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

CANE

Designing Dynamic Learning Supports for Game and Simulation-Based Learning in STEM Education 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

碎石頭

Cytokines

Play Attention: Thinking Like a Game Designer with Online Instructional Designe principles of game mechanics and gameplay, to optimally include game elements into learning to enhance student motivation. At the end of this chapter, we describe two projects we worked on where we used the principles and methods outlined in this chapter to design game-based learning at a small sc

BOGUS

The Teacher-Centered Perspective on Digital Game-Based Learningtudent 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

single

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majestic

https://doi.org/10.1007/978-3-662-39557-8 importance in and out of schools and is linked to high expectations in terms of motivation and learning success. There are numerous digital and analog serious games offered by a wide range of providers with respect to economics, particularly to promote financial literacy. However, there is little e

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https://doi.org/10.1007/978-3-662-39563-9ned, and it is shown how collaborative problem-solving can be fostered and assessed in a serious game for financial literacy. Game-based learning has the potential for an inclusive learner target group. At the same time, the design process of a specific serious game is based on the instructional app

敲竹杠

elucidate