Abstract
AbstractThis chapter summarizes theory and empirical research concerned with the use of serious games and game-based learning in educational contexts. Relevant characteristics and theoretical foundations of the value of games are assessed. The reviewed empirical findings indicate a strong effect of serious games and game-based learning on learner motivation, affect, and cognitive outcomes. However, the direction of their impact is not always straightforward as it depends on the interplay of conditions including the game type, design features, learner characteristics, and learning activities. This chapter suggests that developers and educators take this interplay into account to ensure optimal learner experiences when developing or choosing serious games or game-based learning approaches for educational purposes.
Funder
Brigham Young University
The International Christian University
The University of Oldenburg
Japan Society for the Promotion of Science
German Federal Ministry of Education and Research
Publisher
Springer Nature Singapore
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