| Games and motivation to learn science: Personal identity, applicability, relevance and meaningfulness A Foster Journal of interactive learning research 19 (4), 597-614, 2008 | 281 | 2008 |
| The play curricular activity reflection discussion model for game-based learning A Foster, M Shah Journal of Research on Technology in Education 47 (2), 71-88, 2015 | 121 | 2015 |
| Principles for advancing game-based learning in teacher education A Foster, M Shah Journal of Digital Learning in Teacher Education 36 (2), 84-95, 2020 | 115 | 2020 |
| The process of learning in a simulation strategy game: Disciplinary knowledge construction A Foster, P Mishra, M Koehler Society for Information Technology & Teacher Education International …, 2010 | 93 | 2010 |
| Development of a game-design workshop to promote young girls' interest towards computing through identity exploration NA Çakır, A Gass, A Foster, FJ Lee Computers & Education 108, 115-130, 2017 | 90 | 2017 |
| The claims of games: A comprehensive review and directions for future research P Mishra, A Foster Society for Information Technology & Teacher Education International …, 2007 | 83 | 2007 |
| Developing and assessing teachers’ knowledge of game-based learning M Shah, A Foster Journal of Technology and Teacher Education 23 (2), 241-267, 2015 | 79 | 2015 |
| Undertaking an Ecological Approach to Advance Game-Based Learning: A Case Study M Shah, A Foster Educational Technology & Society 17 (1), 29-41, 2014 | 73 | 2014 |
| Assessing learning games for school content: The TPACK-PCaRD framework and methodology A Foster Assessment in game-based learning: Foundations, innovations, and …, 2012 | 70 | 2012 |
| CAREER: projective reflection: learning as identity exploration within games for science A Foster National Science Foundation (DRL-1350707),, 2014 | 57 | 2014 |
| STEM identity exploration through an immersive learning environment H Talafian, MK Moy, MA Woodard, AN Foster Journal for STEM Education Research 2, 105-127, 2019 | 54 | 2019 |
| PROJECTIVE REFLECTION: FACILITATING LEARNING AS IDENTITY CHANGE THROUGH GAME-BASED LEARNING. M Shah, A Foster, A Barany Game-Based Learning: Theory, Strategies and Performance Outcomes, 257-278, 2017 | 54 | 2017 |
| Knew me and new me: Facilitating student identity exploration and learning through game integration A Foster, M Shah International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 8 …, 2016 | 47 | 2016 |
| Digital game analysis: Using the Technological Pedagogical Content Knowledge framework to determine the affordances of a game for learning. A Foster, M Punya, M Koehler Learning to Play: Exploring the Future of Education with Video Games, 189-212, 2011 | 44 | 2011 |
| The ICCE framework: Framing learning experiences afforded by games A Foster, M Shah Journal of Educational Computing Research 51 (4), 369-395, 2015 | 40 | 2015 |
| Game network analysis: For teaching with games AN Foster, M Shah, M Duvall Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools …, 2019 | 32 | 2019 |
| High school students’ role-playing for identity exploration: findings from virtual city planning A Foster, M Shah, A Barany, H Talafian Information and Learning Sciences 120 (9/10), 640-662, 2019 | 31 | 2019 |
| Integrating the visual arts back into the classroom with mobile applications: Teaching beyond the “click and view” approach J Katz-Buonincontro, A Foster Journal of Digital Learning in Teacher Education 30 (2), 52-59, 2013 | 29 | 2013 |
| Context, community, and the individual: Modeling identity in a game affinity space A Barany, A Foster Virtual Learning Environments, 85-102, 2024 | 25 | 2024 |
| Gaming their way: Learning in simulation strategy video games? AN Foster Michigan State University, 2009 | 23 | 2009 |
Mamta ShahSenior Learning Scientist and Team Lead, Learning Research Design at ElsevierVerified email at elsevier.com
