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Journal Issue
Volume 10 Issue 2, Special ECGBL Issue / Jul 2012  pp159‑256

Editor: Dimitris Gouscos

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Framing the Adoption of Serious Games in Formal Education  pp159‑171

Sylvester Arnab, Riccardo Berta, Jeffrey Earp, Sara de Freitas, Maria Popescu, Margarida Romero, Ioana Stanescu, Mireia Usart

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Inferring a Learner´s Cognitive, Motivational and Emotional State in a Digital Educational Game  pp172‑184

Michael Bedek, Paul Seitlinger, Simone Kopeinik, Dietrich Albert

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Becoming Chemists through Game‑based Inquiry Learning: The Case of Legends of Alkhimia  pp185‑198

Yam San Chee, Kim Chwee Daniel Tan

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Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience  pp199‑208

Frederik De Grove, Jan Van Looy, Joyce Neys, Jeroen Jansz

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Sustainability Learning through Gaming: An Exploratory Study  pp209‑222

Carlo Fabricatore, Ximena López

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Leadership in MMOGs: A Field of Research on Virtual Teams  pp223‑234

Sofia Mysirlaki, Fotini Paraskeva

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Students Constructionist Game Modelling Activities as Part of Inquiry Learning Processes  pp235‑248

Zacharoula Smyrnaiou, Moustaki Foteini, Chronis Kynigos

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Learning science requires the understanding of concepts and formal relationships, processes that ‑in themselves‑ have been proved to be difficult for students as they seem to encounter substantial problems with most of the inquiry‑learning processes in wh ich they engage. Models in inquiry‑based learning have been considered as powerful tools that may help students in enhancing their reasoning activity and improving their understanding of scientific concepts. Modelling, however, in the form of exploring, designing and building computer models of complex scientific phenomena has also been embedded in the constructionist learning approach. Working collaboratively with constructionist game microworlds that by design invite students to explore the fallible m odel underpinning the game and change it so as to create a new game, may provide students opportunities to bring into the foreground their conceptual understandings related to motion in a Newtonian space and put them into test making them at the same time objects of discussion and reflection among the members of the group. Apart from the meaning generation, we also study in this paper, the students' group learning processes i.e. the construction of emergent activity maps to either plan their actions as th ey engage in game modelling activities or to report on the outcomes generated when these actions are implemented. The connections between the students activities as they work with a constructionist medium and the inquiry‑based learning activities from wh ich the students are considered to pass when engaging in scientific inquiry also constitute one of the main issues this paper attempts to study.  


Keywords: modelling, games, half-baked microworlds, constructionist and inquiry-based learning.


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The place of game‑based learning in an age of austerity  pp249‑256

Nicola Whitton

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