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dc.contributor.authorGaydos, Matthew-
dc.identifier.citationGaydos, M. (2015). Seriously considering design in educational games. Educational Researcher, 44(9), 478-483.
dc.identifier.issn0013-189X (print)-
dc.identifier.issn1935-102X (online)-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Educational Researcher. The published version is available online at
dc.description.abstractResearch suggests that well-designed games can be good for learning under the right conditions. How such games are designed remains poorly understood, as studies have focused more on whether games can produce learning than on how such games work or how they can be reliably developed. That is, though the design of a game is considered essential to its effectiveness, educational games lack a theory-informed definition and have predominantly shared design in terms of "principles" or "heuristics". The aim of this paper is to discuss how we define and share educational game design and why design is important.en_US
dc.subjectEducational gamesen_US
dc.subjectDesign researchen_US
dc.subjectDesign frameworksen_US
dc.subjectLearning environmentsen_US
dc.subjectInstructional technologiesen_US
dc.subjectResearch methodologyen_US
dc.titleSeriously considering design in educational gamesen_US
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