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The volume focuses on epistemological, theoretical and empirical issues of game-based learning in various disciplines. It encompasses questions of game design as well as instructional integration and organizational implementation of game-based learning across various disciplines and includes contributions from different levels of the formal educational system (i.e., primary, secondary and tertiary education) as well as contributions reporting the use of game-based learning in informal learning settings. The volume addresses scholars, practitioners and students who are interested in how games…mehr
The volume focuses on epistemological, theoretical and empirical issues of game-based learning in various disciplines. It encompasses questions of game design as well as instructional integration and organizational implementation of game-based learning across various disciplines and includes contributions from different levels of the formal educational system (i.e., primary, secondary and tertiary education) as well as contributions reporting the use of game-based learning in informal learning settings. The volume addresses scholars, practitioners and students who are interested in how games and game-based learning can be designed, implemented and evaluated in a cross-, inter- and transdisciplinary perspective.
Carmela Aprea (aprea@bwl.uni-mannheim.de) is Full Professor and Head of the Chair of Economic and Business Education - Instructional Systems Design and Evaluation at the University of Mannheim (Germany). She holds a Diploma Degree in Business and Economics Education from the Goethe University Frankfurt (Germany) and a PhD in the same field from the University of Mannheim (Germany). In addition, she is co-founder and director of the Mannheim Institute for Financial Education (MIFE). Besides game-based learning and assessment, her research interest are financial literacy and pension planning, financial education, mental representations of economic concepts, visual learning and resilience in work-related and educational contexts. Besides her research activities, she advises national and international organizations such as the Deutsche Bundesbank, the Swiss National Bank and the OECD with regard to financial literacy and financial education issues.
Dirk Ifenthaler (dirk@ifenthaler.info; www.ifenthaler.info) Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and UNESCO Deputy Chair of Data Science in Higher Education Learning and Teaching at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. Dirk’s research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as wellas successful grant funding in Australia, Germany, and USA. He is the Editor-in-Chief of the Technology, Knowledge and Learning, Senior Editor of Journal of Applied Research in Higher Education, and Deputy Editor-in-Chief of International Journal of Learning Analytics and Artificial Intelligence for Education
