International Journal of Game-Based Learning (IJGBL)
Emerging Sources Citation Index

International Journal of Game-Based Learning (IJGBL)

Editor-in-Chief: Patrick Felicia (Waterford Institute of Technology, Ireland)
Indexed In: Web of Science Emerging Sources Citation Index (ESCI), SCOPUS, PsycINFO®, INSPEC and 15 more indices
Published: Quarterly |Established: 2011
ISSN: 2155-6849|EISSN: 2155-6857|DOI: 10.4018/IJGBL

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.

Topics Covered

  • 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

Mission and Scope

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.

Table of Contents and List of Contributors

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Open Access Articles: Forthcoming
Volume 9: 4 Issues (2019): 1 Released, 3 Forthcoming
Volume 8: 4 Issues (2018)
Volume 7: 4 Issues (2017)
Volume 6: 4 Issues (2016)
Volume 5: 4 Issues (2015)
Volume 4: 4 Issues (2014)
Volume 3: 4 Issues (2013)
Volume 2: 4 Issues (2012)
Volume 1: 4 Issues (2011)
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Indices

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. Please feel free to visit his website at www.3delearning.com.

Editorial Board

Associate Editors
Katrin Becker, Mount Royal University, Canada
Wolfgang Bösche, Technische Universität Darmstadt, Germany
Thomas Connolly, University of the West of Scotland, United Kingdom
Sara de Freitas, Higher Education Academy, United Kingdom
Stefan Goebel, Technische Universität Darmstadt, Germany
Jan Klabbers, KMPC, Netherlands
Hamish MacLeod, University of Edinburgh, United Kingdom
Maja Pivec, University of Applied Sciences, Austria
Wee Hoe Tan, Universiti Pendidikan Sultan Idris, Malaysia ORCIDhttps://orcid.org/0000-0001-7582-2859
Nicola Whitton, Manchester Metropolitan University, United Kingdom
Editorial Review Board
Clark Aldrich, Independent Simulation Consultant Ltd., United States
Angeliki Antoniou, University of Peloponnese, Greece
Jodi Asbell-Clark, TERC, United States
Nafisa Awwal, The University of Melbourne, Australia
Lorraine Boran, Dublin City University, Ireland
Therese Charles, University of Ulster, United Kingdom
Yam San Chee, Nanyang Technological University, Singapore
Penny De Byl, Bond University, Australia
Damien Djaouti, University of Toulouse, France
Claire Dormann, University of Ottawa, Canada
Javier Elizondo, Pacific Resources for Education and Learning, United States
Allan Fowler, Kennesaw State University, United States
Sonja Gabriel, Kirchliche Pädagogische Hochschule Wien/Krems, Austria
César Alejandro García García, Universidad de Guadalajara, Mexico
Christos Gatzidis, Bournemouth University, United Kingdom
Ketamo Harri, Satakunta University of Applied Sciences, Finland
Paul Hollins, The University of Bolton, United Kingdom
Jantina Huizenga, University of Amsterdam, Netherlands
Aaron Hung, University of Washington, United States
Melinda Jacobs, Subatomic, Netherlands
Osvaldo Jimenez, University of the Pacific, United States
Michael Kickmeier-Rust, University of Graz, Austria
Johannes Konert, Technische Universität Darmstadt, Germany
Stephanie Linek, ZBW, Germany
Hannah Marston, Open University, United Kingdom
Crystle Martin, University of California, Irvine, United States
Nor Azan Mat Zin, Universiti Kebangsaan Malaysia, Malaysia
Bruce Maxim, University of Michigan, United States
Andreea Molnar, Swinburne University of Technology, United Kingdom
Alexander Moseley, University of Leicester, United Kingdom
Jeneen Naji, Higher Colleges of Technology, United Arab Emirates
Kevin O'Gorman, Art Institute of Atlanta, United States
Katie Piatt, University of Brighton, United Kingdom
Marc Prensky, Games2train, United States
Elaine Raybourn, Sandia National Laboratories, United States
Pauline Rooney, Dublin Institute of Technology, Ireland
Eleni Rossiou, Experimental School of University of Thessaloniki, Greece
Richard Sandford, Futurelab, United Kingdom
Ian Schreiber, Independent Researcher, United States
Constance Steinkuehler, University of California, Irvine, United States
Joe Wasserman, West Virginia University, United States ORCIDhttps://orcid.org/0000-0002-9705-1853
Viktor Wendel, Technische Universität Darmstadt, Germany
Diane Yorke, University of North Carolina at Chapel Hill, United States

Submission

Prospective authors should note that only original and previously unpublished articles will be considered. INTERESTED AUTHORS MUST CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at http://www.igi-global.com/journals/guidelines-for-submission.aspx PRIOR TO SUBMISSION. All article submissions will be forwarded to at least 3 members of the Editorial Review Board of the journal for double-blind, peer review. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers. All submissions must be forwarded electronically.

All submissions and inquiries should be directed to the attention of:

All inquiries regarding IJGBL should be directed to the attention of:

Patrick Felicia
Editor-in-Chief
International Journal of Game-Based Learning
Email: pfelicia@wit.ie