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Problem-Based Educational Games: Connections, Prescriptions, and Assessment
Article

, , Utah State University, United States

Journal of Interactive Learning Research Volume 19, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The overwhelming success of the commercial game market has brought increased attention to emerging work in educational game design. Much of the existing work in educational games has a strong similarity to the field of Problem-Based Learning (PBL), which has a rich history of conceptual literature as well as empirical investigations. Despite apparent similarities between the two fields, there has been no formal effort to explore the connections between them. This article examines the basic tenets of PBL with an eye toward making prescriptive recommendations for the design and use of problem-based educational games. Examples within existing educational games are discussed in the context of PBL features and outcomes.

Citation

Walker, A. & Shelton, B.E. (2008). Problem-Based Educational Games: Connections, Prescriptions, and Assessment. Journal of Interactive Learning Research, 19(4), 663-684. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved June 19, 2019 from .

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Cited By

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  • Integrating Music into Math in a Virtual Reality Game: Learning Fractions

    Fengfeng Ke, Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, United States; Taehyeong Lim, Florida State University, Tallahassee, FL, United States; Sungwoong Lee, Emporia State University, Emporia, KS, United States

    International Journal of Game-Based Learning Vol. 7, No. 1 (January 2017) pp. 57–73

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