References
[01] Arnab, S (2020), Game Science in Hybrid Learning Spaces, NY and Oxon: Routledge. [02] Almeida, F & Simoes, J (2019), The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm, Contemporary Educational Technology, 10(2). [03] Ferguson, R et al….
Know Your Types: Connecting Player Types and Learning Styles in Game-Based Learning Settings
by Hélena Gottschalk, Corinna Zimmermann Focusing on the perspectives of teachers interested in gamifying their teaching, a pathway on gamification was developed to support teachers in implementing GBL activities. Using game elements in a teaching setting to enhance the learning experience and the motivation of…
GATE:VET Curriculum: How to Instruct Teachers to Use Game Elements and Game Mechanics in VET
The curriculum is an output of the GATE:VET project and aims to guide teachers to integrate games and game elements into their VET teaching scenarios and to create gamified learning environments. The curriculum provides (VET) teachers an overview of GBL and presents basics, concepts, practical…
How to Develop an Adaptive Learning Path for the Serious Game E.F.A.
by Cornelia Schade One research question within E.F.A. is how GBL can be supported by adaptive learning paths and how these adaptive elements can be sufficiently developed in order to make learning more experiential and time-efficient. The serious game E.F.A. addresses the need of learning…
GBL in Practice: GBT_Project
The Games in Basic Skills Teaching (GBT) project is an Erasmus+ funded project that aims to explore the use of analogue and digital games in basic skills teaching. The project introduces games into the teaching of this specific target group, as games transform the classrooms…
VUC Storstrøm
by Maria Storm-Holm A Hybrid and Gamified School At VUC, we try to incorporate game-based learning and teaching as a natural part of learning designs and teaching. To motivate and inspire the students attending school and to help them succeed with their education we bring…
“Cité Apprentie” an Immersive, Innovative and Numeric Experience
by Mario Horvat, Aurélie Gimbert Does a GBL approach succeed in involving people who have difficulties with the classical teaching approach? The objective of the project is to prepare young people to sign a training contract in the field of customer service in hospitality and…
GATE:VET App
One of the main outputs of the GATE:VET project is our GATE:VET app, which is available on iOS, Android as well as a web version through WebGL. The web version of the mobile app offers users the option to work on a larger screen, for…
Mobile Games as Support for Digital Design Students
by Yann Tambellini, Stéphanie Philippe, Valérie Radelet How can a gamified learning application for mobile phones be used to assist students to focus on the content in the classroom and support them at home? CREASUP DIGITAL has recently been launched to train future digital design…
ENC#YPTED: An Educational Game for Programming in the Unity Engine
by Vincent Schiller How can a digital game-based learning application for learning programming be designed to be as user-friendly, motivating, and extensible as possible? ENC#YPTED was designed user-centered, which proved to be highly effective as usability difficulties were noticed and improved interactively during development. It…
Using Games as Medium for Teaching Software Development
by Marius Brade The biggest surprise researching this topic, was that during the process of designing a game and bringing it to life, students did not realize that they became very good designers for any software. This needs to be actively reflected by teachers. Using…
GBL in Practice: Stress-Rekord – A Serious Game for the Reduction of Mental and Physical Strains of Nursing Staff
The game is developed as a browser-based application so that it can run as a desktop version as well as on a mobile device. The aim of the learning environment is to teach prevention-related contents through a simulation of everyday work in a virtually modelled…
Narration Design in Educational Games
by Theresia Zimmermann To what extent may (interactive) storytelling contribute to an immersive learning experience? Narratives provide an opportunity to convey intended messages. To ensure that the author‘s message is understood by all players, a linear narrative structure may be the best option. Interactive or…
GBL in Practice: STEAM Escape Room: An Adaptation of the STEAM Serious Game
Escape Rooms can be used to explore a wide range of topics with learners in a completely different way. Most Escape Room scenarios start with a background story. The case presented here, for example, is a scenario that enables you to practise the basic principle…
GBL in Practice: STEAM – Serious Game to Train Experts in Advanced Multimodality
The STEAM online game is a serious game designed to train experts in advanced multimodality. Players have to select answers during a discussion. The number of right answers gives them access to selected modalities. Each modality combines a strategy, a tool and a learning environment….
Re:construction* – A Motivating and Successful Start into Studying Engineering
by Anna Seidel, Franziska Weidle, Claudia Börner How to get students excited about engineering and, at the same time, facilitate sustainable learning by using games? In 2018, the project Learn&Play began with the question of how students can be made aware of and prepared for…
Tools vs. Culture. Relation between Playfulness and Gamification in Education
by Helge Fischer Playfulness is a concept that can be applied to different entrepreneurial and/or educational contexts. Playing is increasingly prominent in our society; and gamification – i.e. the use of game elements in non- game contexts – has become a common practice in many…
GBL in Practice: Forbidden Words
“You know this game. It is a fun activity you can [do] with your students in class. It can be useful for students to refine their knowledge about specific terms. One person has to [describe] a term without using any of the five terms listed…
The GATE:VET Wiki – A Platform for GBL Concepts and Ideas
Learning should be fun and the use of game-based learning activities in the classroom can be easy. As many articles in this handbook show, games can enhance the learning experience, increase students’ motivation and playing can function as an active learning activity. Thus, it can…
Gamification’s Dark Side Horizon
by Matthias Heinz Surprisingly, game elements most associated with negative effects in education are also the ones that are used the most: Leaderboards, Badges and Points. Game elements which are intended to motivatecan demotivate. Using game elements can be associated with a variety of risks…
Recent Findings and Future Developments in GBL Research
by Steve Nebel Research should be gradually applied to other game mechanics and instructional principles. It is important to establish the respective conditions for success, potential and limitations. The central element of our research [08] is the assumption that the application of GBL or gamification…
Hybridity, Playfulness, and Game-Based Pedagogy
by Sylvester Arnab Hybridity at the Speed of Need Technology and new ways of working change and advance at a rapid pace making it challenging for educational systems to keep up and continue to update at a similar pace. The pandemic further presents a great…
Author Biographies
Sylvester Arnab | Coventry UniversityHybridity, Playfulness, and Game-Based Pedagogy United Kingdom | Leamington Spa My main interest has always been in experience design. Play and gameplay provide insights into how engaging and meaningful experiences can be designed. Game-based learning in particular opens up opportunity for…
GATE:VET Project – using GAmification in TEaching at VET schools
The main aim of the Erasmus+ project GATE:VET is to expand the methodological repertoire of teachers at vocational schools by giving them the opportunity to enrich their classes with educational games and raise awareness for GBL. The gamification of teaching content and the underlying concepts…
Endowing a Game-Based Learning Hub for Augmenting Teaching and Learning: Design, Constellations and Perceptions from a Teacher’s Perspective
by Petros Lameras What are teachers’ experiences of using GBL and how do such experiences influence practice? Key findings were that teachers’ perceptions of GBL were varied from retaining knowledge into memory and helping students to understand the topic to addressing a learning goal and…
GATE:VET Project Partners
The Academy for Vocational Training (AFBB) operates several vocational schools in Dresden, Berlin and Cologne (Germany). The various training courses are characterised by high quality as well as practical relevance and lead to recognised qualifi cations. AFBB has extensive experience in the implementation of EU-funded…