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Education Sciences
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Game-Based Learning
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Game-Based Learning

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 September 2023) | Viewed by 17630

Special Issue Editors

Dr. Panagiotis Fotaris

E-Mail Website
Guest Editor
School of Architecture, Technology, and Engineering, University of Brighton, Brighton BN2 4GJ, UK
Interests: game-based learning; educational escape rooms; pervasive games; gamification; alternate reality games; human–computer interaction; VR/AR; technology-enhanced learning
Special Issues, Collections and Topics in MDPI journals
Mario Michaelides

E-Mail Website
Co-Guest Editor
Department of Arts & Humanities, College of Business, Arts and Social Sciences Brunel University London, London UB8 3PH, UK
Interests: games design; prototyping methods; UI & UX design; immersive and interactive technologies; game based learning; serious games
Dr. Theodoros Mastoras

E-Mail Website
Co-Guest Editor
School of Information Sciences, Department of Applied Informatics, University of Macedonia, 156 Egnatia Str., PC 54636 Thessaloniki, Greece
Interests: game-based learning; educational escape rooms; technology-enhanced learning; data analysis; blockchain technologies; gamification
Dr. Catherine Grundy

E-Mail Website
Co-Guest Editor
School of Architecture, Technology, and Engineering, University of Brighton, Brighton BN2 4GJ, UK
Interests: design thinking; game-based learning; pervasive games; gamification; user experience design; human-computer interaction; technology-enhanced learning

Special Issue Information

Dear Colleagues,

Following the shift from traditional didactic classroom models to the adoption of active learning approaches, game-based learning (GBL) seems to be one of the most promising for enhancing learners’ motivation and engagement, particularly in the new era of increased hybrid delivery brought upon by COVID-19. GBL takes advantage of gaming technologies and techniques to create an immersive, interactive, and due to mobile technology, relatively ubiquitous learning environment that promotes situated experiential learning. Research studies have shown that students who had been subjects to learning with video games reported significant improvements in subject understanding, diligence, and motivation. Additionally, the adoption of escape rooms in educational settings, which implement more tangible and human-centred activities, have been reported to improve team building and group communication, as well as increase confidence in critical thinking and decision-making.

Nevertheless, the appropriate application of these findings in teaching practices requires further investigation to bridge the gap between academic research and teaching practices. In this regard, the aim of this Special Issue is to collect cutting-edge research about designing, employing, and evaluating educational games and escape rooms in teaching practices from any subject area based on pedagogical principles and recognised frameworks and models.

Topics of interest include but are not limited to the following:

  • Game-based learning;
  • Emerging technologies in GBL;
  • Frameworks and processes for GBL;
  • Assessment and evaluation of GBL;
  • Motivation and immersion in GBL environments;
  • GBL environments for disabled people;
  • Social and collaborative play in GBL;
  • Literacy development with GBL;
  • GBL to support wellbeing and mental health;
  • Educational escape rooms;
  • Pervasive games;
  • Alternate reality games;
  • Serious games;
  • Educational Mobile/AR games;
  • Educational VR games;
  • Awareness-raising games.

Dr. Panagiotis Fotaris
Mario Michaelides
Dr. Theodoros Mastoras
Dr. Catherine Grundy
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • game-based learning
  • gamification
  • escape rooms
  • serious games
  • pervasive games
  • pedagogy
  • empirical evidence
  • framework

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Published Papers (4 papers)

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Research

22 pages, 7832 KiB  
Article
Assessing the Efficacy of Reflective Game Design: A Design-Based Study in Digital Game-Based Learning
by Anjuman Shaheen, Sanam Ali and Panagiotis Fotaris
Educ. Sci. 2023, 13(12), 1204; https://doi.org/10.3390/educsci13121204 - 30 Nov 2023
Viewed by 2099
Abstract
Reflective learning is widely recognised as a highly effective approach to learning. It involves learners in a process wherein they reflect on their past experiences to improve their skills and knowledge. In recent years, there has been growing recognition of the capacity of [...] Read more.
Reflective learning is widely recognised as a highly effective approach to learning. It involves learners in a process wherein they reflect on their past experiences to improve their skills and knowledge. In recent years, there has been growing recognition of the capacity of games to facilitate experiential learning. Therefore, this research aimed to evaluate the effectiveness of integrating reflective design principles into digital game-based learning (GBL). The focus was on assessing the reliability and appropriateness of reflective game design, as well as learner perceptions. This study adopted a participatory design approach, ensuring the active involvement of the target audience across all extensive phases. The research consisted of three main phases. Firstly, reflective learning was integrated into game design to develop the Reflective Game Design (RGD) framework. This development was guided by insights gathered from participants through both a user survey (N = 101) and semi-structured interviews (N = 15). Subsequently, a GBL digital game was developed based on the RGD framework in co-design sessions (N = 6). Finally, a prototype evaluation (N = 56) was conducted to assess the feasibility and practicality of implementing reflective game design within digital GBL contexts. Overall, the RGD approach and the game prototype received positive feedback in terms of engagement, content clarity, the incorporation of reflective game elements, and player immersion. This study contributes to the literature by providing principles and guidelines for RGD, thus offering valuable insights for researchers, educators, and game designers looking to create effective educational games. Full article
(This article belongs to the Special Issue Game-Based Learning)
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17 pages, 7599 KiB  
Article
Practice of Game Development Project-Based Learning Classes for Improving Disaster Management
by Toshiya Arakawa, Shigeyuki Yamabe and Takahiro Suzuki
Educ. Sci. 2023, 13(10), 999; https://doi.org/10.3390/educsci13100999 - 29 Sep 2023
Cited by 3 | Viewed by 1634
Abstract
It is necessary to discuss from various angles how to make the younger generation, who will be responsible for future society, aware of disasters and how to cope with them. Therefore, we designed a project-based learning class, “Media Design Project III · IV”, [...] Read more.
It is necessary to discuss from various angles how to make the younger generation, who will be responsible for future society, aware of disasters and how to cope with them. Therefore, we designed a project-based learning class, “Media Design Project III · IV”, in which students are asked to create a game to raise their awareness of disaster prevention. This class aims to improve disaster awareness, especially tsunami evacuation, and to improve abilities that students will need in the future, i.e., time management and problem-solving, especially after they begin work. It was found that the game can increase tsunami evaluation awareness. Therefore, the projects presented here might become a new method for education, especially disaster education and career education, with games focused on disasters potentially being a new tool for raising awareness about disasters. Full article
(This article belongs to the Special Issue Game-Based Learning)
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23 pages, 2020 KiB  
Article
The Impact of In-Classroom Non-Digital Game-Based Learning Activities on Students Transitioning to Higher Education
by Chitra Balakrishna
Educ. Sci. 2023, 13(4), 328; https://doi.org/10.3390/educsci13040328 - 23 Mar 2023
Cited by 11 | Viewed by 9726
Abstract
The initial phase of learning at a university has a bearing on students’ long-term academic development and plays a crucial role in enabling them to successfully transition to higher education. While higher education institutes have long been struggling to address the challenge of [...] Read more.
The initial phase of learning at a university has a bearing on students’ long-term academic development and plays a crucial role in enabling them to successfully transition to higher education. While higher education institutes have long been struggling to address the challenge of student retention and student success, the new generation of learners (millennials and Generation Z) entering universities have brought in further complexity. This study explores the impact of in-classroom, non-digital game-based learning techniques on the academic performance, classroom engagement, and peer interaction among the first-year university students studying computing qualification. The study aimed to deduce how the overall enhanced learning experience of these students enables them to integrate into the new learning environment in the university, thereby helping them to successfully transition to higher education. Data for this study were taken from among the first-year computing students across two consecutive years of study (N = 251). The results corroborated the findings from previous studies and highlighted how academic performance, classroom engagement, and peer interaction considerably enhance students’ academic integration. The study concludes with a discussion of the limitations and implications for practice and future research. Full article
(This article belongs to the Special Issue Game-Based Learning)
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14 pages, 2332 KiB  
Article
Gamifying Physics Laboratory Work Increases Motivation and Enhances Acquisition of the Skills Required for Application of the Scientific Method
by Ana Okariz, Marta Huebra, Ane Sarasola, Julen Ibarretxe, Gorka Bidegain and Jose Luis Zubimendi
Educ. Sci. 2023, 13(3), 302; https://doi.org/10.3390/educsci13030302 - 14 Mar 2023
Cited by 2 | Viewed by 2970
Abstract
Although increasing student motivation is widely accepted to enhance learning outcomes, this relationship has scarcely been studied quantitatively. Therefore, this study aimed to address this knowledge gap by exploring the effects of gamification on students’ motivation and consequently their learning performance, regarding the [...] Read more.
Although increasing student motivation is widely accepted to enhance learning outcomes, this relationship has scarcely been studied quantitatively. Therefore, this study aimed to address this knowledge gap by exploring the effects of gamification on students’ motivation and consequently their learning performance, regarding the proper application of the scientific method. To motivate students and enhance their acquisition of new skills, we developed a gamification framework for the laboratory sessions of first-year physics in an engineering degree. Data regarding student motivation were collected through a Likert-scale-type satisfaction questionnaire. The inter-item correlations and Cronbach’s alpha confirmed the internal consistency of the questionnaire. In addition, the learning outcome was assessed based on the students’ laboratory reports. Students participating in gamified activities were more motivated than those participating in non-gamified activities and obtained better learning results overall. Our findings suggest that gamified laboratory sessions boost students´ extrinsic motivation, and consequently inspire their intrinsic motivation and increase their learning performance. Finally, we discuss our results, with a focus on specific skills and the short- and long-term effects of gamification. Full article
(This article belongs to the Special Issue Game-Based Learning)
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