What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Replaying history: learning world history through playing "civilization iii"
Replaying history: learning world history through playing "civilization iii"
Digital Game-Based Learning
Story manager in 'Europe 2045' uses Petri nets
ICVS'07 Proceedings of the 4th international conference on Virtual storytelling: using virtual reality technologies for storytelling
Proceedings of the 3rd international conference on Digital Interactive Media in Entertainment and Arts
Towards a novel paradigm for educational games: the augmented learning environment of 'Europe 2045'
Proceedings of the 12th international conference on Entertainment and media in the ubiquitous era
Edutainment '09 Proceedings of the 4th International Conference on E-Learning and Games: Learning by Playing. Game-based Education System Design and Development
A flash-based game for employee doing on-the-job training
Edutainment'11 Proceedings of the 6th international conference on E-learning and games, edutainment technologies
Engaging kids with the concept of sustainability using a commercial video game – a case study
Transactions on Edutainment III
Designing a trading card game as educational reward system to improve students' learning motivations
Transactions on Edutainment III
Edutainment'12/GameDays'12 Proceedings of the 7th international conference on Edutainment, and Proceedings of the 3rd international conference on E-Learning and Games for Training, Education, Health and Sports
ICEC'12 Proceedings of the 11th international conference on Entertainment Computing
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This paper presents a theoretical framework, which has been adopted in designing an on-line multi-player strategy game Europe 2045. Europe 2045 is an educational tool for high school social science courses, aimed at familiarizing students with political, economic, and social issues in contemporary Europe. Apart from learning facts, players develop a range of key skills: discussion ability, negotiation, teamwork, and group decision-making. The presented theoretical framework is based on a critical analysis of crucial issues, which seem to determine the success or failure of development and implementation of an educational game in the formal school environment. It demonstrates key approaches the authors of Europe 2045 have adopted in order to overcome already known problems related to game-based learning. On a general level this paper discusses issues related to formal fact learning in educational systems and the possible role of educational games in enhancing these systems.