtual Worlds

   Guest Editors:

  • Leslie Jarmon, University of Texas at Austin, USA
  • Kenneth Y.T. Lim, Nanyang Technology University, Singapore
  • B. Stephen Carpenter, II, Texas A&M University, USA

 

Vol. 2, Issue 2 - 3D Virtual Worlds for Health and Healthcare

   Guest Editors:

  • Maged M. Kamel Boulos, University of Plymoth, UK
  • Susan Toth-Cohen, Thomas Jefferson University, USA
  • Simon Bignell, University of Derby, UK

 

Vol. 2, Issue 3 - Technology, Economy and Standards in Virtual Worlds

  Guest Editors:

  • Yesha Y. Sivan, Shenkar College & Metaverse Labs, Israel
  • Jean H.A. Gellissen, Philips Research, Netherlands
  • Robert Bloomfield, Cornell University, USA

 

Vol. 2, Issue 4 - Virtual Economies, Virtual Goods and Service Delivery in Virtual Worlds

  Guest Editors:

  • Mandy Salomon, Smart Services CRC, Australia
  • Serge Soudoplatoff, ESCP-EAP / Hetic, France

 

Creative Commons License

CrossRef Member

Games, Learning, and 21st Century Survival Skills

James Paul Gee

 

Abstract

Digital games hold out great potential for human development. There is no reason to think about games simply as “fun”. At the same time, there is no reason to equate learning with being “serious”. Games and learning, at their best, engage humans at a deep level of pleasure (Gee 2005). Play and learning are primordial human urges. Unfortunately we have come to take it for granted that adulthood will kill play and schools will kill learning as a human pleasure. These assumptions are particularly dangerous in the 21st century.

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