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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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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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Abstract

This study explored the potential of digital games as learning environments to develop mindsets capable of dealing with complexity in the domain of sustainability. Building sustainable futures requires the ability to deal with the complex dynamics that ch aracterize the world in which we live. As central elements in this system, we must develop the ability of constantly assessing the environment that surrounds us, operating in it and adapting to it through a continuous and iterative individual and interper sonal process of revision of our frames of reference. We must focus on our world as a whole, considering both immediate problems and long‑term consequences that decision making processes could generate. Educating for sustainability demands learning approa ches and environments that require the development of systems thinking and problem‑solving, rather than solely the acquisition of factual knowledge. When designed with complexity in mind, digital games present a high potential to facilitate sustainability learning. Digital games can be modelled as complexified systems, engaging players in cognitively demanding tasks requiring problem‑solving and decision‑making skills to deal with ill‑structured problems, unpredictable circumstances, emerging system pro perties and behaviours, and non‑linear development of events. Furthermore, games can require players to collectively engage in the pursuit of common goals, promoting remote interactions across large numbers of players. To understand how games are currentl y used for learning for sustainabilityŽ, we analysed twenty games. In spite of the potential offered by digital games and concrete examples of good practice, we found that sustainability thematic contextualisation and complex system dynamics are not leve raged as much as could be expected. Hence, there seems to be space for improvements oriented at creating game systems requiring players to address sustainability issues from multiple perspectives through: contextualisation integrating the social, economic and environmental dimensions of sustainability; gameplay dynamics integrating non‑linearity, emergence, uncertainty, ill‑defined problems and social interactions.Ž 

 

Keywords: sustainability, complex systems, game-based learning, digital games

 

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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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