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The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students.

Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified.

The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others.

Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic.

Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.

The purpose of this paper is to investigate the effects and implications of free‐ride within culturally diverse virtual teams (VTs).

Game theoretic concepts were applied to model the phenomenon of free‐ride within global VTs. Further, longitudinal data were collected to verify the validity of the applied methodology.

It was found that less competent group members tend to engage more often in free‐ride at the cost of their fellows. Socio‐cultural factors have significant impact on the amount and timing of reporting free‐ride. Larger groups experience free‐ride at higher rates compared to smaller groups.

The experiments are conducted in a controlled lab environment that may not mimic the real‐world global VT dynamics.

Business managers could use the results in this paper to form more effective and productive VTs by paying attention to group size and cultural effects on group behavior.

Game theoretic concepts have long been applied to traditional groups to study their dynamics. This work applies those concepts to VTs along with studying the cultural effects on the phenomenon of free‐ride.

This paper aims to provide a framework for understanding and differentiating among different forms of game-based teaching and learning (GBTL).

The framework is based on an analysis of existing literature and descriptions of GBTL in varied higher education settings, combined with case examples of the author’s personal experience as instructors of GBTL courses.

Four frames or categories of GBTL approaches were identified: the action frame, the structuring frame, the bridging frame and the design frame. Each frame represents a spectrum of related yet varied strategies and assumptions.

This framework is a first attempt at providing an analytic tool for making sense of the varied instantiations of GBTL in higher education. It can be useful as a heuristic tool for researchers as well as a generative model for designing future GBTL practices.

College instructors are entering a new frontier of teaching in the 21st century. Millennial students are bringing to university classrooms different experiences regarding the ways they learn and engage in critical thinking. As online universities gain more popularity across the country, higher education institutions are offering more hybrid and distance-learning courses on the Internet match the demand for using technology for teaching and learning. This action research study evaluates how the Annenberg Media digital simulation The Constitutional Convention of 1787 effected student engagement in an undergraduate history course at a community college in a metropolitan region of the Southeast. Practical suggestions are provided for college level history instructors to adapt digital simulations for teaching curricular and content skills that foster critical thinking, digital literacy, and engaged learning.

The purpose of this paper is to describe how the Hudson County Community College Library hosted a Super Smash Bros. for Wii U Tournament as part of its Fall 2015 and Spring 2016 programming, and discuss what it learned from hosting the event.

This paper details how a community college library planned, hosted and learned from its experience running a Super Smash Bros. for the Wii U Tournament. It will also describe how the library continued to use this experience to plan additional video game-based programming.

The Super Smash Bros. for the Wii U Tournament was generally well received by student attendees. However, student feedback revealed a preference for less-competitive “friendly” events instead of tournaments. Students also requested the option of having several games available instead of one.

Thus far, there has been little research on academic or community college libraries organizing video game-based programming and activities event. There have also been few studies about whether gaming events work better in libraries as tournaments or “free play” activities.

The growth of online social network sites and their conceptualization as affinity spaces makes them well suited for exploring how individuals share knowledge and practices around specific interests or affinities. The purpose of this study is to extend what is known about highly active/key actors in online affinity spaces, especially the ways in which they sustain and contribute to knowledge sharing.

This study analyzed 514 discussion posts gathered from an online affinity space on disease management. This study used a variety of methods to answer the research questions: the authors used discourse analyses to examine the conversations in the online affinity space, social network analyses to identify the structure of participation in the space and association rule mining and sentiment analysis to identify co-occurrence of discourse codes and sentiment of the discussions.

The results indicate that the quality and type of discourse varies considerably between key and other actors. Key actors’ discourse in the network serves to elaborate on and explain ideas and concepts, whereas other actors provide a more supportive role and engage primarily in storytelling.

This work extends what is known about informal mentoring and the role of key actors within affinity spaces by identifying specific discourse types and types of knowledge sharing that are characteristic of key actors. Also, this study provides an example of the use of a combination of rule mining association and sentiment analysis to characterize the nature of the affinity space.

During the late twentieth century in the field of social studies education, Donald Oliver, Fred Newmann, and James Shaver were prominent leaders. Their work on the Harvard Social Studies Project was part of the New Social Studies movement popular in the 1960s and 1970s that attempted to transform the social studies curriculum nationwide. By creating materials that focused on inquiry-based learning, they aimed to make a difference in the way that social studies courses were taught in American schools. The focus of this research is an analysis of the content and impact of the Harvard Social Studies Project and an exploration of the contributions of Donald Oliver, Fred Newmann, and James Shaver to that project. Historical research methods served as the primary theoretical framework for guiding the investigation. Oliver, Newmann, and Shaver’s work on the Harvard Social Studies Project not only established all three men as influential leaders in social studies education but also laid the groundwork for their subsequent work in broader areas of education.

This paper aims to determine if the digital humanities technique of topic modeling would reveal interesting patterns in a corpus of library-themed literature focused on the future of libraries and pioneer a collaboration model in librarian-led digital humanities projects. By developing the project, librarians learned how to better support digital humanities by actually doing digital humanities, as well as gaining insight on the variety of approaches taken by researchers and commenters to the idea of the future of libraries.

The researchers collected a corpus of over 150 texts (articles, blog posts, book chapters, websites, etc.) that all addressed the future of the library. They ran several instances of latent Dirichlet allocation style topic modeling on the corpus using the programming language R. Once they produced a run in which the topics were cohesive and discrete, they produced word-clouds of the words associated with each topic, visualized topics through time and examined in detail the top five documents associated with each topic.

The research project provided an effective way for librarians to gain practical experience in digital humanities and develop a greater understanding of collaborative workflows in digital humanities. By examining a corpus of library-themed literature, the researchers gained new insight into how the profession grapples with the idea of the future and an appreciation for topic modeling as a form of literature review.

Topic modeling a future-themed corpus of library literature is a unique research project and provides a way to support collaboration between library faculty and researchers from outside the library.

The purpose of this paper is to improve the understanding of the factors influencing the success of digital transformation (DT) and problems/challenges in DT as well as the communication methods used to involve citizens, based on a systematic literature review of research articles about citizen involvement in DT published between January 2010 and May 2021.

After establishing inclusion and exclusion criteria, a systematic review of relevant studies was conducted. Out of a total of 547 articles, 33 met the paper selection criteria.

The analysis of the included 33 empirical studies reveals that the factors influencing the success of DT can be described as the opposite side from challenges and problems in DT. These factors and challenges/problems all influence DT and they can be grouped into organisational values, management capabilities, organisational infrastructure, and workforce capabilities. The communication methods for citizen involvement in DT include: (1) communication mediated by human, (2) communication mediated by computers, and (3) mixed communication methods.

The study identified specific factors that influence DT supported by citizen involvement, at a more fine-grained level. The findings concerning communication methods extend related studies for citizen involvement by adding town hall meetings and communication methods mediated by computers. Furthermore, this study links the research findings to develop a framework for citizen involvement in DT, assisting in better selecting communication methods to involve citizens for addressing problem areas in DT.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2022-0237

While the COVID-19 virus has been spreading worldwide, some studies have related the pandemic with various aspects of accounting and therefore emphasized the importance of accounting research in understanding the impact of COVID-19 on society as a whole. Recent studies have looked into such an impact on various industries such as retail and agriculture. The current study aims at applying a sociological framework, sociology of worth (SOW), to the gaming industry in Macau, the largest operator of state-allowed gambling and entertainment in China, which will allow for its development during the COVID-19 pandemic to be charted.

The study uses the theory of SOW as a framework and collects data from various sources, such as the government, gaming operators and the public, to create timelines and SOW frameworks to analyze the impact of the virus on the gaming industry and the society as a whole.

Detailed content analysis and the creation of different SOW matrices determined that the notion of a “lonely economy” during a time of a critical event may be ameliorated in the long term through compromises of the different worlds and actors of the SOW.

Though largely theory-based, this study offers a thorough account of the COVID-19 incident for both the government and the gaming industry to reflect on and to consider new ways to fight against degrowth caused by disasters or crises.

The SOW framework divides society into different worlds of different worths. The current study shows how the worths of the different worlds are congruent during normal periods, and how cracks appear between them when a sudden crisis, such as COVID-19, occurs. The article serves as a social account of how these cracks are formed and how could they be resolved through compromise and reconstruction.

This study is a first attempt to apply SOW to a controversial industry (gaming) while the effects of the COVID-19 pandemic are ongoing. It offers a significant contribution to the social accounting literature through its consideration of the combination of unprecedented factors in a well-timed study that pays close attention to analyses and theoretical elaboration.