Thesis (M.A.)--Ohio State University, 1985. / Includes vita. Includes bibliographical references (leaves 83-87). Available online via OhioLINK's ETD Center.

Thesis (M.S.)--California State University, Chico. / Includes abstract. "Located in the Chico Digital Repository." Includes bibliographical references (p. 188-189).

With the development of both hardware and software, video games are evolving rapidly. Now that video games have achieved near-cinematic visuals, the market for video games is growing, and the number of players is increasing. In addition to the stunning features of video games, at the heart of serious games, they are used as a medium to spread knowledge and teach players something. The main teaching topic in this research is a piece of knowledge in the eight trigrams, one of the traditional cultural symbols of China. The focus is on the effectiveness of using games to convey cultural knowledge. There are cultural barriers between different countries because of different histories and languages, but the spread of cultural understanding can help people from different cultures better understand each other. However, the learning of different cultures is not compulsory, because cultural knowledge from other countries will not affect people's basic life, so in most countries in the world, cultural learning does not belong to the category of primary education. Due to their worldwide presence, video games, through incorporation of cultural themes and ideas into the game, can achieve promotion of this knowledge.

Thesis (Ed.D.)--University of Delaware, 2005. / Principal faculty adviser: Christopher M. Clark, School of Education. Includes bibliographical references.

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 167-172).

Thesis (Ph.D.)--Liberty University, 2009. / Includes bibliographical references.

Thesis (Ph.D.)--Western Michigan University, 2007. / Adviser: R. Wayne Fuqua. Includes bibliographical references.

It can be argued that the online video game medium has provided new opportunities for the dissemination of educational and informational content, and indeed, such new opportunities have become increasingly exploited by various international organisations, as well as independent gaming producers in order to promote developmental messages. Food Force, Fate of the World and Wildfire are exemplary of such games that seek to inform players of methods that can be utilised to enhance development and alleviate poverty within developing nations. While the games’ presence on the internet provides allowances for the dissemination of alternative and novel suggestions for development, the games prove however, to promote mainstream forms of development, most notably modernisation theories and participatory paradigms. Indeed, Food Force and Fate of the World strongly adhere to modernisation theories through their emphasis upon the necessity of intervention on behalf of developed nations and organisations in order to stimulate development and progress in developing nations, whereas Wildfire proves to be highly informed by participatory paradigms due its stress upon the potential of communities to bring about development by themselves and for themselves. However, due to these influences of such theories, the games also appropriate many of the problematic aspects of these theories. Thus, the games prove to offer ideological conceptualisations for development that are highly flawed and ineffective, and thus serve as a means to encourage and promote the hegemonic positions of developed nations and organisations within the developmental process.

Faculty of Criminology, Justice and Policy Studies