Journal: New Issue of International Journal of Game-Based Learning (IJGBL)

The contents of the latest issue of the International Journal of Game-Based Learning (IJGBL) are now available.

Volume 2, Issue 1, January – March 2012

Published: Quarterly in Print and Electronically
ISSN: 2155-6849 EISSN: 2155-6857

Editor-in-Chief: Dr. Patrick Felicia, Waterford Institute of Technology, Ireland

Details and table of contents after the jump

Patrick Felicia, Waterford Institute of Technology, Ireland

To read the preface, click on the link below, and then click on “Preface” in the 1st Quarter issue of 2012.


How do Professionals’ Attitudes Differ between what Game-Based Learning could Ideally Achieve and what is Usually Achieved

Wee Hoe Tan, Sultan Idris Education University, Malaysia
Sean Neill, University of Warwick, UK
Sue Johnston-Wilder, University of Warwick, UK

This paper compares the results of two surveys conducted between July 2009 and January 2010 with 45 subject matter experts (SMEs) and 41 game experts in the UK. The surveys examine the attitudes and attitude differences of the participants towards teachers who use games in the classroom and studios that produced educational games. The findings revealed respondents’ attitudes were statistically significantly less positive—comparing ideal conditions to usual practice—for the issues studied. The SMEs were unaware of the problems faced by educational game studios, which could lead to a scenario where games are made fun at the expense of learning outcomes or vice versa. In issues related to educational games, the SMEs were found to be certain only about aspects of related directly to teaching and learning while the games experts were confident only for game design and development. This revealed a need for collaboration between SMEs and game experts rather than independent production when designing and developing GBL solutions.

To obtain a copy of the entire article, click on the link below.


Is there a Place for Casual Games in Teaching and Learning? The Snakes and Ladders Case

Vasilis Daloukas, Secondary School Teacher of Informatics, Greece
Maria Rigou, University of Patras, Greece
Spiros Sirmakessis, Technological Institution of Mesolonghi, Greece

Currently casual games feature as the most dynamically developing section of the video games industry and compared to the more complicated and technologically advanced hardcore games, are characterized by simple rules and game play, do not require long time commitment or special skills on the part of the player. They also have comparatively low production and distribution costs on the part of the producer. This paper investigates the potential of using casual games for student assessment using an educational variation of the widely known game of Snakes and Ladders, implemented for this purpose. The game was received positively by students, as well as teachers participating in its evaluation leading to the conclusion that casual games with the ease and flexibility they offer provide interesting potential for deployment in educational settings.

To obtain a copy of the entire article, click on the link below.


Teachers’ Views on the Approach of Digital Games-Based Learning within the Curriculum for Excellence

Aishah Abdul Razak, University of the West of Scotland, UK
Thomas M. Connolly, University of the West of Scotland, UK
Thomas Hainey, University of the West of Scotland, UK

A radical reform in education has happened in Scotland by introducing a new curriculum known as the Curriculum for Excellence (CfE). This new curriculum promotes active learning, including use of digital games-based learning (DGBL) technology. This paper presents the findings from a survey which aimed to gauge the use of DGBL in Scottish primary schools and to assess how such an approach fits within the CfE from the teachers’ perspective. The trends identified from this survey are discussed in relation to the teachers’ views and motivation to DGBL. Despite obtaining positive responses on many aspects of DGBL, the survey shows that the application of this approach is still limited and requires an in-depth study on how to make it more popular and effective for primary school teachers. The findings from this research will make an important contribution to the empirical evidence of games-based learning particularly with regard to its application in primary school education.

To obtain a copy of the entire article, click on the link below.


Martian Boneyards: Scientific Inquiry in an MMO Game

Jodi Asbell-Clarke, TERC, USA
Teon Edwards, TERC, USA
Elizabeth Rowe, TERC, USA
Jamie Larsen, TERC, USA
Elisabeth Sylvan, TERC, USA
Jim Hewitt, University of Toronto, Canada

This paper reports on research of a game designed for scientific inquiry in a new and publicly available massively-multiplayer online environment (MMO). Educators and game designers worked together to create a highly immersive environment, a compelling storyline, and research-grounded tools for scientific inquiry within the game. The designers also played characters within the game that allowed them to deliver an evolving and responsive game narrative while also serving as participant observers for the research. Researchers integrated these observations with survey data, log data, artifact review, and interviews, to provide a broad picture of the player experience and the gaming environment. This study provides evidence that sustained scientific inquiry can be nurtured in an MMO game and that gamers’ relationships with characters in the game and other players may help facilitate that inquiry.

To obtain a copy of the entire article, click on the link below.


PBL as a Framework for Implementing Video Games in the Classroom

William R. Watson, Purdue University, USA
Jun Fang, Purdue University, USA

Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with its similarities to game-based learning, can inform the effective use of games. In order to assist educators in integrating video games into their curriculum, a video game implementation framework based on PBL principles was developed. The efficacy of utilizing video games for learning in formal and structured learning environments may be improved by integrating PBL guidelines as a framework.

To obtain a copy of the entire article, click on the link below.


Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education

Christos Gatzidis, Bournemouth University, UK

Nicola Whitton’s Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education is a recent addition to the ever-expanding canon of literature on game-based learning (GBL) and serious games. Unlike many other academic publications (e.g., journals, books, or conference proceedings), this new book focuses on game-based teaching/learning in higher education, an area often neglected in the literature.

To obtain a copy of the entire article, click on the link below.

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