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Essay Instructions: Video games are off the wall these days. I mean, you have to admit, all this killing, abuse of women, and utter destruction is just amazing. But what do we do about it? After all, if people did not want it they would not buy it. But these games are played by children. As we said in the introduction, Call of Duty 2: Black Ops is something entirely different from Parcheesi, even though both games involve going around and around and doing things of varying degrees of unpleasantness to your opponent's game pieces; your Parcheesi pieces seldom deliver realistic-looking innards onto the game board, for one thing.

To get you started, you can go to ProQuest and read the following article:

David I Waddington. Locating the wrongness in ultra-violent video games. . Ethics and Information Technology. Dordrecht: Jul 2007. Vol. 9, Iss. 2; p. 121 (8 pages) (This isn't just an academic or a parental concern; it?s made it all the way to the Supreme Court:

Bill Silverfarb. Supreme Court to hear ultra-violent video game case. San Mateo Daily Journal, October 28, 2010, 02:06 AM (Use ProQuest database to retrieve; see presentation referenced in the Syllabus for assistance with such searches)

Takahashi, D. (2010) Opponents make their case on violent video games before the Supreme Court. GamesBeat. November 2. Retrieved February 24, 2011, from http://venturebeat.com/2010/11/02/opponents-make-their-case-on-violent-video-games-before-the-supreme-court/

The case may actually have been decided by the time you get to doing this module; if so, your searches will undoubtedly turn up this fact, and you should make reference to it in your paper.

You can find a wide variety of other discussions of this topic through simple Google searches; give it a try. You'll be amazed at how many different kinds of points of view you'll find. Some will probably agree with your initial perception, some won't. But by examining all of these points of view in light of the ethical principles we discussed thus far, you should be able to reasonably answer the following question in a short paper:

Do Video game designers have a responsibility to be socially responsible and NOT design games that are overly violent, or should video game designers just let the market decide?



EXPECTATIONS:
Your paper should be 3 pages. Take a definite stand on the issues, and develop your supporting argument carefully. Using material from the background information and any other sources you can find to support specific points in your argument is highly recommended; try to avoid making assertions for which you can find no support other than your own opinion.

Make sure to spell out the utilitarian and deontological considerations involved, and distinguish between them.

Essay Instructions: Power Point and Write a preparation outline.

Develop a 10-minute persuasive presentation on an information technology topic you strongly support. Select a topic provided by your instructor, or submit your own idea for approval. Examples include the following:

? Educational merits of video games


Incorporate a 6- to 8-slide Microsoft

Write a preparation outline.

? Your delivery will be extemporaneous, using a speaking outline. This presentation requires considerable research and skillful use of persuasion methods. Special emphasis must be provided to evidence and reasoning. This assignment stresses audience analysis and adaptation.
? Follow Monroe?s Motivated Sequence in Ch. 14 of Public Speaking, and include a measurable final action step in your presentation.

Deliver your 10-minute oral presentation in class.

Essay Instructions: research-supported essay
expository essay

the resource material is provided below are abstracts

Learning Physics with Digital Game Simulations in Middle School Science.
Authors:
Anderson, Janice L.
Barnett, Mike
Source:
Journal of Science Education & Technology. Dec2013, Vol. 22 Issue 6, p914-926. 13p.
Document Type:
Article
Subject Terms:
*ELECTROSTATICS
*PHYSICS -- Study & teaching
*COMPUTER games
*MIDDLE school education
*TECHNOLOGICAL innovations
*COMPUTERS in education
*CONTROL groups (Research)
Author-Supplied Keywords:
Electromagnetism
Electrostatics
Middle school science
Supercharged!
Video games
Abstract:
The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with middle school students. To this end, we explored the impact of using a game called Supercharged! on middle school students? understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry-oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! The control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference, F(2,91) = 3.6, p < 0.05, ?2 = 0.77, between the control and experimental groups on the gains from pre- to post-assessment. Additionally, students in the experimental group were able to give more nuanced responses about the descriptions of electric fields and the influence of distance on the forces that charges experience due to their interactions with the Supercharged! game. Results of this study show that video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment and the student interviews. This study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that game designers should embed meta-cognitive activities such as reflective opportunities into educational video games in order to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Science Education & Technology is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)





Acceptance of game-based learning by secondary school teachers.
Authors:
Bourgonjon, Jeroen
De Grove, Frederik
De Smet, Cindy
Van Looy, Jan
Soetaert, Ronald
Valcke, Martin
Source:
Computers & Education. Sep2013, Vol. 67, p21-35. 15p.
Document Type:
Article
Subject Terms:
*LEARNING
*EDUCATIONAL games
*HIGH school teachers
*CLASSROOMS
*DECISION making
*VIDEO games
*PREDICTION models
*TECHNOLOGY Acceptance Model
NAICS/Industry Codes:
541515 Video game design and development services
414210 Home entertainment equipment merchant wholesalers
339930 Doll, Toy, and Game Manufacturing
511212 Video game publishers
Abstract:
Abstract: The adoption and the effectiveness of game-based learning depend largely on the acceptance by classroom teachers, as they can be considered the true change agents of the schools. Therefore, we need to understand teachers' perceptions and beliefs that underlie their decision-making processes. The present study focuses on the factors that influence the acceptance of commercial video games as learning tools in the classroom. A model for describing the acceptance and predicting the uptake of commercial games by secondary school teachers is suggested. Based on data gathered from 505 teachers, the model is tested and evaluated. The results are then linked to previous research in the domains of technology acceptance and game-based learning. [Copyright &y& Elsevier]

Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)




Learning Physics with Digital Game Simulations in Middle School Science.
Authors:
Anderson, Janice L.
Barnett, Mike
Source:
Journal of Science Education & Technology. Dec2013, Vol. 22 Issue 6, p914-926. 13p.
Document Type:
Article
Subject Terms:
*ELECTROSTATICS
*PHYSICS -- Study & teaching
*COMPUTER games
*MIDDLE school education
*TECHNOLOGICAL innovations
*COMPUTERS in education
*CONTROL groups (Research)
Author-Supplied Keywords:
Electromagnetism
Electrostatics
Middle school science
Supercharged!
Video games
Abstract:
The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with middle school students. To this end, we explored the impact of using a game called Supercharged! on middle school students? understanding of electromagnetic concepts compared to students who conducted a more traditional inquiry-oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical potential of Supercharged! The control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference, F(2,91) = 3.6, p < 0.05, ?2 = 0.77, between the control and experimental groups on the gains from pre- to post-assessment. Additionally, students in the experimental group were able to give more nuanced responses about the descriptions of electric fields and the influence of distance on the forces that charges experience due to their interactions with the Supercharged! game. Results of this study show that video games can lead to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment and the student interviews. This study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further, our findings suggest that game designers should embed meta-cognitive activities such as reflective opportunities into educational video games in order to provide scaffolds for students and to reinforce that they are engaged in an educational learning experience. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Science Education & Technology is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)



Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction.
Authors:
Marino, Matthew
Israel, Maya
Beecher, Constance
Basham, James
Source:
Journal of Science Education & Technology. Oct2013, Vol. 22 Issue 5, p667-680. 14p.
Document Type:
Article
Subject Terms:
*VIDEO games
*SCIENCE -- Study & teaching
*EDUCATIONAL change
*READING -- Ability testing
*CHI-squared test
*VOCATIONAL guidance
Author-Supplied Keywords:
Adolescents
Disability
Reading ability
Science
Video games
NAICS/Industry Codes:
414210 Home entertainment equipment merchant wholesalers
541515 Video game design and development services
511212 Video game publishers
339930 Doll, Toy, and Game Manufacturing
624310 Vocational Rehabilitation Services
Abstract:
Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students' reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students' use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Science Education & Technology is the property of Springer Science & Business Media B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)



The Use of Video-Gaming Devices as a Motivation for Learning Embedded Systems Programming.
Authors:
Gonzalez, Jesus
Pomares, Hector
Damas, Miguel
Garcia-Sanchez, Pablo
Rodriguez-Alvarez, Manuel
Palomares, Jose M.
Source:
IEEE Transactions on Education. May2013, Vol. 56 Issue 2, p199-207. 9p.
Document Type:
Article
Subject Terms:
*VIDEO games
*VIDEO games in education
*EMBEDDED computer systems
*SCHOOLS
*CELL phones
*COMPUTER programming
Author-Supplied Keywords:
Educational institutions
Embedded software
Embedded systems
Embedded systems teaching
firmware development
Games
mobile and personal devices
Open source software
open-source development tools
Program processors
Programming
student motivation

Abstract:
As embedded systems are becoming prevalent in everyday life, many universities are incorporating embedded systems-related courses in their undergraduate curricula. However, it is not easy to motivate students in such courses since they conceive of embedded systems as bizarre computing elements, different from the personal computers with which they are familiar. This problem has been overcome at the University of Granada, Spain, by taking advantage of the connection many students have with video games. [ABSTRACT FROM AUTHOR]

Copyright of IEEE Transactions on Education is the property of IEEE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)



A Study on Exploiting Commercial Digital Games into School Context.
Authors:
Panoutsopoulos, Hercules
Sampson, Demetrios G.
Source:
Journal of Educational Technology & Society. Jan2012, Vol. 15 Issue 1, p15-27. 13p.
Document Type:
Article
Subject Terms:
*EDUCATIONAL games
*EDUCATIONAL technology
*CONCEPT learning
*SIMULATION games in education
*MATHEMATICS -- Study & teaching (Middle school)
*VIDEO games
*STUDENTS -- Attitudes
Author-Supplied Keywords:
Commercial off-the-shelf games
Game-supported educational activities
School math teaching and learning

Abstract:
Digital game-based learning is a research field within the context of technology-enhanced learning that has attracted significant research interest. Commercial off-the-shelf digital games have the potential to provide concrete learning experiences and allow for drawing links between abstract concepts and real-world situations. The aim of this paper is to provide evidence for the effect of a general-purpose commercial digital game (namely, the "Sims 2-Open for Business") on the achievement of standard curriculum Mathematics educational objectives as well as general educational objectives as defined by standard taxonomies. Furthermore, students' opinions about their participation in the proposed game-supported educational scenario and potential changes in their attitudes toward math teaching and learning in junior high school are investigated. The results of the conducted research showed that: (i) students engaged in the game-supported educational activities achieved the same results with those who did not, with regard to the subject matter educational objectives, (ii) digital game-supported educational activities resulted in better achievement of the general educational objectives, and (iii) no significant differences were observed with regard to students' attitudes towards math teaching and learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Essay Instructions: Topics must be found by researching the Touro College Library databases, such as PyschInfo and PsycArticles to ensure that there are at least five or six primary resources - peer-reviewed, scholarly journal articles about research
experiments (not review articles) - about the topic, but you only need to produce one article for this proposal.

Font: Size 12
Paragraph: double space

GRADING CRITERIA:
1. Be free of personal anecdotes or opinions that are not supported by previous research or the content of the article Do not use 1st and 2nd person pronouns ( I, me, we, you, "in my opinion:, etc.)
2. Demonstrate an understanding of theoretical and methodological issues addressed in the research
3. Briefly summarize the underlying theory, the hypotheses, methods, results, and the authors' interpretation of their findings.
4. Intelligently discuss the strengths and weaknesses/limitations of the research/article.
5. Demonstrate college-level writing: clear, concise, and error-free.

TOPIC: This paper will give correlation between violent video games and the increase in adolescence aggressive behavior

THESIS: Some research has found an increase in playing violent video games an increase in the hostile behavior of children and adolescence. Other research however, have found that there is no correlation with violent video games and aggressive behavior or even finding reduced aggression because of violent video game exposure. My paper will argue being exposed at a sustained period of playing violent video games and a substantial increase in hostile behavior.

Thesis above is just an example - it does not need to be confined to just that Thesis.
There are faxes for this order.