The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 15 Issue 4 / Aug 2017  pp281‑366

Editor: Elizabeth Boyle, Thomas Connolly

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Editorial for EJEL Volume 15 Issue 4  pp281‑282

Elizabeth Boyle, Thomas Connolly

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The Effectiveness of the Game‑Based Learning System for the Improvement of American Sign Language using Kinect  pp283‑296

Teerawat Kamnardsiri, Ler-on Hongsit, Pattaraporn Khuwuthyakorn, Noppon Wongta

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An Exploration of the Role of Visual Programming Tools in the Development of Young Children’s Computational Thinking  pp297‑309

Simon P. Rose, M. P. Jacob Habgood, Tim Jay

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Gender and Cultural Differences in Game‑Based Learning Experiences  pp310‑319

Heide Lukosch, Shalini Kurapati, Daan Groen, Alexander Verbraeck

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Exploring the Relation between the Theory of Multiple Intelligences and Games For the Purpose of Player‑Centred Game Design  pp320‑334

Pejman Sajjadi, Joachim Vlieghe, Olga De Troyer

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A large body of research work demonstrates the importance and effectiveness of adapting a learning game to its players. This process is driven by understanding the differences between individuals in terms of abilities and preferences. One of the rather interesting but least explored approaches for understanding individual differences among learners is Gardner’s theory of Multiple Intelligences (MI). Gardner suggests that people exhibit multiple dimensions of intelligence or abilities. In the literature, it is suggested that people with different types of intellectual strengths (intelligences) often exhibit clear preferences toward specific modalities and types of interaction and content in relation to learning. This raises the question whether this knowledge could be transferred and employed in adapting learning games to players, more in particular for the purpose of improving the game and/or learning experience, as well as the learning outcome of the players. Although various claims regarding the existence of a relationship between MI and games have been made, none of them are substantiated with empirical evidence. This paper presents the results of an empirical study that has led to evidence‑based mappings between the different dimensions of intelligences proposed in MI and the fundamental building blocks of games, i.e. game mechanics. These mappings indicate which game mechanics suit which MI dimensions, and can therefore act as design guidelines when designing games targeting people exhibiting dominance for specific MI dimensions. A tool that visualizes these mappings and facilitates their use in the design of such player‑centred (learning) games is also presented. 


Keywords: Multiple intelligences; Game preferences; Game mechanics; Evidence-based; Game design; Learning games


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An Approach to Scoring Collaboration in Online Game Environments  pp335‑342

Claire Scoular, Esther Care, Nafisa Awwal

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Motivating Factors and Tangential Learning for Knowledge Acquisition in Educational Games  pp343‑354

Peter Mozelius, Andreas Fagerström, Max Söderquist

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The Effect of Age on Teachers’ Intention to Use Educational Video Games: A TAM Approach  pp355‑366

Antonio Sánchez-Mena, José Martí-Parreño, Joaquín Aldás-Manzano

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