Essential features of serious games design in higher education: Linking learning attributes to game mechanics

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    Abstract

    This paper consolidates evidence and material from a range of specialist and disciplinary fields to provide an evidence-based review and synthesis on the design and use of serious games in higher education. Search terms identified 165 papers reporting conceptual and empirical evidence on how learning attributes and game mechanics may be planned, designed, and implemented by university teachers interested in using games, which are integrated into lesson plans and orchestrated as part of a learning sequence at any scale. The findings outline the potential of classifying the links between learning attributes and game mechanics as a means to scaffold teachers’ understanding of how to perpetuate learning in optimal ways whilst enhancing the in-game learning experience. The findings of this paper provide a foundation for describing methods, frames, and discourse around experiences of design and use of serious games, linked to methodological limitations and recommendations for further research in this area.
    Original languageEnglish
    Pages (from-to)972-994
    Number of pages23
    JournalBritish Journal of Educational Technology
    Volume48
    Issue number4
    Early online date30 May 2016
    DOIs
    Publication statusPublished - Jul 2017

    Bibliographical note

    This is the peer reviewed version of the following article: Lameras, P, Arnab, S, Dunwell, I, Stewart, C, Clarke, S & Petridis, P 2017, 'Essential features of serious games design in higher education: Linking learning attributes to game mechanics' British Journal of Educational Technology, vol 48, no. 4, pp. 972-994, which has been published in final form at https://dx.doi.org/10.1111/bjet.12467. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

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