Selected Publications

2016- present

Shah, M., Foster, A., & Barany, A. (2017). Facilitating Learning as Identity Change Through Game-Based Learning. In Y. Baek (Ed). Game-Based Learning: Theory, Strategies and Performance Outcomes (pp-257-278). New York, NY. Nova Publishers

Shah, M. & Foster, A (2016). Educating Teachers to Teach with Digital Games, In L. Lui & D. Gibson (Eds.). Research Highlights in Technology and Teacher Education 2016 (pp 103-110). Chesapeake, VA: Society for Information Technology & Teacher Education

Foster, A. & Shah, M. (2016). Examining Game Design Features for Identity Exploration and Change. Journal of Computers in Mathematics and Science Teaching, 35(4), 369-384. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Foster, A. & Shah, M. (2016). Knew me and new me: Facilitating student identity exploration and learning through game integration. Special Issue on Transmedia and Games. International Journal of Gaming and Computer Mediated Simulations, 8(3), 39-58.

Foster, A., Shah M., & Duvall, M. (2015). Game Network Analysis: For teaching with games. In M.L. Niess & H. Gillow-Wiles (Eds.) Handbook of Research on Teacher Education in the Digital Age (pp. 380-411). Hershey, PA: Information Science Reference.


Shah, M. & Foster, A. (2015). Developing and assessing teachers’ knowledge of game-based learning. Journal of Technology and Teacher Education, 23(2), 241-267. Chesapeake, VA: Society for Information Technology & Teacher Education.

Foster, A. & Shah, M. (2015). The play curricular activity reflection and discussion model for game-based learning. Journal of Research on Technology in Education, 47(2), 71-88.

Foster, A. & Shah, M. (2015). The ICCE framework: Framing learning experiences afforded by games. Journal of Educational Computing Research, 51(4), 369-395.

Shah, M. & Foster, A. (2014). Undertaking an ecological approach to advance game-based learning: A case study. Special issue on game-based learning for 21st century transferable skills: Challenges and opportunities. Journal of Educational Technology and Society, 17(1), 29-41

Shah, M. & Foster, A. (2014). The inquiry, communication, construction and expression (ICCE) framework for understanding learning experiences in games. Special Issue on Applied Research in Immersive Environments for Learning. International Journal of Virtual and Personal Learning Environments, 5(2), 1-14.

Katz-Buonincontro, J. & Foster, A. (2013). Integrating the visual arts back into the classroom with mobile applications: Teaching beyond the ‘click and view’ approach. Journal of Digital Learning and Teacher Education, 30(2), 52-59.

Foster, A. N. (2011). The process of learning in a simulation strategy game: Disciplinary knowledge construction. Journal of Educational Computing Research, 45(1), 1-27.

Foster, A., Mishra, P., & Koehler, M. (2011). Digital game analysis: Using the Technological Pedagogical Content Knowledge framework to determine the affordances of a game for learning. In M. Khine (Ed.), Learning to Play: Exploring the Future of Education with Video Games, (pp. 189-212). New York: Peter Lang Publications.


Foster, A. N., & Mishra, P. (2009). Games, claims, genres & learning. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education: Information Science Reference. REPUBLISHED BY PUBLISHER in Information Resource Management
Association (Ed.) (2011). Gaming and Simulations: Concepts, Methodologies, Tools, & Applications. IGI Global.

Foster, A. N. (2008). Games and motivation to learn science: Personal identity, applicability, relevance and meaningfulness.  Journal of Interactive Learning Research, 19(4), 597-614.


Foster, A. N. (2002). Pablo Picasso’s analytical cubism as a political tool. Mellon Mays Undergraduate Fellowship Journal.