Foster, A., Mishra, P., & Koehler, M. (2011). Digital game analysis: Using the Technological Pedagogical Content Knowledge framework to determine the affordances of a game for learning. In M. Khine (Ed.), Learning to play: Exploring the future of education with video games (pp. 189-212). Peter Lang Publications. https://www.researchgate.net/publication/257069819_Digital_game_analysis_Using_the_Technological_Pedagogical_Content_Knowledge_framework_to_determine_the_affordances_of_a_game_for_learning

Abstract:

“Foster, Mishra and Koehler (Chapter 10) analyze games with the use of the Technological Pedagogical Content Knowledge (TPACK) framework to determine the affordances of a game in learning. In particular, they closely examine RollerCoaster Tycoon 2 (RCT#), a computer-based economic simulation strategy game for building amusement parks. The games present a different pedagogical stance from traditional direct or guided instructional practices (Foreman, 2004), and the attributes include the ability for contextualizing, individualizing, collaborating, and experiential learning. The TPACK framework provides a focused analysis of how technology integrates with content and pedagogy. The authors note that by knowing what content a game offers, the game analysis facilitates what to focus on for assessment of learning. The chapter presents detailed analysis of RCT3, which involves understanding of economic principles by using the TPACK framework and Playing Research Methodology (PRM). They conclude that RCT3 combines knowledge of economics, social studies, and information and technology literacy skills. The players can also learn basic physics principles and mathematics while playing the game.”