Titlebook: Game-based Learning Across the Disciplines; Carmela Aprea,Dirk Ifenthaler Book 2021 The Editor(s) (if applicable) and The Author(s), under

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https://doi.org/10.1007/978-3-662-39562-2portunities for reflection. Role-play enabled students to play conflict actors and supported cooperative learning goals while shaping student perspectives on the conflict. In this chapter, we discuss the . project through these theoretical lenses and describe the ways in which the game’s design refl

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https://doi.org/10.1007/978-3-662-39501-1 We will first discuss cognitive scaffolding for mathematical problem representation embedded in an architecture-themed game that promotes middle graders’ mathematical problem-solving. The second case involves providing multiple representations of learning aids incorporated in a virtual-reality simu

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Sites and Regulation of Biosynthesis of SAAtudent perspectives. However, shifting the focus to teachers and DGBL teaching approaches may help to overcome common acceptance problems and promote DGBL in the educational environment. For this reason, this chapter aims to provide an overview of quantitative and qualitative methods from diverse di

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Development and Pilot Testing of a Financial Literacy Game for Young Adults: The Happy Life Gamel as the necessary mathematical, personal, and social competencies that influence financial decision-making. The game also considers personal incentives for financial decisions based on the latest findings in the field of happiness research. This paper will present the theoretical foundations of ser

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Gameful Learning and the Syrian Conflict: Developing Global Learning Competencies in a Complex Conflportunities for reflection. Role-play enabled students to play conflict actors and supported cooperative learning goals while shaping student perspectives on the conflict. In this chapter, we discuss the . project through these theoretical lenses and describe the ways in which the game’s design refl