Relevant bibliographies by topics / Game-based learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Game-based learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 March 2023

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Journal articles on the topic "Game-based learning"

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Leitão, Rui, J. M. F. Rodrigues, and Adérito Fernandes Marcos. "Game-Based Learning." International Journal of Art, Culture and Design Technologies 4, no. 1 (January 2014): 63–75. http://dx.doi.org/10.4018/ijacdt.2014010105.

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In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.
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Schmitz, Birgit, Roland Klemke, and Marcus Specht. "Game-Based Learning." International Journal of Learning Technology 9, no. 2 (2014): 202. http://dx.doi.org/10.1504/ijlt.2014.064493.

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Gocheva, Margarita, Nikolay Kasakliev, and Elena Somova. "Mobile Game-Based Math Learning for Primary School." Mathematics and Informatics LXV, no. 6 (December 29, 2022): 574–86. http://dx.doi.org/10.53656/math2022-6-3-mob.

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The paper discusses modern learning approaches in which mobile devices are increasingly used. It presents an experiment to apply mobile game-based learning to primary school students. A suitable learning model has been designed using adaptive, micro lesson, behavioural and game-based approaches. Based on the model, a mobile math educational game was developed to complement traditional classroom learning and be used at home. The mobile game was tested in a real learning environment. A survey was conducted also with the students and teachers, participants in the experiment, which investigated the attitude toward using mobile game – based learning in mathematics in the direction of – practical applicability, motivation, design, accessibility, support and feedback.
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Avdiu, Eliza. "Game-Based Learning Practices in Austrian Elementary Schools." Educational Process: International Journal 8, no. 3 (September 15, 2019): 196–206. http://dx.doi.org/10.22521/edupij.2019.83.4.

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Bennis, Lamyae, and Said Amali. "From Learning Game to Adaptive Ubiquitous Game Based Learning." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (August 29, 2019): 55. http://dx.doi.org/10.3991/ijet.v14i16.10701.

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Mobile Learning (also known as m-learning) and game based learning (GBL) are two important elements in Technology-Enhanced Learning. By using mobile technology and benefiting from their features we can provide a pervasive learning without being restricted by time and space (Learning anywhere and anytime). GBL over the last decade has played an important role in increasing the motivation of the learner player through the integration of gamification into the learner’s learning process. The combination of the two elements gave birth to a new concept of educational system called Ubiquitous Learning Game (ULG). Mobile technologies are very diverse and market demands push the continued development of new technologies and features that present a big challenge in time and development costs. On the other hand creating a nice game for different player profiles requires the addition of the learner’s model in the design phase of the game. In this sense the main aim of this paper is to present the new architecture of the <e-Adventure > educational adventure games authoring tool and its implementation by addressing the different challenges already cited in order to generate an adaptive ULG for multiples mobile platforms.
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Wang, Dan, and MAS NIDA MD. KHAMBARI. "The application of game-based AR learning model in English sentence learning." Malaysian Online Journal of Educational Technology 8, no. 1 (January 1, 2020): 63–71. http://dx.doi.org/10.17220/mojet.2020.01.005.

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Sadera, William A., Qing Li, Liyan Song, and Leping Liu. "Digital Game-Based Learning." Computers in the Schools 31, no. 1-2 (April 3, 2014): 1. http://dx.doi.org/10.1080/07380569.2014.879801.

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Prensky, Marc. "Digital game-based learning." Computers in Entertainment 1, no. 1 (October 2003): 21. http://dx.doi.org/10.1145/950566.950596.

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Shah, Kavita A. "Game-Based Accounting Learning." International Journal of Information Systems in the Service Sector 9, no. 4 (October 2017): 21–29. http://dx.doi.org/10.4018/ijisss.2017100102.

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Accounting students should enrich themselves with the technical knowledge, critical thinking, and problem-solving skills to be successful in today's competitive environment. To reach these objectives, they should be highly engaged and motivated in the learning process. It has been argued that games can play a useful role in making the study of accounting more interesting, hence increasing motivation. The research presented in this paper explores the impact of learning in an introductory accounting course attributable to the use of games supplementary to the traditional teaching methods. The perceptions of 18 students and six faculties at a tertiary institution in the United Arab Emirates relating to the integration of games in an introductory accounting course were uncovered through semi structured interviews. Prior to the students being interviewed, they had been given the opportunity to play three different types of games in a controlled classroom. The exploratory research found that faculty and students believe that games can motivate students and maintain their enthusiasm and interest in learning in an introductory accounting course. However, faculty are generally not in a favour of introducing accounting concepts in introductory accounting course to students through games. They do agree that games should be used for practicing homework and as fillers in an introductory accounting course. The study accentuates that games are one of the motivational factors to maintain student's interest in the course consistently. This exploratory research will give an idea of innovative learning in the accounting class. It will assist accounting faculty to understand the fact that the use of games can make complex and quantitative subjects like accounting easy to understand and fun without sacrificing the quality of students' foundation learning in the subject.
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Roy, Anupama, and Mike Sharples. "Mobile Game Based Learning." International Journal of Mobile and Blended Learning 7, no. 1 (January 2015): 1–12. http://dx.doi.org/10.4018/ijmbl.2015010101.

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This paper describes an investigatory project to pilot an SMS based game to enhance the training of peer educators of MSM (Males having Sex with Males) groups in India. The objective of this research was to increase the efficacy of the MSM peer educators by bridging the gap between the training needs and their real life experiences. An SMS based game was designed using participatory approaches as a learning support, upholding their real life experiences in game form. The game was designed on an existing platform which provides text role-play games accessed through SMS messages. This paper examines the learning benefits. The findings show that after the intervention the peer educators had better understanding of peer education and organizational support. They also learnt to think critically.
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Dissertations / Theses on the topic "Game-based learning"

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Friis, Nicolai. "Computer game based learning - SimComp." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9207.

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This report is the result of a computer architecture simulation game development project. The goals of the project were to develop conceptual ideas for a game that could be used in teaching computer architecture at a university level and develop a prototype of game. The game should be based on simulation and the BSPlab simulator. Two types of simulation games were identified; observer and participant. The observer type puts the player outside the simulation and the participant type puts the player inside the simulation. The observer type of simulation game was selected as best suited for a game about computer architecture and simulation. Three conceptual ideas for types of observer simulation games were developed; Computer Tycoon, which puts the player in charge of a company. Computer Manager, which puts the player in the role of manager of a computer team and Computer Builder, which lets the player construct a computer city. The Computer Manager idea was developed further. The player is put in the role of the manager of a computer team. The team competes in a league against other teams, playing a series of matches against each other. A ranking system shows how well the teams have done and in the end of the series a winner will be declared. This is similar to a football-league. A simple prototype of the Computer Manager idea was designed and implemented in Java for use in evaluation of the idea.

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De, Kock Elizabeth Catharina. "Game-based learning and library instruction." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/37275.

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The purpose of this study was to investigate to what extent a game can be used as an instructional tool for library instruction. In order to determine the effectiveness of the game for library instruction, it was necessary to do literature research that included both subject fields. The research design therefore includes a literature study on information literacy and a literature study on game-based learning. The game was based on the Big6 information literacy model (Eisenberg, 2008). An in-depth literature review on game-based learning was needed to determine which criteria would be necessary to create a game for instructional purposes. An instructional design process (DODDEL model) was used for the design of the game. The design and layout of the game illustrated the application of the game-based learning criteria. A single-case study method was used for the purpose of the study. A mixed-methods approach with qualitative and quantitative questions and formative and summative evaluation was used to collect data and evaluate the game. The data analysis was done in Chapter 6. The data analysis indicates that games can be used in an effective way for library instruction purposes. The comments seem to confirm the findings of the literature review on game-based learning. The rating scale proved that the players were engaged during game play. The findings of the study were discussed in the concluding chapter. Game-based learning criteria and their application were described. The success and restrictions of the study were indicated and discussed. Recommendations for further research in the subject fields were made.
Dissertation (MSc)--University of Pretoria, 2013.
gm2014
Information Science
unrestricted
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Diab, Madeleine, Helge Fischer, Bettina North, Josefin Müller, and Maik Arnold. "Game-Based Learning in der beruflichen Bildung." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73708.

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Erfolgreiche Lehr- und Lernprozesse sind im Gegensatz zu impliziten und non-formalen Lernprozessen keine Zufallsprodukte, sondern Ergebnisse didaktischer Professionalität bei der Entwicklung von Lernsituationen. Es ist Aufgabe der Didaktik, die Bedingungen für erfolgreiches Lernen bzw. die Anwendung von Wissen im Alltag zu schaffen und zu schärfen. Damit werden u. a. die Konzepte Motivation, Emotionen und Lerntransfer adressiert.
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Covalciuc, Marina, and Gautier Kerleguer. "Leadership Competencies Development through Game-Based Learning." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85164.

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In contemporary world, there is a constant need for leadership development. Technological advancements, excessive uncertainty and severe hostility on one hand and high expectations from subordinates, pressure from stakeholders on another hand force leaders to develop more skills and competencies in order to succeed. Leadership competencies represent a set of behaviours that are seen to be crucial to deliver desired outcomes. Organisations design competencies models that are used for diverse reasons within human resources management, such as employee selection, career development, succession planning, performance management and employee development. The current most common practices in leadership competencies development applied by organisations include coaching and mentoring, 360‐degree feedback, specific job assignments, networking, action learning, corporate case studies, computer simulations, experiential learning and of course classroom‐type leadership training. However, the future generation of employees are the nowadays youngsters whose life is widely influenced by technology. A specific interest among them is in online and computer-based games, on which they spend a considerable amount of time per week. Games in general were proven to be an effective tool for education among children and young adults, and were discussed to be useful for adults as well. Presented research is performed with the goal to create an understanding of the game-based learning approach to leadership competencies development. Our first ambition for the research was to find out what leadership competencies are most likely to be developed though GBL approach. We came to the results that GBL approach can be effective in developing social interaction competencies such as motivation, facilitation, coaching, effective communication, collaborative negotiation, effective teamwork and such cognitive competencies as strategic thinking, decision making, problem solving and technical competency. Our second aim for the research was to draw on a conceptual framework in form of an experiment to answer to the question of how effective is game-based learning for development of leadership competencies. The experiment model proposed in this conceptual paper was designed by us by putting together elements in form of such games as "Spaghetti Tower"; "Strategic thinking game with 8 players" for measurement and "Acquire" board game for development of the "strategic thinking" leadership competency.
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DeRouin-Jessen, Renee. "GAME ON: THE IMPACT OF GAME FEATURES IN COMPUTER-BASED TRAINING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3142.

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The term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as billed. Research suggests that games do not always increase learning outcomes over conventional instruction. However, certain game features (e.g., rules/goals, fantasy, challenge) might be more beneficial for increasing learner motivation and learning outcomes than other game features. This study manipulated two specific game features: multimedia-based fantasy (vs. text-based fantasy) and reward (vs. no reward) in a computer-based training program on employment law. Participants (N=169) were randomly assigned to one of the four experimental conditions or to a traditional computer-based training condition. Contrary to hypotheses, the traditional PowerPoint-like version was found to lead to better declarative knowledge outcomes on the learning test than the most game-like version, although no differences were found between conditions on any of the other dependent variables. Participants in all conditions were equally motivated to learn, were equally satisfied with the learning experience, completed an equal number of practice exercises, performed equally well on the declarative knowledge and skill-based practice, and performed equally well on the skill-based learning test. This suggests that adding the "bells and whistles" of game features to a training program won't necessarily improve learner motivation and training outcomes.
Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Wendel, Viktor Matthias [Verfasser], Ralf [Akademischer Betreuer] Steinmetz, and Wolfgang [Akademischer Betreuer] Effelsberg. "Collaborative Game-based Learning - Automatized Adaptation Mechanics for Game-based Collaborative Learning using Game Mastering Concepts / Viktor Matthias Wendel. Betreuer: Ralf Steinmetz ; Wolfgang Effelsberg." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2015. http://d-nb.info/111191060X/34.

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Wendel, Viktor [Verfasser], Ralf [Akademischer Betreuer] Steinmetz, and Wolfgang [Akademischer Betreuer] Effelsberg. "Collaborative Game-based Learning - Automatized Adaptation Mechanics for Game-based Collaborative Learning using Game Mastering Concepts / Viktor Matthias Wendel. Betreuer: Ralf Steinmetz ; Wolfgang Effelsberg." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2015. http://nbn-resolving.de/urn:nbn:de:tuda-tuprints-46541.

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Costa, Liliana Filipa Vale. "Game-based learning for active ageing: co-designing, developing and assessing a game-based tool." Doctoral thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/23250.

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Doutoramento em Informação e Comunicação em Plataformas Digitais
Current demands for the Information and Communication Society often exclude certain groups either by their age, lack of participation in the labour workforce, health status or learning difficulties. In fact, active ageing and lifelong learning have been central issues for the Political Declaration and Madrid International Plan of Action on Ageing and the World’s Health Organisation. Although debate continues about the best strategies for increasing the participation of older adult citizens in economic, cultural and social affairs, few studies have addressed the potential of a game-based approach to encourage healthier habits, a sense of security and participation in society. The purpose of this mixed-method study is to assess the effectiveness of game-based learning to encourage active ageing. In this thesis, thirty-three adult learners (G0) at a University of Third Age were involved in the design process of two learning programmes (game-based learning – GBLP and computer-assisted learning – CALP). The field research deployed an array of longitudinal methods, including surveys, group discussions, and participant observation. Sixty adult learners at four Universities of Third Age were then assigned to three different groups: The Experimental Group (G1), who tested firstly the GBLP and then the CALP; The Comparison Group (G2), who tested firstly the CALP and then the GBLP; and the Control Group (G3) that did not take part in the intervention. Before and after each experiment, the participants were assessed on their perception of health-related wellbeing and quality of life, using the SF36v2 and WHOQOL-BREF scales. Semi-structured interviews with ten Subject Matter Experts from the Industry and the Educational Sector in the fields of Games, Human-Computer Interaction and Psychology and/or Ageing studies were carried out in order to get their perspective on the use of games for learning and meet the challenges of the ageing process and changes in behaviours. Findings suggest that although no significant differences between the type of experiment undertaken by each group and their health-related wellbeing and quality of life were observed, there were significant differences between the group type and their perception on mental health (F(2,57) = 3.771, p= .029) and general health-related wellbeing (F(2,57) = 5.231, p= .008) in which the GBLP showed improvements relative to the CALP. When designing such learning programme, the environment, mental and psychological wellbeing and quality of life domains should be considered whereas metamemory, immediate feedback, context-aware challenges, storytelling/bios and role-playing, imagery-based techniques and social engagement are important design factors to foster the participants’ confidence to solve daily-life problems, decrease ageing bias and encourage participation in society. Two prototypes of the learning programmes are provided as a result of the co-design sessions and a set of design recommendations are also included.
As exigências atuais que decorrem da Sociedade da Informação e Comunicação, por vezes, excluem certos grupos, quer pela idade, quer por não fazerem parte da população ativa, quer pelo estado de saúde ou dificuldades de aprendizagem. De facto, o envelhecimento ativo e a aprendizagem ao longo da vida têm sido temas centrais da Declaração Política de Ação Internacional para o Envelhecimento de Madrid e da Organização Mundial de Saúde. Apesar de, recentemente, se ter verificado um interesse crescente na utilização de estratégias que visem responder aos desafios de uma sociedade envelhecida, grande parte dos estudos parece não considerar os jogos como estratégia de aprendizagem para motivar hábitos saudáveis, segurança e participação na sociedade. Trinta e três alunos de uma Universidade Sénior (G0) foram envolvidos no processo de design de dois programas de aprendizagem (baseado em jogo – GBLP e assistido por computador – CALP). O trabalho de campo teve como base os seguintes métodos longitudinais: inquérito, discussões em grupo e observação participante. Sessenta alunos de quatro Universidades Sénior foram posteriormente divididos em três grupos: Grupo Experimental (G1) que testou primeiro o GBLP e depois o CALP; Grupo de Comparação (G2) que testou primeiro o CALP e depois o GBLP; e o Grupo de Controlo (G3) que não teve intervenção. Antes e pós cada experiência, foi avaliada a perceção sobre o bem-estar de saúde e qualidade de vida, utilizando as escalas SF36v2 e WHOQOL-BREF. Entrevistas semiestruturadas foram também concretizadas com dez especialistas da Academia e Indústria nas áreas dos Jogos, Interação Homem-Máquina, Psicologia e Envelhecimento, de modo a obter as suas perspetivas sobre o uso de jogos e mudanças comportamentais e envelhecimento ativo. Os resultados sugerem que embora não tenham sido encontradas diferenças estatisticamente significativas entre grupos sobre o estado de bem-estar sobre saúde e qualidade de vida, verificaram-se diferenças entre cada grupo e perceção sobre a saúde mental (F (2,57) = 3.771, p = .029) e bem-estar geral (F (2,57) = 5,231, p = 0,008) em que GBLP foi eficaz em relação ao CALP. Relativamente ao design de jogos, os fatores ambiente, bem-estar mental e psicológico dos domínios de bem-estar e qualidade de vida devem ser considerados, enquanto os fatores de design como metamemória, feedback imediato, desafios adaptados ao contexto, narrativa e bios dos personagens, imagética e engagement social são importantes para aumentar a confiança dos participantes na resolução de problemas do dia-a-dia, diminuir o medo de envelhecer e incentivar a participação na sociedade. Dois protótipos que resultam das sessões de co-design são apresentados tais como um conjunto de recomendações para o seu desenvolvimento.
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Tobar, Muñoz Hendrys Fabián. "Supporting technology for augmented reality game-based learning." Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/450519.

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In this thesis, Augmented Reality Game-Based Learning (ARGBL) is explored and arguments are given in favor of its application in the classrooms. The thesis explores the concept and proposes technologies, theories and recommendations to help teachers and designers to include it in their learning activities. Here, the thesis shows a state of art on AR and GBL showing the previous works that support its application. This state of art also shows the strategies that have been used to design and create AR and GBL experiences An exploratory scenario is shown where an ARGBL game was used for a reading comprehension activity in a classroom; an AR book involving a game was used. The thesis proposes a method named “Co-CreARGBL” that is meant to guide teachers and professional designers in the creation, deployment and evaluation of ARGBL experiences. Finally. the thesis argues for the validity of the method
En esta tesis el Aprendizaje Basado en Juegos con Realidad Aumentada (ARGBL) se explora y se presentan argumentos en favor de su aplicación. La tesis explora el concepto y propone tecnologías, teorías y recomendaciones que ayudan a profesores y diseñadores a incluir el ARGBL en sus actividades de aprendizaje. Contiene un estado del arte en AR y GBL mostrando conceptos y trabajos relacionados. Este estado del arte también muestra estrategias que han sido usadas para diseñar y crear experiencias de AR y GBL. Se describe un escenario exploratorio donde un juego ARGBL fue usado en una actividad de comprensión de lectura en un salón de clase; un libro con AR que incluía un juego fue desarrollado y usado. La tesis propone un método para guiar a profesores y diseñadores en la creación, despliegue y evaluación de experiencias ARGBL. Finalmente, la tesis argumenta en favor de la validez del método
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Martens, Alke. "Game-based Learning : der Prof. mit der Pappnase?" Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/2963/.

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Game-based Learning und Edutainment sind aktuelle Schlagworte im Bereich der Hochschulausbildung. Zunächst verbindet man damit die Integration einer Spiel- und Spaßkultur in die herkömmlichen Lehrveranstaltungen wie Vorlesungen, Übungen, Praktika und Seminare. Die nachfolgenden Ausführungen gehen einer genaueren Begriffsanalyse nach und untersuchen, ob Game-based Learning und Edutainment tatsächlich neuartige Unterrichtsformen erfordern oder neue didaktische Überlegungen in bestehendes Unterrichtsgeschehen bringen – oder ob es nicht doch an einigen Stellen „alter Wein in neuen Schläuchen“ ist.
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Books on the topic "Game-based learning"

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Digital game-based learning. New York: McGraw-Hill, 2001.

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Ifenthaler, Dirk, Deniz Eseryel, and Xun Ge, eds. Assessment in Game-Based Learning. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3546-4.

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Aprea, Carmela, and Dirk Ifenthaler, eds. Game-based Learning Across the Disciplines. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5.

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Daniela, Linda, ed. Smart Pedagogy of Game-based Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76986-4.

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Barr, Matthew. Graduate Skills and Game-Based Learning. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27786-4.

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Romero, Margarida, Kimberly Sawchuk, Josep Blat, Sergio Sayago, and Hubert Ouellet, eds. Game-Based Learning Across the Lifespan. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-41797-4.

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Ke, Fengfeng, Valerie Shute, Kathleen M. Clark, and Gordon Erlebacher. Interdisciplinary Design of Game-based Learning Platforms. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04339-1.

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Developments in current game-based learning design and deployment. Hershey PA: Information Science Reference, 2013.

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Felicia, Patrick. Developments in current game-based learning design and deployment. Hershey PA: Information Science Reference, 2013.

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Deniz, Eseryel, Ge Xun, and SpringerLink (Online service), eds. Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives. New York, NY: Springer New York, 2012.

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Book chapters on the topic "Game-based learning"

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Dabbagh, Nada, Angela D. Benson, André Denham, Roberto Joseph, Maha Al-Freih, Ghania Zgheib, Helen Fake, and Zhetao Guo. "Game-based Learning." In SpringerBriefs in Educational Communications and Technology, 31–35. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22963-8_6.

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Sanchez, Eric. "Game-Based Learning." In Encyclopedia of Education and Information Technologies, 791–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_39.

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Betts, Ben. "Game-Based Learning." In The Really Useful elearning Instruction Manual, 175–94. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781118375860.ch10.

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Kettler, Christian, and Simone Kauffeld. "Game-based Learning." In Handbuch Innovative Lehre, 249–53. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-22797-5_18.

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Sanchez, Eric. "Game-Based Learning." In Encyclopedia of Education and Information Technologies, 1–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_39-1.

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Sanchez, Eric. "Game-Based Learning." In Encyclopedia of Education and Information Technologies, 1–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_39-2.

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Tobias, Sigmund, J. Dexter Fletcher, and Alexander P. Wind. "Game-Based Learning." In Handbook of Research on Educational Communications and Technology, 485–503. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_38.

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Squire, Kurt D. "Video Game-Based Learning." In Handbook of Improving Performance in the Workplace: Volumes 1-3, 435–67. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470592663.ch13.

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Adcock, Amy, and Richard Van Eck. "Adaptive Game-Based Learning." In Encyclopedia of the Sciences of Learning, 106–10. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_4.

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Eslami, Zohreh R., and Mahjabin Chowdhury. "Digital Game-based Learning." In Research Questions in Language Education and Applied Linguistics, 621–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_108.

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Conference papers on the topic "Game-based learning"

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"Bad Game, Good Learning; Examining the Contradictions of Digital Game-Based Learning." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.079.

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"Universal Strategy Game." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.086.

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"Emotions and Challenges During Game Creation: Evidence from the Global Game Jam." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.063.

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"Beyond Vicarious Learning: Embedding Dialogic Learning into Educational Games." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.015.

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"Virtual Experiential Learning, Learning Design and Interaction in Extended Reality Simulations." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.010.

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"Gamification and Self-Directed Learning." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.159.

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"Teacher Views on Game Jamming in Formal General Education." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.073.

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"Motivation in Situated Immersive Games for Irish Language Learning, a DBR Approach." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.002.

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"A Dynamic Bonus System to Increase Player Participation in Pervasive Learning Games." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.009.

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"Designing Mini-Games for Micro-Learning: Open Educational Resources on Cultural Risks in Multi-Cultural Organisations." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.013.

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Reports on the topic "Game-based learning"

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Popovi, Zoran. Engage: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, May 2012. http://dx.doi.org/10.21236/ada562150.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, July 2012. http://dx.doi.org/10.21236/ada564820.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, August 2012. http://dx.doi.org/10.21236/ada564831.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada564833.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada568957.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, November 2012. http://dx.doi.org/10.21236/ada570550.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, December 2012. http://dx.doi.org/10.21236/ada573148.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada574843.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada575216.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, February 2013. http://dx.doi.org/10.21236/ada580585.

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