Game-Based Learning: Evaluation of Integrating Pedagogical Content and Assessment
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (3 June 2022) | Viewed by 5571
Special Issue Editors
Interests: serious games and games-based learning; pedagogical content integration; assessment integration; evaluation of games in various subject areas and industrial settings for the purposes of education and training
Interests: embedding employability within the Higher Education context; facilitating and supporting graduate attributes within the course curriculum; investigating the effectiveness as well as potential drawbacks of online pedagogy in the context of blended and hybrid delivery; games-based learning and serious games for pedagogical delivery
Special Issue Information
Dear Colleagues,
As a result of the rapid advancement in computer games technology and development software such as game engines, it is now possible to implement an educational game with relative ease for a vast number of subject areas. Games have the increased advantage of being risk-free, interactive, immersive, and, due to mobile technology, relatively ubiquitous. However, if games are to be integrated into formal education for the purposes of teaching, then they have to be underpinned by empirical research, pedagogical principles, frameworks, and good practice in terms of learning content integration and assessment mechanism integration. Games-based learning (GBL) is a subset of serious games that has captured the interest of educationalists, particularly in the new era of increased hybrid delivery brought upon by COVID-19. GBL as a supplementary learning approach can be very motivational and engaging while appealing to the new types of learners that we are seeing with increased frequency in education. Challenges associated with GBL are related to integrating learning content, assessment content, and conducting appropriate empirical evaluations of these games to support validity as a potential recognized pedagogical mechanism. This Special Issue features:
- Reviews of research studies investigating empirical evidence associated with the use of games for teaching, education, or training;
- Empirical evaluations of the use of games in any format (PC, AR, VR, MR, Mobile Device) for any subject;
- The validation of frameworks for the informed integration of pedagogical content, assessment mechanisms;
- Reviews of content, and assessment integration frameworks for games based on recognized learning theories and models.
The goal of the Special Issue is to raise attention to the fact that games are motivational and potentially effective but must be based on pedagogical principles and recognized frameworks and models to be effective, bolstered by stringent research studies including longitudinal analysis, meta-analyses, and randomized controlled trials. This Special Issue invites submissions about games or simulations that have been developed using sound pedagogical principles and are applied and evaluated to any level of education and training from any subject area. Frameworks and processes formulated for advancing the GBL field in terms of content integration, assessment integration, or evaluation are also welcome.
Dr. Thomas Hainey
Dr. Gavin Baxter
Dr. Marco Gilardi
Guest Editor
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
- games-based learning
- serious games
- learning content
- pedagogy
- assessment
- evaluation
- frameworks
- empirical evidence
Benefits of Publishing in a Special Issue
- Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
- Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
- Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
- External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
- e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.
Further information on MDPI's Special Issue polices can be found here.
