RUNNING HEAD: Gaming in Education 1

CIP: An Annotated Bibliography and Literature Review on Gaming in Education

Tiffany Siu, Sheena Chan, Melody Martin, William Tam, Kirn Bhela & Tasneem

Irhouma

ETEC 532 65A: Technology in the Arts and the Humanities Classroom

Dr. Alexander De Cosson

March 27, 2022

Gaming in Education 2

Annotated Bibliography

Charsky, D., & Barbour, M. (2010, March). From Oregon Trail to Peacemaker: Providing a

Framework for Effective Integration of Video Games into the Social Studies

Classroom. In Society for Information Technology & Teacher Education International

Conference (pp. 1853-1860). Association for the Advancement of Computing in

Education (AACE).

Charsky and Barbour (2010) delineated that roleplaying and strategy games allow

students to experience actual historical events, as well as feel the thoughts and attitudes that

an individual may have faced in the past when making a decision. The article relates a

framework for teachers in creating a learning environment that fosters deeper understanding,

such as teasing out ideas of similarities in historical events, but also unique aspects of it. In a

deeper historical understanding, students gain understanding about the past’s impact, and

returning back to the present, engage in activities from conversations to debates about issues

of the era but also build upon this connection to forces that affect social issues of the present

(i.e. trade agreements). Teachers also need to provide conversations around correcting any

chronological inaccuracies within the game.

Ciampaglia, S. & Richardson, K. (2017). The street arcade: Creating social justice

videogames as a platform for community dialogue. Art Education 70(4), 17-20.

https://doi.org/10.1080/00043125.2017.1317549

This community art program uses art videogames as a social justice dialogue builder

between the creators and community. Art games’ use of vignettes can strike new pathways in

video games, moving from goal-oriented gameplay and action heroes to everyday stories

about everyday people. Street Arcade was used to engage teenagers in discussions about the

commercial nature of video games, representations of race and gender and their experiences
Gaming in Education 3

as consumers and producers of culture. The public is welcome to stroll through the Street

Arcade to play the games and interact with the game creators; opening discussion on social

justice.

Figueroa-Flores, J. F. (2016). Gamification and Game-Based Learning: Two Strategies for

the 21stCentury Learner. World Journal of Educational Research, 3(2), 507-522.

Figueroa-Flores (2016) mentions that schools in the 21st century struggle around

student motivation and engagement and offer gamification and game-based learning as

potential solutions. These learning strategies reinforce problem solving, communication, and

collaboration while also learning certain concepts. He mentions a 5-step model for

educational gamification: understanding target audience, defining learning objectives,

structuring experience, identifying resources, and applying gamification elements. We believe

that Figueroa-Flores (2016) is on par with a lot of the reasons why teachers incorporate

game-inspired elements into the classroom and provides a great specific guideline to bring

gamification into the classroom.

Gee, J. P. (2006). Are video games good for learning?. Nordic Journal of Digital Literacy,

1(3), 172-183.

Gee (2006) delineate that video games with good design offer entertainment as well

as learning opportunities. In problem games and world games, a player attempts to solve a

problem or several problems. Gee (2006) notes that video game structures good for learning

enable players to be active participants in the problem-solving process and allows them to

customise features of the game to make it more personable. Gee (2006) adds that video

games allow vocabulary development within different contexts and that players in a team

must share knowledge as well as collaborate in order to be successful. Features inherent in

Gaming in Education 4

good video games makes the player feel successful but is set up in a way that makes it

pleasantly challenging and builds upon mastery of skills as the level advances.

Gee, J. P. (2008). Cats and portals: Video games, learning, and play. American Journal of

Play, 1(2), 229.

Gee (2008) explores the concept of video games as a means of a tool for

deep-learning and developing critical thinking skills that could translate into real-world

situations by using the metaphor of a cat's exploration--while the cat's goal isn't to learn while

roaming around, a level of learning about the world still occurs. This metaphor is used to

emphasize that the general nature of a game does not have to be explicitly educational to still

have deep-learning abilities, so long as the game design accounts for different

problem-solving and decision-making approaches. The problem-solving and decision-making

that video games require, the author argues, are processes that can be translated into

real-world application.

Gee, J. P. (2005). Learning by Design: Good Video Games as Learning Machines. E-

Learning and Digital Media, 2(1), 5–16. https://doi.org/10.2304/elea.2005.2.1.5

In this article, Gee (2005) evaluates the principles game designers follow to create

games that provide meaningful learning experiences. He bottles it down to three sections:

empowered learners, problem solving, and understanding. The stronger any game is on more

of the features on the list, the better it is for learning. First, empowered learners need to feel

like they're co-designers, able to customize, take on an identity, and manipulate powerful

tools. Second, problem solving has to include well-ordered problems, be pleasantly

frustrating, include cycles of expertise, be given information 'just in time' and be given
Gaming in Education 5

opportunities to use skills as strategies. Lastly, skills, strategies and ideas are learned best

when they see how it's meaningful.

Gee, E., & Gee, J. P. (2017). Games as distributed teaching and learning systems. Teachers

College Record, 119(11).

Gee & Gee (2017) explore the notion of video games offering learning opportunities

"not just by different sorts of tools, texts, media, and worlds, but by distributed systems of

teaching and learning, that will lead to better and deeper theories of teaching and learning in

the 21st century." The authors argue that experiences in the virtual world of video games can

be extracted and implemented into the "outside world" interactions. They use the game Portal

as an example of how video games create distributed teaching and learning (DTAL) systems

by illustrating how motivation to complete a game leads to social interactions and other forms

of learning.

Horowitz, Kenneth S. “Video Games and English as a Second Language: The Effect of

Massive Multiplayer Online Video Games on the Willingness to Communicate and

Communicative Anxiety of College Students in Puerto Rico.” American Journal of

Play, vol. 11, no. 3, 2019, pp. 379–410., https://go.exlibris.link/bGbVDzGr. Accessed

22 Mar. 2022.

Horowitz (2019) explored the idea of multiplayer video games being a tool in

supplementing the communication skills of ELL college students in Puerto Rico through

quantitative means. The results indicated a statistically significant relationship between the

amount of time spent playing video games and the participants’ willingness to practice

English and reduce their communication anxiety, suggesting that multiplayer online video
Gaming in Education 6

games can offer a safe spot for players to freely practice their language skills without the

intimidation and anxiety commonly present in practicing languages in real life.

Hsu, Cha-lin. (2022). Applying cognitive evaluation theory to analyze the impact of

gamification mechanics on user engagement in resource recycling. Information &

Management, 59(2), 1-11. https://doi.org/10.1016/j.im.2022.103602

Hsu examined the use of gamification in mini apps to promote recycling programs in

Taiwan. In particular, Hsu looked at psychological outcomes, gamification affordances, and

consumer citizenship behaviour (CCB). The app allows players to accumulate many points,

which are a strong motivator for players (gamification affordances). Autonomy was

cultivated by offering various options for players to spend those points. When players are

satisfied with the app (psychological outcomes), they feel an obligation to perform extra tasks

that are beneficial to the app (CCB), such as surveys to improve the recycling program.

Jean, S., Gilbert, L., Medema, W., Keijser, X., Mayer, I., Inam, A., & Adamowski, J. (2018).

Serious games as planning support systems: Learning from playing maritime spatial

planning challenge 2050. Water, 10(12), 1786.

The article notes games that simulate real world complex problems allow different

stakeholders a chance to come together, make decisions, and solve a problem in a low

pressure simulated environment. Working from a constructivist view, Jean et al (2018) show

that games provide players an online space to socialise, collaborate, learn to trust each other,

and in turn bridge boundaries due to polarising perspectives. On the individual level, a player

learns about planning as well as understanding other players’ perspective to find a common

ground. On the group level, players work together, laugh, share ideas, reflect and in turn

co-create knowledge and bond as a team. At the outcome level, playing and working together
Gaming in Education 7

on a specific problem brings down boundaries that may separate various groups to create a

more agreed upon outcome that holds multiple views.

Lafontaine, C., Sawchuck, K., & DeJong, S. (2020). Social justice games: Building an escape

room on elder abuse through participatory action research. The Computer Games

Journal, 9, 189-205. https://doi.org/10.1007/s40869-020-00105-5

Sandra’s Keys, an escape room designed by Lafontaine et al., older adult activists and

a social worker in Montreal was created to bring the issue of elder abuse to the forefront of

people’s minds. The escape room gave players the opportunity to make decisions based on

the situations presented. To avoid players glossing over the issue as something that they had

escaped, post-game there was a debrief to contextualize the issue so that players could share

their own experiences and make the whole experience relatable. Games are considered a

dialogue to be extended into the greater world.

McGonigal, J. (2010, March) Jane McGonigal: Gaming can make a better world [Video

file]. Retrieved from:

http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world/transcr

ipt?language=en

McGonigal (2014) believes that people are not as good in real life as they are in

games because not only do we do better because we achieve more in the game world, but we

are also motivated to do better because we are inspired. Her research delves into taking those

feelings from gaming and applying them to real life. We believe that those feelings can be

brought on when personalizing learning occurs in the classroom. Gaming is a hook for many

students and knowing and understanding this can lead to powerful learning. McGonigal
Gaming in Education 8

(2014) shares that all the time we spend playing games; we are actually changing what we are

capable of as human beings.

Partington, A. (2010). Game Literacy, Gaming Cultures and Media Education. English

Teaching: Practice and Critique, 9(1), 73-86. Retrieved from ERIC database

(EJ890515):http://files.eric.ed.gov/fulltext/EJ890515.pdf

Partington begins by explaining what is literacy and its use in schools. He compares

games to Choose your own adventure series and talks about a text that is dynamic and alive.

The article demonstrates the similarities between texts and computer games. It is discussed

that games are about play. There is much to be learned on its ludology (the study of games

and play) and on the social dimension of the video game. The similarities between the game

editing and the text writing are impressive. The game editing and the text writing are similar

in some rigid aspects but the creative process is flexible and original.

Shaffer, D. W., Halverson, R., Squire, K. R., Gee, J. P., & Wisconsin Center for Education

Research, M. (2005). Video Games and the Future of Learning. WCER Working

Paper No. 2005-4. Wisconsin Center For Education Research. Retrieved from

http://files.eric.ed.gov/fulltext/ED497016.pdf

The future of learning in education includes the use of video games as a tool. Video

games provide meaningful experiences that are applicable in the real world, making the

learning experience authentic. Virtual worlds provide an enriched environment in which the

learner has the ability to experience concrete realities, problem solve, and understand

complex concepts in alternate environments without ever leaving the classroom. Game

players have the opportunity to explore different identities, communities, and realities which
Gaming in Education 9

encourages further gaining of knowledge and understanding. Video games offer a valuable

way to develop skills and perspective via a virtual world experience.

Gaming in Education 10

Introduction

The current generation of learners grew up with access to digital technologies

surrounding their everyday lives, meaning much of their communication, relationships, and

learning take place through digital means. Consequently, this has resulted in many traditional

learning practices growing obsolete and ineffectual as they struggle to keep up with the

demands of these digital natives. As a result, teachers and researchers have turned towards

technology-based learning strategies, such as digital game-mediated learning and the

gamification of classroom material in efforts to increase engagement and productivity.

More specifically, education reform that prioritises the integration of multimodal tools

has been explored to develop effective student-centered pedagogies that promote the

development of social skills and an awareness of social issues through the use of emerging

technologies. While the volume of experimental research surrounding video games in

classrooms show real potential for being effective learning tools (Charsky, 2010; Gee, 2007),

it is important to consider the context and aspects of design related to gamification for

teaching social issues and social behaviours, as well as the potential drawbacks and

challenges, in order to be able to fully understand the scope of gamification and how to

effectively incorporate gaming as a tool focusing on social change.

Context for Gamification

Today, socialisation is often learned through technology via games, videos, and social

media, compared to 15 years ago when the majority of social behaviour was learned

in-person by interacting with others or watching others interact (Craig et al., 2015). For

educators, this has sparked the discussion of how technology inside and outside of the

classroom impacts student learning and social behaviours.

This raises the question of how we can use technology to teach social skills and

behaviours, especially in populations that lack certain social skills in certain social contexts
Gaming in Education 11

(e.g., foreign exchange students). Researchers Craig et al. (2015) study the effect of gamified

social skills training (SST) programs on students' social skills and behaviours. The

researchers found that gamified SST can provide fertile grounds for improvement on social

initiation, impulse control, emotion regulation, externalizing behaviours, assertiveness, social

self-efficacy, and social literacy. The same principles can be applied to an ESL learning app,

as it focuses on teaching students social behaviours within the context of learning a new

language in a foreign environment.

In the textbook, Introduction to Emerging Technology for the Classroom, Mouza and

Lavigne (2013) argue that educators and institutions should adopt an integrative approach to

technology, rather than abstinence in the classroom. The literature they present suggests that

educators can support existing curriculums with digital tools to use for drills, practice and

integrated learning systems. Educators who are interested in this type of integrated learning

can create spaces with like-minded colleagues to share ideas and strategies. Mouza and

Lavigne (2013) use the example of Mentira, an AR game designed to introduce college

students to Mexican–American culture and use of Spanish language in context. This example

illustrates how technology, specifically mobile devices, can be used to extend learning

beyond the boundaries of the classroom and engage learners in a range of complex, natural

learning activities. The authors suggest that challenges associated with the use of mobile

devices for learning are social (e.g., distractions) rather than technical (Mouza & Lavigne,

2013).

Mouza and Lavigne (2013) argue that gamified learning is important because it

naturally employs principles associated with how people learn; immersion, goals, adaptation,

frequent decisions, all within the context of a community that encourages teamwork. These

are some recommendations that Mouza and Lavigne (2013) suggest to integrate games into

existing curriculums:
Gaming in Education 12

1. “...gaming used primarily to advance skills deemed important in an information-based

culture such as technological literacy, critical thinking, creativity, problem solving, as

well as interpersonal and leadership skills” and

2. “...focuses explicitly on specific gaming content, helping students learn materials in a

more innovative way”

In all approaches, learners typically work together in the virtual world of the game and in

the social community of its players.

With increased access and availability of computers, mobile devices and tablets, this can

allow students to learn without the logistical barriers, such as finances, lack of providers,

significant time, travel and human error Craig et al. (2015). This is only the beginning of a

wealth of research and technologies to help students learn new skills and behaviours,

digitally.

Aspects of Design

Any assignment, learning objective, process, theoretical context or task can be

gamified (Werbach & Hunter, 2012). While the use of game elements in non-game

environments such as education increases participation in an activity, it is crucial that they are

incorporated meaningfully. Building a highly engaging instructional game can be complex,

time-consuming and costly. There are several components to games, such as points,

leaderboards, levels, progress bars, avatars, quests, and social elements (Sailer et al., 2013).

However, the elements also depend on the target audience.

So how do you ensure that this experience is incorporated optimally? Follow this

5-step model when it comes to educational gamification (Huang & Soman, 2013):

1. Understand Your Target Audience: You must know who you are designing the activity

for. What skills do they possess? What skills are they missing? What motivates and

keeps them focused? What is their purpose?

Gaming in Education 13

2. Define Learning Objectives: What are the specific learning goals? General

instructional goals? Behavioural goals?

3. Structure the Experience: Map out the experience. What should take place first,

second, third, etc.? By the end of each “level,” what should the learner know and

accomplish?

4. Identify Resources: Can every level be gamified? What are the specific components

going to look like (levels, rules, rewards system, social elements, etc.)? How will

feedback be provided?

5. Application of Gamification Principles: Similar to game elements, there are two types

of principles. Self-elements help students compete with themselves and understand

their personal achievements. Examples include badges, time restrictions, and levels.

The second are social-elements where students can interact with others. How are they

able to share their progress and feel a part of a community?

Accurately gamifying education is important so the 21st century learner experiences

consistent motivation while having fun and promoting healthy competition between

classmates. This 5-step model can be universally applied to any subject and situation,

whether in the classroom or workplace.

Gamification in the ELL/Arts & Humanities Classroom Addressing Social Issues

Gee (2006) noted that there are various video games that support learning and most

fall under the category of problem base where the player must solve a problem or multiple

problems, such as in world games. Role-playing video games can support a constructivist

approach where players work together and gain newfound knowledge in the process. Games

enable players to experience a simulated environment thereby cultivating empathy for

different perspectives. As well, games can also lead to language development and authentic

discussions for “words to not have just general dictionary-like meanings. They have different
Gaming in Education 14

and specific meanings in different situations in which they are used” (Gee, 2006, p.177).

Furthermore, games can also be customized to bring out the best possible self, illuminate

complex social issues and transfer learning beyond the online environment.

An example of this would be Cards Against Calamity, where each person plays a

character in a small fishing town, takes on their daily duties and interacts with other

characters. Through the narrative, students experience the viewpoint and skills of the

character and each player also shares “some understanding of the specialist skills of other

player types – in order to achieve a successful integration” (Gee, 2006, p.176). Spyropoulos

mentions that “through their interactions, while playing, either by discussing with each other,

or by adding to the narrative, they initially come to their own conclusion and then, as a group,

through a free-form discussion, reach a final common one” (2002, p.3). This role-playing

game is most suited for mid to upper intermediate students and explores the decision-making

process in keeping the balance between natural resources versus the economic growth of the

small coastal town. Moving beyond the game world, students can look into building a

community garden as well as discussing world current events related to resources.

Free Rice is another example of an online game that also explores social issues,

though indirectly. This game was created by the United Nations World Food Program. It is a

simple trivia game where students answer multiple choice questions and whenever they

answer correctly, a few grains of rice are donated to the program. Although it is free to play,

the site does contain advertisements, but proceeds are distributed back into the food program.

The game is visually appealing when rice is dropped into a bowl for every correct answer.

Since there aren’t any pictures correlated to the words and some words can get abstract in

meaning, this game is better suited to ELL students that are at a higher level and not at a

reception level. An addition is to pair an ELL student with a non-ELL student to foster

vocabulary development and authentic discussions when playing the game. There are
Gaming in Education 15

multiple possibilities of moving Free Rice from a game online to making a difference

globally or locally. Further inquiry projects and class discussions can investigate the United

Nations World Food Program or focus on supporting local programs by fundraising for

canned goods. Another route is to move beyond donating food to consider supporting

micro-businesses after critically examining the authenticity of a program, such as Kiva.org.

Although people may have varied and sometimes polarising thoughts when it comes to

playing video games, learning by experience, even though simulated, allows opportunities for

vocabulary development as well as conversations in problem solving, critical thinking, and

decision making. Video games can be a platform for social change, but it would still need an

educator as a moderator in engaging students in concepts explored beyond the video game

(Spyropoulos, 2022).

Benefits and Challenges of Video Games

Just as light creates shadows, the benefits of educational gamification can create extra

pressures and challenges to educators. Gamification in education can be applied at different

levels. At the most basic level it is closely linked to behaviourism, but to extend the learning

experiences of the player learner, gamification would be ideally applied through a

constructivist approach. A constructivist approach makes learning meaningful to learners

because the game experience builds on and connects to learners’ previous backgrounds and

experiences. Besides the often-stated motivation and engagement factors of video games

(Figueroa-Flores, 2016), the literature shows that video games can:

● Initiate learning and allow the player-learner to dip into a well of feelings that can be

used to personalise learning in the classroom (McGonigal, 2010).

● Cultivate empathy through experiencing different identities, realities and communities

(Jean et al., 2018 and Shaffer et al., 2005).

Gaming in Education 16

● Provide an enriched environment where they develop their critical thinking through

better comprehension of complex concepts and problem solving (Gee, 2008 and

Shaffer et al., 2005). The learning that occurs in video games is transferrable to the

real world whether or not it was created for educational purposes (Gee, 2008).

● Engage and develop reading skills (Partington, 2010).

● Provide a safe place for player-learners to practise and develop their skills, such as in

Horowitz’s (2019) study on gamification and English Language Learners.

● Create dialogue about social issues both inside and outside of games (Gee & Gee,

2017 and Ciampigalia & Richardson, 2017).

● Promotes learning and collaboration. Players’ desire to complete a game motivates

them to create Distributed Teaching and Learning (DTAL) systems. In DTALs,

players are motivated to engage in new forms of learning and social interactions to

reach their goal of completing the game (Gee & Gee, 2017).

Despite the common fear that video games lead to isolation and anti-social behaviour,

the above benefits show that video games can actually be used to promote social interactions

and empathy. There are video game designers creating games with the intention of creating a

meaningful dialogue among players and non-players in the real world (Ciampaglia &

Richardson, 2017 and Lafontaine et al., 2020). Oft cited challenges such as lack of resources

(devices and Wi-Fi) are important, but not the focus of this section. Instead the challenges

holding teachers back from effectively using video games will be examined. From the

literature it seems that the main challenges of implementing gamification within the

classroom are time and experience. Educators come to the classroom with different levels of

comfort and familiarity with video games.

● Games used may not have been designed for educational purposes so inaccuracies

must be discussed and corrected by the teacher (Charsky & Barbour, 2010). This
Gaming in Education 17

requires the teacher to have thorough knowledge of the game, which could be time

consuming.

● Video games must be selected carefully. They must be both challenging enough to

motivate the player to grow, but not so much that the player gives up (Gee, 2005 and

2006). Selecting games with the appropriate level of scaffolding for the learning

needs of students can be time consuming.

● This could be a new lens for teachers to plan their lessons from. There are various

approaches and methods such as Figueroa-Flores’ (2016) 5-step model for educational

gamification. How and when will teachers determine which method is best? How can

educational gamification proponents motivate teachers to learn and try something new

in the classrooms?

Meaningful gamification of classrooms is not just about student motivation and

engagement, it is also about transforming the perspectives and teaching practices of educators

themselves.

Conclusion

In the past decade, there has been an exponential increase in games designed to teach

social behaviour and skills by integrating classroom material with entertainment (Charsky,

2010; Gee, 2007). As media consumption via digital means continues to influence the way

students interact socially, educators turn to integrating technological tools, namely

gamification, to teach social interaction and social issues within an educational context. As a

result, the emergence of different frameworks, such as Mouza and Lavigne’s (2013), have

been developed in order to explore the most effective ways of integrating meaningful

gamification in classrooms that successfully teach the relevant skills and knowledge while

still engaging its audience.

Gaming in Education 18

Since gamification has been introduced into educational settings, the emergence of

games being used as a tool for insight on social issues and promotion of social change have

been noted, as seen in games like Cards Against Calamity and Free Rice, two games that

intend to highlight different social aspects. However, game design must be scrutinized and

evaluated thoroughly to ensure the game can actually be used as an effective and meaningful

learning tool; understanding the target audience, defining learning objectives, mapping out

the experience, and applying gamification principles are all crucial steps in successfully

gamifying education, as outlined by Figueroa-Flores (2016).

Conversely, it is extremely easy to get caught up in the excitement of innovation that

comes with introducing gamification in the classroom, and despite the engaging and

motivating elements of gaming, educators must first acknowledge the challenges and

drawbacks of gamification, including potential inaccuracies in information that games may

relay to learners, as well as keeping games at an appropriate level of scaffolding. Ultimately,

like any other educational tool, gamification can be an extremely powerful one to support

social skill learning, so long as teachers take the preliminary steps needed in implementing

games that both engage and effectively teach.

Gaming in Education 19

References

Charsky, D., & Barbour, M. (2010, March). From Oregon Trail to Peacemaker: Providing a

Framework for Effective Integration of Video Games into the Social Studies

Classroom. In Society for Information Technology & Teacher Education International

Conference (pp. 1853-1860). Association for the Advancement of Computing in

Education (AACE).

Ciampaglia, S. & Richardson, K. (2017). The street arcade: Creating social justice

videogames as a platform for community dialogue. Art Education 70(4), 17-20.

https://doi.org/10.1080/00043125.2017.1317549

Craig, A.B., Brown, E.R., Upright, J., & DeRosier, M.E. (2016). Enhancing children’s social

emotional functioning through virtual game-based delivery of social skills training.

Journal of Child and Family Studies, 25,​959–968 (2016).

https://doi.org/10.1007/s10826-015-0274-8

Gee, J. P. (2005). Learning by Design: Good Video Games as Learning Machines.

E-Learning and Digital Media, 2(1), 5–16. https://doi.org/10.2304/elea.2005.2.1.5

Gee, J. P. (2006). Are video games good for learning?. Nordic Journal of Digital Literacy,

1(3), 172-183.

Gee, J. P. (2008). Cats and portals: Video games, learning, and play. American Journal of

Play, 1(2), 229.

Gee, E., & Gee, J. P. (2017). Games as distributed teaching and learning systems. Teachers

College Record, 119(11).

Horowitz, Kenneth S. “Video Games and English as a Second Language: The Effect of

Massive Multiplayer Online Video Games on the Willingness to Communicate and

Communicative Anxiety of College Students in Puerto Rico.” American Journal of

Gaming in Education 20

Play, vol. 11, no. 3, 2019, pp. 379–410., https://go.exlibris.link/bGbVDzGr. Accessed

22 Mar. 2022.

Huang Hsin Yuan, W., & Soman, D. (2013). A Practitioner’s Guide to Gamification of

Education.Research Report Series: Behavioral Economics in Action. University of

Toronto—Rotman School of Management.

Jean, S., Gilbert, L., Medema, W., Keijser, X., Mayer, I., Inam, A., & Adamowski, J. (2018).

Serious games as planning support systems: Learning from playing maritime spatial

planning challenge 2050. Water, 10(12), 1786.

Lafontaine, C., Sawchuck, K., & DeJong, S. (2020). Social justice games: Building an escape

room on elder abuse through participatory action research. The Computer Games

Journal, 9, 189-205. https://doi.org/10.1007/s40869-020-00105-5

McGonigal, J. (2010, March) Jane McGonigal: Gaming can make a better world [Video file].

Retrieved from:

http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world/transcr

ipt?language=en

Mouza, C., & Lavigne, N. C. (2013). Introduction to emerging technologies for the

classroom: A learning sciences perspective. In C. Mouza & N. C. Lavigne (Eds.),

Emerging technologies for the classroom: A learning sciences perspective (pp. 1-12).

London; New York: Springer.

Partington, A. (2010). Game Literacy, Gaming Cultures and Media Education. English

Teaching: Practice and Critique, 9(1), 73-86. Retrieved from ERIC database

(EJ890515): http://files.eric.ed.gov/fulltext/EJ890515.pdf

Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Phsycological Perspectives on

Motivation through Gamification. Interaction Design and Architecture(s)

Journal-IxD&A, 19, 28-37.

Gaming in Education 21

Shaffer, D. W., Halverson, R., Squire, K. R., Gee, J. P., & Wisconsin Center for Education

Research, M. (2005). Video Games and the Future of Learning. WCER Working

Paper No. 2005-4. Wisconsin Center For Education Research. Retrieved from

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