Alternate Reality Games as Inventions
Key Concepts and Definition of Terms
Games are a universal part of human experience and are present in all cultures. Characteristics of a game include goals, rules, competition, and interaction (Huizinga 1955; Ifenthaler et al. 2012). Serious games are entertaining and interactive learning environments including a purposeful curricular focus (Ritterfeld et al. 2009). Alternate reality games, or ARGs, represent an innovative game genre that requires use of the Internet yet imports other media and methods of communication to facilitate play (Szulborski 2005).
Serious games have emerged as “a new form for education and training” (de Freitas and Liarokapis 2011, p. 9). In fact, the innovations of serious games have such great consequence that they envision them to be capable of providing “a paradigm shift in how education and training are delivered in the twenty-first century” (de Freitas and Liarokapis 2011, p. 9)....
KeywordsLearn Management System Alternate Reality Digital Game Interactive Learning Environment Game Participation
- Eseryel D, Ifenthaler D, Ge X. Alternative assessment strategies for complex problem solving in game-based learning environments. In: Ifenthaler D, Kinshuk IP, Sampson DG, Spector JM, editors. Multiple perspectives on problem solving and learning in the digital age. New York: Springer; 2011. p. 159–78.CrossRefGoogle Scholar
- Gee JP. What video games have to teach us about learning and literacy. New York: Palgrave-Macmillan; 2003.Google Scholar
- Huizinga J. Homo Ludens: a study of the play-element in culture. Boston: Beacon; 1955.Google Scholar
- McGonigal J. Reality is broken: why games make us better and how they can change the world. New York: Penguin; 2011.Google Scholar
- Ritterfeld U, Cody MJ, Vorderer P, editors. Serious games: mechanisms and effects. New York: Routledge; 2009.Google Scholar
- Szulborski D. This is not a game: a guide to alternate reality gaming. Raleigh: Lulu Press; 2005.Google Scholar