Sep 052019
 

Call for Chapters: Multidisciplinary Perspectives on Narrative Aesthetics in Video Games

Proposals Submission Deadline: September 18, 2019
Full Chapters Due: January 16, 2020
Submission Date: May 10, 2020

Introduction

Each period creates its particular aesthetics. Developments in the scientific and technological fields affect art forms and accelerate their evolution. In time, the leading art movements of an era generate and exceed their own saturation of thresholds, transform their ‘deep-and-singular’ selves into ‘shallow-and-multiple’ selves. An art form that evolves by its internal dynamics and statics reaches the threshold of saturation, and finally becomes a ‘springboard’ upon which another art form can take further steps. This is how art forms evolve in interaction. In this context, video games have rapidly covered the path that cinema has taken over a long period.

By advancing through its evolution, video games now represent many narrative systems that provide a semantic reserve of form and content for both their own medium and the other mediums. These narrative systems have been inevitably subjected to the effects of technological developments. Meanwhile, concepts such as Mimesis, Diegesis, and Katharsis, which have remained valid since Aristotle, have dominated the narrative channels throughout the history of art given the enigmatic attractiveness of their singularities. As in everything, the principle of dialectic antagonism, which carries and expands all the layers of meaning by adding new particles as time progresses, stood against these concepts by revealing alternative systems like Brechtian, Modern and Postmodern narratives, particularly in theater and cinema. On the one hand, it can be claimed that there has always been a single narrative idea and it embodied in various mediums; on the other hand, it can also be claimed that each media could have inevitably created its own narrative system. In both cases, it is certain that almost every piece of art which conveyed by many other mediums or branches formed their own ontologic “present,” while feeding on the unalterable knowledge of the past. Sometimes by standing alongside the things they show, sometimes by standing up against, or sometimes by being only neutral observers to them.

Evolutionary big leaps in the history of art have always taken place with a dimensional expansion and Every successful thing goes beyond its predecessor. As the predecessor of video games, cinema took the first big leap and replicated the unique features of many previous art forms and synthesized them. The dimensional expansion here manifested as (detection of) movement. Afterward, video games replicated mostly all the features of cinema and others and synthesized them. The dimensional expansion here manifested as interactivity. Since video games synthesize unique features of various art forms, they have the qualified characteristics of expressing many meanings, elements, contents and methods that convey and construct narrative systems in various ways.

Objective

In this project, our Editorial Advisory Board and we will endeavor to read video games as one of the most potent and evolutionary representatives of narrativity, from a narrativist perspective without missing valuable arguments of ludologist perspective. As a collection of critical and cultural studies, this book aims to provide valuable knowledge of relevant theoretical and conceptual frameworks in both game studies and the theory of video games. This book also aims to be a manuscript that reassesses and interprets intensive topics of the history of video games from a contemporary and multidisciplinary perspective. I’ll be written for scholars, researchers, practitioners, and professionals who want to enhance their understanding and imply the knowledge of the relationship and correlation of video games, narrativity, and aesthetics.

Target Audience

The target audience of this book will be composed of scholars, researchers, practitioners, and professionals studying and/or working in the fields of game studies, history of video games, art and other arts, media arts, social and communication sciences, interdisciplinary and multidisciplinary studies, media studies, critical and cultural studies, narration arts like cinema, theater, literature, photography and music, and game design.

Recommended Topics

Welcomed Topics Include (but also a combination of) the following:

• Analyzes through Narrative Discourse of Gerard Genette upon video games.
• Analyzes on video games with Erwin Panofsky’s Iconographic method.
• Linguistic Competence of Video Games: Emergence and maintenance of meaning codes, components, patterns, and systems.
• The appearance of Classic, Modern, and Postmodern narrative in video games.
• Exchange of narrative elements between art branches and video games.
• Analogical narrative design in video games.
• Relativist narrative design in video games.
• Perspectivist narrative design in video games.
• Structuralist narrative design in video games.
• Formalist narrative design in video games.
• Interpretivist narrative design in video games.
• Stylist narrative design in video games.
• Sophisticated content design in video games.
• Games that have complicated plots/superimpose narrative layers.
• Reading video games as a “representation system.”
• Games that replicate/transform cinematographic aesthetics.
• Games that replicate/transform photographic aesthetics.
• Games that replicate/transform literal aesthetics.
• Games that replicate/transform theatrical aesthetics.
• Games that replicate/transform musical aesthetics.
• The appearance of archetypes on video games/video game archetypes.
• The appearance of stereotypes on video games/video game stereotypes.
• The appearance of Kitsch, Pastiche, and Parody on video games.
• Mimetic, Diegetic, and Cathartic manifestations in video games.
• Epic, Poetic, and Didactic manifestations in video games.
• Theoretical analysis of narratology through video games.
• Historical analysis of narratology through video games.
• Sociological analysis of narratology through video games.
• Psychological analysis of narratology through video games.
• Anthropological analysis of narratology through video games.
• Dialogue, monologue & inner voice in the context of video game narrative.
• Narrative aesthetics through acting & dubbing in video games.
• The aesthetic function of the narrator in video games.

Submission Procedure

Scholars and researchers are invited to submit on or before Sept 18, 2019, a chapter proposal of 500 to 750 words (excluding bibliography) clearly explaining the mission and concerns of his or her proposed chapter and an author information 200 to 300 words. The authors will be notified by Oct 05, 2019 about the acceptance of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by Jan 16, 2020. All interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All manuscripts are accepted based on a double-blind peer review editorial process. Contributors may also be requested to serve as reviewers for this project. 

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Multidisciplinary Perspectives on Narrative Aesthetics in Video Games.

All proposals should be submitted through the eEditorial Discovery®TM online submission manager.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2020.

Important Dates

Sept 18, 2019: Proposal Submission Deadline 
Oct 5, 2019: Notification of Acceptance
Jan 16, 2020: Full Chapter Submissions
Mar 15, 2020: Review Results Returned
Apr 12, 2020: Revised Chapter Submission
May 10, 2020: Final Chapter Submission

Project Link
https://www.igi-global.com/publish/call-for-papers/call-details/4302

Editors

Deniz Denizel 
Bahcesehir University
deniz.denizel@comm.bau.edu.tr

Deniz Eyüce Şansal 
Bahcesehir University
deniz.eyucesansal@comm.bau.edu.tr

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Jun 132017
 

Proposals Submission Deadline: June 15, 2017
Full Chapters Due: October 15, 2017
Submission Date: January 15, 2018

Introduction
Contemporary education is increasingly being involved with technological resources in order to meet the needs of emerging generations, changing the way people teach and learn. In this context, the area of Digital Educational Games and Game-Based Learning is an research field that has evolved in recent years, with initiatives in different domains and in diverse immersive platforms/devices and three-dimensional environments that support the creation of applications to improve teaching and learning processes.
This handbook aims to meet the challenge of providing teachers, researchers and institutions with discussions and examples on how to adopt these new methods and applications supported with information technology tools and resources successfully, focusing on the area of Digital Educational Games and Game-based learning in 3D or immersive environments. The aim is to reach into research trends that are appearing, in order to show innovations that can be used and the results that can be found, disseminating and valorizing well succeed approaches and incentivizing the scientific community into filling the research gaps.
The topics covered in this book seek to cover the introduction of new pedagogical practices in all levels and modalities of education, instigating readers to assimilate proposals that have been implemented and to replicate this knowledge in their institutions and researchers worldwide.

Objective
This comprehensive and timely publication aims to be an essential reference source, disseminating knowledge on the available literature in the field of Immersive and Digital Educational Games, with the objective of showing applications in this area integrated with educational, cognitive and affective theories and computer resources that are being used to support contemporary instructional methods.

Target Audience
The target audience for this handbook is broad, ranging from teachers, pre-service teachers, students and university researchers of interdisciplinary areas to the academic world in general. This publication seeks to cover topics related to Immersive and Digital Educational Games and other approaches interconnected to this area that can be used together, thus seeking to attract readers to explore the researches presented, its benefits, disadvantages and forms of applying.

Recommended Topics
Contributors are welcome to submit chapters on the following topics relating to Game-Based Learning use, implementation and adoption in different modalities of education:
– Digital educational games and its integration with learning theories
– Gamified immersive environments and virtual worlds
– Digital serious games in education
– Virtual reality applied to Game-Based Learning
– Intelligent pedagogical agents in digital educational games
– Affective aspects involved in digital educational games
– 3D virtual laboratories and simulations for education
– Methods of evaluation and assessment in digital Game-Based Learning
– Usability for digital educational games and immersive environments

Submission Procedure
Researchers and practitioners are invited to submit on or before June 15, 2017, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by August 15, 2017 about the status of their proposals and be sent chapter guidelines. Full chapters are expected to be submitted by October 15, 2017. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2018.

Important Dates
June 15, 2017: Proposal Submission Deadline
August 15, 2017: Notification of Acceptance
October 15, 2017: Full Chapter Submission
December 15, 2017: Review Results Returned
January 15, 2018: Final Chapter Submission
February 15, 2018: Final Deadline

*http://www.igi-global.com/publish/call-for-papers/call-details/2750

//– português

*Call for Chapters – Handbook of Research on Immersive and Digital
Educational Games, a ser publicado pela editora IGI Global (em inglês).*

*Objetivo do Livro*
A publicação busca de forma abrangente e pontual ser uma fonte essencial de
referência, disseminando o conhecimento sobre a literatura disponível no
campo dos Jogos Educacionais Imersivos e Digitais, com o objetivo de
mostrar aplicações nesta área integradas com teorias educacionais,
cognitivas e afetivas e recursos computacionais que estão sendo utilizados
para apoiar métodos de ensino contemporâneos.

*Público-alvo*
Professores, professores em formação, estudantes e pesquisadores
universitários de áreas interdisciplinares até o mundo acadêmico em geral.
Esta publicação procura abranger tópicos relacionados a Jogos Educacionais
Imersivos e Digitais e outras abordagens interconectadas a esta área que
possam ser utilizadas em conjunto, buscando atrair leitores para explorar
as pesquisas apresentadas, suas vantagens e desvantagens, bem como formas
de aplicação.

*Tópicos recomendados (mas não limitados):*
Contribuintes são bem-vindos para enviar capítulos sobre os seguintes
tópicos relacionados com o uso da Aprendizagem Baseada em Jogos e Ambientes
imersivos, com implementação e adoção em diferentes modalidades de ensino:
Jogos educacionais digitais e sua integração com teorias de aprendizagem
Ambientes imersivos gamificados e mundos virtuais
Jogos sérios digitais na educação
Realidade virtual aplicada à Aprendizagem Baseada em Jogos
Agentes pedagógicos inteligentes em jogos educativos digitais
Aspectos afetivos envolvidos em jogos educativos digitais
Laboratórios virtuais 3D e simulações para educação
Métodos de avaliação formativa e somativa na Aprendizagem Baseada em Jogos
Digitais
Usabilidade para jogos educacionais digitais e ambientes imersivos

*Procedimento para Submissão*
*Pesquisadores e profissionais são convidados a apresentar até 15 de junho
de 2017, uma proposta de capítulo de 1-2 páginas explicando claramente a
missão e as preocupações do seu capítulo proposto.* Os autores das
propostas aceitas serão notificados até 15 de agosto de 2017 sobre o status
das mesmas e receberão as diretrizes para envio dos capítulos completos.
Esses devem ser enviados até o dia 15 de outubro de 2017. Todos os
capítulos enviados serão revisados em uma base de revisão por pares no
formato blind-review. Os autores das propostas também podem ser convidados
a atuar como revisores para este projeto. *Tanto a proposta de capítulo
quanto o capítulo em si devem ser enviadas em inglês.*

*Mais informações:*
*http://www.igi-global.com/publish/call-for-papers/call-details/2750

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Jun 132017
 

Call for Chapters: Handbook of Research on E-Assessment in Higher Education
http://www.igi-global.com/publish/call-for-papers/submit/2812 Editors

Ana Azevedo, CEOS.PP-ISCAP/IPP, aazevedo@iscap.ipp.pt
José Azevedo, CEOS.PP-ISCAP/IPP, jazevedo@iscap.ipp.pt

Call for Chapters
*Proposals Submission Deadline: July 15, 2017
Full Chapters Due: November 15, 2017
Submission Date: March 15, 2018*

Introduction
Assessment profoundly influences the motivation of those who learn, shapes
their perspectives about learning and therefore plays a key role in the
educational process. The introduction of different assessment systems has
important impacts throughout the educational process (Botički & Milašinović,
2008; Brown, 2001; Bull & Danson, 2001; Frankland, 2007; Garfield & Ben-Zvi,
2008; Holmes, 2015; Jacob, Issac, & Sebastian, 2006; Jarvis, Holford, &
Griffin, 2003; JISC, 2007; Redecker & Johannessen, 2013; Scouller, 1998;
Smith et al., 1996; Stödberg, 2012; Wild, Triggs, & Pfannkuch, 1997). In
the last years, the emergence of a new paradigm valuing the student as the
central subject in the construction of their learning, requires new
pedagogical approaches, and diversified methods (Botički & Milašinović,
2008; Llamas-Nistal, Fernández-Iglesias, González-Tato, & Mikic-Fonte,
2013; Mora, Sancho-Bru, Iserte, & Sánchez, 2012; Rod, Eiksund, & Fjaer,
2010). According to Redecker e Johannessen (2013), changes in pedagogical
practices and in the learning processes can only happen when also changing
assessment.
Information and Communication Technologies (ICT) place challenges and at
the same time offer teachers tools to create differentiated learning
opportunities for students. The use of ICT in the assessment process is
thus unavoidable, through electronic assessment, or e-assessment. In this
case, ICT is used throughout the evaluation process from the design of the
tests to the storage of the results (Stödberg, 2012). One possible approach
is to develop specific environments for this purpose (Botički & Milašinović,
2008; Dascalu & Bodea, 2010; Llamas-Nistal et al., 2013). Another approach
is the use of the so-called Learning Management Systems (LMS) (Burrow,
Evdorides, Hallam, & Freer-hewish, 2005; Salas-Morera, Cubero-Atienza,
Redel-Macías, Arauzo-Azofra, & García-Hernández, 2012). LMS have the
advantage of providing a vast set of tools specifically designed for the
implementation of e-assessment. Among these tools we emphasize the quizzes,
which can encompass several types of questions, such as multiple-choice,
true/false, item matching, short answer, among others.
Considering its purpose, assessment may be formative and/or summative, or
diagnostic (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg,
2012) (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012).
In relevant scientific studies about this topic, it was found that the use
of formative evaluation or of both types, formative and summative
simultaneously, is more common than the use of summative evaluation alone (
Stödberg, 2012). E-assessment can be useful and can bring benefits to both
types of assessment, formative and summative (Bull & Danson, 2001;
McAlpine, 2002).Assessment can also be continuous. E-assessment “can
provide a powerful means of continuous assessment, providing rapid and
detailed feedback to students and academics about the learning process.”
(McAlpine, 2002, p. 8).
Stödberg (2012) presents a study in which e-assessment task were classified
in five categories namely: (i) closed questions, such as multiple-choice
questions and matching, (ii) open-ended questions, (iii) portfolio, (iv)
product, such as software, and (v) discussions between students.
There are applications of e-assessment in diverse areas such as geography
(Holmes, 2015; Rod et al., 2010; Wilson, Boyd, Chen, & Jamal, 2011),
management (Jacob et al., 2006), chemistry (Sorensen, 2013), medicine
(Harris et al., 2015), engineering (Botički & Milašinović, 2008; Burrow et
al., 2005; Jacob et al., 2006; Moscinska & Rutkowski, 2012) , and
Mathematics (Acosta-Gonzaga & Walet, 2013; Blanco & Ginovart, 2012; Ferrão,
2010; Gruttmann, Böhm, & Kuchen, 2008; Hauk, Powers, & Segalla, 2015;
Mathai & Olsen, 2013).
Historically, assessment in higher education consisted in the application
of final exams for each of the courses, the so-called final assessment. In
Europe, the Bologna process points out to another type of assessment,
encompassing diverse forms of assessments carried out during the
semester/academic year, the so-called continuous assessment. E-assessment
plays an important paper in this context, and has nowadays a growing
importance in Higher Education, not only in Europe, but around the world.

Objective
The primary objective of this book is to provide insights concerning the
use of e-assessment in Higher Education. This is a cutting-edge and
important topic that deserves a reflexion, and this book is an excellent
opportunity to do it. The book aims to provide the opportunity for a
reflexion on this important issue, increasing the understanding of using
e-assessment in the context of several different contexts, providing
relevant academic work, empirical research findings, and an overview of
this relevant field of study.

Target Audience
All those that need to assess the teaching-learning process, namely teacher
at all levels, from k1-k12 to college. Also professionals in the area of
skills certification, managers, researchers, academicians, practitioners,
and graduate students, are the target of this book.

Recommended Topics
Traditional vs e-assessment
E-assessment with portfolios
E-assessment with multiple choice questions and other closed formats
Feedback and e-assessment
e-assessment for e-learning
Analitics and e-assessment
Adaptive systems and e-assessment
E-assessment hardware and software
e-assessment tools, applications, and portals
Other topics of interest

Submission Procedure
Researchers and practitioners are invited to submit on or before July 15,
2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the
mission and concerns of his or her proposed chapter. Authors will be
notified by July 25,2017 about the status of their proposals and sent
chapter guidelines. Full chapters are expected to be submitted by November
15, 2017, and all interested authors must consult the guidelines for
manuscript submissions at http://www.igi-global.com/publ
ish/contributor-resources/before-you-write/ prior to submission. All
submitted chapters will be reviewed on a double-blind review basis.
Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted
to this book publication, Trust in Knowledge Management and Systems in
Organizations. All manuscripts are accepted based on a double-blind peer
review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM
online submission manager.

Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group
Inc.), publisher of the “Information Science Reference” (formerly Idea
Group Reference), “Medical Information Science Reference,” “Business
Science Reference,” and “Engineering Science Reference” imprints. For
additional information regarding the publisher, please visit
www.igi-global.com. This publication is anticipated to be released in 2018.

Important Dates
July 15, 2017: Proposal Submission Deadline
July 25, 2017: Notification of Acceptance
November 15, 2017: Full Chapter Submission
January 15, 2018: Review Results Returned
February 28, 2018: Final Acceptance Notification
March 15, 2018: Final Chapter Submission

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