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A Theoretical Background for Educational Video Games: Games, Signs, Knowledge

A Theoretical Background for Educational Video Games: Games, Signs, Knowledge

Nicolas Szilas, Martin Acosta
Copyright: © 2011 |Pages: 24
ISBN13: 9781609604950|ISBN10: 1609604954|EISBN13: 9781609604967
DOI: 10.4018/978-1-60960-495-0.ch011
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MLA

Szilas, Nicolas, and Martin Acosta. "A Theoretical Background for Educational Video Games: Games, Signs, Knowledge." Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, edited by Patrick Felicia, IGI Global, 2011, pp. 215-238. https://doi.org/10.4018/978-1-60960-495-0.ch011

APA

Szilas, N. & Acosta, M. (2011). A Theoretical Background for Educational Video Games: Games, Signs, Knowledge. In P. Felicia (Ed.), Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches (pp. 215-238). IGI Global. https://doi.org/10.4018/978-1-60960-495-0.ch011

Chicago

Szilas, Nicolas, and Martin Acosta. "A Theoretical Background for Educational Video Games: Games, Signs, Knowledge." In Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, edited by Patrick Felicia, 215-238. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-495-0.ch011

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Abstract

This theory is then put into practice by analyzing three commercial educational games. It constitutes a first step towards Instructional Game Design.

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