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What is Game Play

Chapter 21
Handbook of Research on Adult Learning in Higher Education
Free movement within rigid structure. In game play, free movement stems from the strategies that the player adopts during the game in order to meet the winning condition of the game.
Published in Chapter:
Benefits and Disadvantages of Utilizing Gamified Learning in Higher Education: A Systematic Analysis
Ahmed Karam Yousof (East Stroudsburg University, USA)
Copyright: © 2020 |Pages: 21
DOI: 10.4018/978-1-7998-1306-4.ch021
Abstract
The chapter presents the results of a systematic analysis of published works on utilizing gamification in higher education. The analysis sheds light on the positives and challenges of using gamification in education. The author investigated the studies that tackled the use of gamified learning in various educational environments and contexts. Although the literature has focused on the general use of gamification, previous research did not highlight other positives and negatives that may result from the use of gamified learning in the classroom. In addition, there was minimal focus on the role of gameplay elements in promoting and/or hindering the use of gamification in higher education. Results of this systematic analysis showed that the use of gamification in higher education is associated with three main elements: pedagogy, design, and behavior. Benefits and challenges of utilizing gamification in the classroom are discussed in light of those elements.
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More Results
Chapter 4
The Future of Digital Game-Based Learning (DGBL) in Shaping Intercultural Communication Competency
Free movement within rigid structure. In game play, free movement stems from the strategies that the player adopts during the game in order to meet the winning condition of the game.
Published in Chapter: The Future of Digital Game-Based Learning (DGBL) in Shaping Intercultural Communication Competency; From: Critical Issues Impacting Science, Technology, Society (STS), and Our Future
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Chapter 65
Leveraging the Affordances of an Electronic Game to Meet Instructional Goals
It describes "what the player does" in the game. It can be broken down into the constituent game mechanics, including goals, rules, tools, cause, effect, and consequence (Stapleton & Hughes, 2006). It describes how the player follows the rules and uses the tools and resources to achieve the goals of the game and how the game responds to the player"(tm)s action based on certain cause-effect-consequence rules.
Published in Chapter: Leveraging the Affordances of an Electronic Game to Meet Instructional Goals; From: Handbook of Research on Effective Electronic Gaming in Education
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Chapter 5
Microlearning Within a Constructivist Learning Approach Using Games as the Pedagogic Tool
This is a pattern defined through the game rules, with a connection between player and the game.
Published in Chapter: Microlearning Within a Constructivist Learning Approach Using Games as the Pedagogic Tool; From: Optimizing Education Through Micro-Lessons: Engaging and Adaptive Learning Strategies
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Chapter 291
Towards Modelling Effective Educational Games Using Multi-Domain Framework
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Chapter 1
A Qualitative Meta-Analysis of Computer Games as Learning Tools
In computer game terminology, used to describe the overall experience of playing the game. It refers to “what player does.”
Published in Chapter: A Qualitative Meta-Analysis of Computer Games as Learning Tools; From: Handbook of Research on Effective Electronic Gaming in Education
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Chapter 64
GaME Design for Intuitive Concept Knowledge
The player’s experience of a game derived through interactions with the game system.
Published in Chapter: GaME Design for Intuitive Concept Knowledge; From: Handbook of Research on Effective Electronic Gaming in Education
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