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"Abstract: Digital games have the potential to create active and engaging environments for learning, supporting problem-solving, communication and group activities, as well as providing a forum for practice and learning through failure. The use of game techniques such as gradually increasing levels of difficulty and contextual feedback support learning, and they can motivate users, using challenges and rewards, competition and mystery. Above all, computer games provide safe spaces in which learners can play, explore, experiment, and have fun. However, finding appropriate games for specific educational contexts is often problematic. Commercial entertainment games are designed for enjoyment, and may not map closely to desired learning outcomes, and the majority of educators do not have the time or specialist expertise to create their own games. Computer games are expensive to purchase or produce, and learners, particularly busy adult learners, need to be convinced of their effectiveness. So while there are many theoretical benefits to the use of computer games for learning, it given the increasing economic constraints in education, their use may simply not be practical. This paper presents three alternative ways in which the theory and practice of computer games can be applied to education, without the expense. First, the option of developing simple and cost-effective games with low technical specifications, such as alternate reality games, or using virtual worlds or one of the growing number of accessible game-builder toolkits to create educational games, will be explored. Second, learning from games rather than with them is discussed, examining game techniques that naturally enhance learning, and embedding those elements in traditional teaching practices. Third, the paper presents the option of giving learners agency as game creators rather than simply players, so that it becomes the process, not the product, which facilitates learning. The advantages and drawbacks

form the introduction: "we will discuss the cultural role of mixed reality gaming, and introduce some findings from an experimental game design project carried out by our research team. The chapter aims to bring together theories of play and practices of game design, and to make the nature of digital play more concrete while also discussing future opportunities. The focus of discussion will be on the construction of playful reality through experiences derived from experimental, hybrid reality game design."

Collaboration among researchers at Duke, UChicago and University of Waterloo on an online alternate reality game with economic crisis as the subject, invitation to join the game community

"A CTG is a game that combines elements of ARGs and casual gaming, another gaming genre that Schluckebier | Senior Communication Thesis 2012 | 4 is increasing in popularity with the rising rate of smartphones (Chau 2006). In combining these elements in a CTG, a game can be designed that caters both to hardcore gamers, to casual gamers and to those who have no gaming experience "