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Game-Based Learning: Where Is Its Empirical Support?
PROCEEDINGS

, University of Texas at Brownsville, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Taking advantage of the glow of video games, (digital) game-based learning (GBL), a new genre of learning, has received acceptance and encouraged researchers and practitioners to take a closer look at what capacity this new instructional strategy has to offer when it comes to learning. The purpose of this presentation is four-fold: 1, Seek and synthesize empirical findings; 2. Extract game design guidelines from the scientific support; 3. Discuss barriers to the game-based learning; 4. Recommend for further research. To assure the quality of this study, the majority of the reviewed literature includes empirical or experimental studies either published in Social Science Citation Indexed (SSCI) or other Tier 1 journals.

Citation

Pan, C.C. (2009). Game-Based Learning: Where Is Its Empirical Support?. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1524-1526). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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