{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,10]],"date-time":"2026-06-10T15:29:00Z","timestamp":1781105340888,"version":"3.54.1"},"reference-count":30,"publisher":"IGI Global Scientific Publishing","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2009,10,1]]},"abstract":"<p>The experience of a successful adolescent learner will be described from the student\u2019s perspective about learning the video game Dance Dance Revolution (DDR) through selected passages from a phenomenological interview. The question driving this investigation is, \u201cWhy did she sustain engagement in learning?\u201d The importance of this question came out of the need for background on how to create an afterschool program that was to use DDR as an after school activity that might engage adolescents and tweens to become more physically active and reduce the risk of adult obesity, and to increase bone density for these developing young people through playing the game over time. The difficulty of creating this program was the risk that the students would not sustain engagement in the activity, and thus we would not have a viable sample for the bone density adolescent obesity study. Implications of this study include understanding the potential construction of learning environments that motivate and sustain engagement in learning and the importance of identity construction for teachers to motivate and engage their students. In addition to the analysis of sustained engagement through the four socio- and cultural-cognitive theories, four major principals were extracted from the operationalized themes into a framework for instructional design techniques and theory for engaging learners for game design, training, and in classroom learning.<\/p>","DOI":"10.4018\/jgcms.2009091504","type":"journal-article","created":{"date-parts":[[2010,4,30]],"date-time":"2010-04-30T10:20:30Z","timestamp":1272622830000},"page":"63-89","source":"Crossref","is-referenced-by-count":4,"title":["Dance Dance Education and Rites of Passage"],"prefix":"10.4018","volume":"1","author":[{"given":"Brock","family":"Dubbels","sequence":"first","affiliation":[{"name":"University of Minnesota, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2432","reference":[{"key":"jgcms.2009091504-0","unstructured":"Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association."},{"key":"jgcms.2009091504-1","unstructured":"Bentham, J. (1882). The theory of legislation. London: Trubner. Barnard, A. & Spencer, J. (Eds.), Encyclopedia of social and cultural anthropology. New York: Routledge."},{"key":"jgcms.2009091504-2","doi-asserted-by":"crossref","unstructured":"Brown, S. (1999). Play as an organizing principal: Clinical evidence and personal observations. In M. Beckoff & J. A. Byers (Eds.), Animal play: Evolutionary, Comparative and Ecological Perspectives (pp. 247-248). Cambridge, UK: Cambridge University Press.","DOI":"10.1017\/CBO9780511608575.013"},{"key":"jgcms.2009091504-3","unstructured":"Buckingham, D. (Ed.). (2008). Youth, Identity, and Digital Media. Cambridge, MA: MIT Press."},{"key":"jgcms.2009091504-4","unstructured":"Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical Assessment, Research and Evaluation, 8(13). Retrieved May 11, 2009, from http:\/\/PAREonline.net\/getvn.asp?v=8&n=13"},{"key":"jgcms.2009091504-5","unstructured":"Corsaro, W. (1985). Friendship and peer culture in the early years. Norwood, NJ: Abex."},{"key":"jgcms.2009091504-6","unstructured":"Csikszentmihaly, M., Rathunde, K., & Whalen, S. (1996). Talented teenagers: The roots of success and failure. New York: Cambridge University Press."},{"key":"jgcms.2009091504-7","doi-asserted-by":"crossref","unstructured":"Deci, E. L. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.","DOI":"10.1007\/978-1-4899-2271-7"},{"key":"jgcms.2009091504-8","unstructured":"Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press."},{"key":"jgcms.2009091504-9","doi-asserted-by":"crossref","unstructured":"Dubbels, B. R. (2008). Video games, reading, and transmedial comprehension. In R. E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (pp. 251-276). Hershey, PA: Information Science Reference.","DOI":"10.4018\/978-1-59904-808-6.ch015"},{"key":"jgcms.2009091504-10","doi-asserted-by":"crossref","unstructured":"Fairclough, N. (2003). Analysing discourse. New York: Routledge.","DOI":"10.4324\/9780203697078"},{"key":"jgcms.2009091504-11","doi-asserted-by":"crossref","unstructured":"Ferster, C. B., & Skinner, B. F. (1957). Schedules of reinforcement. New York: Appleton-Century-Crofts.","DOI":"10.1037\/10627-000"},{"key":"jgcms.2009091504-12","unstructured":"Freebody, P. (1992). A socio-cultural approach: Resourcing four roles as a literacy learner. In A. Watson & A. Badenhop (Eds.), Prevention of reading failure (pp. 48-60). Sydney, Australia: Ashton-Scholastic."},{"issue":"7","key":"jgcms.2009091504-13","first-page":"7","article-title":"Literacies programs: Debates and demands in cultural context.","volume":"5","author":"P.Freebody","year":"1990","journal-title":"Australian Journal of TESOL"},{"key":"jgcms.2009091504-14","unstructured":"Gee, J. P. (1996). Social linguistics and literacies, ideology in discourses. Bristol, PA: Taylor & Francis."},{"key":"jgcms.2009091504-15","doi-asserted-by":"crossref","unstructured":"Gee, J. P. (2005). Semiotic social spaces and affinity spaces: From The Age of Mythology to today\u2019s schools. In D. Barton & K. Tusting (Eds.), Beyond communities of practice (pp. 214-232). New York: Cambridge University Press.","DOI":"10.1017\/CBO9780511610554.012"},{"key":"jgcms.2009091504-16","doi-asserted-by":"crossref","unstructured":"Gee, J. P. (2007). Good video games + good learning. New York: Peter Lang Publishing.","DOI":"10.3726\/978-1-4539-1162-4"},{"key":"jgcms.2009091504-17","unstructured":"Geertz, C. (1973). Deep play: Notes on a Balinese cockfight. In The interpretation of cultures: Selected essays. New York: Basic Books."},{"key":"jgcms.2009091504-18","unstructured":"Huizinga, J. (1938). Homo Ludens: A study of the play element in culture. Boston: Beacon Press."},{"key":"jgcms.2009091504-19","unstructured":"Johnson, D., & Johnson, R. (2009). What is cooperative learning? Retrieved May 11, 2009, from the Cooperative Learning Center at the University of Minnesota\u2019s Web site: http:\/\/www.co-operation.org\/pages\/cl.html"},{"key":"jgcms.2009091504-20","unstructured":"Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning. In J. Thousand, A. Villa, & A. Nevin (Eds), Creativity and collaborative learning (pp.) Baltimore, MD: Brookes Press."},{"key":"jgcms.2009091504-21","doi-asserted-by":"crossref","unstructured":"Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Learning in doing: Social, cognitive and computational perspectives. Cambridge, UK: Cambridge University Press.","DOI":"10.1017\/CBO9780511815355"},{"key":"jgcms.2009091504-22","unstructured":"Mumford, L. (1945). The myth of the machine: Technics and human development. New York: Harcourt, Brace, & World. National Institute for Play. Play deprived life - devastating result. Retrieved April 16, 2009, from http:\/\/nifplay.org\/whitman.html"},{"key":"jgcms.2009091504-23","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.82.1.33"},{"key":"jgcms.2009091504-24","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2005.11.003"},{"key":"jgcms.2009091504-25","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.85.4.571"},{"key":"jgcms.2009091504-26","unstructured":"Sutton-Smith, B. (1997). The ambiguity of play. Boston: Harvard University Press."},{"key":"jgcms.2009091504-27","unstructured":"Van Manen, M. (1997). Researching lived experience. London, Ontario, Canada: Althouse Press."},{"key":"jgcms.2009091504-28","unstructured":"Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press."},{"key":"jgcms.2009091504-29","doi-asserted-by":"crossref","unstructured":"Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.","DOI":"10.1017\/CBO9780511803932"}],"container-title":["International Journal of Gaming and Computer-Mediated Simulations"],"original-title":[],"language":"ng","link":[{"URL":"https:\/\/www.igi-global.com\/viewtitle.aspx?TitleId=37539","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,6,1]],"date-time":"2022-06-01T15:16:54Z","timestamp":1654096614000},"score":1,"resource":{"primary":{"URL":"https:\/\/services.igi-global.com\/resolvedoi\/resolve.aspx?doi=10.4018\/jgcms.2009091504"}},"subtitle":[""],"short-title":[],"issued":{"date-parts":[[2009,10,1]]},"references-count":30,"journal-issue":{"issue":"4","published-print":{"date-parts":[[2009,10]]}},"URL":"https:\/\/doi.org\/10.4018\/jgcms.2009091504","relation":{},"ISSN":["1942-3888","1942-3896"],"issn-type":[{"value":"1942-3888","type":"print"},{"value":"1942-3896","type":"electronic"}],"subject":[],"published":{"date-parts":[[2009,10,1]]}}}