Trends on Educational Gamification II: Game-Based Learning and Teacher Instruction

Dear Colleagues,

Over the last ten years, the way in which education and training is delivered has considerably changed, not only due to a new technologic environment—plenty of social networks, MOOCs, etc.—but also because of the appearance of new learning approaches. Such new approaches are shifting the center of gravity: from the teacher to the student, with the aim of awakening relational aspects, as well as promoting imagination and divergent thinking. One new approach that holds a considerable promise for helping to engage learners is Game-Based Learning (GBL). In this regard, this Special Issue will be the second volume of the series “Trends on Educational Gamification”, whose first volume can be consulted here.

Games are a natural activity: we all know how to play (games are learned through socialization and social interaction, and mediated—but not limited—by language). Perhaps, this is the key feature that explains the rise in the use of Game-Based-Learning (GBL) strategies: in a holistic approach, applying games to education converts education into a natural (universal) activity.

However, while a growing number of institutions are beginning to see the validity of GBL there remain many challenges to overcome before this type of learning can become widespread. Among these challenges, we find: (i) combining engaging game design with learning objectives and curriculum; (ii) evidencing learning outcomes; (iii) creating a gaming atmosphere that is adapted to all the learners’ ability; (iv) the specific knowledge required for a proper game design; (v) the cultural barriers with faculty and costs associated with developing a learning game.

In this Special Issue, we aim to collect empirical studies drawing on a range of disciplines, included but not limited to mathematics, education, computing, as well as a wealth of theoretical and methodological approaches. The topics of this Special Issue will relate to the use of Game-Based-Learning strategies at all academic levels:

• Learning and instructional theory for game-based learning;
• Assessment in game-based learning;
• Social and collaborative aspects of game-based learning;
• Case studies and best practices in the use of game-based learning;
• Evidence of learning processes in game-based experiences;
• The use of game-based learning for teacher instruction.

Dr. José Carlos Piñero Charlo
Dr. Souad Slyman
Dr. María Del Carmen Canto López
Dr. Vally Lytra
Guest Editors

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• game-based learning
• assessment
• collaborative learning
• teacher instruction
• learning outcomes
• motivation