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Foundations of Game-Based Learning

Foundations of Game-Based Learning In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners' cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game-based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Psychologist Taylor & Francis

Foundations of Game-Based Learning

26 pages

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References (211)

Publisher
Taylor & Francis
Copyright
Copyright © 2015 Division 15, American Psychological Association
ISSN
1532-6985
eISSN
0046-1520
DOI
10.1080/00461520.2015.1122533
Publisher site
See Article on Publisher Site

Abstract

In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners' cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game-based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning.

Journal

Educational PsychologistTaylor & Francis

Published: Oct 2, 2015

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