Bainbridge, William Sims. (1978). Satan's power: A deviant psychotherapy cult. Berkeley, CA: University of California Press.Google Scholar

Bainbridge, William Sims. (2002). The endtime family: Children of God. Albany, NY: State University of New York Press.Google Scholar

Bainbridge, William Sims. (2007). The scientific research potential of virtual worlds. Science, 317, 472–476.Google Scholar

Bainbridge, William Sims. (2010). The warcraft civilization: Social science in a virtual world. Cambridge, MA: MIT Press.Google Scholar

Bainbridge, William Sims. (2011). The virtual future. London: Springer.Google Scholar

Bainbridge, William Sims. (2013a). eGods: Faith versus fantasy in computer gaming. New York, NY: Oxford University Press.Google Scholar

Bainbridge, William Sims. (2013b). The Iron Law. Journal of Virtual Worlds Research, 6(3).Google Scholar

Bainbridge, William Sims. (2014). An information technology surrogate for religion: The veneration of deceased family members in online games. New York, NY: Palgrave Macmillan.Google Scholar

Bainbridge, William Sims. (2016a). Star worlds: Freedom versus control in online gameworlds. Ann Arbor, MI: University of Michigan Press.Google Scholar

Bainbridge, William Sims. (2016b). Virtual sociocultural convergence: Human sciences of computer games. London: Springer.Google Scholar

Barthel, Diane L. (1984). Amana: From pietist sect to American community. Lincoln, NE: University of Nebraska Press.Google Scholar

Carden, Maren Lockwood. (1969). Oneida: Utopian community to modern corporation. Baltimore, MD: Johns Hopkins University Press.Google Scholar

Castronova, Edward. (2005). Synthetic worlds: The business and culture of online gaming. Chicago, IL: University of Chicago Press.Google Scholar

Castronova, Edward. (2007). Exodus to the virtual world: How online fun is changing reality. New York, NY: Palgrave Macmillan.Google Scholar

Durkheim, Emile. (1915). The elementary forms of the religious life. New York, NY: Free Press (1965).Google Scholar

Gardner, Hugh. (1978). The children of prosperity: Thirteen modern American communes. New York, NY: St. Martin's Press.Google Scholar

Geraci, Robert M (2014). Virtually sacred. New York, NY: Oxford University Press.Google Scholar

Gibbs, Martin, Mori, Jopji, Arnold, Michael, & Kohn, Tamara. (2012). Tombstones, uncanny monuments and epic quests: Memorials in World of Warcraft. Game Studies, 12(1).Google Scholar

Goffman, Erving. (1961). Encounters: Two studies in the sociology of Interaction – Fun in games & role distance. Indianapolis, IN: Bobbs-Merrill.Google Scholar

Guarneri, Carl J. (1982). Importing Fourierism to America. Journal of the History of Ideas, 43(4), 581–594.Google Scholar

Heinlein, Robert A. (1951). Between planets. New York, NY: Scribner.Google Scholar

Houriet, Robert. (1971). Getting back together. New York, NY: Coward, McCann and Geoghegan.Google Scholar

Huntington, Samuel P. (1996). The Clash of Civilizations and the remaking of world order. New York, NY: Simon and Schuster.Google Scholar

Kamau, Lucy Jayne. (1992). The anthropology of space in Harmonist and Owenite New Harmony. Communal Societies, 12, 68–89.Google Scholar

Kanter, Rosabeth Moss. (1972). Commitment and community: Communes and utopias in sociological perspective. Cambridge, MA: Harvard University Press.Google Scholar

Michels, Robert. (1915). Political parties. New York, NY: Hearst's International Library.Google Scholar

More, Thomas. (1516). Utopia. London: Chiswell [English translation, 1685].Google Scholar

Moreno, Jacob L. (1944). Psychodrama and therapeutic motion pictures. Sociometry, 7(2), 230–244.Google Scholar

Moreno, Jacob L., & Toeman, Zerka. (1942). The group approach in psychodrama. Sociometry, 5(2): 191–195.Google Scholar

Nardi, Bonnie. (2010). My life as a Night Elf priest: An anthropological account of World of Warcraft. Ann Arbor, MI: University of Michigan Press.CrossRefGoogle Scholar

Nordhoff, Charles. (1875). The communistic societies of the United States. London: John Murray.Google Scholar

Noyes, John Humphrey. (1870). History of American socialisms. Philadelphia, PA: Lippincott.Google Scholar

Palmer, Susan J. (2004). Aliens adored: Rael's UFO religion. New Brunswick, NJ: Rutgers University Press.Google Scholar

Parsons, Talcott. (1964). Evolutionary universals in society. American Sociological Review, 29, 339–357.Google Scholar

Pearce, Celia, & Artemesia, . (2009). Communities of play: Emergent cultures in multiplayer games and virtual worlds. Cambridge, MA: MIT Press.Google Scholar

Rheingold, Howard. (1993). The virtual community. Reading, MA: Addison-Wesley.Google Scholar

Sicart, Miguel. (2009). The ethics of computer games. Cambridge, MA: MIT Press.Google Scholar

Stanislavski, Constantin. (1964). An actor prepares. New York, NY: Routledge.Google Scholar

Stark, Rodney, & Bainbridge, William Sims. (1987). A theory of religion. New York, NY: Peter Lang.Google Scholar

Stephan, Karen H., & Stephan, G. Edward. (1973). Religion and the survival of Utopian communities. Journal for the Scientific Study of Religion, 12, 89–100.Google Scholar

Timpone, Richard J. (1998). Structure, behavior, and voter turnout in the United States. The American Political Science Review, 92(1), 145–158.CrossRefGoogle Scholar

Zablocki, Benjamin. (1980). Alienation and charisma. New York, NY: Free Press.Google Scholar

Asher, S. A., MacEvoy, J. P., & McDonald, K. L. (2008). Children's peer relations, social competence, and school adjustment: A social tasks and social goals perspective. In Maehr, M. L., Karabenick, S., & Urdan, T. (eds.), Advances in motivation and achievement. Amsterdam: Elsevier.Google Scholar

Bailenson, J. N., Beall, A. C., Loomis, J., Blascovich, J., & Turk, M. (2004). Transformed social interaction: Decoupling representations from behavior and form in collaborative virtual environments. Presence: Teleoperators and Virtual Environments, 13(4), 428–441.Google Scholar

Baker, T., & Clark, J. (2010). Cooperative learning – A double-edged sword: A cooperative learning model for use with diverse student groups. Intercultural Education, 21(3), 257–68.Google Scholar

Banks, M. (2012). Collocated multiplayer games and social interaction (doctoral dissertation). London: University College London.Google Scholar

Baumann, G. (1999). The multicultural riddle: Rethinking national, ethnic, and religious identities. New York, NY: Psychology Press.Google Scholar

Berry, J. W., Phinney, J. S., Sam, D. L., & Vedder, P. (2006). Immigrant youth: Acculturation, identity, and adaptation. Applied Psychology, 55(3), 303–332.CrossRefGoogle Scholar

Blascovich, J., & Bailenson, J. (2012). Infinite reality: The hidden blueprint of our virtual lives. New York, NY: HarperCollins.Google Scholar

Bleszynska, K. M. (2008). Constructing intercultural education. Intercultural Education, 19(6), 537–545.Google Scholar

Bleumers, L., All, A., Mariën, I., Schurmans, D., Van Looy, J., Jacobs, A., Willaert, K., & De Grove, F. (2012). In Stewart, J. (ed.), State of play of digital games for empowerment and inclusion: A review of literature and empirical cases. JRC-IPTS Technical Report, Joint Research Centre; 2012. JRC77655. Retrieved from: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=5819 (accessed July 18, 2016).Google Scholar

Brennen, B. S. (2013). Interviewing. In Qualitative research methods for media studies (pp. 26–58). New York, NY: Routledge.Google Scholar

Bruin, K. (1985). Prejudices, discrimination, and simulation/gaming: An analysis. Simulation & Gaming, 16(2), 161–173.Google Scholar

Chamberlin-Quinlisk, C. (2013). Media, technology, and intercultural education. Intercultural Education, 24(4), 297–302.Google Scholar

Chomentowski, M. (2009). L'échec scolaire des enfants de migrants: L'illusion de l'égalité. Paris: L'Harmattan.Google Scholar

Coelho, E. (1994). Learning together in the multicultural classroom. Markham, Ontario: Pippin Publishing.Google Scholar

Coelho, E. (1998). Teaching and learning in multicultural schools: An integrated approach, Vol. 13. Bristol: Multilingual Matters.Google Scholar

Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. New York, NY: Routledge.Google Scholar

Côté, J. E. (1996). Sociological perspectives on identity formation: The culture–identity link and identity capital. Journal of Adolescence, 19(5), 417–428.Google Scholar

Crul, M., & Holdaway, J. (2009). Children of immigrants in schools in New York and Amsterdam: The factors shaping attainment. The Teachers College Record, 111(6), 1476–1507.Google Scholar

den Brok, P., & Levy, J. (2005). Teacher–student relationships in multicultural classes: Reviewing the past, preparing the future. International Journal of Educational Research, 43(1), 72–88.CrossRefGoogle Scholar

Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129–152.Google Scholar

De Weyer, T., Robert, K., Hariandja, J. R. O., Alders, G., & Coninx, K. (2011). The social maze: A collaborative game to motivate MS patients for upper limb training. In Herrlich, M., Malaka, R., & Masuch, M. (eds.), ICEC 2012 (pp. 476–479). Laxenburg, Austria: International Federation for Information Processing.Google Scholar

Dusi, P., Messetti, G., & Falcón, I. G. (2015). Belonging: Growing up between two worlds. Procedia-Social and Behavioral Sciences, 171, 560–568.Google Scholar

EU. (2007). Report of the peer learning activity, Oslo May 2007. How can teacher education and training policies prepare teachers to teach effectively in culturally diverse classrooms? Education and Training 2010 programme, cluster Teachers and Trainers. Directorate General for Education and Culture, Lifelong Learning: Education and Training Policies, School Education and High Education.Google Scholar

EU. (2016). Education to foster intercultural understanding and solidarity in Europe. Retrieved from: www.eucis-lll.eu/eucis-lll/wp-content/uploads/2016/01/lllplatform_policy-paper_education-to-foster-intercultural-dialogue_jan.pdf (accessed January 20, 2016).Google Scholar

Eurydice. (2004) Integrating immigrant children into schools in Europe. Retrieved from: www.indire.it/lucabas/lkmw_file/eurydice///Integrating_immigrant_children_2004_EN.pdf (accessed July 4, 2015).Google Scholar

Fogg, B. J. (2003). Persuasive technology: Using computers to change what we think and do. San Francisco, CA: Morgan Kaufmann.Google Scholar

Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. London: Routledge.Google Scholar

González Sánchez, J. L., Cabrera, M., & Gutiérrez, F. L. (2007). Diseño de Videojuegos aplicados a la Educación Especial. In Proceedings of eighth congreso internacional de interacción persona, Ordenador, Zaragoza, Spain.Google Scholar

Gorard, S., & Taylor, C. (2004). Combining methods in educational and social research. London: Open University Press.Google Scholar

Haché, A., & Cullen, J. (2009). ICT and youth at risk: How ICT-driven initiatives can contribute to their socio-economic inclusion and how to measure it. Sevilla, Spain: European Commission, Joint Research Centre (JRC), Institute for Prospective Technological Studies (IPTS).Google Scholar

Hallinan, Maureen T., & Teixeira, Ruy A. (1987). Opportunities and constraints: Black–white differences in the formation of interracial friendships. Child Development, 58(5), 1358–1371.CrossRefGoogle ScholarPubMed

Hijzen, D. (2006). Students’ goal preferences, ethnocultural background and the quality of cooperative learning in secondary vocational education. Leiden: Leiden University, Educational Sciences, Faculty of Social and Behavioural Sciences.Google Scholar

Hung, C.-Y. (2007). Video games in context: An ethnographic study of situated meaning-making practices of Asian immigrant adolescents. Paper presented at the Situated Play. DiGRA 2007 International Conference, Tokyo, Japan.Google Scholar

Isbister, K. (2010). Enabling social play: A framework for design and evaluation. In Evaluating user experience in games (pp. 11–22). Human-Computer Interaction Series. New York, NY: Springer Science+Business Media.Google Scholar

Johnson, D. W., & Johnson, R. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.Google Scholar

Johnson, D. W., & Johnson, R. (1994). Learning together. In Sharan, S., (ed.), Handbook of cooperative learning methods (pp. 115–133). Westport, CT: Greenwood Press.Google Scholar

Johnson, D. W., & Johnson, R. (1999). Cooperative learning, values, and culturally plural classrooms. In Leicester, M., Modgill, C., & Modgil, S. (eds.), Values, the classroom, and cultural diversity (pp. 15–28). London: Cassell PLC.Google Scholar

Johnson, D. W., & Johnson, R. (2002). Learning together and alone: An overview. In Sharan, S. (Guest Editor), Cooperative learning. Asia Pacific Journal of Education, 22(1), 95–105Google Scholar

Johnson, R. T., & Johnson, D. W. (1988). Cooperative learning: Two heads learn better than one. Transforming education: In context; 18:34. Retrieved from: www.context.org/ICLIB/IC18/Johnson.htm (accessed January 20, 2016).Google Scholar

Kayali, F., Schwarz, V., Götzenbrucker, G., Purgathofer, P., Franz, B., & Pfeffer, J. (2011). Serious beats: Transdisciplinary research methodologies for designing and evaluating a socially integrative serious music-based online game. Paper presented to the DiGRA 2011 Conference “Think Design Play,” Utrecht, the Netherlands.Google Scholar

KTH. (2004 ). Ghost in the Cave [collaborative game].Google Scholar

Lenoir, A., Lenoir, Y., Pudelko, B., & Steinback, M. (2008). Le discours québécois sur les relations entre l'école et les familles issues de l'immigration: Un état de la question. Les Dossiers des Sciences de l:éducation, 19, 171–190.Google Scholar

McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games; 2002. Retrieved from: www.teem.org.uk/publications/teem_gamesined_full.pdf (accessed January 20, 2016).Google Scholar

Molecule, Media. (2015). Little Big Planet 3 [console game].Google Scholar

Memarzia, M., & Star, K. (2011). Choices and voices: A serious game for preventing violent extremism. In Akhgar, B. & Yates, S. (eds.), Intelligence management knowledge driven frameworks for combating terrorism and organized crime. London: SpringerGoogle Scholar

Migacheva, K., & Tropp, L. R. (2013). Learning orientation as a predictor of positive intergroup contact. Group Processes & Intergroup Relations, 16, 426–444.Google Scholar

Norman, Donald A. (1999). Affordance, conventions, and design. Interactions 6 (3), 38–43.Google Scholar

Nuñez, G., Aguero, U., & Olivares, C. (1998). Group decision-making for collaborative educational games. Paper presented at the 4th International Workshop on Groupware (CRIWG 98), Buzios Brasil.Google Scholar

Nussbaum, M., Rosas, R., Rodríguez, P., Sun, Y., & Valdivia, V. (1999). Diseño desarrollo y evaluación de video juegos portátiles educativos y autorregulados. Ciencia al Día, 3(2), 1.Google Scholar

Ohinata, A., & Van Ours, J. C. (2013). How immigrant children affect the academic achievement of native Dutch children. The Economic Journal, 123(570), F308–F331.Google Scholar

O'Mara, B., & Harris, A. (2014). Intercultural crossings in a digital age: ICT pathways with migrant and refugee-background youth. Race Ethnicity and Education, 19(3), 639–658.Google Scholar

Osterman, K. F. (2010). Teacher practice and students’ sense of belonging. In International research handbook on values education and student wellbeing (pp. 239–260). Dordrecht: Springer.Google Scholar

Padilla Zea, N., González Sánchez, J. L., Gutiérrez Vela, F. L., Cabrera, M., & Paderewski, P. (2009). Design of educational multiplayer videogames: A vision from collaborative learning. Advances in Engineering Software, 40, 1241–1260.Google Scholar

Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49(1), 65–85.Google Scholar

Pettigrew, T. F. (2008). Future directions for intergroup contact theory and research. International Journal of Intercultural Relations, 32(3), 187–199.Google Scholar

Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751.Google Scholar

Rinman, M. L., Friberg, A., Bendiksen, B., et al. (2004). Ghost in the Cave: An interactive collaborative game using non-verbal communication. In Camurri, A. & Volpe, G. (eds.), Gesture-based communication in human–computer interaction (pp. 549–556). New York, NY: Springer Science+Business Media.Google Scholar

Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing.Google Scholar

Sen, A. K. (1992). Inequality examined. Cambridge, MA: Harvard University Press.Google Scholar

Severiens, S., Wolff, R., & van Herpen, S. (2014). Teaching for diversity: A literature overview and an analysis of the curriculum of a teacher training college. European Journal of Teacher Education, 37(3), 295–311.Google Scholar

Silverman, D. (1993). Interpreting qualitative data. London: SAGE.Google Scholar

Sleeter, C. (2013). Teaching for social justice in multicultural classrooms. Multicultural Education Review, 5(2), 1–19.Google Scholar

Smith, H. W. (1975). Strategies of social research: The methodological imagination. London: Prentice Hall.Google Scholar

Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613.Google Scholar

Stefanek, E., Strohmeier, D., & van de Schoot, R. (2015). Individual and class room predictors of same-cultural friendship preferences in multicultural schools. International Journal of Behavioral Development, 39(3), 255–265.Google Scholar

Steinbach, M. (2010). Eux autres versus nous autres: Adolescent students’ views on the integration of newcomers. Intercultural Education, 21(6), 535–547.Google Scholar

Steinkuehler, C. (2004). Learning in massively multiplayer online games. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herreras, F. (eds.), Proceedings of the sixth international conference of the learning sciences (pp. 521–528). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Suárez-Orozco, M., & Suárez-Orozco, C. (2000). Some conceptual considerations in the interdisciplinary study of immigrant children. In Trueba, H. & Bartolome, L. (eds.), Immigrant voices: In search of educational equity (pp. 17–36). Oxford: Rowman & Littlefield.Google Scholar

Tielman, K., den Brok, P., Bolhuis, S., & Vallejo, B. (2012). Collaborative learning in multicultural classrooms: A case study of Dutch senior secondary vocational education. Journal of Vocational Education & Training, 64(1), 103–118.Google Scholar

Traag, T., & Van der Velden, R. K. (2008). Early school-leaving in the Netherlands. The role of student-, family- and school factors for early school-leaving in lower secondary Education. Maastricht: Research Centre for Education and the Labour.Google Scholar

Tupas, R. (2014). Intercultural education in everyday practice. Intercultural Education, 25(4), 243–254.Google Scholar

Usart, M., Romero, M., & Almirall, E. (2011). Impact of the feeling of knowledge explicitness in the learner's participation and performance in a collaborative digital game based learning activity. In Ma, M., Oliveira, M. Fradinho, & Pereira, J. Madeiras (eds.), SGA 2011 (pp. 23–35). Berlin: Springer-Verlag.Google Scholar

Ward, C. (2013). Probing identity, integration and adaptation: Big questions, little answers. International Journal of Intercultural Relations, 37(4), 391–404.Google Scholar

Wiklund, Mats. (2005). Game mediated communication: Multiplayer games as the medium for computer based communication. In Proceedings of DIGRA 2005 Changing Views Worlds in Play 2 Nd International Digital Games Research Association Conference June 16–20, 2005. Retrieved from: www.digra.org/wp-content/uploads/digital-library/06278.39122.pdf (accessed January 20, 2016).Google Scholar

Zagal, J. P., Rick, J., & Hsi, I. (2006). Collaborative games: Lessons learned from board games. Simulation & Gaming, 37(1), 24–40.Google Scholar