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  • 1.
    Berg Marklund, Björn
    et al.
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Backlund, Per
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Dahlin, Carl-Johan
    ius information AB, Skövde, Sweden.
    Engström, Henrik
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Wilhelmsson, Ulf
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    A Game-Based Approach to Support Social Presence and Awareness in Distributed Project-Based Learning2014Ingår i: International Journal of Games Based Learning, ISSN 2155-6849, E-ISSN 2155-6857, Vol. 4, nr 1, s. 1-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    An important factor for success in project-based learning (PBL) is that the involved project groups establish an atmosphere of social interaction in their working environment. In PBL-scenarios situated in distributed environments, most of a group's work-processes are mediated through the use of production-focused tools that are unconcerned with the important informal and social aspects of a project. On the other hand, there are plenty of tools and platforms that focus on doing the opposite and mainly support informal bonding (e.g., Facebook), but these types of environments can be obtrusive and contain distractions that can be detrimental to a group's productivity and are thus often excluded from working environments. The aim of this paper is to examine how a game-based multi-user environment (MUVE) can be designed to support project-based learning by bridging the gap between productivity-focused and social software. To explore this, the authors developed a game-based MUVE which was evaluated in a PBL-scenario. The result of the study revealed several crucial design elements that are needed to make such a MUVE work effectively, and that the acceptance towards game-based MUVEs is high, even with a rudimentary execution.

  • 2.
    Hendrix, Maurice
    et al.
    The University of Northampton, United Kingdom.
    Backlund, Per
    Högskolan i Skövde, Institutionen för informationsteknologi. Högskolan i Skövde, Forskningscentrum för Informationsteknologi.
    Vampula, Boris
    National Education and Teacher Training Agency, Zagreb, Croatia.
    A Rating Tool for Sharing Experiences with Serious Games2014Ingår i: International Journal of Games Based Learning, ISSN 2155-6849, E-ISSN 2155-6857, Vol. 4, nr 4, s. 1-18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The potential of Computer Games for non-entertainment purposes, such as education, is well established. A wide variety of games have been developed for the educational market, covering subjects such as mathematics and languages. However, while a growing industry developing educational games exist, the practical uptake in schools is not as high as one would expect, based on current evidence of their effectiveness. The EduGameLab project investigates causes and solutions to the relatively low level of uptake in European schools. This paper describes a rating tool for sharing experiences about educational games among educators and parents, developed in the EduGameLab project. The ambition is that sharing knowledge about how games can be used in practice will stimulate practical use and acceptance. The development of this tool is based on a metadata schema for formally describing serious games and experiences with these games.

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