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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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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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Abstract: A group of first‑semester engineering students participated in a game design course. The aim of the course was to learn how to design computer games and programming skills by creating their own games, thereby applying their game‑playing experien ces to gain knowledge about game design. The aim was for students to develop a more critically reflective perspective on video games and game design. In applying their game experiences, they developed their own digital prototypes and participated in refl ective discussions on the concept of games: what makes them interesting and how they are constructed. The students used the GameMaker programming tool, which can be used without any prior programming knowledge. The tool allows for the easy development of 2D game prototypes.The didactic approach was based on play as a lever for the design process, and on constructionistic and reflective learning philosophies. Playing games constituted an integral element of the design process; new code added to the program was tested by playing the game. The students were constantly alternating between playing and adding and revising code. The learning environment where games were played and developed could be considered to be a sandbox where experimentation was a motivati onal factor for the students, as they could make mistakes and try out creative ideas. Although the constructionistic learning approach promoted creative and innovative learning, it did not develop competencies in articulation and analysis. The aim was for students to reflect on games in order to promote explicit knowledge. Based on the theory, we consider retrospective reflective discussions in the classroom and their programming experiences reinforced the learning process. In summary, we present the stud ents' first progression from native consumers in the game world to becoming reflective designers. Along their journey, they developed a reflective practice and an understanding of the profession they were entering. The article also throws light on the ver y dynamic and fruitful relationship that ex 


Keywords: Keywords: Learning, play, constructionism, reflection, game-based learning, game design, serious games, university pedagogy


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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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