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International Journal of Game-Based Learning

July 2017 Volume 7, Number 3

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Table of Contents

Number of articles: 11

  1. What Really Happens When Adults Play?: A Call for Examining the Intersection of Psychosocial Spaces, Group Energy, and Purposeful Play

    Jo Tyler, Penn State University, Harrisburg PA, United States

    Play is an increasingly popular process for working with groups of adults in a range of contexts. We are increasingly sophisticated in our ability to integrate creative forms of play into our... More

    pp. 1-10

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  2. Playing Digital Security: Youth Voices on their Digital Rights

    Conceição Costa, Lusófona University, CIC.Digital (CICANT Pole), Lisbon, Portugal; José Rogado, Lusófona University, COPELABS - ECATI, Lisbon, Portugal; Sara Henriques & Carla Sousa, Lusófona University, CIC.Digital (CICANT Pole), Lisbon, Portugal

    The United Nations (UN) Convention (1989) on the Rights of the Child changed the way children are viewed and treated worldwide. The Convention has been affecting governments, civil society and the ... More

    pp. 11-25

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  3. Perceptions of Play: Using Play-Doh to Enhance the Student Experience in Bioscience Higher Education

    Gemma Lace-Costigan, CIC.Digital (CICANT Pole), University of Salford, Greater Manchester, United Kingdom

    Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to ... More

    pp. 26-37

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  4. Can Games Help Creative Writing Students to Collaborate on Story-Writing Tasks?

    David Jackson, Manchester Metropolitan University, Manchester School of Art, Manchester, United Kingdom

    Story writing is a complex semantic and creative task, and the difficulty of managing it is made greater by attempting to write in collaboration with others. This complication can deter students... More

    pp. 38-50

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  5. We are the Game Changers: An Open Gaming Literacy Programme

    Sylvester Arnab, Luca Morini, Kate Green, Alex Masters & Tyrone Bellamy-Woods, Coventry University, Disruptive Media Learning Lab, Coventry, United Kingdom

    This paper discusses the first iteration of Game Changers Programme hosted by Coventry University's Disruptive Media Learning Lab (DMLL), an open game design initiative. The Programme had the goal ... More

    pp. 51-62

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  6. Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

    Simon Grey, University of Hull, School of Engineering and Computer Science, Hull, United Kingdom; David Grey, York St. John University, York, United Kingdom; Neil Gordon & Jon Purdy, University of Hull, School of Engineering and Computer Science, Hull, United Kingdom

    This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell,... More

    pp. 63-73

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  7. Playing Against the Game

    Bernd Remmele, University of Education Freiburg, Institute for Vocational and Business Education, Freiburg, Germany

    The paper first outlines a differentiation of play/game-motivations that include ‘negative' attitudes against the play/game itself like cheating or spoilsporting. This problem is of particular... More

    pp. 74-82

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  8. Case Study 1: Playful Team Reflection Using LEGO® Serious Play®

    Tobias Seidl, Stuttgart Media University, Faculty Information and Communication, Stuttgart, Germany

    Teamwork and cooperation are important 21st century skills and therefore important parts of the higher education curriculum. Following Kolb's ‘experiential learning cycle' model a combination of... More

    pp. 83-86

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  9. Case Study 2: Using Games Based on Giant Dice and Time Restrictions to Enable Creativity When Teaching Artistic or Creative Subjects

    Dan Barnard, London South Bank University, London, United Kingdom

    This case study draws on some experiments I have been doing in the use of dice in the ideas generation phase of a creative project. It draws on workshops I have run with creative technology... More

    pp. 87-92

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  10. Case Study 3: Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games

    Charlene Jennett, University College London, UCLIC, London, United Kingdom; Sofia Papadopoulou, University College London, Extreme Citizen Science, London, United Kingdom; Jesse Himmelstein, Alexandre Vaugoux & Vincent Roger, Centre for Research and Interdisciplinary, Game Lab, Paris, France; Anna Cox, University College London, UCLIC, London, United Kingdom

    Game jams, hackathons and similar group game creation events have become increasingly popular over the past decade (Fowler et al., 2015). They provide new and exciting opportunities for education... More

    pp. 93-97

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  11. Case Study 4: Using Game-Based Learning for Induction

    Osman Javaid, Manchester Metropolitan University, Manchester, United Kingdom

    This case study tracks the development of a digital induction resource implementing game elements that focuses on the first two stages of Gilly Salmon's Five Stage Model, namely ‘access and... More

    pp. 98-100

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