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International Journal of Game-Based Learning (IJGBL)

An Official Publication of the Information Resources Management Association
Published Quarterly. Est. 2011.
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Institutions: Print
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DOI: 10.4018/IJGBL, ISSN: 2155-6849, EISSN: 2155-6857
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MLA

Felicia, Patrick. "International Journal of Game-Based Learning (IJGBL)." (2011). Web. 22 May. 2013. doi:10.4018/IJGBL

APA

Felicia, P. (2011). International Journal of Game-Based Learning (IJGBL). doi:10.4018/IJGBL

Chicago

Felicia, Patrick. "International Journal of Game-Based Learning (IJGBL)," (2011), accessed (May 22, 2013), doi:10.4018/IJGBL

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International Journal of Game-Based Learning (IJGBL)
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Description

The International Journal of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning. To achieve this aim, the journal publishes theoretical manuscripts, empirical studies, and literature reviews. The journal publishes this multidisciplinary research from fields that explore the cognitive and psychological aspects that underpin successful educational video games. The target audience of the journal is composed of professionals and researchers working in the fields of educational games development, e-learning, technology-enhanced education, multimedia, educational psychology, and information technology. IJGBL promotes an in-depth understanding of the multiple factors and challenges inherent to the design and integration of Game-Based Learning environments.

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Journal Contents

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Volume 3: 1 Issues (2013)
Volume 2: 4 Issues (2012)
Volume 1: 4 Issues (2011)
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Mission

The mission of the International Journal of Game-Based Learning (IJGBL) is to promote knowledge pertinent to the design of Game-Based Learning environments, and to provide relevant theoretical frameworks and the latest empirical research findings in the field of Game-Based Learning. The main goals of IJGBL are to identify, explain, and improve the interaction between learning outcomes and motivation in video games, and to promote best practices for the integration of video games in instructional settings. The journal is multidisciplinary and addresses cognitive, psychological and emotional aspects of Game-Based Learning. It discusses innovative and cost-effective Game-Based Learning solutions. It also provides students, researchers, instructors, and policymakers with valuable information in Game-Based Learning, and increases their understanding of the process of designing, developing and deploying successful educational games. IJGBL also identifies future directions in this new educational medium.
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Indices

Bacon's Media Directory
ProQuest Advanced Technologies & Aerospace Journals
ProQuest Computer Science Journals
ProQuest Illustrata: Technology
ProQuest SciTech Journals
ProQuest Technology Journals
The Standard Periodical Directory
Ulrich's Periodicals Directory
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Topics Covered

Topics to be discussed in this journal include (but are not limited to) the following:

  • Adaptive games design for Game-Based Learning
  • Design of educational games for people with disabilities
  • Educational video games and learning management systems
  • Game design models and design patterns for Game-Based Learning
  • Instructional design for Game-Based Learning
  • Integration and deployment of video games in the classroom
  • Intelligent tutoring systems and Game-Based Learning
  • Learning by designing and developing video games
  • Learning styles, behaviors and personalities in educational video games
  • Mobile development and augmented reality for Game-Based Learning
  • Motivation, audio and emotions in educational video games
  • Role of instructors
  • Virtual worlds and Game-Based Learning
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    Editor(s)-in-Chief Biography

    Patrick Felicia is a Lecturer, Researcher and Course Leader at Waterford Institute of Technology (WIT). He works within the Department of Computing, Mathematics and Physics. Dr. Felicia earned his PhD in computer science from University College Cork. In WIT, his research and teaching is focused on the use of innovative and engaging educational experiences by combining Gaming Technology, Instructional Design and Educational Psychology. His research interests include Game-Based Learning, Technology-Enhanced Education and Adaptive Educational Systems. Dr. Felicia has presented and published internationally and has conducted several studies on the use and benefits of Game-Based Learning.
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    Editorial Board

    International Advisory Board
    Clark Aldrich, Independent Simulation Consultant Ltd., USA
    Marc Prensky, Game2Train, USA
    Elaine Raybourn, Sandia National Laboratories, USA

    Associate Editors
    Katrin Becker, Simon Fraser University, Canada
    Tobias Bevc, Augsburg University, Germany
    Thomas Connolly, University of The West of Scotland, UK
    Sara de Freitas, Coventry University, UK
    Lorene Galarneau, University of Waikato, New Zealand
    Christian Sebastian Loh, Southern Illinois University Carbondale, USA
    Hamish MacLeod, University of Edinburgh, UK
    Maja Pivec, FH JOANNEUM University of Applied Sciences, Austria
    Anne Sparrowhawk, Sparrowhawk & Heald Ltd., UK
    Roger Smith, U.S. Army, USA

    International Editorial Review Board
    Julian Alvarez, Consultant, France
    Kostas Anagnostou, Ionian University, Greece
    Angeliki Antoniou, University of Peloponnese, Greece
    Tom Apperley, University of New England, Australia
    Jodi Asbell-Clark, TERC, USA
    Shlomo Berkovsky, Australian Commonwealth Scientific and Research Organization, Australia
    Robert Biddle, Carleton University, Canada
    Kevin Bierre, Rochester Institute of Technology, USA
    Wolfgang Bösche, Technische Universität Darmstadt, Germany
    Linda Breitlauch, University of Applied Sciences, Düsseldorf, Germany
    Jim Britton, University of North California, USA
    Rodney Campbell, Stroud College, UK
    Francesca Cavallaro, FATRONIK-Tecnalia, Spain
    Therese Charles, Universit of Ulster, UK
    Yam San Chee, National Institute of Education (NIE), Singapore
    Arul Indrasen Chib, Nanyang Technological University, Singapore
    Rosario De Chiara, Università di Salerno, Italy
    Penny DeByl, Bon University, Australia
    Menno Deen, Fontys University, The Netherlands
    Muhammet Demirbilek, Suleyman Demirel University, Turkey
    Damien Djaouti, University of Toulouse, France
    Claire Dormann, University of Ottawa, Canada
    Bryan Duggan, Dublin Institute of Technology, Ireland
    Sean Duncan, Indiana University, USA
    Javier Elizondo, Pacific Resources for Education and Learning, USA
    Jacob Enfield, California State University, Northridge, USA
    Ryan Flynn, University of Greenwich, UK
    Allan Fowler, Waiariki Institute of Technology, New Zealand
    Christos Gatzidis, Bournemouth University, UK
    Stefan Gobel, Technische Universität Darmstadt, Germany
    Priscilla Haring, Independent Researcher, The Netherlands
    Ketamo Harri, Satakunta University of Applied Sciences, Finland
    Jantina Huizenga, University of Amsterdam, The Netherlands
    Paul Hollins, University of Bolton, UK
    Aaron Chia Yuan Hung, University of Washington, USA
    Azita Iliya Abdul Jabbar, Waterford Institute of Technology, Ireland
    Melinda Jacobs, Independent, USA
    Monica Joyce-Evans, University of Texas, USA
    Brendan Kelleher, Waterford Institute of Technology, Ireland
    Michael Kickmeier, University of Graz, Austria
    Jan H.G. Klabbers, KMPC, Netherlands
    Johannes Konert, Technische Universität Darmstadt, Germany
    Mark J. W. Lee, Charles Sturt University, Australia
    Stephanie Linek, Leibniz Information Centre for Economics, Germany
    Crystle Martin, University of California, Irvine, USA
    Bruce Maxim, University of Michigan, USA
    Jeneen Naji, Dubai Men’s College, Higher Colleges of Technology, UAE
    Kevin O'Gorman, Art Institute of Atlanta, USA
    Cronin O'Mahoney, Waterford Institute of Technology, Ireland
    Sarah O'Neill, Waterford Institute of Technology, Ireland
    Kefei Ou, Waterford Institute of Technology, Ireland
    Pauline Rooney, Dublin Institute of Technology, Ireland
    Licínio Roque, University of Coimbra, Portugal
    Eleni Rossiou, University of Macedonia, Greece
    Karl Royle, University of Wolverhampton, UK
    Brent Ruben, Rutgers University, USA
    Richard Sandford, Futurelab, UK
    Ian Schreiber, Columbus State Community College, USA
    Staffan Selander, Stockholm University, Sweden
    Spiros Sirmakessis, Technological Educational Institute of Messolonghi, Greece
    Vinod Srinivasan, Texas A&M University, USA
    Wee Hoe Tan, Universiti Pendidikan Sultan Idris, Malaysia
    Antoni Roig Telo, Open University of Catalonia, Spain
    Sharon Tonner, University of Dundee, UK
    Paul Toprac, University of Texas - Austin, USA
    Sara Walter, Stanford University, USA
    Nicola Whitton, Manchester Metropolitan University, UK
    Shumin Wu, IBM, USA
    Stephen Yang, Cortland University, USA
    Diane Yorke, University of North Carolina - Chapel Hill, USA

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