Digital Games, Design, and Learning

Digital Games, Design, and Learning

s Excluded(n = 3,141) Irretrievable Citations(n = 5) Not Eligible(n = 970) Literature review:32Ineligible research design:767Ineligible participant population: 67Ineligible game/intervention:40Ineligible outcome type:19Ineligible language/publication year: 16Ineligible effect size info29 FIGURE 1. Study identification flow diagram.

Digital Games and Science Learning: Design Principles and Processes to Augment Commercial Game Design Conventions

Digital games have the potential to make unique and powerful contributions to science education efforts. Much of that potential, however, remains unrealized, partly because powerful games for science learning need to synergistically augment commercial game design conventions and principles with design principles specific to the goals and nature of science learning and research on science learni...

Motivation, Engagement and Learning through Digital Games

Digital games can be powerful learning environments because they encourage active learning and participation within “affinity groups” (Gee, 2004). However, the use of games in formal educational environments is not always successful (O’Neil et al., 2005). There is a need to update existing theories of motivation and engagement in order to take recent game-related developments into account. Unde...

Digital games: motivation, engagement and informal learning

Digital Games in Education: The Design of Games-Based Learning Environments

In recent years, electronic games have assumed an important place in the lives of children and adolescents. Children acquire digital literacy informally, through play, and neither schools nor other educational institutions take sufficient account of this important aspect. We consider that multimedia design for training and education should combine the most powerful features of interactive multi...