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Journal Issue
Volume 14 Issue 2, ECGBL 2015 / May 2016  pp81‑149

Editor: Robin Munkvold

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Editorial for EJEL Volume 14 issue 2 following ECGBL 2015  pp81‑82

Editor Robin Munkvold

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Copycat or Creative Innovator? Reproduction as a Pedagogical Strategy in Schools  pp83‑93

Stine Ejsing-Duun, Helle Marie Skovbjerg

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Climbing Up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class  pp94‑110

Panagiotis Fotaris, Theodoros Mastoras, Richard Leinfellner, Yasmine Rosunally

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Exploring Media Literacy and Computational Thinking: A Game Maker Curriculum Study  pp111‑121

Jennifer Jenson, Milena Droumeva

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Educational Games in Practice: The challenges involved in conducting a game‑based curriculum  pp122‑135

Björn Berg Marklund, Anna-Sofia Alklind Taylor

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Abstract

Abstract: The task of integrating games into an educational setting is a demanding one, and integrating games as a harmonious part of a bigger ecosystem of learning requires teachers to orchestrate a myriad of complex organizational resources. Historicall y, research on digital game‑based learning has focused heavily on the coupling between game designs, previously established learning principles, student engagement, and learning outcomes much to the expense of understanding how games function in their int ended educational contexts and how they impact the working processes of teachers. Given the significant investments of time and resources teachers need to make in order to conduct game‑based learning activities, the foci of past research is problematic as it obfuscates some of the pressing realities that highly affect games viability as tools for teaching and learning. This paper aims to highlight the demands that the implementation and use of an educational game in formal educational settings puts on te achers working processes and skillsets. The paper is based on two case studies in which a researcher collaborated with K‑12 teachers to use MinecraftEdu (TeacherGaming LLC, 2012) as a classroom activity over a five‑month long period. By documenting bot h the working processes involved in implementing the game into the classroom environment, as well as the execution of the actual game‑based classroom activities, the studies identified a wide variety roles that a teacher needs to take on if they are to ma ke games a central part of a school curriculum. Ultimately, the paper highlights the importance of understanding the constraints under which teachers work, and argues that a better understanding of the contexts in which games are to be used, and the roles teachers play during game‑based learning scenarios, is a necessary foundation for improving games viability as educational tools. 

 

Keywords: Keywords: computers in classroom, distraction, gaming literacy, student diversity, teacher roles, challenges of game-based learning

 

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E‑Learning Sudan, Formal Learning for Out‑of‑School Children  pp136‑149

Hester Stubbé, Aiman Badri, Rebecca Telford, Anja van der Hulst, Wouter van Joolingen

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