Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers
| dc.contributor.author | Tsekleves, Emmanuel | |
| dc.contributor.author | Cosmas, John | |
| dc.contributor.author | Aggoun, Amar | |
| dc.date.accessioned | 2017-10-04T09:21:20Z | |
| dc.date.available | 2017-10-04T09:21:20Z | |
| dc.date.issued | 2014-10-24 | |
| dc.identifier.citation | Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers 2016, 47 (1):164 British Journal of Educational Technology | |
| dc.identifier.issn | 00071013 | |
| dc.identifier.doi | 10.1111/bjet.12223 | |
| dc.identifier.uri | http://hdl.handle.net/2436/620728 | |
| dc.description.abstract | Serious games and game-based learning have received increased attention in recent years as an adjunct to teaching and learning material. This has been well echoed in the literature with numerous articles on the use of games and game theory in education. Despite this, no policy for the incorporation of serious games in education exists to date. This review paper draws from the literature to provide guideline recommendations that would help educators and policymakers in making the first step towards this. | |
| dc.language.iso | en | |
| dc.publisher | British Educational Research Association | |
| dc.relation.url | http://doi.wiley.com/10.1111/bjet.12223 | |
| dc.subject | Serious games | |
| dc.subject | game-based learning | |
| dc.title | Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers | |
| dc.type | Journal article | |
| dc.identifier.journal | British Journal of Educational Technology | |
| html.description.abstract | Serious games and game-based learning have received increased attention in recent years as an adjunct to teaching and learning material. This has been well echoed in the literature with numerous articles on the use of games and game theory in education. Despite this, no policy for the incorporation of serious games in education exists to date. This review paper draws from the literature to provide guideline recommendations that would help educators and policymakers in making the first step towards this. |