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Journal Issue
Volume 12 Issue 3, Special Edition for ECGBL 2013 / Jun 2014  pp227‑311

Editor: Carlos Vaz de Carvalho, Paula Escudeiro

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Editorial for the Special ECGBL 2013 issue  pp227‑229

Carlos Vaz de Carvalho, Paula Escudeiro

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Implementing a Game for Supporting Learning in Mathematics  pp230‑242

Aikaterini Katmada, Apostolos Mavridis, Thrasyvoulos Tsiatsos

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Content and Language Integrated Learning through an online Game in Primary School: A case study  pp243‑258

Kyriaki Dourda, Tharrenos Bratitsis, Eleni Griva, Penelope Papadopoulou

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Abstract: In this paper an educational design proposal is presented which combines two well established teaching approaches, that of Game‑based Learning (GBL) and Content and Language Integrated Learning (CLIL). The context of the proposal was the des ign of an educational geography computer game, utilizing QR Codes and Google Earth for teaching English Language to Greek Primary School students. This integration provides a motivational and cognitive basis for language learning, since it represents a me aningful, contextualized activity and on the other hand, gives students the chance to expand their cognitive skills and use more sophisticated language. The proposed game immersed 11 to 12‑year‑old students in problem solving challenges regarding the use of geography in realistic contexts. While attempting to solve these problems, students were engaged in eight‑week collaborative work, involving six levels of gameplay by following hints, provided by QR codes images. The findings of this case study suggest how foreign language learning can successfully take place within a geography game‑based learning environment, and they underscore the efficacy of approaching GBL in terms of performance. Students performance was evaluated through knowledge tests and var ious complex tasks throughout the game play, involving writing and reading skills. In general, students showed positive attitudes towards the game and the post‑test results have significant differences compared to those of the pre‑test, in terms of vocabu lary acquisition and reading skills in the foreign language and geography knowledge. The results also showed that the collaboration required by this game, allowed the students to interact in a controlled environment, where they undertook roles and respons ibilities. To this end, the findings will make an important contribution to the empirical evidence of GBL particularly with regards to its application in primary education. 


Keywords: Keywords: QR Codes, Google Earth, CLIL, Language learning, GBL


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Games as a Platform for Student Participation in Authentic Scientific Research  pp259‑270

Rikke Magnussen, Sidse Damgaard Hansen, Tilo Planke, Jacob Friis Sherson

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The Playful and Reflective Game Designer  pp271‑280

Gunver Majgaard

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Designing educational games for computer programming: A holistic framework  pp281‑298

Christos Malliarakis, Maya Satratzemi, Stelios Xinogalos

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Pervasive Learning … Using Games to Tear Down the Classroom Walls  pp299‑311

Trygve Pløhn

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