Chapters

DaCosta, B., Seok, S., & Kinsell, C. (2018). Mobile game-based learning. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology, Fourth Edition (Vol. VIII, pp. 6361-6375). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-2255-3.ch553. isbn: 978-1-52252-255-3.

...

DaCosta, B., & Seok, S. (2017). Factors that explain adolescent and young adult mobile game play, part 1: A quantitative examination of the characteristics describing the casual player. In R. Zheng & M. Gardner (Eds.), Handbook of research on serious games for educational applications (pp. 320-339). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0513-6.ch015. isbn: 978-1-5225-0513-6.

DaCosta, B., & Seok, S. (2017). Factors that explain adolescent and young adult mobile game play, part 2: A quantitative examination of the casual player in the context of age and gender. In R. Zheng & M. Gardner (Eds.), Handbook of research on serious games for educational applications (pp. 340-365). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0513-6.ch016. isbn: 978-1-5225-0513-6.

Seok, S., & DaCosta, B. (2017). Educational support at school for students with autism spectrum disorder, intellectual and developmental disabilities: The relationship between teachers’ priorities, students’ achievements, and educational implementation. In Y. Kats (Ed.), Supporting the Education of Children with Autism Spectrum Disorder (pp. 66-84). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0816-8.ch005. isbn: 978-1-5225-0816-8.

...

Jin, S., DaCosta, B., & Seok, S. (2016). Social skills development for children with autism spectrum disorders through the use of interactive storytelling games. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications (Vol. 3, pp. 1631-1647). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0034-6.ch070. isbn: 978-1-5225-0034-6. (Reprinted from Assistive technology research, practice, and theory, pp. 57-74, by B. DaCosta & S. Seok, Eds., 2014, Hershey, PA: IGI Global)

Seok, S., DaCosta, B., & Kim, W. (2016). Ecological perspectives surrounding the design of self-determination-enhanced problem-based learning as a formative intervention for students with disabilities in inclusive settings. In Information Resources Management Association (Ed.), Human-computer interaction: Concepts, methodologies, tools, and applications (Vol. 1, pp. 330-348). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-8789-9.ch014. isbn: 978-1-4666-8789-9. (Reprinted from Assistive technology research, practice, and theory, pp. 57-74, by B. DaCosta & S. Seok, Eds., 2014, Hershey, PA: IGI Global)

Seok, S., DaCosta, B., & Kim, W. (2016). Ecological perspectives surrounding the design of self-determination-enhanced problem-based learning as a formative intervention for students with disabilities in inclusive settings. In Information Resources Management Association (Ed.), Leadership and personnel management: Concepts, methodologies, tools, and applicationss (Vol. 1, pp. 336-364). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-9624-2.ch017. isbn: 978-1-4666-9624-2. (Reprinted from Assistive technology research, practice, and theory, pp. 57-74, by B. DaCosta & S. Seok, Eds., 2014, Hershey, PA: IGI Global)

...

DaCosta, B., & Seok, S. (2015). A step toward assistive technology evidence-based practices: Latent dimensions of information and communication technology. In Information Resources Management Association (Ed.), Gamification: Concepts, methodologies, tools, and applications (Vol. 3, pp. 1184-1211). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-8200-9.ch058. isbn: 978-1-4666-8200-9. (Reprinted from Assistive technology research, practice, and theory, pp. 99-126, by B. DaCosta & S. Seok, Eds., 2014, Hershey, PA: IGI Global)

DaCosta, B., Seok, S., & Kinsell, C. (2015). Mobile games and learning. In Z. Yan (Ed.), Encyclopedia of mobile phone behavior (Vol. 1, pp. 46-60). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-8239-9.ch004. isbn: 978-1-4666-8239-9.

Kinsell, C., DaCosta, B., & Nasah, A. (2015). Simulation games as interventions in the promotion of social skills development among children with autism spectrum disorders. In Information Resources Management Association (Ed.), Gamification: Concepts, methodologies, tools, and applications (Vol. 4, pp. 1788-1808). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-8200-9.ch090. isbn: 978-1-4666-8200-9. (Reprinted from Assistive technology research, practice, and theory, pp. 160-180, by B. DaCosta & S. Seok, Eds., 2014, Hershey, PA: IGI Global)

...

DaCosta, B., & Seok, S. (2014). A step toward assistive technology evidence-based practices: Latent dimensions of information and communication technology. In B. DaCosta & S. Seok (Eds.), Assistive technology research, practice, and theory (pp. 99-126). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-5015-2.ch008.

Jin, S., DaCosta, B., & Seok, S. (2014). Social skills development for children with autism spectrum disorders through the use of interactive storytelling games. In B. DaCosta & S. Seok (Eds.), Assistive technology research, practice, and theory (pp. 144-159). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-5015-2.ch010.

Kinsell, C. (2014). Technology and disability laws, regulations, and rights. In B. DaCosta & S. Seok (Eds.), Assistive technology research, practice, and theory (pp. 75-87). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-5015-2.ch017.

Kinsell, C., & DaCosta, B. (2014). A 15 factor and 157 item checklist for assessing website usability and accessibility. In B. DaCosta & S. Seok (Eds.), Assistive technology research, practice, and theory (pp. 252-276). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-5015-2.ch017.

Kinsell, C., DaCosta, B., & Nasah, A. (2014). Simulation games as interventions in the promotion of social skills development among children with autism spectrum disorders. In B. DaCosta & S. Seok (Eds.), Assistive technology research, practice, and theory (pp. 160-180). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-5015-2.ch011.

Seok, S., DaCosta, B., & Kim, W. (2014). Ecological perspectives surrounding the design of self-determination-enhanced problem-based learning as a formative intervention for students with disabilities in inclusive settings. In B. DaCosta & S. Seok (Eds.), Assistive technology research, practice, and theory (pp. 57-74). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-5015-2.ch005.

...

DaCosta, B., Kinsell, C., & Nasah, A. (2013). Millennials are digital natives? An investigation into digital propensity and age. In Information Resources Management Association (Ed.), Digital literacy: Concepts, methodologies, tools, and applications (Vol. 1, pp. 103-119). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-1852-7.ch006. isbn: 978-1-4666-1852-7. (Reprinted from Teaching, learning, and the Net Generation: Concepts and tools for reaching digital learners, pp. 90-106, by S. P. Ferris, Ed., 2011, Hershey, PA: IGI Global)

...

DaCosta, B., Kinsell, C., & Nasah, A. (2012). Millennials are digital natives?: An investigation into digital propensity and age. In S. P. Ferris (Ed.), Teaching, learning, and the Net Generation: Concepts and tools for reaching digital learners (pp. 90-106). Hershey, PA: IGI Global. doi:10.4018/978-1-61350-347-8.ch006. isbn: 978-1-61350-347-8.

...

DaCosta, B., Nasah, A., Kinsell, C., & Seok, S. (2011). Digital propensity: An investigation of video game and information and communication technology practices. In P. Felicia (Ed.), Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches (pp. 1148-1173). Hershey, PA: IGI Global. doi: 10.4018/978-1-60960-495-0.ch052. isbn: 978-1-60960-495-0.

...

DaCosta, B., & Seok, S. (2010). Human cognition in the design of assistive technology for those with learning disabilities. In S. Seok, E. Meyen, & B. DaCosta (Eds.), Handbook of research on human cognition and assistive technology: Design, accessibility and transdisciplinary perspectives (pp. 1-20). Hershey, PA: IGI Global. doi: 10.4018/978-1-61520-817-3.ch001.

DaCosta, B., & Seok, S. (2010). Managing cognitive load in the design of assistive technology for those with learning disabilities. In S. Seok, E. Meyen, & B. DaCosta (Eds.), Handbook of research on human cognition and assistive technology: Design, accessibility and transdisciplinary perspectives (pp. 21-42). Hershey, PA: IGI Global. doi: 10.4018/978-1-61520-817-3.ch002.

DaCosta, B., & Seok, S. (2010). Multimedia design of assistive technology for those with learning disabilities. In S. Seok, E. Meyen, & B. DaCosta (Eds.), Handbook of research on human cognition and assistive technology: Design, accessibility and transdisciplinary perspectives (pp. 43-60). Hershey, PA: IGI Global. doi: 10.4018/978-1-61520-817-3.ch003.

Kinsell, C. (2010). Investigating assistive technologies using computers to simulate basic curriculum for individuals with cognitive impairements. In S. Seok, E. Meyen, & B. DaCosta (Eds.), Handbook of research on human cognition and assistive technology: Design, accessibility and transdisciplinary perspectives (pp. 61-74). Hershey, PA: IGI Global. doi: 10.4018/978-1-61520-817-3.ch004.