Digital Game-Based Learning

By William A. Sadera, Qing Li, Liyan Song, Leping Liu. 2014

2,068 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/92f02267d94025091507343d48fb89efdd6cd198

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In Developmental and Educational Psychology

Citations in the corpus

Game-Based Learning in Science Education: A Review of Relevant Research (2013, background): “Since digital games are thought to provide engaging experience for players (Gee 2007; Jayakanthan 2002; Prensky 2001; Rieber et al. 1998), engagement in learning is another learning focus under (2003), it is also important to take situations or contexts into account when students learn or use…”
Game-based Learning and 21st century skills: A review of recent research (2016, background): “…where game content and game play enhance knowledge and skills acquisition, and where game activities involve problem solving spaces and challenges that provide players/learners with a sense of achievement (e.g., Kirriemuir & McFarlane, 2004; McFarlane, Sparrowhawk, & Heald, 2002; Prensky, 2001).”
An online game approach for improving students' learning performance in web-based problem-solving activities (2012, background): “It consists of six skills, that is, identifying the nature of the problem, determining problem-solving steps, determining problemsolving strategies, choosing appropriate information, allocating proper resources, and monitoring the problem-solving process (Sternberg, 1988). Owing to the popularity of”
Foundations of Game-Based Learning (2015, background): “Some advocates go even further and make the case that game-based learning involves processes that differ to such an extent from learning in other forms (such as classroom instruction) that they should be described as a unique model or theory of learning (Gee, 2003; Prensky, 2003).”
Digital game-based vocabulary learning: where are we and where are we going? (2019, background): “According to Prensky (2007), digital games involve key factors such as goals, entertainment, challenge, outcomes and interaction or competition.”
Gameplay Engagement and Learning in Game-Based Learning (2015, positive): “…2012; Swan, 2003) and has been the subject of an increasing number of studies on educational games (Bouvier, Lavoue, Sehaba, & George, 2013; Clark, Tanner-Smith, Killingsworth, & Bellamy, 2013; Connolly, Boyle, MacAuthor, Hainey, & Boyle, 2012; Markey, Leeder, & St. Jean, 2011; Prensky, 2003).”
A meta-analysis of the cognitive and motivational effects of serious games (2013, methodology): “In addition, games constantly provide feedback, either as a score or as changes in the game world, to enable players to monitor their progress toward the goal (Prensky, 2001).”
Integrating augmented reality technology to enhance children’s learning in marine education (2015, background): “Scholars have suggested that digital games will emerge in the future as an established model of learning (Gee 2003; Hong et al. 2009; Hwang and Wu 2012; Prensky 2000).”
Toward a Taxonomy Linking Game Attributes to Learning (2012, background): “Interaction (equipment) is the extent to which the game changes in response to player’s actions (Prensky, 2001).”
Building virtual cities, inspiring intelligent citizens: Digital games for developing students' problem solving and learning motivation (2012, background): “Given the innate interest that children have for games (Prensky, 2001), digital games are generally believed to positively in ﬂ uence motivation.”
Gamification for Engaging Computer Science Students in Learning Activities: A Case Study (2014, background): “Among the most successful approaches are digital games because they can potentially create engaging learning experiences for students when coupled with effective pedagogy [6], [7], [8].”