The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Practical, appropriate, empirically-validated guidelines for designing educational games
Open accessAbstract
There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with.
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Citations
Cites
What Video Games Have to Teach Us about Learning and Literacy
(2004) · Education + Training · doi:10.1108/et.2004.00446dae.002 · Cited by 6,674
What video games have to teach us about learning and literacy
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“There has recently been a great deal of interest in harnessing the motivational qualities of computer games in order to create powerful, engaging educational tools [22,49,48,46].”
Background
Cited by
Gamifying education: what is known, what is believed and what remains uncertain: a critical review
Dichev, C., & Dicheva, D. (2017) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-017-0042-5 · Cited by 2,112
“The empirical research should thereby not just be fixated on the pros of gamified learning, but also be open to the cons and the conditions when gamification for learning should be avoided (Linehan et al., 2011; Westera, 2015).”
Supporting Novice to Expert Transitions in User Interfaces
Cockburn, A., Gutwin, C., Scarr, J., & Malacria, S. (2015) · ACM Computing Surveys · doi:10.1145/2659796 · Cited by 193
Bovermann, K., Weidlich, J., & Bastiaens, T. (2018) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-018-0107-0 · Cited by 139
Tales from the front lines of a large-scale serious game project
Khaled, R., & Ingram, G. (2012) · Proceedings of the SIGCHI Conference on Human Factors in Computing Systems · doi:10.1145/2207676.2207688 · Cited by 51
People with Disabilities Leading the Design of Serious Games and Virtual Worlds.
Politis, Y., Robb, N., Yakkundi, A., Dillenburger, K., Herbertson, N., Charlesworth, B., & Goodman, L. (2017) · International Journal of Serious Games · doi:10.17083/ijsg.v4i2.160 · Cited by 35
Metadata
- Authors
- Linehan, C., Kirman, B., Lawson, S., & Chan, G.
- Venue
- Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
- Publisher
- ACM
- Published
- 2011-05-07
- Pages
- 1979-1988
- OpenAlex
- W2103373627
- Cited by
- 193
- References
- 9
- FWCI
- 35.48
- Type
- conference paper
- Language
- en
- Open access
- green
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