Archive for the ‘Games’ Category

A Critique and Defense of Gamification

Gamification has received increased attention in education in recent years, and is seen as a way to improve student engagement, motivation, attendance, and academic performance. While empirical studies on gamification in higher education are showing modest gains in some areas, this data can be difficult to interpret because of the many ways that gamification can […]

Playful Constructivism: Making Sense of Digital Games for Learning and Creativity Through Play, Design, and Participation

The goal of this article is to provide a conceptual framework to better understand digital games in learning and creative contexts through the dimensions of play, design, and participation. This framework can be used as a guiding tool for the selection, implementation, and evaluation of game-based approaches in formal and informal educational settings, as well […]

Playing and Learning: An iPad Game Development & Implementation Case Study

There is a great deal of enthusiasm for the use of games in formal educational contexts; however, there is a notable and problematic lack of studies that make use of replicable study designs to empirically link games to learning (Young, et al., 2012). This paper documents the iterative design and development of an educationally focused […]

Gamification Is Simply Bells and Whistles

Gamification has become latest buzzword in the learning community. Just as “rapid elearning” was supposed to make everyone able to develop “high quality” elearning content a few years back, vendors and others with vested interest are praising the merits of gamification as a silver bullet to improve the learning experience. eLearn Magazine

2016 Top Gamification Companies List

TrainingIndustry.com continuously monitors the training marketplace looking for the best providers of gamification services/technologies in support of corporate learning and development. TrainingIndustry.com

Playing and Learning: An iPad Game Development & Implementation Case Study

There is a great deal of enthusiasm for the use of games in formal educational contexts; however, there is a notable and problematic lack of studies that make use of replicable study designs to empirically link games to learning (Young, et al., 2012). This paper documents the iterative design and development of an educationally focused […]

The Factor-Criteria Model Of Assessment Of Electronic Educational Game Resources In Mathematics For Primary School Students

This article proves the need for a comprehensive assessment of electronic educational game resources in mathematics for the primary school students; gives the definition of “the factor-criteria model of the electronic educational game resources (EEGR)”. It also describes the created model, which consists of requirements for the content, methodological and program parts of the electronic […]

Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic

In this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self-care practices in dealing with viral contagious diseases, using a social networking interface to integrate both […]

Download Report: Gaming and Gamers

49% of American adults ever play video games, and 10% consider themselves gamers. Public attitudes toward games – and the people who play them – are complex and often uncertain. Pew Research Center

Facilitating dialog in the game-based learning classroom: Teacher challenges reconstructing professional identity

Despite widespread interest in the use of digital games to engage students and enhance the quality of student learning, the teacher’s perspective has been less extensively studied. The challenges that teachers face when enacting authentic game-based learning predicated on dialogic pedagogy in the classroom offer powerful opportunities for professional learning despite potentially engendering stressful experiences. […]