Games Based Learning Digital Games for Learning Conclusions and recommendations from the IMAGINE project Author: CONTENTS (original) (raw)

Effective Educational Games

Educational Gameplay and Simulation Environments

This chapter argues that although educational games have not always been taken seriously, they are forms of play that offer strong interactive communication support and should be a component of 21st century education. It reports on a systematic review of studies highlighting the game elements that support motivation and learning: repetition, learning content segmentation, feedback, challenge and competition, active participation in learning, teamwork, and interaction, and illustrates these mechanisms with examples.

EJEL Special Issue: 7 th European Conference on Game-Based Learning-ECGBL 2013 Held at Instituto Superior de Engenharia do Porto (ISEP), Porto, Portugal 3-4 October 2013 Editorial by the Guest Editors

2014

This issue of EJEL is dedicated to Game-Based Learning and, in particular, to ECGBL 2013-the 7 th European Conference on Game-Based Learning. Therefore, we would like to thank the editors of EJEL for allowing us to promote an important area of the use of technology for learning in such a relevant journal. Games are structured contexts where the player has clear objectives, with victory as the end goal. The player must solve problems, overcome challenges and face opponents (real or game characters) but always respecting a clearly-defined set of rules. More than simple entertainment contexts, games have been shown to promote learning and the development of personal and social skills like socialization, teamwork, leadership, decision making and collaborative learning. Therefore they have been successfully used in training, in formal education (classroom and school context) and also in non-formal education (outside the school context). The European Conference on Game-Based Learning-ECGB...

Games and Learning

Handbook of the Learning Sciences (2nd Ed.), 2014

Video games are one of the most promising innovations in the world of learning. From simple puzzle-based mobile games to sprawling massively-multiplayer worlds, games of all shapes and sizes provide opportunities for players to interact with complex environments, master sophisticated content, develop skills for social interaction, and build 21 st century skills. Over the last decade, interest in videogames as a learning technology has grown from a few lone scholars in education and one popular book (Gee, 2006) to a welldeveloped scholarly domain with established lines of inquiry, peer-reviewed journals and community events. Across multiple existing disciplines including educational technology, literacy, science education, computer science, and design, a number of universities and colleges have established game programs in research, design and development: Harvard University, Dartmouth, New York University, University of Southern California, Carnegie Mellon University, MIT, and University of Wisconsin-Madison to name a few. Such programs have made significant inroads into the design of games and game-based environments to improve cognition and learning. As pressure on schools to educate efficiently and assess frequently increase, games have emerged as a leading potential technological solution to interactive, immersive learning and formative, diagnostic assessment at scale.

Games and learning come together to maximise effectiveness: The challenge of bridging the gap

British Journal of Educational …, 2007

Lucia Pannese is one of the founding partners of 'imaginary'. She is in charge of organisational and marketing tasks and she is involved in some international research projects in which 'imaginary' designs learning simulations and competency-based business processes simulations. Maria Carlesi collaborates with 'imaginary' with modelling and business analysis responsibilities. Address for correspondence: imaginary srl c/o Acceleratore d