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Journal Issue
Volume 15 Issue 4 / Aug 2017  pp281‑366

Editor: Elizabeth Boyle, Thomas Connolly

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Editorial for EJEL Volume 15 Issue 4  pp281‑282

Elizabeth Boyle, Thomas Connolly

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The Effectiveness of the Game‑Based Learning System for the Improvement of American Sign Language using Kinect  pp283‑296

Teerawat Kamnardsiri, Ler-on Hongsit, Pattaraporn Khuwuthyakorn, Noppon Wongta

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An Exploration of the Role of Visual Programming Tools in the Development of Young Children’s Computational Thinking  pp297‑309

Simon P. Rose, M. P. Jacob Habgood, Tim Jay

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Gender and Cultural Differences in Game‑Based Learning Experiences  pp310‑319

Heide Lukosch, Shalini Kurapati, Daan Groen, Alexander Verbraeck

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Abstract

Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player’s experience with the subject of the game and/or games in general, his or her motivation and expectations towards the gaming experience influence the outcome of a game‑based learning experience. Some of the personal aspects, like age, were already addressed in earlier research. Cultural and gender differences though, were not a main object of study in educational gaming so far. This study started from certain assumptions about differences in game play, related to players’ cultural backgrounds and gender. Literature suggests that gender plays a role when it comes to game performance. This paper introduces outcomes of a study with a so‑called Microgame, a brief game used to raise the awareness of interdependent planning operations. It shows that in this game, gender and culture make a difference in relation to the learning experience of the players, measured by game performance. 

 

Keywords: Microgames, learning, gender, culture

 

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Exploring the Relation between the Theory of Multiple Intelligences and Games For the Purpose of Player‑Centred Game Design  pp320‑334

Pejman Sajjadi, Joachim Vlieghe, Olga De Troyer

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An Approach to Scoring Collaboration in Online Game Environments  pp335‑342

Claire Scoular, Esther Care, Nafisa Awwal

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Motivating Factors and Tangential Learning for Knowledge Acquisition in Educational Games  pp343‑354

Peter Mozelius, Andreas Fagerström, Max Söderquist

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The Effect of Age on Teachers’ Intention to Use Educational Video Games: A TAM Approach  pp355‑366

Antonio Sánchez-Mena, José Martí-Parreño, Joaquín Aldás-Manzano

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