The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Essential features of serious games design in higher education: Linking learning attributes to game mechanics
Open accessAbstract
This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence‐based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned, designed and implemented by university teachers interested in using games, which are integrated into lesson plans and orchestrated as part of a learning sequence at any scale. The findings outline the potential of classifying the links between learning attributes and game mechanics as a means to scaffold teachers’ understanding of how to perpetuate learning in optimal ways while enhancing the in‐game learning experience. The findings of this paper provide a foundation for describing methods, frames and discourse around experiences of design and use of serious games, linked to methodological limitations and recommendations for further research in this area.
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
What video games have to teach us about learning and literacy
Gee, J. P. (2003) · Computers in Entertainment · doi:10.1145/950566.950595 · Cited by 5,735
A systematic literature review of empirical evidence on computer games and serious games
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.03.004 · Cited by 2,890
Kato, P. M., Cole, S. W., Bradlyn, A. S., & Pollock, B. H. (2008) · Pediatrics · doi:10.1542/peds.2007-3134 · Cited by 802 · cited 1×
“However, there are studies in the UK and US respectively that have demonstrated positive results in large sample groups (see for example Dunwell et al., 2014; Hertzog et al., 2014; Kato et al., 2008).”
BackgroundToward a Taxonomy Linking Game Attributes to Learning: An Empirical Study
Bedwell, W. L., Pavlas, D., Heyne, K., Lazzara, E. H., & Salas, E. (2012) · Simulation & Gaming · doi:10.1177/1046878112439444 · Cited by 393
Enjoy and learn with educational games: Examining factors affecting learning performance
Giannakos, M. N. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.06.005 · Cited by 234 · cited 2×
“The interactive, participatory and engaging features of games (Blanco et al., 2012) and their problem-solving orientation (de Freitas, 2006) led to the assumption that games could be used for enhancing learning and teaching across different academic territories (Giannakos, 2013).”
Background
Cited by
The effect of games and simulations on higher education: a systematic literature review
Vlachopoulos, D., & Makri, A. (2017) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-017-0062-1 · Cited by 776
A Meta-Analysis of Use of Serious Games in Education over a Decade
Zhonggen, Y. (2019) · International Journal of Computer Games Technology · doi:10.1155/2019/4797032 · Cited by 560
Towards a motivational design? Connecting gamification user types and online learning activities
Bovermann, K., & Bastiaens, T. J. (2020) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-019-0121-4 · Cited by 156
“The review of Lameras et al. (2017) also highlighted the potential for classifying connections between learning attributes and gamification mechanics to enable students ’ motivation in online learning.”
BackgroundA meta‐analysis of research on digital game‐based science learning
Tsai, Y., & Tsai, C. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12430 · Cited by 112
A Review of Gamification Impact on Student Behavioural and Learning Outcomes
Nurtanto, M., Kholifah, N., Ahdhianto, E., Samsudin, A., & Isnantyo, F. D. (2021) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v15i21.24381 · Cited by 59
Metadata
- Authors
- Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., & Petridis, P.
- Venue
- British Journal of Educational Technology
- Publisher
- Wiley
- Published
- 2016-05-30
- Volume
- 48
- Issue
- 4
- Pages
- 972-994
- ISSN
- 0007-1013 (ISSN-L)
- 1467-8535
- OpenAlex
- W2400038930
- Cited by
- 271
- References
- 6
- FWCI
- 33.43
- Type
- journal article
- Language
- en
- Open access
- green
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- Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., & Petridis, P. (2017). Essential features of serious games design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12467
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
