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Journal Issue
Volume 13 Issue 3, ECGBL 2014 / Mar 2015  pp149‑206

Editor: Busch-Steinicke

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Editorial  pp149‑150

Carsten Busch & Martin Steinicke

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Developing and Testing a Mobile Learning Games Framework  pp151‑166

Carsten Busch, Sabine Claßnitz, André Selmanagić, Martin Steinicke

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Learning via Game Design: From Digital to Card Games and Back Again  pp167‑180

Emanuela Marchetti, Andrea Valente

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Scenario Based Education as a Framework for Understanding Students Engagement and Learning in a Project Management Simulation Game  pp181‑191

Morten Misfeldt

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In this paper I describe s how students use a project management simulation game based on an attack‑defense mechanism where two teams of players compete by challenging each other⠒s projects. The project management simulation game is intended to be playe d by pre‑service construction workers and engineers. The gameplay has two parts: a planning part, where the player make managerial decisions about his construction site, and a challenge part where the player chooses between typical problems to occur on th e opponent⠒s construction site. Playing the game involves analyzing both your own and you opponent⠒s building project for weak spots. The intention of the project management simulation game, is to provide students with an increased sensitivity towards the relation between planning and reality in complex construction projects. The project management simulation game can be interpreted both as a competitive game and as a simulation. Both of these views are meaningful and can be seen as supporting learnin g. Emphasizing the simulation aspect let us explain how students learn by being immersed into a simulated world, where the players identify with specific roles, live out specific situations, and experiment with relevant parameters. Emphasizing the competi tion game aspect we can see how play and competition allow players to experience intrinsic motivation and engagement, as well as thinking strategically about their choices, and hence put attention towards all the things that can go wrong in construction w ork. The goal of the paper is to investigate empirically how these two understandings influence game experience and learning outcome. This question is approached by qualitative post‑game interviews about the experienced fun, competition and realism. Speci fic attention is given to how the understandings of the experience (for instance as a game and as a simulation) is entangled when the students describe their experience. Using the concepts frame and domain it is analyzed how the students conceptualize a nd make meaning of the particular educational 




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Dynamic Pervasive Storytelling in Long Lasting Learning Games  pp192‑206

Trygve Pløhn, Sandy Louchart, Trond Aalberg

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