Vita & Publications

A little about my research and me…

I began my work in gaming research with a M.S. in Computer Science where I was focused on developing A.I. and Machine Learner models of human gameplay, with the intent of using those models as instruments for understanding human learning. Through that work I realized I desired a deeper understanding of human learning, which in turn led me to pursue a Ph.D. in Learning Sciences at Indiana University. Throughout my PhD I worked on the Quest Atlantis, where I developed and studied game-infused language arts, science, math, and computer science curricula, and designed online platforms and tools for in-service and pre-service teachers. The research projects connected to this work have explored game designs that facilitate critical dispositions in math, science, programming and game design as both academic disciplines and social practices.

I view learning as a process of participation in communities of practice where learners and experts work together around a common interest and develop the necessary skills to successfully participate in society. As such, my research considers learning and technology with respect to three interrelated goals: (a) the design of inviting tools and technologies (e.g. video games, online social networks, etc.) that support learning among youth and adults, (b) understanding how these tools and technologies are used by novice learners of all ages to address personal and social problems, and (c) understanding how this process impacts learning and individual dispositions towards STEM, and in turn, informs the development of new tools and technologies that invite more people into STEM practices.

For my dissertation, I developed the Playable Stories platform, as a refinement of the socio-cultural learning, design, and computing theories I wanted to explore. If you are interested in the details, I suggest grabbing a copy of my dissertation. In it you will see how I reframed programming, computational thinking, and game design using situativity, as opposed to the typical constructivist frame that is used in many novice programming environments.

  • Ingram-Goble, A. (2013) Playable stories: Making programming and 3D role-playing game design personally and socially relevant. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. 3601806). http://gradworks.umi.com/36/01/3601806.html

PUBLICATIONS

  • Martinez, C., & Ingram-Goble, A. (2016). Game remains: A platform design grounded in indigenous knowledge systems for dialog and composition play. Educational Technology, 56(3), 11-16.
  • Barab, S., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play: Using games to position person, content, and context. Educational Researcher, 39(7), 525-536.
  • Barab, S., Gresalfi, M., Dodge, T., & Ingram-Goble, A. (2010). Narratizing disciplines and disciplizing narratives: Games as 21st century curriculum. Journal for Gaming and Computer Mediated Simulations, 2(1), 17-30.
  • Barab, S., Gresalfi, M., Ingram-Goble, A., Jameson, E., Hickey, D., Akram, S., & Kizer, S. (2009). Transformational play and virtual worlds: Worked examples from the Quest Atlantis project. International Journal of Learning and Media, 1(2).
  • Barab, S., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S., & Warren, S. (2009). Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education and Technology, 18(4), 305-320.
  • Hickey, D., Ingram-Goble, A., & Jameson, E. (2009). Designing assessments and assessing designs in virtual educational environments. Journal of Science Education and Technology, 18(2), 187-208.
  • Gresalfi, M., & Ingram-Goble, A. (2008). Designing for dispositions. In G. Kanselaar, V. Jonker, A. A. Kirschner, & F. J. Prins (Eds.), International Perspectives in the Learning Sciences: Cre8ing a Learning world (pp.297-304).  International Society of the Learning Sciences: Utrecht, Netherlands.
  • Barab, S., Zuiker, S., Warren, S., Hickey, D., Ingram-Goble, A., Kwon, E., Kouper, I., & Herring, S. C. (2007). Situationally embodied curriculum: Relating formalisms and contexts. Science Education, 91(5), 750-782.

BOOK CHAPTERS

  • Barab, S., Warren, S., & Ingram-Goble, A. (2009). Conceptual play spaces. In R. Fertig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1-20). Hershey, PA: Idea Group Reference.

PAPERS IN PRESS, IN REVIEW, OR IN PREPARATION

  • Ingram-Goble, A., (in preparation). The narrative programming toolkit: Supporting the creation of game-based curriculum. To be submitted to Educational Technology Research and Development.

BLOGS

CONFERENCE PRESENTATIONS

  • Barab, S., Arici, A., Gershenfeld, A., Ingram-Goble, A., McIlroy, L. (2014). Supporting ecosystem integration: Game-infused learning trajectories for teachers. Paper presented at the annual meeting of Games, Learning, and Society (GLS), Madison, WI.
  • Kim, Y.J., Wardrip, P., Stokes, B., Ingram-Goble, A., Shapiro, R.B., Almond, R., Gee, J.P. (2012). ECDemocratized: A democratization of educational assessment. Paper presented at the annual meeting of Games, Learning, and Society (GLS), Madison, WI.
  • Ingram- Goble, A. (2012). A design to change assessment: Evidence centered design and democratizing learning. Paper presented at the annual meeting of the Digital Media and Learning (DML), San Francisco, CA.
  • Ingram-Goble, A. & Barab, S. (2011). Making game design and programming socially relevant for elementary school children. Paper presented at the annual meeting of Games, Learning, and Society (GLS), Madison, WI.
  • Solomou, M., Siyahhan, S., Ingram-Goble, A. (2011). Same content, different context: Advancing designs to position teachers as active agents in gaming environments. Paper presented at the annual meeting of the World Conference on Educational Multimedia, Hypermedia, & Telecommunications (ED-MEDIA), Lisbon, Portugal.
  • Barab, S., Gresalfi, M., Arici, A., Pettyjohn, Ingram-Goble, A., & Solomou, M. (2010). Transformational play: Games as 21st century curriculum. Paper presented at the biannual meeting of International Conferences of the Learning Sciences (ICLS), Chicago, IL.
  • Barab, S., Gresalfi, M., Pettyjohn, P., Arici, A., & Ingram-Goble, A. (2010). Transformational play: A design history and its theoretical implications. Paper presented at the annual meeting of the American Educational Research Association (AERA), Denver, CO.
  • Barab, S., Gresalfi, M., Ingram-Goble, A., Pettyjohn, P., Volk, C., Williams, C., Solomou, M. & Gentry, E. (2009). Transformational play: Why educators should care about games. Paper presented at the annual meeting of Games, Learning, and Society (GLS), Madison, WI.
  • Barab, S., Dodge, T., Ingram-Goble, A., Peppler, K., Siyahhan, S., & Solomou, M. (2009). Narratizing formalisms and formalizing narratives: Games as 21st-century curriculum. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA.
  • Hickey, D., Barab, S., & Ingram-Goble, A. (2008). First things first: Design principles for worthwhile educational video games. Paper presented at the biannual meeting of the International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
  • Barab, S., Ingram-Goble, A., Gresalfi, M., Arici, A., Siyahhan, S., Dodge, T., & Dodge, T. (2008). Conceptual play spaces and the Quest Atlantis Project. Paper presented at the biannual meeting of the International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
  • Gresalfi, M. & Ingram-Goble, A. (2008). Designing for dispositions. Paper presented at the biannual meeting of the International Conference of the Learning Sciences (ICLS), Utrecht, Netherlands.
  • Ingram-Goble, A. & Dodge, T. (2008). Using games to foster social commitments in children. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, NY.
  • Gresalfi, M. & Ingram-Goble, A. (2008). Using statistics to support arguments: The development of mathematical dispositions. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, NY.
  • Scott, B. M., Ingram-Goble, A., Goldstone, R., Zuiker, S., & Warren, S., & Barab, S. A., (2007). Embodiment as a curricular scaffold for transferable understanding. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.
  • Barab, S., Dodge, T. & Ingram-Goble, A. (2007). Reflexive play spaces: A 21st century pedagogy. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.
  • Ingram-Goble, A., Kwon, E., & Barab, S. (2007). Bot log files From Quest Atlantis. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.
  • Scott, B., Barab, S., Ingram-Goble, A., Goldstone, R., Zuiker, S., & Warren, S. (2007). Embodiment as a curricular scaffold for transferable understanding. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.
  • Barab, S., Warren, S., & Ingram-Goble, A. (2006). Academic play spaces: Tensions in designing games for classrooms. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA.

WORKSHOPS

  • James, J., Ingram-Goble, A., Hill, R. (2016) Publish Mobile-Ready Narrative Games with the Playable Media Story Builder. Games, Learning, and Society (GLS), Madison, WI.
  • Ingram-Goble, A. (2014, September). Hacks4Humanity Hackathon. Event introduction, opening design activity, and facilitation. Tempe, AZ.
  • Holmes, J., Gee, E., Barab, S., Lawley, E., Arici, A., Ingram-Goble, A. (2014). From gamified to game-inspired: Using games in higher ed. settings. Workshop presented at the annual meeting of Games, Learning, and Society (GLS), Madison, WI.
  • Ingram-Goble, A. (2014, March). Clinton Global Initiative Hackathon. Event introduction, opening design activity, and facilitation.
  • Ingram-Goble, A., Hill, R., & James, J. (2013, November). Impact games for journalism. Workshop presented at the November meeting of NewsFoo, Phoenix, AZ.
  • Ingram-Goble, A., Hill, R., & James, J. (2013, November). ASU Newsgames Hackathon. Workshop presented at Cronkite School of Journalism and Mass Communication, Phoenix, AZ.
  • Ingram-Goble, A., Hill, R., & James, J. (2013, March). ASU Newsgames Hackathon. Workshop presented at Cronkite School of Journalism and Mass Communication, Phoenix, AZ.
  • Hickey, D. T., McWilliams, J., Hines, M. B., Ingram-Goble, A., Rupert, R., & Conner, J. (2011). Participation by design workshop for digital media learning. Workshop presented at the annual meeting of the Digital Media and Learning (DML). Long Beach, CA.
  • Barab, S.A., Ingram-Goble, A. (2007). Transactive Play Spaces: A 21st Century Curriculum. Workshop presented at the annual meeting of Games, Learning, and Society (GLS), Madison, WI.
  • Barab, S.A., Ingram-Goble, A. (2006). Gandalf Enters the Classroom: Learn How We Have Made the Transition with Quest Atlantis. Workshop presented at the annual meeting of Games, Learning, and Society (GLS), Madison, WI.

SOFTWARE PUBLICATIONS

Web

  • 2015: The Journey Builder Platform, Arizona State University
    • Designed, architected, and engineered designer tools, and user-experiences in a game-infused personal learning network.
  • 2013: Quest2Teach Professional Network, Arizona State University
    • Designed and engineered social network and game-based learning platform for pre-service teachers
  • 2013: AtlantisRemixed: The Mystery of Taiga River, Arizona University
    • Designed and engineered scientific reasoning tools embedded in a 3D game to support scientific reasoning.
  • 2012: AtlantisRemixed Platform, Arizona State University
    • Designed and engineered an infrastructure for a 3D educational game environment.
  • 2011: Playable Stories, Indiana University
    • Designed, engineered, and user-tested novice programming language environment for non-programmers of all ages.
  • 2009: workedexamples.org, Indiana University
    • Initial design and engineering.
  • 2005-2011: QuestAtlantis, Indiana University
    • Extended system with design tools new game play mechanics. Scaled system to grow from 3k annual users to 75k.

Games

  • 2015: GameRemains, PostCommodity.com
    • Design of game mechanics, and game and sound engines.
  • 2014: Thrive Game Platform Mission Framework, Arizona State University/E-Line Media
    • Designed and engineered industry frameworks for joint commercial and educational game engines.
  • 2014: Boone’s Meadow, Arizona State University/E-Line Media
    • Learning design for core game mechanics in Boones
  • 2012: AtlantisRemixed: The Mystery of Taiga River, Arizona State University
    • Designed and engineered core science learning game mechanics and embedded tools.
  • 2010: Drama Burden, One-Planet Education Network
    • Engineered and designed game.
  • 2008: QuestAtlantis: Normal City, Indiana University
    • Engineered tools to support math learning in game, game design and content, and user-research.
  • 2007: QuestAtlantis: The Shardflower Commission Mission, Indiana University
    • Designed and engineered tools for in-game learning, designed and implemented game, and conducted user-research.
  • 2006: QuestAtlantis: The Mystery of Taiga River
    • Engineered tools, “smart” agent to learning in game, and analytics tools.
  • 2005: Logical Thinking Analysis Toolkit for The Zoombinis: Machine Learning Agents and Game Analytics for Educators, Portland State University/LIFE Center
    • Designed and engineered novel algorithms, machine agents, and analysis tools for game play.

 Utilities