Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17636
DC FieldValueLanguage
dc.contributor.authorGaydos, Matthew-
dc.date.accessioned2016-03-09T06:53:43Z-
dc.date.available2016-03-09T06:53:43Z-
dc.date.issued2015-
dc.identifier10.3102/0013189X15621307-
dc.identifier.citationGaydos, M. (2015). Seriously considering design in educational games. Educational Researcher, 44(9), 478-483. http://dx.doi.org/10.3102/0013189X15621307en_US
dc.identifier.issn0013-189X (print)-
dc.identifier.issn1935-102X (online)-
dc.identifier.urihttp://hdl.handle.net/10497/17636-
dc.descriptionThis is the final draft, after peer-review, of a manuscript published in Educational Researcher. The published version is available online at http://dx.doi.org/10.3102/0013189X15621307-
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.language.isoenen_US
dc.subjectEducational gamesen_US
dc.subjectLearningen_US
dc.subjectDesign researchen_US
dc.subjectDesign frameworksen_US
dc.subjectLearning environmentsen_US
dc.subjectTechnologyen_US
dc.subjectInstructional technologiesen_US
dc.subjectResearch methodologyen_US
dc.titleSeriously considering design in educational gamesen_US
dc.typePostprinten_US
item.fulltextWith Fulltext-
item.grantfulltextopen-
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