28 Int’l Journal of Gaming and Computer-Mediated Simulations, 1(3), 28-52, July-September 2009 Copyright © 2009, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. abstraCt Literature suggests that games can support learning in schools by enabling creative problem solving, allowing dy- namic resource allocation, by providing a motivating, immersive activity, and by supporting explorations of identity. A descriptive, inductive study was carried out to identify how high school students in a school setting make use of the video game interface and its representations. Results demonstrate that specifc cues direct attention, helping to focus efforts on new or underutilized game tasks. In addition, consistent and well-organized visualizations encourage learning and collaboration among students by providing shared referential resources and scaffolding coordinated sequences of problem solving acts during gameplay. Conversely, when affordances are inconsistently represented, students’focus can shift from problem solving at the goal level (game strategy, etc.) to problem solving why the game interface is frustrating their goals. In general, the design of game representations and behaviors can help guide or hinder student learning. [Article copies are available for purchase from InfoSci-on-Demand.com] Keywords: Affordances; Collaborative Learning; Education; Gaming; Interface Design; Representa- tional Guidance; Video Games Video Game representations as Cues for Collaboration and learning Matthew J. Sharritt, Situated Research, LLC, USA Daniel D. Suthers, University of Hawai`i at Manoa, USA introduCtion Squire (2005) suggests that games provide a rich learning context, in which gamer strategizing and the management of complex problems can foster creative thinking skills and demonstrate to players how their decisions have dynamic outcomes. According to Squire (2005), “it seems the important question is not can games be used to support learning, but how” (p. 1). In this article, we provide a description of how high school students make use of video game interfaces while engaged in playing commer- cial video games in a school setting (Civiliza- tion IV, RollerCoaster Tycoon 3, and Making History: The Calm & The Storm). This study focused on ways that the designed visualiza- tions and behaviors of game interfaces guide player activity and collaboration, creating op- portunities for learning; and how those player interactions in turn infuence player activity to support learning. Concepts from previous work IGI PUBLISHING This paper appears in the publication, International Journal of Gaming and Computer-Mediated Simulations, Volume 1, Issue 3 edited by Richard E. Ferdig © 2009, IGI Global 701 E. Chocolate Avenue, Hershey PA 17033-1240, USA Tel: 717/533-8845; Fax 717/533-8661; URL-http://www.igi-global.com ITJ 5134