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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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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Game‑based learning has been a strong emerging trend in the 21st century, but several research studies on game‑based learning reports that the educational potential of games has not been fully realised. Many educational games do not combine learning outcomes with entertaining gameplay. At the same time as there is a tendency to digitise and personalise education by the use of digital games, there still exists a lack of knowledge about efficient educational game design. To identify design factors that are important for players' learning motivation this study has analysed three popular entertainment games that were selected for their educational values. The aim of the study is to explore, analyse and discuss, if and how motivating factors and intrinsic integration of knowledge in educational games might be related to players' perceived knowledge acquisition. Test players with experience of the selected digital games were recruited from online gaming forums where a questionnaire also was used to collect data. Lepper's and Malone's set of heuristics for intrinsic motivation in interactive learning environments were used in a combination with Habgood's and Ainsworth's theory of intrinsic integration to examine the relationship between these factors in the educational games. Beside the direct acquisition of knowledge from gaming there was also an analysis of the concept of tangential learning. Results from a t‑test showed that tangential learning was significantly more important for two of the tested games. Correlation analysis revealed several relationships between factors, where intrinsic integration was pointed out as particularly interesting for knowledge acquisition and tangential learning. Results showed weak or no relationships for Lepper and Malone factors, but with some tendencies for control, imagination and competition. 


Keywords: Educational games, Intrinsic integration, Tangential learning, Game-based learning, Learning motivation


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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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