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Journal Issue
Volume 18 Issue 1 / Jan 2020  pp1‑113

Editor: Rikke Ørngreen, Heinrich Söbke

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Enthusiastic Academic and Support Service Staff as an Agent for Change: A Case Study Based on a Project in African Higher Education Institutes  pp1‑12

Ari Haaranen, Jarmo Saarti

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Designing Questions for Research Design and Design Research in e‑Learning  pp13‑24

Johannes C. Cronje

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Medical Student Perceptions of Integration of a Customized Cloud Based Learning Operating System into Problem Based Learning Tutorials  pp25‑39

Rima Abdul Razzak, Zuheir Hasan, Arpan Stephen

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A Comparison Between Virtual Patient and Peer‑Assisted Learning in Teaching Basic Medical Knowledge and Skills  pp40‑56

Lukas Seifert, Arda Manap, Jasmina Sterz, Ferdinand Gerlach, Robert Sader

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Contextualisation of the Information Literacy Environment in the South African Education Sector  pp57‑68

Oluwole O. Durodolu, Samuel Maredi Mojapelo

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Codifying Game‑Based Learning: Development and Application of LEAGUÊ Framework for Learning Games  pp69‑87

Rabail Tahir, Alf Inge Wang

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Abstract

Educational games are now seen as effective learning tools. However, there is a gap in the literature regarding the core dimensions of Game‑based learning (GBL) for comprehensive design, analysis, and evaluation due to inconsistent use of elements. The literature on GBL reports an extensive diversity of elements used for the design and evaluation of GBL without any categorization of micro and macro‑level elements. Hardly any studies systematically decompose these aspects to derivate factors/sub‑factors, obstructing identification of any clear pattern. The problem is not the scarcity of GBL research but inconsistency in terminology, scope, definition, and usage of elements leading to the absence of a holistic view of GBL for effective design and evaluation. This study bridges the gap by outlining terminology and scope with four conceptual levels and then systematically categorizing GBL elements by scope, definition, and usage. The methodology used is directed content analysis of GBL literature collected through a previous systematic literature review. Dimensionalization of GBL and further decomposition into factor/sub‑factors based on theoretical constructs, has resulted in a consistent and clear pattern delineating the structure of the educational game design, analysis, and evaluation. Further codifying metrics and mapping the relationship among GBL dimensions deduce into a conceptual framework (called LEAGUÊ) that facilitates greater insight into the process of learning with educational games, where to focus and what to evaluate. The LEAGUÊ framework can be applied for the analysis, design and evaluation of learning games. The framework is put in practice by utilizing the framework components (dimensions, factors/sub‑factors and relations) to develop three items: 1) an analysis instrument, 2)a card‑based ideation and design toolkit, and 3) an evaluation guide that can assist educational game designers, researchers, educators and evaluators for the analysis, design and evaluation of learning games respectively. This paper exemplifies the application of framework for the analysis of learning games using the analysis instrument (developed using LEAGUÊ framework) with one case study as an example. 

 

Keywords: game-based learning, educational games, learning games, framework, dimensions, factors, relations, game analysis, evaluation, design

 

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When is Open and Online Learning Relevant for Curriculum Change in Higher Education? Digital and Network Society Perspective  pp88‑101

Airina Volungevičienė, Margarita Teresevičienė, Ulf-Daniel Ehlers

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Business Model of Learning Platforms in Sharing Economy  pp102‑113

Eduardo Cornejo-Velazquez et al

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