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* Turkle, S. (1995). Life on the screen. New York: Simon and Schuster.
 
* Turkle, S. (1995). Life on the screen. New York: Simon and Schuster.
 
* Vallkerdine, V. Children, gender, video games. Towards a Relational Approach to Multimedia. New York: Palgrave, 2007.
 
* Vallkerdine, V. Children, gender, video games. Towards a Relational Approach to Multimedia. New York: Palgrave, 2007.
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* Allen, L.E., Allen, R.W., and Miller, J.C. (1966). Programmed games and the learning of problem solving skills: The WIFF’N PROOF example. The Journal of Educational Research,55, 22-25.
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* Au, J.W. (2001). A Spector haunts gaming: Inside the mind of Deus Ex designer Warren Spector. GameSlice. Last retrieved 3 November 2003 from http://www.gameslice.com/features/spector/index.shtml
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* Baker, E.H. (1969). A comparative study of textbook and simulation approaches in teaching consumer credit to senior high school students in comparison to a conventional approach to instruction. Unpublished doctoral dissertation, University of Maryland.
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* Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Upper Saddle River, NJ: Prentice-Hall.
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* Barab, S., A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T. (2002). Using activity theory to understand the contradictions characterizing a technology-rich introductory astronomy course. Mind, Culture, and Activity, 9(2).
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* Barab, S. A., Hay, K. E., Barnett, M., & Squire, K. (2001). Constructing virtual worlds: Tracing the historical development of learner practices/understandings. Cognition and Instruction, 19(1), 47-94.
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* Barab, S. A., & Kirshner, D. (2001). Methodologies for capturing learner practices occurring as part of dynamic learning environments. The Journal of The Learning Sciences, 10(1&2), 5-15.
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* Barab, S. A., Cherkes-Julkowski, M., Swenson, R., Garrett. S., Shaw, R. E., & Young, M. (1999). Principles of self-organization: Ecologizing the learner-facilitator system. The Journal of the Learning Sciences, 8(3&4), 349-390.
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* Barab, S.A. & Squire, K.D. (in press). Design-based research: Putting a stake in the ground. To appear in The Journal of the Learning Sciences.
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* Barab, S. A., Squire, K., & Barnett, M. (1999, April). From teachers’ fixed curricular objectives toward students’ emergent practices. Paper presented at the annual meeting of the American Educational Research Association, Montreal, CA.
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* Barkin, G. (2002). Culture in Civilization III. Joystick101.org
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* Barnett, M. Barab, S.A., Schatz, S., Warren, S. (2000). Designing a Community of Inquiry in an Undergraduate History Course: A Clash of Cultures. Paper presented at the 2000 Annual Meeting of the American Educational Research Association, New Orleans, LA.
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* Bartle, R. (1996). Hearts, Clubs, Diamonds, Spades: Players who suit MUDs. Journal of MUD Research, 1(1). Available: http://www.mud.co.uk/richard/hcds.htm (19 May 1996).
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* Bartle, R. (2003). Designing virtual worlds. Indianapolis: New Riders.
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* Barnett, M., Barab, S. A., & Hay, K. E. (2001). The virtual solar system project: Student modeling of the solar system. The Journal of College Science Teaching, 30(5), 300-305.
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* Beck, I., McKeown, M. & Gromoll, E. (1989). Learning from social studies texts. Cognition and Instruction (6), 99-158.
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* Becker, H.A. (1980).  The emergence of simulation and gaming. Simulation and Games, 11, 223-345.
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* Berson, M.J. (1996). Effectiveness of Computer Technology in the Social Studies: A Review of the Literature. Journal of Research on Computing in Education, 28 (4), 486-99.
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* Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. W. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of Educational Computing Research, 16, 371-396.
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* Boocock, S.S. (1968). An experimental study of the learning effects of two games with simulated environmments. In S.S. Boocock & E.O. Schild (Eds.), Simulation games in learning. (pp. 107-133). Beverley Hills, CA: Sage.
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* Bradshaw, L. (2002). Case Study: Sim City. Presentation made to the Markle Foundation January 31, 2002. http://www.markle.org/News/SimCity01-31-02.pps
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* Brooker, R.G. (1988). Truth as a variable: Teaching political strategy with simulation games. Simulation & Games, 19, 43-58.
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* Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141-178.
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* Brown, A.L., Campione, J.C., Webber, J.S., & McGilly, K. (1992). Assessing the thinking curriculum: New tools for educational reform. In Gifford, B.R. & O’Connor, M.C. (Eds.) Changing assessments: Alternative views of aptitude, achievement and instruction. Boston, MA: Kluwer Academic Publishers.
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* Brown K. & Cole, M. (2002). Cultural historical activity theory and the expansion of opportunities for learning after school. http://lchc.ucsd.edu/People/MCole/browncole.html
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* Carroll, J. M. (1998). Minimalism Beyond the Nurnberg Funnel. MIT Press: Cambridge, MA.
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* Cassell, J. & Jenkins, H. (1998). From Barbie to Mortal Kombat : Gender and computer games. Cambridge, MA: MIT Press.
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* Clark, R. E. 1983. Reconsidering research on learning from media. Review of Educational Research 53(4), 445-459.
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* Clarke, W. (1970). A research note on simulation in the social studies. Simulation and Games, 1, 203-210
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* Clegg, A.A. (1991). Games and simulations in social studies education. In Shaver, J. P., (Ed). Handbook of research on social studies teaching and learning. New York: Macmillan. Pp. 523-528.
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* Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. Journal for the Learning Sciences, 10(1&2), 113-164.
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* Cobb, P., Confrey, P. diSessa, A., Lehrer, R., Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.
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* Cognition and Technology Group at Vanderbilt, (1993). Anchored instruction and situated cognition revisted. Educational Technology, 33 (3), 52- 70.
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* Cohen, K.C. (1970). Effects of the CONSUMER GAME on learning and attitudes of selected seventh grade students in a target –area school, Report No. 65. The center for the Study of Social Organization of Schools, Johns Hopkins University.
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* Cole, M. (1996). Cultural psychology: A Once and future discipline. Cambridge, MA: The Harvard University Press.
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* Cole, M. & Wertsch, J. V. Beyond the individual-social antimony in discussions of Piaget and Vygotsky. Unpublished manuscript last retrieved 3 November 2003 from: http://www.massey.ac.nz/~alock/virtual/colevyg.htm
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* Colella, V., Klopfer, E., and Resnick, M. (2001). Adventures in Modeling: Exploring Complex, Dynamic Systems with StarLogo. New York: Teachers College Press.
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* Collins, P., Shukla, S., Redmiles, D. (2002). Activity Theory and System Design: A View from the Trenches. Computer Supported Cooperative Work: the Journal of Collaborative Computing 11 (1-2): 55-80.
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* Dooley, B.J. (1969). Research on the market game. In G. Dawson (Ed.) Economic Education experiences of enterprising teachers, Vol. 5. New York: Joint Council on Economic Education.
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* Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. Jonassen (Ed.), Handbook of research for educational communications and technology, (pp. 170-198). Washington, DC: Association for Educational Communications and Technology.
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* Duffy, T.M. & Jonassen, D.H. (1991). Constructivism: New implications for instructional technology? Educational Technology, 31(5), 7-11.
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* Duke, R.D. (1964). Game-simulation studies in urban land use allocation. Unpublished doctoral dissertation, University of Michigan.
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* Edmonds, B. & Hales, D. (n.d.). Computational simulation as theoretical experiment. Report published by the Centre for Policy Modelling, Aytoun Building, Manchester Metropolitan University, Manchester, UK. Retrieved  on 3 November 2003 from http://cfpm.org/cpmrep106.html
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* Ehman, L. (1980). The American school in the political socialization process. Review of Educational Research, 50(1). 99-119.
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* Ehman, L. & Glenn, A.D. (1987). Computer-based education in the social studies. Bloomington, IN: Social studies Development Center ERIC Clearinghouse for Social Studies/ Social Science Education.
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* Ehman, L. H. & Glenn, A. D. (1991). Interactive technologoy in social studies. In Shaver, J. P., (Ed). Handbook of research on social studies teaching and learning. New York: Macmillan.Pp 513-522. 
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* El'konin, D.B. (1971). Toward The Problem of Stages in the Mental Development of Children. Voprosy psikhologii, 1971. No. 4, 6-20; Soviet Translated: Nikolai Veresov. Online Version: Psychology and Marxism Internet Archive (marxists.org) 2000
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* Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-konsultit.
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* Engestrom, Y., (1990). When is a tool? Multiple meanings of artifacts in human activity. In: Y. Engestrom, (Ed). Learning, working and imagining: Twelve studies in activity theory. Helsinki: Orienta-Konsultit Oy. 171-195.
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* Engeström, Y. (1993). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.) Understanding practice: Perspectives on activity and context (pp. 64-103). Cambridge, MA: Cambridge University Press.
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* Hakkarainen, P. 1999. Play and Motivation in Engström, Y. Miettinen, R. & Punamäki, R-L (eds.). Aspects on Activity Theory. Cambridge University Press.
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