Cognitive, Emotional, and Neurofunctional Foundations of Game-based Learning

A special issue of Information (ISSN 2078-2489). This special issue belongs to the section "Artificial Intelligence".

Deadline for manuscript submissions: closed (30 September 2021) | Viewed by 284

Special Issue Editor

College of Education Neurocognition Science Laboratory, East Carolina Univeristy, Greenville, NC 27834 United States
Interests: cognition; game-based learning; fNIRS; socio-emotional development; science education

Special Issue Information

Dear Colleagues,

This call for papers is related to bridging the understanding between game-based learning, education, and the science of learning.

Game-based learning (GBL) is a widely used approach that has in recent years been employed as an educational tool to not only teach content which has been previously learned, but also to teach novel content. However, much of the research around GBL in education has frequently focused on the use of traditional content assessments, qualitative case studies, and excluded the use of psychophysiological (e.g., sensors) and neurotechnologies (e.g., fNIRS) for measurement of the affective, cognitive, and behavioral aspects of game-based learning (Hainey et al., 2016). Using a combination of traditional and non-traditional measures such as fNIRS will help to translate foundational research to practice in an effort to understand how GBL promotes learning. The intent of this call for papers is to support research and dissemination of manuscripts which clearly articulate the principled ways in which human approaches to learning, design, complex decision-making, and problem solving can be improved through GBL. This call is specifically interested in manuscripts which can align with theoretical frameworks related to the science of learning (Meltzoff et al., 2009).

Information is assembling a Special Issue dedicated to GBL related to the Science of Learning. Papers published in this Special Issue should be grounded on the current advances and challenges of GBL and the science of learning. That is, the authors should have a comprehensive understanding of the challenges for not only GBL and the science of leaning. In their manuscripts, the authors should: (a) explicitly state how their studies address the challenges of applying GBL in the science of learning; (b) clearly show the advantages of GBL thus contributing to redefining educational GBL and the science of learning; (c) address the use of translational tools to promote the use of GBL as a successful educational strategy.

I encourage authors to address the use of GBL and the science of learning frameworks in their studies, but this is not a strict requirement concerning the limited studies which have applied the science of learning to GBL. Any studies addressing the challenges of GBL in educational contexts and showing significance are within the scope of the Special Issue. Topics within the scope of this Special Issue include:

  • Opportunities and challenges of applying GBL in STEM content areas;
  • Opportunities and challenges of integrating GBL work with the science of learning;
  • Opportunities and challenges of applying GBL and neurotechnologies to develop simulations of learning through computational means;
  • Opportunities and challenges of integrating GBL and education with neural science, brain science or cognitive science to enhance science assessment;
  • Opportunity and challenges of GBL as a formative or summative assessment practice.

This Special issue will also consider a limited number of theoretical papers with strong arguments and significant contribution to the aim of the Special Issue.

Dr. Richard Lamb
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Information is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Cognition
  • Game-based learning
  • Socio-emotional wellbeing
  • Simulation
  • Science of learning

Published Papers

There is no accepted submissions to this special issue at this moment.
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