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Education Sciences
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Games for Learning
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Games for Learning

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (15 February 2024) | Viewed by 3170

Special Issue Editors

Dr. Allan Fowler

E-Mail Website
Guest Editor
Creative Arts & Industries, Univerisity of Auckland, Auckland, New Zealand
Interests: games for learning; human–computer interaction; computer science education; game jams/ hackathons
Dr. Craig Sutherland

E-Mail Website
Guest Editor
The Department of Electrical, Computer, and Software Engineering, The Faculty of Engineering, Waipapa Taumata Rau, The University of Auckland, Auckland, New Zealand
Interests: engineering education; human–robot interaction; children and educational robotics

Special Issue Information

Dear Colleagues,

Bridging the gap between schools and universities is one of the greatest challenges we face in educational research. Achieving quality education requires empirical evidence-based and practice-based teaching, while ensuring that educational research is responsive to classroom needs and problems.

The literature shows that video games offer many benefits for teaching and learning. However, there are not many schools that have introduced them in their classes. The main purpose of this Special Issue is to consolidate knowledge on the application and effectiveness of educational learning models that incorporate video games into education. This monograph therefore welcomes the participation of teachers, professors and researchers using video games for teaching and/or research activities in early childhood education, primary school, secondary school or university.

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

  • AI in educational games;
  • Alternate reality educational games;
  • Assessment and evaluation of educational games;
  • Awareness-raising educational games;
  • Diversity and inclusion in educational video games;
  • Educational AR games;
  • Educational mobile games
  • Educational video games;
  • Educational VR games;
  • Emerging technologies in educational video games;
  • Pervasive educational games;
  • Robotics in educational games;
  • The importance of play in educational games.

Dr. Allan Fowler
Dr. Craig Sutherland
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

  • video games
  • board games
  • games for learning
  • human–computer interaction
  • learning
  • AI
  • VR

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Published Papers (1 paper)

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Research

21 pages, 501 KiB  
Article
Can Video Games Promote Moral Cognition? Supporting Epistemic Play in Papers, Please through Dialogue
by Beatriz Cabellos and Juan-Ignacio Pozo
Educ. Sci. 2023, 13(9), 929; https://doi.org/10.3390/educsci13090929 - 12 Sep 2023
Cited by 2 | Viewed by 2745
Abstract
Research shows an increasing interest in video game use for educational purposes. However, their use does not always give rise to positive learning, particularly when moral learning is analysed. This result can be explained since video games promote pragmatic goals aimed at success. [...] Read more.
Research shows an increasing interest in video game use for educational purposes. However, their use does not always give rise to positive learning, particularly when moral learning is analysed. This result can be explained since video games promote pragmatic goals aimed at success. Therefore, we believe that to facilitate moral learning, it is necessary to promote a moral cognition focus on epistemic goals oriented towards reflection on the actions and events that take place in the game. To identify if epistemic goals can promote moral cognition with a video game, we used Papers, Please. In this game, players take on the role of a customs officer who should face moral dilemmas related to allowing immigrants to cross the border into their country. We analysed the dialogues and decisions made by 12 pairs of students through a category system. The dialogue between players facilitated greater moral activation compared to studies that analysed spontaneous play. In addition, we identified that the game mechanics that promoted moral conflicts between players fostered more moral dialogue. Likewise, when the players empathised with the immigrants, the moral dialogue was more frequent. Therefore, we believe that these characteristics should be considered when designing educational practices using video games to promote moral cognition. Full article
(This article belongs to the Special Issue Games for Learning)
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