Game-Based Learning: Theory, Strategies and Performance Outcomes


Youngkyun Baek (Editor)
Educational Technology and Game Studio, Boise State University, Boise, Idaho, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU051000

At a time when digital games are becoming much more commonly used in classrooms, Game-Based Learning: Theory, Strategies, and Performance Outcomes provides a much-needed guide to different forms and applications of digital game-based learning. This book brings together researchers and practitioners from around the world who share their theories, strategies, findings of case studies, and practical approaches to support better performance and learning outcomes when learning with digital games.

This book is intended to provide readers with three main parts of information. One is a clear and practical understanding of theory and research-based principles of game-based learning. This first section of the book includes fresh perspectives and an overview of existing and emerging theories in game-based learning, which are also presented in the form of case study findings and implications. The second section of this book gives readers the “how to” information needed to turn the understanding of intellectual grounding into effective practices of digital games for classroom use. The third part of this book also includes some practical approaches for evaluating different aspects of learning within the game-based learning context. This information about practical approaches is presented through chapters on achievements and performance outcomes.

Game-Based Learning: Theory, Strategies, and Performance Outcomes synthesizes arguments, practices, and research findings on the effectiveness of different designs and approaches within game-based learning practices. But, a major message of this book is that the joint influence of implementation, context, and learner characteristics interacting with digital games is what determines learning and achievement outcomes.

This book is intended for researchers, practitioners, designers, policy makers, and current and future teachers. The teacher/-educator will benefit from topics such as practical strategies to improve student performance, while researchers can use the findings from the case studies presented in this book as a foundation for future explorations and research studies. (Imprint: Nova)

Table of Contents

Table of Contents

PART I. Introduction

Chapter 1. Unpacking Digital Game-Based Learning: A Review of Definitions, Effectiveness, and Opportunities
Youngkyun Baek and Achraf Touati (Department of Educational Technology, Boise State University, Boise, Idaho, USA)

PART II. Theories

Chapter 2. Amazon Echo: Perceptions of an Emerging Technology for Formal and Informal Learning
Federica Incerti, Teresa Franklin and Greg Kessler (Educational Studies, Ohio University, Athens, Ohio, USA)

Chapter 3. Augmented Reality Game-Based Learning: A Review of Applications and Design Approaches
Hendrys Tobar-Muñoz, Silvia Baldiris and Ramon Fabregat (Institute of Informatics and Applications, University of Girona, Girona, Catalonia, Spain)

Chapter 4. Connecting Game and Instructional Design through Development
D. Matthew Boyer, Mete Akcaoglu and Silvia Pernsteiner (Education and Human Development, Clemson University, Clemson, SC, USA, and others)

Chapter 5. Game-Based Learning, Serious Games, and Gamification: A Necessary but Confusing Distinction
Robin Turner (Faculty Academic English Programme, Bilkent University, Ankara, Turkey)

Chapter 6. The Motivation and Mastery Cycle Framework: Predicting Long-Term Benefits of Educational Games
G. Tanner Jackson and Danielle S. McNamara (Educational Testing Service, Princeton, New Jersey, USA, and others)

Chapter 7. Sustaining Immersive Game-Based Learning Environments
Brian J. Arnold (Educational Psychology and Educational Technology, Michigan State University, East Lansing, MI, USA)

Chapter 8. Keeping It Unreal: The Permeable Border between Reality and Fantasy in Educational Video Games
Joseph Horne and Meiyi Song (University Center for Teaching and Learning, University of Pittsburgh, Pittsburgh, PA, USA)

Chapter 9. Dependency-Centered Design as an Approach to Pedagogical Authoring
Zachari Swiecki, Morten Misfeldt, Jeremy Stoddard and David Williamson Shaffer (Educational Psychology, University of Wisconsin-Madison, Madison, WI, USA, and others)

Chapter 10. Understanding Game Mechanics under the Activity Theory Approach in DGBL
Azeneth Patino and Margarida Romero (Department of Studies on Teaching and Learning, Laval University, Québec, Canada)

Chapter 11. Enjoyment in Game Based Learning: Exploring the Importance of the Fun Factor in Game Play
Kay K. Seo (School of Education, University of Cincinnati, Cincinnati, OH, USA)

PART III. Strategies

Chapter 12. Collaboration, Cooperation, and Competition: Toward a Better Understanding of Conceptual Differences in Mobile Learning Games
Achraf Touati and Youngkyun Baek (Department of Educational Technology, Boise State University, Boise, Idaho, USA)

Chapter 13. Behind the Curtain: Effective Design of Instructional Experiences for K-12 Learners Using Digital Game-Based Learning
Angela Elkordy, Ayn Keneman and Vito Dipinto (Learning Sciences and Technologies, National College of Education, National Louis University, Chicago, IL, USA, and others)

Chapter 14. Projective Reflection: Facilitating Learning as Identity Change through Game-Based Learning
Mamta Shah, Aroutis Foster and Amanda Barany (School of Education, Drexel University, Philadelphia, Pennsylvania, USA)

Chapter 15. Game Based Learning across Cultures
Tutaleni I. Asino and Aysegul Gok (Educational Technology, School of Educational Studies, College of Education, Oklahoma State University, Stillwater, Oklahoma, USA, and others)

Chapter 16. Game Based Learning through Near Field Communication
Lamija Dzafic and Martin Ebner (Educational Technology, Graz University of Technology, Graz, Austria)

Chapter 17. Improving South African Education through Game-Based Learning
Shelanna Khethiwe Sturgess (Department of Fine Arts, Durban University of Technology, Durban, Kwa-Zulu Natal, South Africa)

Chapter 18. Cooperative Competition, Reflective Communication, and Social Awareness in Public High School Math Classes
Sandra Schamroth Abrams (Department of Curriculum and Instruction, St. John’s University, Queens, New York, USA)

Chapter 19. The Metagame: An Overlooked Educational Space
Kae Novak (Online Learning Department, Front Range Community College, Westminster, CO, US)

PART IV. Performance Outcomes

Chapter 20. The Effect of Game Concept Familiarity and Gender on Primary Pupils’ Achievements in a Game-Based Mathematics Learning Environment
Ayotola Aremu and Adebowale O. Adebagbo (Department of Teacher Education, University of Ibadan, Oyo State, Nigeria)

Chapter 21. Game-Based Learning to Raise Awareness of Nuclear Proliferation
Nancy B. Sardone (Teacher Education, Georgian Court University, Lakewood, New Jersey, USA)

Chapter 22. Performance In Situ: Practical Approaches to Evaluating Learning within Games
P.G. Schrader, Michael McCreery and David Vallett (Department of Teaching and Learning, UNLV, Las Vegas, Nevada, USA)

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