Digital game-based learning: Towards an experiential gaming model

By Kristian Juha Mikael Kiili. Internet and Higher Education, 2005

1,471 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/7d4cd3678bfd4a99bac01c5e86530bed3fbb83ce

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In Developmental and Educational Psychology

In Human-Computer Interaction

Citations in the corpus

The concept of flow in collaborative game-based learning (2011, neutral): “…such as user-friendly interface (Pilke, 2004), challenge matching the level of difﬁculty (Sweetser & Wyeth, 2005), immediate and appropriate feedback (Kiili, 2005), reﬂection on game experiences (Lim, Nonis, & Hedberg, 2006), competition (Jayakanthan, 2002), content creation (Kiili, 2005) and…”
Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress (2017, background): “In the past, most studies focused on the relationship between flow and learning outcomes, and were conducted in conventional educational environments (e.g. Kiili, 2005; Steele & Clive, 2009).”
Serious games for higher education: a framework for reducing design complexity (2008, background): “There have been various efforts to produce co-ordinating frameworks for explaining and designing complex games (Hunicke et al. 2004; Salen & Zimmerman 2004; Björk & Holopainen 2005; Kiili 2005; Amory 2007).”
Children's Motivations for Video Game Play in the Context of Normal Development (2010, background): “Matching the level and tempo of challenge to a player’s skills increases the likelihood of achieving flow (Annetta, 2010; Kiili, 2005; Sherry, 2004).”
The “I's” Have It: A Framework for Serious Educational Game Design (2010, background): “According to Kiili (2005), inappropriate challenges of the game environment and bad usability of the computer games reduce the possibility of ﬂow experience.”
Gameplay Engagement and Learning in Game-Based Learning (2015, background): “This is supported by Killi (2005), who argues that educational games should provide unambiguous and immediate feedback, feedback on progression toward goals, and feedback on the state of the game.”
An activity theory-based model for serious games analysis and conceptual design (2015, background): “The Experiential Gaming Model proposed by Kiili (2005) assigns central importance to linking experiential learning and gameplay theory, since this connection facilitates the flow experience and has positive impact on learning.”
Game object model version II: a theoretical framework for educational game development (2007, methodology): “However, authors such as Rieber (1995), Quinn (1994, 1997, 2005), Amory et al. (1999), Amory (2001), Gee (2003) and Kiili (2005a) argue that computer games offer a unique opportunity to engage learners in learning environments that could support contemporary educational practices.”
Building virtual cities, inspiring intelligent citizens: Digital games for developing students' problem solving and learning motivation (2012, background): “…course setting encouraged students to trust and believe they could achieve their goals by immediately receiving praise, encouragement, and reinforcement (Sung, Change, & Lee, 2008), and e) the digital games took advantage of multi-sensory engagement to support experiential learning (Kiili, 2005).”
Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning (2009, background): “However, as many educators already foresee, it is not an easy task to achieve the two objectives of education and entertainment with one solution (Baek & Kim, 2005; Korea Game Development, 2002; Mann, 1996). Often, the more entertaining a game is, the less effective it is as a learning tool; the con”
Effects of Game-Based Learning on Students’ Critical Thinking: A Meta-Analysis (2021, background): “Compared to traditional learning methods such as listening to lectures, students are often more active during GBL (Kiili, 2005).”
The effect of simulation games on the learning of computational problem solving (2011, background): “For instance, Kiili (2005) has argued that games can be a vehicle for engaging students in a “flow”.”
E-learning, M-learning and D-learning: Conceptual definition and comparative analysis (2018, neutral): “…Intelligent (Traxler, 2007) Situationism (Laouris and Eteokleous, 2005; Soualah-Alila et al., 2013) Game-based learning (Erhel and Jamet, 2013; Kiili, 2005; Van Eck, 2006; Victoria State Government, 2017) Usable (Traxler, 2007) Personal (Traxler, 2007) Accessing digital content (Littlejohn et…”
EGameFlow: A scale to measure learners' enjoyment of e-learning games (2009, neutral): “Thus, the design of a curriculum that is interesting enough for students to immerse themselves in (Virou et al., 2005) and frequently reflect upon is one of the main challenges in the field of e-learning (Kiili, 2005a).”
Learning in immersive worlds: A review of game-based learning (2006, methodology): “While the methods by which games are designed has often been neglected in research into educational games (Dickey, 2003), with the emergence of ‘modding’ a greater emphasis is being placed upon these methods (Dickey, 2005; Nieborg, 2004; Darken et al., 2005; Kiili, 2005).”
Serious games as new educational tools: how effective are they? A meta-analysis of recent studies (2013, background): “To do this, we defined necessary criteria that are shared by SGs and VGs as well as specific and necessary criteria determining categorization as either a SG or a VG, on the basis of various theoretical articles (Johnson et al. 2005; Kiili 2005; de Freitas & Oliver 2006; Baranowski et al. 2008; Marf”