About this Research Topic
The use of games and connected game-based approaches is increasingly prevalent in all forms of education. The employment of games, gamification, storification, serious games, VR, AR, XR, amongst many such technologies is thought to increase learners' engagement, enjoyment of education and information retention, students' behavior, amongst other such positive outcomes.
Nonetheless, especially with newer game-based approaches to education, there remains main questions as to, for example: the long-term impact of these technologies; their personalization and customization to learners; what exactly about game-based approaches makes them engaging or disengaging; how could they be designed to suit different people; and how can these tools be made inclusive and accessible to students especially within minority groups, such as students with disabilities, low income families, underprivileged students, or students unique for any other personally differentiating aspects. It is a fact that one-size solutions do not fit all, and the purpose of this article collection is to take this conversation forwards.
This collection is to encourage research endeavors on game-based approaches in education and aims to encompass a wide scope of theoretical and empirical research and insights on game-based learning. Therefore, we aim to achieve the following goals:
• Building theoretical frameworks and models that include concepts, theories, and models of educational gamification.
• Addressing the design issues, principles, and prototypes for universal design-based educational gamification.
• Searching the related issues of games and gamification for sustainable development.
Gamification and Game-based learning is a multi-faceted phenomenon that affects many domains of human life. Therefore, we welcome submissions related to this pedagogy transformation of reality under several domains and related (but not limited) to the following topics:
- Students: e.g. Engagement, "gameful" experience, user types, personalization.
- Social impact goals: e.g., build a team, and work with experts to make games that are effective and marketable.
- Evaluation: How to evaluate video games, what game mechanics, impact of games in education.
- Pedagogy: e.g. educational gamification, serious games, game-based learning, pedagogical and outreach potential learning impact, STEM education, language learning.
- Technology: e.g. Virtual reality, augmented reality, internet of things, wearables, AI, machine learning, learning analytics and big data.
- Health: e.g. Quantified self, games & gamification for health, COVID-19, mental health.
- Design: e.g. Design principles and methods, Instructional design, human-computer interaction, gamification artefacts, playful and speculative design, designing gamified intelligent tutoring systems, game dynamics, non-digital gamification.
- Theories/concepts/frameworks: Contributions to science around gamification proof-of-concept, models.
- Related issues: Ethics, sustainability, diversity and inclusion, accessibility, privacy, security, SDG4.
Nonetheless, especially with newer game-based approaches to education, there remains main questions as to, for example: the long-term impact of these technologies; their personalization and customization to learners; what exactly about game-based approaches makes them engaging or disengaging; how could they be designed to suit different people; and how can these tools be made inclusive and accessible to students especially within minority groups, such as students with disabilities, low income families, underprivileged students, or students unique for any other personally differentiating aspects. It is a fact that one-size solutions do not fit all, and the purpose of this article collection is to take this conversation forwards.
This collection is to encourage research endeavors on game-based approaches in education and aims to encompass a wide scope of theoretical and empirical research and insights on game-based learning. Therefore, we aim to achieve the following goals:
• Building theoretical frameworks and models that include concepts, theories, and models of educational gamification.
• Addressing the design issues, principles, and prototypes for universal design-based educational gamification.
• Searching the related issues of games and gamification for sustainable development.
Gamification and Game-based learning is a multi-faceted phenomenon that affects many domains of human life. Therefore, we welcome submissions related to this pedagogy transformation of reality under several domains and related (but not limited) to the following topics:
- Students: e.g. Engagement, "gameful" experience, user types, personalization.
- Social impact goals: e.g., build a team, and work with experts to make games that are effective and marketable.
- Evaluation: How to evaluate video games, what game mechanics, impact of games in education.
- Pedagogy: e.g. educational gamification, serious games, game-based learning, pedagogical and outreach potential learning impact, STEM education, language learning.
- Technology: e.g. Virtual reality, augmented reality, internet of things, wearables, AI, machine learning, learning analytics and big data.
- Health: e.g. Quantified self, games & gamification for health, COVID-19, mental health.
- Design: e.g. Design principles and methods, Instructional design, human-computer interaction, gamification artefacts, playful and speculative design, designing gamified intelligent tutoring systems, game dynamics, non-digital gamification.
- Theories/concepts/frameworks: Contributions to science around gamification proof-of-concept, models.
- Related issues: Ethics, sustainability, diversity and inclusion, accessibility, privacy, security, SDG4.
Keywords: Gamification, Storification, Serious games, Video Games, Usability, Accessibility, Game elements, Gameful design
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
