Skip to main content
SpringerLink
Log in

Integration of Digital Games in Learning and E-learning Environments: Connecting Experiences and Context

  • Chapter
  • First Online:
Digital Games and Mathematics Learning

Part of the book series: Mathematics Education in the Digital Era ((MEDE,volume 4))

Abstract

Researchers and educational practitioners are increasingly turning their attention towards the effects of the use of digital games for learning. Many games satisfy the basic requirements of learning environments and can support the teaching and learning process. However, an in-depth understanding is needed of the different possibilities that digital games can provide in order to successfully integrate educational methods and game design. The main goal of this chapter is to analyse how the use of digital games could be integrated into learning with special emphasis on the importance of games for connecting experiences, context and learning. The chapter starts with a description of the different terminology used in the field of game-based learning. Then, we provide a summary of the main results obtained by researchers regarding the potential of digital games to support learning and we analyse the main directions for using game-based learning.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    http://www.yoyogames.com/studio.

  2. 2.

    http://scratch.mit.edu.

References

  • Arnseth, H. C. (2006). Learning to play or playing to learn: A critical account of the models of communication informing educational research on computer gameplay. Game Studies: The International Journal of Computer Game Research, 6(1), ISSN: 1604-7982.

    Google Scholar 

  • Ash, K. (2011). Gaming goes academic. Education Week, 30, 24–28.

    Google Scholar 

  • Ash, K. (2012). Attention, videogames and the retention economies of affective amplification. Theory, Culture & Society, 29(6), 3–26.

    Article  Google Scholar 

  • Bates, T. (2011). Understanding Web 2.0 and its implications for e-learning. InWeb, 2, 21–41.

    Google Scholar 

  • Blunt, R. (2009). Do serious games work? Results from three studies. eLearn Magazine, 12.

    Google Scholar 

  • Clark, D. B., Tanner-Smith, E. E., & May, S. K. (2014). Digital games for learning: A systematic review and meta-analysis. SRI Publication, Technical Report.

    Google Scholar 

  • Csikszentmihalyi, M., & Nakamura, J. (1979). The concept of flow. Play and Learning, 257–274.

    Google Scholar 

  • de Freitas, S. (2006). Learning in immersive worlds: A review of game-based learning. London: JISC.

    Google Scholar 

  • de Freitas, S., & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & Education, 46, 249–264.

    Article  Google Scholar 

  • de Freitas, S., Kiili, K., Ney, M., Ott, M., & Popescu, M. (2012). GEL: exploring game enhanced learning. Procedia Computer Science, 15, 289–292.

    Article  Google Scholar 

  • Dempsey, J. V., Rasmussen, K., & Lucassen, B. (1996). Instructional gaming: Implications for instructional technology. Proceedings of the annual meeting of the association for educational communications and technology. Nashville.

    Google Scholar 

  • Egenfeldt-Nielsen, S. (2006). Overview of research on the educational use of video games. Digital kompetanse, 1(3), 184–213.

    Google Scholar 

  • Epper, R., Derryberry, A., & Jackson, S. (2012). Game-based learning: Developing and institutional strategy. Educause. Research Bulletin. http://www.educause.edu/ecar.

  • Felicia, P. (2009). Digital games in schools: A handbook for teachers. European Schoolnet’s Games in Schools Project. http://games.eun.org/upload/GIS_HANDBOOK_EN.PDF.

  • Ferdig, R. (2007). Learning and teaching with electronic games. Journal of Educational Multimedia and Hypermedia, 16(3), 217–223.

    Google Scholar 

  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

    Google Scholar 

  • Gee, J. P. (2007). Good video games and good learning. New York: Peter Lang.

    Google Scholar 

  • Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 40, 1–23.

    Article  Google Scholar 

  • Gros, B., & Garrido, J. M. (2008). The use of videogames to mediate curricular learning. DIGITEL. In M. Eisenberg, Kinshuk, M. Chang, & R. McGreal (Eds.), Proceedings of the Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, DIGITEL 2008 (pp. 170–176). Los Alamitos: IEEE Computer Society.

    Google Scholar 

  • Hainey T., Connolly T., Stansfield M., & Boyle E. A. (2011). Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level. Computers & Education, 56, 21–35.

    Article  Google Scholar 

  • Hanghøj, T., & Brund, C. E. (2010, October 21–22). Teacher roles and positionings in relation to educational games. Proceedings of ECGBL 2010, 4th European Conference on Games Based Learning, Copenhagen.

    Google Scholar 

  • Haynes, L. C. (2000). Gender differences in the use of a computer-based mathematics game: Strategies, motivation, and beliefs about mathematics and computers. ProQuest Information & Learning, 60(9), 3328–3624.

    Google Scholar 

  • Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion (No. NAWCTSD-TR-2005-004). Naval Air Warfare Center Training Systems.

    Google Scholar 

  • Hung, W., & Van Eck, R. (2010). Aligning problem solving and gameplay: A model for future research and design. In R. Van Eck (Ed.), Interdisciplinary models and tools for serious games: Emerging concepts and future directions (pp. 227–263). Hershey: IGI Global.

    Chapter  Google Scholar 

  • Hwang, G.-J., & Wu, P.-H. (2012). Advancements and trends in digital game-based learning research: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43, 6–10.

    Article  Google Scholar 

  • Jalongo, M. R. (2007). Beyond benchmarks and scores: Reasserting the role of motivation and interest in children’s academic achievement. Association for Childhood Education International, 83(6), 395–407.

    Article  Google Scholar 

  • Joyce, A., Gerhard, P., & Debry, M. (2009). How are digital games used in schools: Complete results of the study. European Schoolnet.

    Google Scholar 

  • Kafai, Y. B., & Ching, C. C. (1996). Meaningful contexts for mathematical learning: The potential of game making activities. Proceedings of the 1996 international conference on learning sciences (pp. 164–171).

    Google Scholar 

  • Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer.

    Google Scholar 

  • Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (Vol. 1, pp.1–32). Hershey: IGI Global.

    Google Scholar 

  • Kelle, S., Klemke, R., & Specht, M. (2011a). Design patterns for learning games. International Journal of Technology Enhanced Learning, 3(6), 555–569.

    Google Scholar 

  • Kelle, S., Klemke, R., Gruber, M., & Specht, M. (2011b). Standardization of game based learning design. In B. Murgante, O. Gervasi, A. Iglesias, D. Taniar, & B. O. Apduhan (Eds.), Computational science and its applications–ICCSA 2011 (Part IV, pp. 518–532). Berlin: Springer.

    Google Scholar 

  • Khan, B. (2005). Managing e-learning strategies: Design, delivery, implementation and evaluation. London: Information Science Publishing.

    Book  Google Scholar 

  • Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8(1), 13–24.

    Article  Google Scholar 

  • Kiili, K. (2006). Evaluations of an experiential gaming model. Human Technology, 2(2), 187–201.

    Article  Google Scholar 

  • Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology, 38(3), 394–404.

    Article  Google Scholar 

  • King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30–35.

    Article  Google Scholar 

  • Kirriemuir, J., & McFarlane, A. (2003). Literature review in games and learning. Futurelab Series, Futurelab.

    Google Scholar 

  • Klopfer, E. (2008). Augmented learning research and design for mobile educational games. Cambridge: MIT Press.

    Book  Google Scholar 

  • Kolb, D. A. (1984). Experiential learning. Englewood Cliffs: Prentice Hall.

    Google Scholar 

  • Livingstone, D., & Hollins, P. (2010). Virtual worlds, standards and interoperability. International Journal of IT Standards and Standardization Research (IJITSR), 8(2), 45–59.

    Article  Google Scholar 

  • Magnussen, R., & Hanghøj, T. (2010). Rethinking design-based research: Redefining ‘Design’ in relation to educational games. In Z. W. Abas, I. Jung, & J. Lucas (Eds.), Proceedings of Global Learn Asia Pacific 2010: Global Conference on Learning and Technology (1st ed., pp. 1592–1601). Chesapeake: AACE.

    Google Scholar 

  • Magnussen, R., & Misfeldt, M. (2004). Player transformation of educational multiplayer games. Proceedings of other players. Copenhagen. http://www.itu.dk/op/proceedings.

  • Malone, T. W. (1981). What makes computer games fun? Byte, 6, 258–277.

    Google Scholar 

  • Mayer, I. (2012). Towards a comprehensive methodology for the research and evaluation of serious games. Procedia Computer Science, 15, 233–247.

    Article  Google Scholar 

  • McClarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vassileva, V., & McVay, A. (2012). A literature review of gaming in education. Pearson’s Research Reports.

    Google Scholar 

  • Michael, D., & Chen, S. (2006). Serious games: Games that educate, train and inform. Boston: Thomson Course Technology.

    Google Scholar 

  • Moreno-Ger, P., Burgos, D., & Torrente, J. (2009). Digital games in eLearning environments: Current uses and emerging trends. Simulation & Gaming, 40(5), 669–687.

    Article  Google Scholar 

  • New Media Consortium [NMC]. (2011). The horizon report: Higher education edition. http://www.nmc.org/horizon-project.

  • New Media Consortium [NMC]. (2012). The horizon report: Higher education edition. http://www.nmc.org/horizon-project.

  • O’Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: Evidence from the computer games literature. The Curriculum Journal, 16(4), 455–474.

    Article  Google Scholar 

  • Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill Education.

    Google Scholar 

  • Prensky, M. (2008). Students as designers and creators of educational computer games: Who else? British Journal of Educational Technology, 39(6), 1004–1019.

    Google Scholar 

  • Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks: Corwin.

    Google Scholar 

  • Revuelta, F., & Bernabé, A. (2012). El videojuego en red social: un nuevo modelo de comunicación. Didáctica de la Lengua y la Literatura, 6, 157–176.

    Google Scholar 

  • Rollings, A., & Adams, E. (2006). New challenges for character-based game-design. Indianapolis: New Readers.

    Google Scholar 

  • Rosenbaum, E., Klopfer, E., & Perry, J. (2006). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16(1), 31–45.

    Article  Google Scholar 

  • Rupp, A. A., Gushta, M., Mislevy, R. J., & Shaffer, D. W. (2010). Evidence-centered design of epistemic games: Measurement principles for complex learning environments. Journal of Technology, Learning, and Assessment, 8(4), 1–47.

    Google Scholar 

  • Sandford, R., Ulicsak, M., Facer, K., & Rudd, T. (2006). Teaching with games: Using commercial off-the-shelf computer games in formal education. Bristol: Futurelab.

    Google Scholar 

  • Sandford, R., Ulicsak, M., Facer, K., & Rudd, T. (2007). Teaching with games. Learning, Media & Technology, 32(1), 101–105.

    Google Scholar 

  • Shaffer, D. W. (2008). How computer games help children learn. New York: Palgrave/Macmillan.

    Google Scholar 

  • Shaffer, D. W., & Clinton, K. (2006). Toolforthoughts: Reexamining thinking in the digital age. Mind, Culture, and Activity, 13(4), 283–300.

    Google Scholar 

  • Shaffer, D. W., & Gee, A. (2006). Before every child is left behind: How epistemic games can solve the coming crisis in education (Working Paper No. 2005–7). University of Wisconsin-Madison.

    Google Scholar 

  • Shaffer, D. W., Squire, K. D., Halverson, R., & Gee, J. P. (2005). Videogames and the future of learning. Phi Delta Kappan, 87(2), 104–111.

    Article  Google Scholar 

  • Shute, V. J. (2013). Stealth assessment: Measuring and supporting learning in video games. Cambridge: MIT Press.

    Google Scholar 

  • Shute, V. J., & Kim, Y. J. (2011). Does playing the World of Goo facilitate learning? In D. Y. Dai (Ed.), Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning (pp. 359–387). New York: Routledge.

    Google Scholar 

  • Shute, V. J., Ventura, M., Bauer, M., & Zapata-Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning: Flow and grow. In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.), Serious games: Mechanisms and effects (pp. 295–321). Mahwah: Routledge, Taylor and Francis.

    Google Scholar 

  • Squire, K. (2002). Cultural framing of computer/video games. Game Studies: The International Journal of Computer Game Research, 2(1).

    Google Scholar 

  • Squire, K. D. (2006). From content to context: Video games and designed experiences. Educational Researcher, 35(8), 19–29.

    Article  Google Scholar 

  • Squire, K. (2008). Open-ended video games: A model for developing learning for the interactive Age. In K. Salen (Ed.), The ecology of games: Connecting youth, games and learning (pp. 167–198). Cambridge: MIT Press.

    Google Scholar 

  • Squire, K. D., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of Learning Sciences, 16(3), 371–413.

    Article  Google Scholar 

  • Ulicsak, M., & Williamson, B. (2010). Computers game and learning. A Futurelab Handbook. http://www.futurelab.org.uk/sites/default/files/Computer_games_and_learning.pdf.

  • Van Eck, R. (2006). Digital game-based learning: It’s not just the digital natives who are restless. Educause Review, 41(2), 16–30.

    Google Scholar 

  • Van Staalduinen, J. P., & de Freitas, S. (2011). A game-based learning framework: Linking game design and learning. In. M. S. Khine (Ed.), Learning to play: Exploring the future of education with video games (pp. 29–54). New York: Peter Lang.

    Google Scholar 

  • Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, G. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229–243.

    Article  Google Scholar 

  • Wagner, R. (2012). Learning with digital games: A practical guide to engaging students in higher education—By Nicola Whitton. Teaching Theology & Religion, 15(1), 91–92.

    Article  Google Scholar 

  • Wastiau, P., Kearney, C., & Van den Berghe, W. (2009). How are digital games used in schools? European Schoolnet. http://games.eun.org/upload/gis-synthesis_report_en.pdf.

  • Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265.

    Article  Google Scholar 

  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly Media.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, University of Barcelona, Barcelona, Spain

    Begoña Gros

Authors
  1. Begoña Gros
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Begoña Gros .

Editor information

Editors and Affiliations

  1. Faculty of Edu, Sci, Tech & Math, University of Canberra, Canberra, Aust Capital Terr, Australia

    Tom Lowrie

  2. Faculty of Edu, Sci, Tech & Math, University of Canberra, Canberra, Australia

    Robyn Jorgensen (Zevenbergen)

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Gros, B. (2015). Integration of Digital Games in Learning and E-learning Environments: Connecting Experiences and Context. In: Lowrie, T., Jorgensen (Zevenbergen), R. (eds) Digital Games and Mathematics Learning. Mathematics Education in the Digital Era, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9517-3_3

Download citation

Publish with us

Policies and ethics

Search

Navigation