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Journal Issue
Volume 10 Issue 2, Special ECGBL Issue / Jul 2012  pp159‑256

Editor: Dimitris Gouscos

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Framing the Adoption of Serious Games in Formal Education  pp159‑171

Sylvester Arnab, Riccardo Berta, Jeffrey Earp, Sara de Freitas, Maria Popescu, Margarida Romero, Ioana Stanescu, Mireia Usart

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Abstract

Nowadays formal education systems are under increasing pressure to respond and adapt to rapid technological innovation and associated changes in the way we work and live. As well as accommodation of technology in its ever‑diversifying forms, there is a fu ndamental need to enhance learning processes through evolution in pedagogical approaches, so as to make learning in formal education more engaging and, it is hoped, more effective. One opportunity attracting particularly close attention is Serious Games ( SG), which offer considerable potential for facilitating both informal and formal learning. SG appear to offer the chance to hookŽ todays (largely) digital‑native generation of young learners, who are at risk of falling into an ever‑widening gap betw een networkedŽ lifestyles and the relative stagnant environment they experience in school and university. However, there are a number of inhibitors preventing wider SG take‑up in mainstream education. This paper investigates SG in formal education, initi ally by concentrating on pedagogical issues from two different but complementary perspectives, game design and game deployment. It then goes on to examine game based practice in formal settings and focuses on the pivotal role of the educator within the em erging panorama. This is followed by a brief look at some specific implementation strategies, collaboration and game building, which are opening up new possibilities. Finally some points for further consideration are offered. 

 

Keywords: serious games, game-based learning, pedagogical issues, formal learning, teachers role, collaboration

 

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Inferring a Learner´s Cognitive, Motivational and Emotional State in a Digital Educational Game  pp172‑184

Michael Bedek, Paul Seitlinger, Simone Kopeinik, Dietrich Albert

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Becoming Chemists through Game‑based Inquiry Learning: The Case of Legends of Alkhimia  pp185‑198

Yam San Chee, Kim Chwee Daniel Tan

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Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience  pp199‑208

Frederik De Grove, Jan Van Looy, Joyce Neys, Jeroen Jansz

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Sustainability Learning through Gaming: An Exploratory Study  pp209‑222

Carlo Fabricatore, Ximena López

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Leadership in MMOGs: A Field of Research on Virtual Teams  pp223‑234

Sofia Mysirlaki, Fotini Paraskeva

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Students Constructionist Game Modelling Activities as Part of Inquiry Learning Processes  pp235‑248

Zacharoula Smyrnaiou, Moustaki Foteini, Chronis Kynigos

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The place of game‑based learning in an age of austerity  pp249‑256

Nicola Whitton

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