Trends on Educational Gamification: Challenges and Learning Opportunities

Dear Colleagues,

Games are a natural activity—we all know how to play. Perhaps this is the key feature that explains the increase in the use of game-based learning (GBL) strategies: Applying games to education converts education into a universal activity.

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 methodologies. Such new methodologies 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, indeed, game-based learning (GBL).

However, while a growing number of institutions are beginning to see the validity of GBL, there are still 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 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 want to gather several studies and experiences in GBL to be shared with other teachers and researchers. 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;
• Future of game-based learning;
• Social and collaborative aspects of game-based learning;
• Assessment in game-based learning;
• Case studies and best practices in the use of game-based learning;
• Evidences of learning processes in game-based experiences.

REFERENCES:

The special issue should supplement the existing literature.

• Chamoso, J.; Durán, M.J.; García, J.; Martínez, J.; Rodríguez-Sánchez, M. Análisis y experimentación de juegos como instrumentos para enseñar matemáticas. Suma 2004, 47, 47–58
• Connolly, T.M.; Boyle, E.A.; MacArthur, E.; Hainey, T.; Boyle, J.M. A systematic literature review of empirical evidence on computer games and serious games. Educ. 2012, 59, 661–686.
• de Freitas, S. Learning in Immersive Worlds: A Review of Game-Based Learning; Published Version Deposited in CURVE September 2013 Original; Joint Information Systems Committee: Bristol, UK, 2013
• Oprescu, F.; Jones, C.; Katsikitis, M. I PLAY AT WORK-ten principles for transforming work processes through gamification. Psychol. 2014, 5, 1–5
• Piñero Charlo, J. C.; Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence. Education Sciences 2020, 10 (9), 213.

Dr. José Carlos Piñero Charlo
Dr. María Teresa Costado Dios
Dr. Enrique Carmona Medeiro
Dr. Fernando Lloret
Guest Editors

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