The open world role-playing Assassin’s Creed video game series is one of the most successful series of all time, praised for its in-depth use of historical characters and events, compelling graphics, and addictive gameplay. Assassin’s Creed games offer up the possibility of exploring history, mythology, and heritage immersively, graphically, and imaginatively. This collection of essays by architects archaeologists and historiansexplores the learning opportunities of playing, modifying, and extending the games in the classroom, on location, in the architectural studio, and in a museum.

Offers a fresh overview of teaching with film to effectively enhance social studies instruction.

Games can act as invaluable tools for the teaching of the Middle Ages. The learning potential of physical and digital games is increasingly undeniable at every level of historical study. These games can provide a foundation of information through their stories and worlds. They can foster understanding of complex systems through their mechanics and rules. Their very nature requires the player to learn to progress. The educational power of games is particularly potent within the study of the Middle Ages. These games act as the first or most substantial introduction to the period for many students and can strongly influence their understanding of the era. Within the classroom, they can be deployed to introduce new and alien themes to students typically unfamiliar with the subject matter swiftly and effectively. They can foster an interest in and understanding of the medieval world through various innovative means and hence act as a key educational tool. This volume presents a series of essays addressing the practical use of games of all varieties as teaching tools within Medieval Studies and related fields. In doing so it provides examples of the use of games at pre-university, undergraduate, and postgraduate levels of study, and considers the application of commercial games, development of bespoke historical games, use of game design as a learning process, and use of games outside the classroom. As such, the book is a flexible and diverse pedagogical resource and its methods may be readily adapted to the teaching of different medieval themes or other periods of history.

Teaching Games and Game Studies in the Literature Classroom offers practical suggestions for educators looking to incorporate ludic media, ranging from novels to video games and from poems to board games, into their curricula. Across the globe, video games and interactive media have already been granted their own departments at numerous larger institutions and will increasingly fall under the purview of language and literature departments at smaller schools. This volume considers fundamental ways in which literature can be construed as a game and the benefits of such an approach. The contributors outline pedagogical strategies for integrating the study of video games with the study of literature and consider the intersections of identity and ideology as they relate to literature and ludology. They also address the benefits (and liabilities) of making the process of learning itself a game, an approach that is quickly gaining currency and increasing interest. Every chapter is grounded in theory but focuses on practical applications to develop students' critical thinking skills and intercultural competence through both digital and analog gameful approaches.

This book presents an in-depth overview of the uses of digital games in education, from K-12 up through post-secondary. Beginning with a look at the history of games in education and the context for digital games, this book guides readers through various methods of serious game implementation, including the Magic Bullet Model, which focuses on the player's point of view of the game experience. The book also includes methods of measuring the effects of games in education and guidance on creating digital game-based learning lesson plans.

Organized into two sections, Studying Gaming Literacies explores the rich methodological approaches to gaming literacies scholarship as well as the possibilities of engaging in research in both classrooms and informal learning settings.

Teaching in the Game-Based Classroom is a hands-on guide to leveraging students’ embrace of video games toward successful school performance. Evidence tells us that game-based learning can help teachers design classes, develop transformative learning tools, and assess progress on multiple levels not dependent on one-size-fits-all bubble sheets. Authored by game-savvy teachers in partnership with classroom-experienced academics, the highly varied chapters of this book are concise yet filled with sound pedagogical approaches. Middle and high school educators will find engaging new ways of inspiring students’ intrinsic motivation, skill refinement, positive culture-building, autonomy as learners, and more.

In this novel based on the Assassin's Creed™ video game series, Niccolò Polo, father of Marco, will finally reveal the story he has kept secret all his life—the story of Altaïr, one of the Brotherhood’s most extraordinary Assassins. Altaïr embarks on a formidable mission—one that takes him throughout the Holy Land and shows him the true meaning of the Assassin’s Creed. To demonstrate his commitment, Altaïr must defeat nine deadly enemies, including Templar leader Robert de Sable. Altaïr’s life story is told here for the first time: a journey that will change the course of history; his ongoing battle with the Templar conspiracy; a family life that is as tragic as it is shocking; and the ultimate betrayal of an old friend. An Original Novel Based on the Multiplatinum Video Game from Ubisoft

Steven "Steel" Trapp has been placed in an East Coast boarding school for gifted kids by his FBI agent father. He soon discovers that there's a clubby element of the faculty and upper classmen that is very secretive and protective. To his surprise, his friend Kaileigh arrives at the school, and it isn't long before the two realize that this is not your normal boarding school. It seems a select few students are recruited, while still minors, to serve as special "translators" for the US Government.