IEEE Computer The Games Column No 3 17 Jan 2022

International Journal of Teaching and Case Studies

As part of the educational use of ICT, digital games can be learning tools, motivators and generators of curiosity and as a result an effective means of optimising student learning and performance in daily educational practice. The positive relationship between learning and students' engagement while using digital games has been confirmed by various independent studies over the years. Thus, the integration of digital games at different levels of education for teaching multiple learning objects comes as no surprise. Despite the many studies on the learning and motivational effects of digital games, teaching with digital games is not yet widespread in secondary education. Current research emphasises that most of these factors appear to stem from difficulties with the implementation of games in classroom settings. Problems with technology, the cost/expense of games/equipment, the lack of technical support are defined as some of the barriers to the addition of games and simulations in education.

Digra, 2005

We have to do your homework. We have to study your spelling words,' " Ms.

International E-Journal of Advances in Education, 2015

This paper devoted to the research of educational resources and possibilities of modern computer games. The "internal" educational aspects of computer games include educational mechanism (a separate or integrated "tutorial") and representation of a real or even fantastic educational process within virtual worlds. The "external" dimension represents educational opportunities of computer games for personal and professional development in different genres of computer games (various transport, social, business, medical, military simulators and economic, historical strategies).

MIPRO, 2011

Serious computer games usually refer to games used for training, advertising, simulation, or education that are designed to run on personal computers. They allow learners to experience situations that are impossible in the real world for different reasons, such as safety, cost or time. They are supposed to have defined learning outcomes and are claimed to have positive impacts on the players' development of new knowledge or different skills. To design good serious games we need to be able to design and produce good software. But they are more than software. We also need to be able to design and produce good instruction. The potential value of serious computer games for learning seems high, but there remains resistance to the use of games in the classroom. A reasonable way to convince more teachers to try games is through pedagogy, connecting elements of existing games designs with accepted learning and instructional theories. At the Faculty of Education of the University of Ljubljana we have been developing serious game TimeMesh in the framework of the Comenius programme. The game is intended to be used for learning history in primary and secondary schools, but at the same time pupils learn about different cultures and social relations in Europe in different historical periods.

Computer Game Studies, 2013

Learning, Education and Games Volume Two: Bringing Games into Educational Contexts, 2016

Multidisciplinary Approaches, 2011

Games-based learning has captured the interest of educationalists as it is perceived as a potentially highly motivating approach for learning in a diverse number of areas. Despite this, there is a dearth of empirical evidence in the GBL literature, and confusion as to where games-based learning fits in relation to games, simulations, and serious games. This chapter will present a review of the current state of the GBL empirical literature, but will particularly focus on the fields of software engineering, Information Systems, and computer science. This chapter will also take into account the advantages and disadvantages that have to be considered when selecting a GBL approach.