Educational Video Game Design: A Review of the Literature

By Mary Jo Dondlinger, D. Student. 2007

567 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2138314c9bad5cd9aa5583a55a3b3eb7baaf2aaf

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Citations in the corpus

Game-based Learning and 21st century skills: A review of recent research (2016, background): “Most importantly, a few studies have indicated that a growing number of researchers are committed to developing educational games to support the teaching of essential 21st century skills (e.g., Boyle et al., 2014; Dondlinger, 2007).”
A systematic literature review of empirical evidence on computer games and serious games (2012, background): “Although authors such as Dondlinger (2007) and Dede (2000) have suggested that games have the potential to support soft skills, in the current review only one paper was found which addressed soft skills.”
The role of psychology in understanding the impact of computer games (2011, background): “to be at their most useful in supporting higher level cognition such as critical thinking, problem solving, decision making, argumentation and hypothesis testing [51] and in helping to support the 21 century skills necessary for success in the workplace, such as self-”
Serious Games and Gamification for Mental Health: Current Status and Promising Directions (2017, background): “Quality computer games have been shown to enhance concentration (3), improve retention of information (4), facilitate deep learning (5), and bring about behavior change (6).”
Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games (2011, background): “Others acknowledge the wider debate between researchers in attributing the intrinsic motivation produced by games to the role of narrative context (fantasy) or intrinsic goals and rewards (core-mechanics) (Dondlinger, 2007).”
Foundations of Game-Based Learning (2015, background): “Coreelements of game design, including challenge, curiosity, and fantasy, are thought to be intrinsically motivating for players (Dondlinger, 2007).”