Forming and using objects of collaboration within game structure

[1]  Kai Hakkarainen,et al.  A knowledge-practice perspective on technology-mediated learning , 2009, Int. J. Comput. Support. Collab. Learn..

[2]  K. Hakkarainen,et al.  Communities of Networked Expertise: Professional and Educational Perspectives , 2004 .

[3]  J. McGonigal.  Reality Is Broken: Why Games Make Us Better and How They Can Change the World , 2011 .

[4]  Clark C. Abt,et al.  Serious games , 2016, Springer International Publishing.

[5]  J. Whyte,et al.  Knowledge Practices in Design: The Role of Visual Representations as `Epistemic Objects' , 2009 .

[6]  Jörn Messeter,et al.  Facilitating collaboration through design games , 2004, PDC 04.

[7]  Y. Engeström,et al.  Learning by expanding: An activity-theoretical approach to developmental research , 2014 .

[8]  S. Gherardi.  From Organizational Learning to Practice-Based Knowing , 2001 .

[9]  Wanda J. Orlikowski,et al.  Knowing in practice: Enacting a collective capability in distributed organizing , 2002, STUDI ORGANIZZATIVI.

[10]  J. Brown,et al.  Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation , 1991 .

[11]  Jacky Swan,et al.  Understanding the Role of Objects in Cross-Disciplinary Collaboration , 2012, Organ. Sci..

[12]  J. Brown,et al.  Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing , 1999, STUDI ORGANIZZATIVI.

[13]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[14]  Susan Leigh Star,et al.  The Structure of Ill-Structured Solutions: Boundary Objects and Heterogeneous Distributed Problem Solving , 1989, Distributed Artificial Intelligence.

[15]  S. Gherardi.  Introduction: The Critical Power of the `Practice Lens' , 2009 .

[16]  J. Brown,et al.  Knowledge and Organization: A Social-Practice Perspective , 2001 .

[17]  K. Hakkarainen,et al.  Toward a trialogical approach to learning , 2009 .

[18]  Eva Brandt,et al.  Designing exploratory design games: a framework for participation in Participatory Design? , 2006, PDC '06.

[19]  C. Mele,et al.  “Five Co‐s” in innovating: a practice‐based view , 2012 .

[20]  Etienne Wenger,et al.  A social theory of learning , 2009 .

[21]  Austin Henderson,et al.  Interaction Analysis: Foundations and Practice , 1995 .

[22]  K. Hakkarainen,et al.  The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning , 2005 .

[23]  Laura Seppänen,et al.  Spatial and temporal expansion of the object as a challenge for reorganizing work. , 2003 .

[24]  Karen Ruhleder,et al.  Steps Toward an Ecology of Infrastructure: Design and Access for Large Information Spaces , 1996, Inf. Syst. Res..

[25]  L. Lipponen,et al.  Models of Innovative Knowledge Communities and Three Metaphors of Learning , 2004 .

[26]  Joanne Roberts.  Limits to Communities of Practice , 2006 .

[27]  R. Miettinen,et al.  Epistemic Objects, Artefacts and Organizational Change , 2005 .

[28]  Tuuli Mattelmäki,et al.  Storytelling Group – a co-design method for service design , 2012, Behav. Inf. Technol..

[29]  K. K. Cetina.  Sociality with Objects , 1997 .

[30]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[31]  Paul R. Carlile,et al.  A Pragmatic View of Knowledge and Boundaries: Boundary Objects in New Product Development , 2002, Organ. Sci..

[32]  David L. DeVries,et al.  Learning Games and Student Teams: Their Effects on Classroom Process1 , 1973 .