Game-Based Learning (GBL)

The effective use of Digital Games for Empowerment & Inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the videogames industry, and an emerging “serious games” industry.

The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The “serious games” industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors.

These actors are trying to develop knowledge, products, services and a market for the use of digital games and products inspired by digital games for a range of non-leisure applications.

Authored by James Stewart and Gianluca Misuraca, from the Institute for Prospective Technological Studies (IPTS), the report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution these actors could make to exploiting digital games for empowerment and social inclusion.

Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.

Most adult learners have had enough of Powerpoint slides, standard eLearning courses and instructor-led training. Gamification sometimes helps create a different work and learning environment by taking game elements (like points, badges, leaderboards, competition, achievements) and applying them to non-game settings. But many such initiatives fail because they don’t properly incorporate ‘fun’ into training programs. Tune into these two webinars to learn how gamification and game-based learning can succeed.

As the integration of digital media and technology in education is a policy priority throughout Europe, this special issue brings together five articles that discuss the onging transformation in schools and institutions as well as the evolution towards Open Educational practices.

Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe an article by Stefania Bocconi, Panagiotis Kampylis and Yves Punie looks at how to innovate teaching and learning practices.

The Ageing Brain: Neuroplasticity and LifeLong Learning by Eleonora Guglielman examines the increasingly important role of adult education in comparison to the low participation observed in training activities.

Children’s Experiences of Sexual Harassment and Sexual Abuse on the Internet by Mari Laiho and Katri Lampainen analyses a survey conducted by the Helsinki Virtual Community Police Team and Save the Children to investigate Child Sexual Abuse on the Internet.

Ellen Leenarts uses the findings of 4-year FP7 project to divulge on how apps and serious games can facilitate reflection at work, by empowering employees to learn by reflecting on their work practice and on their personal learning experiences on Reflective Learning at Work – MIRROR Model, Apps and Serious Games.

And finally, David Mathew and Susan Sapsed present two cases of international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment in which they studied on The International Student and the Challenges of Lifelong Learning.

This special edition, with summaries available in 21 languages, can be easily read on any device: computer, tablet or smartphone. We hope that you enjoy it and look forward to hearing your comments and feedback!