Abstract
Game-based learning builds upon the idea of using the motivational potential of video games in the educational context. Thus, the design of educational games has to address optimizing enjoyment as well as optimizing learning. Within the EC-project ELEKTRA a methodological framework for the conceptual design of educational games was developed. Thereby state-of-the-art psycho-pedagogical approaches were combined with insights of media-psychology as well as with best-practice game design. This science-based interdisciplinary approach was enriched by enclosed empirical research to answer open questions on educational game-design. Additionally, several evaluation-cycles were implemented to achieve further improvements. The psycho-pedagogical core of the methodology can be summarized by the ELEKTRA’s 4Ms: Macroadaptivity, Microadaptivity, Metacognition, and Motivation. The conceptual framework is structured in eight phases which have several interconnections and feedback-cycles that enable a close interdisciplinary collaboration between game design, pedagogy, cognitive science and media psychology.
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Linek, S.B., Schwarz, D., Bopp, M., Albert, D. (2010). When Playing Meets Learning: Methodological Framework for Designing Educational Games. In: Cordeiro, J., Filipe, J. (eds) Web Information Systems and Technologies. WEBIST 2009. Lecture Notes in Business Information Processing, vol 45. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-12436-5_6
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DOI: https://doi.org/10.1007/978-3-642-12436-5_6
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