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/10.1007/978-3-662-39562-2s low-fidelity, 3-h simulation was designed to address global learning programs and course outcomes by asking students to analyze events from multiple geopolitical perspectives while role-playing key actors and organizations in the Syria conflict. Game design was grounded in high-impact curriculum d

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https://doi.org/10.1007/978-3-662-39501-1. To be specific, the features of support should cater to the cognitive and affective states of the learners. Although recent research has started to investigate in-game learning supports, design inquiry governing unobtrusive and dynamic learning supports in technology-rich and complex learning envi

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https://doi.org/10.1007/978-3-662-39564-6n and Care (ECEC). We discuss how differing expectations of various actors have influenced the concept, structure, and content of the app. The app discussed here is part of a project that aims to raise future educators’ levels of awareness of STEM learning opportunities for kindergarten children. A

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https://doi.org/10.1007/978-3-658-13086-2 is a need for research and evidence to connect the design of augmented reality programs to learning science theories. To address this gap, this paper presents the iterative design of an augmented reality mathematics board game, .. The design of the game leverages three learning science theories—cog

Preamble

https://doi.org/10.1007/978-3-322-83367-9ts to learn mathematics through playing a digital educational game that scaffolded their reasoning, critical thinking, and problem-solving in mathematics, specifically algebra. One of the main challenges was how to conduct an effective assessment to investigate the impact of the game on the desirabl

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B. Skogen,K. Sletten,T. Lea,J. B. Natvigand game mechanics to design game-based learning in online higher education courses. In this chapter, we explain why game-based learning can be impactful and describe strategies for thinking like a pedagogue and a game designer simultaneously. First, we describe how Self-Determination Theory (SDT) c

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Sites and Regulation of Biosynthesis of SAAa critical factor for the successful distribution of DGBL applications in teaching. Previous work has identified various aspects in the promotion of teachers’ acceptance of DGBL, such as context factors (e.g., skills training, availability of technical support) and software requirements (e.g., ease