Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

ONLINE EDUCATION (42 journals)

Showing 1 - 41 of 41 Journals sorted alphabetically
Aprendo con NooJ     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Campus Virtuales     Open Access   (Followers: 3)
Current Issues in Emerging eLearning     Open Access   (Followers: 11)
Designs for Learning     Open Access   (Followers: 12)
Digital Education Review     Open Access   (Followers: 7)
Edu Komputika Journal     Open Access   (Followers: 1)
Edutec : Revista Electrónica de Tecnología Educativa     Open Access  
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
ICT Learning     Open Access   (Followers: 4)
IEEE Transactions on Learning Technologies     Full-text available via subscription   (Followers: 12)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 26)
International Journal of Game-Based Learning     Hybrid Journal   (Followers: 17)
International Journal of Mobile and Blended Learning     Full-text available via subscription   (Followers: 25)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
International Journal of Virtual and Personal Learning Environments     Full-text available via subscription   (Followers: 18)
International Journal of Web-Based Learning and Teaching Technologies     Hybrid Journal   (Followers: 20)
International Journal on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Technology and Education Journal     Open Access   (Followers: 1)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Irish Journal of Technology Enhanced Learning     Open Access   (Followers: 2)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Digital Learning in Teacher Education     Hybrid Journal   (Followers: 25)
Journal of Learning and Teaching in Digital Age     Open Access   (Followers: 6)
Journal of Learning for Development     Open Access   (Followers: 4)
Journal of Open, Flexible and Distance Learning     Open Access   (Followers: 29)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of Teaching and Learning with Technology     Open Access   (Followers: 10)
Multicultural Education Review     Hybrid Journal   (Followers: 8)
Networks : An Online Journal for Teacher Research     Open Access   (Followers: 1)
OUSL Journal     Open Access  
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 7)
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Teknodika     Open Access  
Theory and methods of e-learning     Open Access   (Followers: 11)
Similar Journals
Journal Cover
International Journal of Game-Based Learning
Journal Prestige (SJR): 0.268
Citation Impact (citeScore): 1
Number of Followers: 17  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2155-6849 - ISSN (Online) 2155-6857
Published by IGI Global Homepage  [147 journals]
  • Examining Students' Perceived Competence, Gender, and Ethnicity in a
           Digital STEM Learning Game

    • Free pre-print version: Loading...

      Authors: Smith; Ginny, Fulwider, Curt, Liu, Zhichun, Lu, Xi, Shute, Valerie J., Li, Jiawei
      Pages: 1 - 17
      Abstract: The present study explores how gender, ethnicity, and performance-based perceived competence impact students’ learning, performance, and enjoyment from playing a digital STEM learning game. We had 199 9th-11th grade students play a 2D digital STEM learning game across six science classes. Based on the results of demographic surveys, matched pretests and posttests, and satisfaction questionnaires, we found no interaction between gender and ethnicity for performance-based perceived competence, performance, and enjoyment. We found a significant difference between males and females in performance-based perceived competence and in-game performance both favoring males over females. Among ethnic groups, we found a significant difference with in-game performance favoring White and Hispanic students over Black/African American students. However, the differences in gender and in ethnicity were insignificant once we controlled for both perceived competence and pretest scores. This supports the idea that neither race nor gender truly influence one’s ability to perform in digital learning games.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-17
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.294013
      Issue No: Vol. 12, No. 1 (2022)
       
  • Effects of Collaborative Digital Gameplay on Students' Three Dimensions of
           Engagement in Mathematics

    • Free pre-print version: Loading...

      Authors: Sun; Liping, Sun, Liping, Ruokamo, Heli, Ruokamo, Heli, Kangas, Marjaana, Kangas, Marjaana, Siklander, Pirkko, Siklander, Pirkko
      Pages: 1 - 16
      Abstract: This study attempts to provide an in-depth understanding of the influence of collaborative digital gameplay on students’ behavioural, emotional and cognitive engagement in mathematics. This mixed-method study used pre- (N = 45) and post-test (N = 43) engagement surveys and photo-elicitation interviews (N = 6) to investigate how a six-day experiment involving collaborative digital gameplay on Wuzzit Trouble affects students’ engagement in mathematics. The quantitative results showed collaborative digital gameplay did not elicit a significant increase in students’ engagement in mathematics from pre-test to post-test. Moreover, the qualitative results of analyzing the measurement of three-dimensional engagement showed four factors – learning achievement, teacher support, peer collaboration and task characteristics – were associated with students’ engagement in a collaborative digital gameplay classroom. The findings suggest the classroom context plays an important role in three-dimensional engagement, which efficiently improve students’ conceptual understanding and arithmetic skills.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-16
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.294012
      Issue No: Vol. 12, No. 1 (2022)
       
  • Gamification in English as Second Language Learning in Secondary Education
           Aged Between 11-18

    • Free pre-print version: Loading...

      Authors: Kaya; Gamze, Sagnak, Hatice Cilsalar
      Pages: 1 - 14
      Abstract: Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-14
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.294010
      Issue No: Vol. 12, No. 1 (2022)
       
  • Why Games'

    • Free pre-print version: Loading...

      Authors: Bawa; Papia
      Pages: 1 - 12
      Abstract: The Phenomenological study investigated the perceptions of 4 Community College administrators and 2 faculty, who experienced for the first time, the process of curricular modification using Massively Multiplayer Online Games or MMOs in their Business and English programs. Since administrators and faculty are key stakeholders of any initiative for technology integration in curricular modification, the study contributed to filling the gap in the literature regarding such stakeholder perceptions and added new insights regarding easy and affordable ways to successfully and effectively integrate MMOs within the curriculum in Higher Education disciplines.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-12
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.294011
      Issue No: Vol. 12, No. 1 (2022)
       
  • Implementing Gamified Teaching

    • Free pre-print version: Loading...

      Authors: Szendrői; László, Dhir, Krishna S., Czakó, Katalin
      Pages: 1 - 19
      Abstract: In this study, a gamification process was implemented in an undergraduate course of Economics that consisted 397 students. The primary purpose of the research was to empirically validate the effects of gamification in terms of the variables of engagement, motivation, entertainment, perceived relevance of the course, knowledge increase and participation. To ascertain these, a questionnaire was administered to the participants. The results indicated that gamification provided significant positive effect on all variables listed above except motivation. Additional objectives of the article were to link the effects to Marczewski’s player types, namely, Philanthropists, Socialisers, Free spirits, Achievers, Players, and Disruptors, and to measure whether there are differences between the types in terms of the variables indicated above. Gamification resulted in positive effects on all player types except the player type of Disruptors.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-19
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.294014
      Issue No: Vol. 12, No. 1 (2022)
       
  • An Architecture for Bidirectional Learning Games

    • Free pre-print version: Loading...

      Authors: von Leipzig; Tanja, Lutters, Eric, Hummel, Vera, Schutte, Cornè
      Pages: 1 - 22
      Abstract: Dynamic personalization of learning trajectories that integrate different perspectives and variable scenarios is a viable way to improve the effectiveness and efficiency of training and education. Serious games offer a designated platform for this, by aggregating learner interactions, and using these to dynamically configure, adjust and tailor the game to individuals and contexts. An architecture is presented to support the creation of serious games for specific scenarios, in a faster, more effective and efficient manner. Following a research-by-design approach, the architecture is simultaneously developed and applied in case studies, with the experiences infused as enhancements for subsequent design iterations.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-22
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.294009
      Issue No: Vol. 12, No. 1 (2022)
       
  • The Quest for Motivation

    • Free pre-print version: Loading...

      Authors: Bawa; Arpit
      Pages: 1 - 12
      Abstract: Studies have shown Tabletop Role Playing Games (TRPGs) to be effective motivational learning tools that can be utilized in various subject matters. However, limited research has analyzed the elements within TRPGs that enable them to provide motivation to the users. As such, this study conducted an in-depth examination of the elements of TRPGs through the perception of players. Self-determination theory helped frame the study, while the Generic Qualitative Inquiry approach was used for the methodology. Semi structured interviews were conducted with six participants. Data revealed several themes that aligned with the motivational frame related to competency, relatedness, and autonomy. The findings indicate the importance of the roleplaying element and the connection between the player and their in-game character, as well as the effect choices within the game have on the players and other elements of TRPGs. Implications regarding design of TRPGs as learning tools are discussed.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-12
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.287825
      Issue No: Vol. 12, No. 1 (2022)
       
  • Tertiary Student Experiences With Digital Language Games for Enhancing the
           English Language

    • Free pre-print version: Loading...

      Authors: Teh; Ee Wen, Krishnapillai, Gengeswari, Chan, Ling Meng
      Pages: 1 - 18
      Abstract: Recently, digital games are used as a form of new media with massive potential for learning the English Language. To understand the typology of user experiences with digital games, the Presence-Involvement-Flow Framework (PIFF) was utilized. A series of semi-structured interviews were conducted with ten tertiary students in Northern Malaysia. Participants were asked to download and familiarize five digital language games (Duolingo, Memrise, Word Connect, Word Domination and Word Tower Puzzles) before the interviews. Thematic analysis technique was used to analyze the responses. The study’s thematic network comprises four global themes (Game Structure, Feelings, Skills Gained and Prerequisites) and seven organizing themes (Instruction, Game Design, Positive Emotional Outcome, Negative Emotional Outcome, Soft Skills, Technical Skills and Skills Required). The result is expected to be a good guideline or research framework for practitioners and researchers in exploring further the concept of user experience with English language digital games.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-18
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.287826
      Issue No: Vol. 12, No. 1 (2022)
       
  • Gamification of Computer Programming Tasks to Promote the Growth Mind-Set
           in a Disadvantaged School

    • Free pre-print version: Loading...

      Authors: Gorman; Garry, McKelvey, Nigel, Dowling, Thomas C.
      Pages: 1 - 24
      Abstract: This paper describes a growth mind-set intervention with Junior Cycle Coding students in a disadvantaged school in Ireland. This intervention builds on the work of O’Rourke et al. (2016) and applies findings to a computer programming setting where gamification is used to incentivise growth mind-set behaviour in students learning to code. Data revealed a large drop in the perseverance of effort with the control group while learning computer programming. Significantly, the intervention shielded the focus group from experiencing the same drop while learning to code. This research found an increase in the growth mind-set behaviour as the intervention progressed. Additionally, the study revealed that some game elements were effective at incentivising growth mind-set behaviour like perseverance, while others were less successful. These findings are important for educators to consider when they find their Coding students showing a helpless response to challenge as this research sets out a clear path to successfully incentivise persistence and changing strategy in the face of challenge.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-24
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.287827
      Issue No: Vol. 12, No. 1 (2022)
       
  • The Gap Between Korean Esports and Educational Gaming

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      Authors: DeArmond; Marc C., Shelton, Brett E., Hsu, Yu-Chang
      Pages: 1 - 12
      Abstract: While some research suggests South Korea has fallen behind other developed nations with regard to publishing and using serious games in the classroom, Korean interest in video games remains extremely high. Due to a number of cultural, social, and technological factors, esports was primed to become a significant force in Korean culture and received significant support from the Ministry of Culture. The Korean Ministry of Education, meanwhile, is resistant to adopting educational games as a part of its accepted pedagogy. This resistance has created a significant gap between the interest in video games as a learning tool and that of video games as an industry and career path in Korea. While a number of factors play a role in the languishing serious games market, based on evidence analyzed through educational gaming literature it is unlikely educational gaming will be able to significantly advance without the support of the primary governing body controlling educational policy.
      Keywords: Educational Technologies; Education; Applied E-Learning
      Citation: International Journal of Game-Based Learning (IJGBL), Volume: 12, Issue: 1 (2022) Pages: 1-12
      PubDate: 2022-01-01T05:00:00Z
      DOI: 10.4018/IJGBL.287828
      Issue No: Vol. 12, No. 1 (2022)
       
 
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