Guest Editorial: Game Based Learning for 21st Century Transferable Skills: Challenges and Opportunities
Year: 2014
Type: editorial
Abstract: Digital serious games (SGs) (Gee, 2003; Prensky, 2003) offer a high potential to foster and support learning in educational and training settings. SGs aim at improving learning processes by providing attractive, motivating and effective tools. So far, effectiveness of SGs has been shown by recent studies (e.g., Connolly et al., 2012; Wouters et al., 2013), but the potential of SGs in education is still far to be fulfilled, in particular concerning higher-order learning goals (Connolly et al., 2012) and there is a growing need for educational technology research in this field. Moreover, education, cognitive and engineering methods and tools are needed for efficiently building and evaluating games as means that can provide effective learning experiences (Marfisi-Schottman, Labat & Carron, 2013; Bellotti et al., 2012). This special issue focuses on analysing how digital SGs can contribute to the knowledge society’s higher demand towards acquiring transferable, transversal skills, that can be applied in different contexts, dealing with various scientific disciplines and subjects. Examples of such skills, often referred to as 21st century transferable skills, include, for example, collaboration, critical thinking, creative thinking, problem solving, reasoning abilities, learning to learn, decision taking, digital literacy (Voogt & Pareja Roblin, 2010). This special issue explores particularly the challenges and opportunities presented by the use of digital SGs in formal learning contexts. The idea is to look not only to the tools (namely, the SGs) but also to the definition of meaningful
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W282543662