John W. Momot
Sunday, April 13, 2014
Annotated Bibliography
Nutrition in Schools
1. Johnston LD, Delva J & O’Malley PM. (2007). Soft Drink Availability, Contracts, and Revenues in American Secondary Schools. American Journal of Preventive Medicine, 33(4S): S209-225.
Nutritional experts studied the availability of sugary soft drinks in middle and high school and its likely contribution to obesity rates. Data were collected from 2004-5 national surveys of school administrators, studied and published in this article in 2006. Results found that close to 90% of high school students have access to soft drinks in school, slightly less for middle school. The article takes some pains to document school contracts with drink manufacturers and the meager profits schools accrue from allowing them access to campuses. Hispanic youth and lower socio-economic youth were found to be at greater risk. The article was prepared by scientists for use in policy making. It presents reliable data of school practices from a decade ago. It cites numerous government and private studies and trends. A more recent study to see if trends have improved as regards the availability of soft drinks on middle and secondary school campuses is advisable. This article provides quantifiable evidence to the lack of commitment to insuring proper nutrition to students. Negligible efforts were taken to protect students from ‘junk foods’ a decade ago, and little more has been done since. My goal is to find meaningful initiatives to increase local awareness of the obvious need for changes, but also to engender community involvement. This article adds historical precedent and fact to the case.
2. Hingle, M. ( 2013). Interventions to Improve Dietary Quality in Children. In Preedy, V. R., Hunter, L., & Patel, V.B. (Eds.), Diet quality : an evidence-based approach. Volume 1 (pp 119 - 141). Location: New York, NY, Humana Press.
This book is written for scientists and policy makers. dense, and difficult to read. It is most helpful as a resource, and descriptive contents and conclusions assist one in navigating the tomes, especially as perusing the online ebook version can cause delays. The authors discuss general shifts in dietary practices over the past three decades attributable to increases in obesity, especially high fructose, low nutritional value drinks. Numerous scientific studies conducted over several years are compared. Intervention strategies to introduce improve diet and increase exercise met with modest or mixed results, meaning either negligible increase in vegetable and fruit consumption, or only dietary improvements seen in girls, but not in boys studied. The studies were conducted at schools, so the causes behind the muted results were unclear. But the authors did cite several European studies that showed that offering free fruit in school lunches was beneficial to overall health, and might contribute to decreased junk food consumption.
The book was helpful in highlighting the difficulties in achieving meaningful changes in dietary practices of children through school intervention educational programs.
3. Piehl, N. (Ed.). (2011) Should junk food be sold in schools? Location: Detroit, Greenhaven Press
This book is a very readable goldmine of newspaper articles compiled on the subject of school nutrition from 2011 newspaper articles, making it easily approachable, yet informative. Pro and con articles offer a variety of viewpoints for well-rounded discussions of the complexity surrounding the issues. One article from Will Dunham, staff writer for Reuters, entitled “Should Junk Food Be Sold in Schools”, calls for government regulations, in place since the 1970’s, to be changed to prohibit access to junk foods on campus, and all contracts with fast-food manufacturers and drink distributers. Margaret Johnson in “Removing Junk Food from Schools Has Many Consequences” provides a pragmatic counter-argument by relating the quandary of the Seattle School Board’s decision to cut a contract with Coca-Cola resulting in huge monetary losses and causing cutbacks in school services. Reading the articles contained in this book allowed me to distill some of my ideas on school nutrition. I was surprised to read the argument Johnson raised regarding the loss of income to the Seattle schools by prohibiting contracts with junk food vendors, and the fact that students merely bought their “junk” off-campus, so the net result was not a decrease in junk food consumption, merely a loss of school revenue.
4. Poppendieck, J. (2010). Free for All: Fixing School Food in America. Location: Berkeley, CA, University of California Press.
This book by Janet Poppendieck is directed toward students and officials. The author goes into some detail on the history of school nutrition in the U.S. leading up to present day systems in place. The author addresses the complexities surrounding the issues, including the differences in school lunch programs from different localities, due to restrictions on federal funding as opposed to local funding, and varying grant sources. She provides both anecdotal and personal experiences in her narrative, bolstering statistics and reported evidence. Poppendieck also delves into the basic, seminal aspect of subsidized meals, that of alleviating hunger. Various obstacles faced by individuals wishing to participate in subsidized programs is examined, and the stigma many children face when they do participate. Another important issue is the effects that governmental pressures to lower costs have on the overall dietary food quality of school meals, which Poppendieck asserts may be putting the health of students at risk.
This book informs my research into school nutrition on many fronts. Her website, (http://www.janetpoppendieck.com), is a valuable resource as well. There is a link to an article she published, 5 myths about school food, appearing in the Washington Post (December 17, 2010)
5. U.S. Department of Agriculture, Economic Research Service. (2003). How Food Away From Home Affects Children’s Diet Quality (Economic Research Report Number 104). Retrieved from United States Department of Agriculture, Economic Research Service http://purl.fdlp.gov/GPO/gpo25123
The study examined factors contributing to the lowering Healthy Eating Index (HEI) of student food consumption away from home, primarily in schools and commercial fast food vendors. Sweetened drinks accounts for 35% of students’ caloric intake away from home, and decreased dietary quality. The study confirms a causal relationship in increases in caloric intake and foods consumed away from home, and hence a link to increased obesity rates in young people. The article, in keeping with its scientific audience, offers objective analysis of its findings, by mentioning other factors that could account for increased energy intake outside of foods consumed away from home. On a positive note, the article mentions a 2009 study that found 31 States now have policies prohibiting or limiting student access to ‘competing’ foods, (foods sold at school not part of the USDA lunches.)
The article seemed to have little to do with my research beyond reiterating the obvious abuses in food choices made available to students in schools. It did, however, cause me to think of a strategy for student projects comparing home cooked meals with junk foods and cafeteria foods available to them outside of the home.
6. (2006). Eat better, do better. [England]: Teachers TV/UK Department of Education.
The series shows that U.S. schools are not alone in seeking to improve nutritional standards in schools. The documentaries are aimed at a laymen audience. In episode four they discuss the aims of the initiatives include hope in improving student behavior and classroom performance. The fifth episode of the series looks at differing approaches at individual schools and the various localized approaches being used, which seems similar to localized approaches being undertaken in the U.S.
The series were informative, but not really helpful toward my goals, except that they mentioned my goals in researching this topic is similar to one of their desired results is to decrease student misbehavior and increase performance. If one wished to compare efforts for reforming school nutrition in England with the U.S. these videos would be informative, as well as the website, http://www.childrensfoodtrust.org.uk/, which also has a wealth of information. This site along with Jamie Oliver’s website are very informative resources.
7. Jamie Oliver Food Foundation (Producer), Food and Nutrition service: National School Lunch Program. Retrieved from
http://www.jamieoliver.com/us/foundation/jamies-food-revolution/school-food
The Jamie Oliver website is a general audience resource for practical information needed to implement changes in school cafeteria programs. Practical ‘toolkits’ outline step-by-step guidelines for taking concrete actions. Numerous such toolkits in the form of pdf files are offered. One on flavored milk offers general knowledge coupled with facts cited from scientific and government studies. Another kit entitled “Get the Facts” outlines methods for auditing cafeterias, eating the lunch your child eats, and other practical advice for affecting real change, such as building positive relations with cafeteria staff and administrators. Numerous links to other programs and organizations are listed on the right column of the website.
This site is a very practical, hands-on website with concrete steps to follow and pragmatic tips for affecting real change. Many of the ideas presented echo the techniques outlined in Brennon’s book Cooking with California Food in K–12 Schools. The beautiful presentation of the website alone is inspirational to me as an art educator searching for a connection between arts and nutrition.
8. Brennan, G., & Evans, A. M., (2011). Cooking with California Food in K–12 Schools. Retrieved from http://www.ecoliteracy.org/downloads/cooking-california-food-k-12-schools
This book is directed at food service personnel, school administrators, and policy makers involved in improving nutrition and meal quality in California schools using fresh ingredients and foods grown regionally. Although the book is location specific, the guidelines it outlines could easily be adapted to any local, especially Florida. Especially relevant are the creative proposals to staff development, and the ‘6-5-4’ matrix; six main meals most kids are familiar with and enjoy, five ethnic flavor profiles, and four seasons. The program was several years in developing, and piloted over three years in Davis, California. From the website where the book may be downloaded, (http://www.ecoliteracy.org/), there are also links to other articles and resources relating to education and leadership in general, as well as school nutrition.
The book relates to my research in that it illustrates innovative programs where real changes are being made. The 6-5-4 matrix, or the recipes, lend themselves to visual representation, and could lead to curricular connections between arts, science, and health.
Using Gaming to Drive Curriculum and Motivate Learners
9. Dede, C., Ketelhut, D. J., Clarke, J., Nelson, B., & Bowman, C. (2005). Students' motivation and learning of science in a multi-user virtual environment. Paper presented at the American Educational Research Association Conference, Montreal, Canada. Retrieved from http://rivercity.activeworlds.com/rivercityproject/research-publications.htm
This article is intended for academics, educators, and businessmen as well I assume. It is approachable, though professional jargon does require background knowledge. The article recaps an ongoing project at MIT initiated years ago involving graduate and doctoral candidates in programming and education to incorporate gaming technology into curriculum to motivate students and enrich learning. Through a virtual world called River City, science teachers are able to have students design experiments, engage in higher-order thinking by solving problems relating to an illness afflicting the make-believe 19th century island community. Historical connections are made by employing specialists from a museum to supply artifacts. Archeological practices are used, science curriculum addresses traditionally difficult areas of hypothesis forming, and experiment formation through meaningful scenarios that engage and motivate students. Multiple disciplines and areas of interest are employed to engage students.
I have long been fascinated with the potentials of gaming to enhance school curriculum and motivate student learning. I watched my son’s fascination with gaming grow despite our initial efforts to the contrary. He and his friends spent hours discussing, researching, and building computer and board games. Now that he’s off at college studying to be a programer of games I’m hoping to collaborate with him on developing educational gaming scenarios.
10. Jentleson, Katherine (2013, Sep. 13). Fantasy Collecting Part One: Background. Duke University as part of the Humanities Writ Large initiative. Retrieved from http://trinity.duke.edu/videos/fantasy-collecting
The series of videos document graduate students presenting their ongoing work to a group of fellow grad students and professors at Duke University working in curriculum design or gaming developers of educational gaming. The video outlines the functioning of the game, which is a simulated art auction. Players are allotted slates of artworks to buy and trade at will. Several facets of the game’s complexity are touched on. Players earn game currency by researching artworks, or performing other tasks, which they can then use at auction to purchase other works. There are other subtleties to gameplay that entice many students into engaging in art history who would normally be disinterested. This is an exciting curriculum platform that blends technologies of social media, motivational aspects of competition, finance, history and art. This is precisely the type of curriculum that will engage larger segments of student population, though not necessarily this one game alone. This article speaks to my vision developing a generalized gaming platforms for educators to design curriculum and lessons.
11. Jentleson, K., & Shaw, W. (2014, Feb). Fantasy Collecting White Paper. Retrieved from http://www.dukedalmi.org/2014/02/10/fantasy-collecting-white-paper/
This paper is intended for educators interested in employing the game for a class or group. Although an educator with only modest computer skills may oversee the project, a database manager with specific skills will be required, as specified in the paper. Unfortunately this alone will prevent many high school art teachers from using this game since resident I.T. specialists are generally a frazzled, overworked lot. The paper goes on to outline best practices on set-up, initiation, and monitoring of gameplay.
If I were teaching high school A.P. art history I be chomping at the bit to use this program, though I might want a practice go of it myself for training and to gain familiarity before going live. I wish my son had used this in his undergraduate art history class he suffered through last year. I would love to be able to engage in a training class on this over the summer. Perhaps we could organize a group of UF online students to play a round of Fantasy Trading over the summer! It could be a great addendum to the online art history course I completed last semester!
12. Greene, Patrick, May/Jun2006, “The Potential of Gaming on K--12 Education.” MultiMedia & Internet@Schools, 15464636, May/Jun2006, Vol. 13, Issue 3
This article is intended for educators, administrators, and gaming developers. It discusses past developments in gaming and sits uses in the classroom. Different genres of games are explained, and uses traditionally employed in class settings. Latest trends and future goals for gaming in education is examined as well. Specific examples different types of successful educational games are given. For instance, a concise explanation of virtual realty simulators, or MUVEES, is discussed, and the development of the ‘River City” curriculum. The “Education Arcade” games is discussed, (a collaboration between MIT and Microsoft initiatives.)
The article is a very informative resource for further exploration of gaming in education. I intend to explore for myself the numerous references and works cited by the author.
Sunday, April 13, 2014
Annotated Bibliography
Nutrition in Schools
1. Johnston LD, Delva J & O’Malley PM. (2007). Soft Drink Availability, Contracts, and Revenues in American Secondary Schools. American Journal of Preventive Medicine, 33(4S): S209-225.
Nutritional experts studied the availability of sugary soft drinks in middle and high school and its likely contribution to obesity rates. Data were collected from 2004-5 national surveys of school administrators, studied and published in this article in 2006. Results found that close to 90% of high school students have access to soft drinks in school, slightly less for middle school. The article takes some pains to document school contracts with drink manufacturers and the meager profits schools accrue from allowing them access to campuses. Hispanic youth and lower socio-economic youth were found to be at greater risk. The article was prepared by scientists for use in policy making. It presents reliable data of school practices from a decade ago. It cites numerous government and private studies and trends. A more recent study to see if trends have improved as regards the availability of soft drinks on middle and secondary school campuses is advisable. This article provides quantifiable evidence to the lack of commitment to insuring proper nutrition to students. Negligible efforts were taken to protect students from ‘junk foods’ a decade ago, and little more has been done since. My goal is to find meaningful initiatives to increase local awareness of the obvious need for changes, but also to engender community involvement. This article adds historical precedent and fact to the case.
2. Hingle, M. ( 2013). Interventions to Improve Dietary Quality in Children. In Preedy, V. R., Hunter, L., & Patel, V.B. (Eds.), Diet quality : an evidence-based approach. Volume 1 (pp 119 - 141). Location: New York, NY, Humana Press.
This book is written for scientists and policy makers. dense, and difficult to read. It is most helpful as a resource, and descriptive contents and conclusions assist one in navigating the tomes, especially as perusing the online ebook version can cause delays. The authors discuss general shifts in dietary practices over the past three decades attributable to increases in obesity, especially high fructose, low nutritional value drinks. Numerous scientific studies conducted over several years are compared. Intervention strategies to introduce improve diet and increase exercise met with modest or mixed results, meaning either negligible increase in vegetable and fruit consumption, or only dietary improvements seen in girls, but not in boys studied. The studies were conducted at schools, so the causes behind the muted results were unclear. But the authors did cite several European studies that showed that offering free fruit in school lunches was beneficial to overall health, and might contribute to decreased junk food consumption.
The book was helpful in highlighting the difficulties in achieving meaningful changes in dietary practices of children through school intervention educational programs.
3. Piehl, N. (Ed.). (2011) Should junk food be sold in schools? Location: Detroit, Greenhaven Press
This book is a very readable goldmine of newspaper articles compiled on the subject of school nutrition from 2011 newspaper articles, making it easily approachable, yet informative. Pro and con articles offer a variety of viewpoints for well-rounded discussions of the complexity surrounding the issues. One article from Will Dunham, staff writer for Reuters, entitled “Should Junk Food Be Sold in Schools”, calls for government regulations, in place since the 1970’s, to be changed to prohibit access to junk foods on campus, and all contracts with fast-food manufacturers and drink distributers. Margaret Johnson in “Removing Junk Food from Schools Has Many Consequences” provides a pragmatic counter-argument by relating the quandary of the Seattle School Board’s decision to cut a contract with Coca-Cola resulting in huge monetary losses and causing cutbacks in school services. Reading the articles contained in this book allowed me to distill some of my ideas on school nutrition. I was surprised to read the argument Johnson raised regarding the loss of income to the Seattle schools by prohibiting contracts with junk food vendors, and the fact that students merely bought their “junk” off-campus, so the net result was not a decrease in junk food consumption, merely a loss of school revenue.
4. Poppendieck, J. (2010). Free for All: Fixing School Food in America. Location: Berkeley, CA, University of California Press.
This book by Janet Poppendieck is directed toward students and officials. The author goes into some detail on the history of school nutrition in the U.S. leading up to present day systems in place. The author addresses the complexities surrounding the issues, including the differences in school lunch programs from different localities, due to restrictions on federal funding as opposed to local funding, and varying grant sources. She provides both anecdotal and personal experiences in her narrative, bolstering statistics and reported evidence. Poppendieck also delves into the basic, seminal aspect of subsidized meals, that of alleviating hunger. Various obstacles faced by individuals wishing to participate in subsidized programs is examined, and the stigma many children face when they do participate. Another important issue is the effects that governmental pressures to lower costs have on the overall dietary food quality of school meals, which Poppendieck asserts may be putting the health of students at risk.
This book informs my research into school nutrition on many fronts. Her website, (http://www.janetpoppendieck.com), is a valuable resource as well. There is a link to an article she published, 5 myths about school food, appearing in the Washington Post (December 17, 2010)
5. U.S. Department of Agriculture, Economic Research Service. (2003). How Food Away From Home Affects Children’s Diet Quality (Economic Research Report Number 104). Retrieved from United States Department of Agriculture, Economic Research Service http://purl.fdlp.gov/GPO/gpo25123
The study examined factors contributing to the lowering Healthy Eating Index (HEI) of student food consumption away from home, primarily in schools and commercial fast food vendors. Sweetened drinks accounts for 35% of students’ caloric intake away from home, and decreased dietary quality. The study confirms a causal relationship in increases in caloric intake and foods consumed away from home, and hence a link to increased obesity rates in young people. The article, in keeping with its scientific audience, offers objective analysis of its findings, by mentioning other factors that could account for increased energy intake outside of foods consumed away from home. On a positive note, the article mentions a 2009 study that found 31 States now have policies prohibiting or limiting student access to ‘competing’ foods, (foods sold at school not part of the USDA lunches.)
The article seemed to have little to do with my research beyond reiterating the obvious abuses in food choices made available to students in schools. It did, however, cause me to think of a strategy for student projects comparing home cooked meals with junk foods and cafeteria foods available to them outside of the home.
6. (2006). Eat better, do better. [England]: Teachers TV/UK Department of Education.
The series shows that U.S. schools are not alone in seeking to improve nutritional standards in schools. The documentaries are aimed at a laymen audience. In episode four they discuss the aims of the initiatives include hope in improving student behavior and classroom performance. The fifth episode of the series looks at differing approaches at individual schools and the various localized approaches being used, which seems similar to localized approaches being undertaken in the U.S.
The series were informative, but not really helpful toward my goals, except that they mentioned my goals in researching this topic is similar to one of their desired results is to decrease student misbehavior and increase performance. If one wished to compare efforts for reforming school nutrition in England with the U.S. these videos would be informative, as well as the website, http://www.childrensfoodtrust.org.uk/, which also has a wealth of information. This site along with Jamie Oliver’s website are very informative resources.
7. Jamie Oliver Food Foundation (Producer), Food and Nutrition service: National School Lunch Program. Retrieved from
http://www.jamieoliver.com/us/foundation/jamies-food-revolution/school-food
The Jamie Oliver website is a general audience resource for practical information needed to implement changes in school cafeteria programs. Practical ‘toolkits’ outline step-by-step guidelines for taking concrete actions. Numerous such toolkits in the form of pdf files are offered. One on flavored milk offers general knowledge coupled with facts cited from scientific and government studies. Another kit entitled “Get the Facts” outlines methods for auditing cafeterias, eating the lunch your child eats, and other practical advice for affecting real change, such as building positive relations with cafeteria staff and administrators. Numerous links to other programs and organizations are listed on the right column of the website.
This site is a very practical, hands-on website with concrete steps to follow and pragmatic tips for affecting real change. Many of the ideas presented echo the techniques outlined in Brennon’s book Cooking with California Food in K–12 Schools. The beautiful presentation of the website alone is inspirational to me as an art educator searching for a connection between arts and nutrition.
8. Brennan, G., & Evans, A. M., (2011). Cooking with California Food in K–12 Schools. Retrieved from http://www.ecoliteracy.org/downloads/cooking-california-food-k-12-schools
This book is directed at food service personnel, school administrators, and policy makers involved in improving nutrition and meal quality in California schools using fresh ingredients and foods grown regionally. Although the book is location specific, the guidelines it outlines could easily be adapted to any local, especially Florida. Especially relevant are the creative proposals to staff development, and the ‘6-5-4’ matrix; six main meals most kids are familiar with and enjoy, five ethnic flavor profiles, and four seasons. The program was several years in developing, and piloted over three years in Davis, California. From the website where the book may be downloaded, (http://www.ecoliteracy.org/), there are also links to other articles and resources relating to education and leadership in general, as well as school nutrition.
The book relates to my research in that it illustrates innovative programs where real changes are being made. The 6-5-4 matrix, or the recipes, lend themselves to visual representation, and could lead to curricular connections between arts, science, and health.
Using Gaming to Drive Curriculum and Motivate Learners
9. Dede, C., Ketelhut, D. J., Clarke, J., Nelson, B., & Bowman, C. (2005). Students' motivation and learning of science in a multi-user virtual environment. Paper presented at the American Educational Research Association Conference, Montreal, Canada. Retrieved from http://rivercity.activeworlds.com/rivercityproject/research-publications.htm
This article is intended for academics, educators, and businessmen as well I assume. It is approachable, though professional jargon does require background knowledge. The article recaps an ongoing project at MIT initiated years ago involving graduate and doctoral candidates in programming and education to incorporate gaming technology into curriculum to motivate students and enrich learning. Through a virtual world called River City, science teachers are able to have students design experiments, engage in higher-order thinking by solving problems relating to an illness afflicting the make-believe 19th century island community. Historical connections are made by employing specialists from a museum to supply artifacts. Archeological practices are used, science curriculum addresses traditionally difficult areas of hypothesis forming, and experiment formation through meaningful scenarios that engage and motivate students. Multiple disciplines and areas of interest are employed to engage students.
I have long been fascinated with the potentials of gaming to enhance school curriculum and motivate student learning. I watched my son’s fascination with gaming grow despite our initial efforts to the contrary. He and his friends spent hours discussing, researching, and building computer and board games. Now that he’s off at college studying to be a programer of games I’m hoping to collaborate with him on developing educational gaming scenarios.
10. Jentleson, Katherine (2013, Sep. 13). Fantasy Collecting Part One: Background. Duke University as part of the Humanities Writ Large initiative. Retrieved from http://trinity.duke.edu/videos/fantasy-collecting
The series of videos document graduate students presenting their ongoing work to a group of fellow grad students and professors at Duke University working in curriculum design or gaming developers of educational gaming. The video outlines the functioning of the game, which is a simulated art auction. Players are allotted slates of artworks to buy and trade at will. Several facets of the game’s complexity are touched on. Players earn game currency by researching artworks, or performing other tasks, which they can then use at auction to purchase other works. There are other subtleties to gameplay that entice many students into engaging in art history who would normally be disinterested. This is an exciting curriculum platform that blends technologies of social media, motivational aspects of competition, finance, history and art. This is precisely the type of curriculum that will engage larger segments of student population, though not necessarily this one game alone. This article speaks to my vision developing a generalized gaming platforms for educators to design curriculum and lessons.
11. Jentleson, K., & Shaw, W. (2014, Feb). Fantasy Collecting White Paper. Retrieved from http://www.dukedalmi.org/2014/02/10/fantasy-collecting-white-paper/
This paper is intended for educators interested in employing the game for a class or group. Although an educator with only modest computer skills may oversee the project, a database manager with specific skills will be required, as specified in the paper. Unfortunately this alone will prevent many high school art teachers from using this game since resident I.T. specialists are generally a frazzled, overworked lot. The paper goes on to outline best practices on set-up, initiation, and monitoring of gameplay.
If I were teaching high school A.P. art history I be chomping at the bit to use this program, though I might want a practice go of it myself for training and to gain familiarity before going live. I wish my son had used this in his undergraduate art history class he suffered through last year. I would love to be able to engage in a training class on this over the summer. Perhaps we could organize a group of UF online students to play a round of Fantasy Trading over the summer! It could be a great addendum to the online art history course I completed last semester!
12. Greene, Patrick, May/Jun2006, “The Potential of Gaming on K--12 Education.” MultiMedia & Internet@Schools, 15464636, May/Jun2006, Vol. 13, Issue 3
This article is intended for educators, administrators, and gaming developers. It discusses past developments in gaming and sits uses in the classroom. Different genres of games are explained, and uses traditionally employed in class settings. Latest trends and future goals for gaming in education is examined as well. Specific examples different types of successful educational games are given. For instance, a concise explanation of virtual realty simulators, or MUVEES, is discussed, and the development of the ‘River City” curriculum. The “Education Arcade” games is discussed, (a collaboration between MIT and Microsoft initiatives.)
The article is a very informative resource for further exploration of gaming in education. I intend to explore for myself the numerous references and works cited by the author.