Special Issue "Gamification and Games for Learning"

A special issue of Informatics (ISSN 2227-9709).

Deadline for manuscript submissions: closed (31 March 2020).

Special Issue Editors

Dr. Carina González
Website
Guest Editor
University of La Laguna (ULL),38200 San Cristóbal de La Laguna, Spain
Interests: intelligent tutoring systems; intelligent interfaces; human centered design; UX; serious games; gamification; e-learning; digital culture
Dr. Joan Arnedo Moreno
Website
Guest Editor
Open University of Catalonia (UOC)08018 Barcelona, Spain
Interests: use of games and gamification in distance learning education
Dr. Alberto Mora-Carreño
Website
Guest Editor
Open University of Catalonia (UOC),08018 Barcelona, Spain
Interests: gamification design in the field of learning environments; healthcare; wellness

Special Issue Information

Dear Colleagues,

The inclusion of game experiences in learning processes has been positively shown as a technique to motivate learners. Thus, experiences are introduced in courses by considering game design principles in non-leisure environments like the course structure layout (gamification or gameful design). This topic has garnered great interest in both academia and industry, as reflected by the amount of academic publications in the recent years, especially those showing case studies, hands-on experiences, or the business growth of the enterprises specialized in gamification.

This Special Issue aims to cover all aspects of gamification including user studies, design frameworks, techniques and strategies, methodologies, tools and applications, ecosystems, analysis and assessment, personalization approaches, systems integrations, data management, architectures, innovations to market, as well as any work in progress. Our main goal is to bring together stakeholders for exchanging ideas and experiences and encouraging networking between academia and industry.

We welcome submissions from all topics of gamification applied to any learning process, including but not limited to the following:

Topics

  • User studies
  • Design frameworks
  • Techniques and strategies
  • Methodologies
  • Tools and applications
  • Technological ecosystems
  • Analysis processes
  • Assessment processes
  • Personalization approaches
  • Systems integrations
  • Data management
  • Architectures

This Special Issue will contain the expanded versions of selected papers presented at the CHI PLAY 2019 (https://chiplay.acm.org/2019/)  and co-located events such as GAMILEARN'19, held in Barcelona, Spain, 22–25 October 2019.

Dr. Carina González
Dr. Joan Arnedo Moreno
Dr. Alberto Mora-Carreño
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Informatics is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Gamification in learning
  • Serious games
  • Playful experiences
  • Gameful design
  • Engineering of gamification

Published Papers (1 paper)

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Research

Open AccessArticle
Gamification as a Supportive Tool for School Children with Dyslexia
Informatics 2019, 6(4), 48; https://doi.org/10.3390/informatics6040048 - 01 Nov 2019
Abstract
Gamification, in its nature, combines not only games but also the whole psychological environment. Thanks to this, a properly prepared implementation of gameplaying can encourage people to compete with others and achieve the set tasks and goals. A person feels fulfilled that through [...] Read more.
Gamification, in its nature, combines not only games but also the whole psychological environment. Thanks to this, a properly prepared implementation of gameplaying can encourage people to compete with others and achieve the set tasks and goals. A person feels fulfilled that through his actions has performed a mission or reached a new level. It stimulates them to continue their activity and self-improvement to be better and beat their records. Its advantage is also that it does not have to be limited to one technology or method—it can be realized both through a simple scenario and a corkboard with results, it can also be embedded, e.g., in a virtual or augmented reality. This article focuses on the gamification of dyslexia, a common disorder of developmental disorders among pupils. It affects about 10%–15% of school-age children. The research narrowed the field of the study to one of the aspects of developmental dyslexia—dysorthography and making spelling mistakes by people affected by this disorder. This work aims to present an original application which is using gamification as a supportive tool for the learning of school children with diagnosed dyslexia. The conducted study was based on the implementation of original algorithms and scenarios of gamification on mobile devices, especially smartphones. School children are following a gamification approach for a specified period. As a conclusion, it can be stated that the proposed framework and gamification can help in the learning of people with dyslexia. Full article
(This article belongs to the Special Issue Gamification and Games for Learning)
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