Sylvester Arnab

TL;DR: The Learning Mechanics–Game Mechanics (LM-GM) model is proposed, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in an SG.

TL;DR: A flow framework is presented that describes the building blocks of flow experience that can be used to design appealing and effective educational games for formal and informal learning contexts, based upon associative, cognitive and situative learning theories.

TL;DR: Analysis of observation data suggests that blending this interactive game-based approach with traditional classroom delivery encouraged the teachers and students to engage in communal discussions and debriefing during and after game play.

TL;DR: In this article, an evidence-based review and synthesis on the design and use of serious games in higher education is presented. And the authors outline the potential of classifying the links between learning attributes and game mechanics as a means to scaffold teachers' understanding of how to perpetuate learning in optimal ways while enhancing the in-game learning experience.

TL;DR: A flow framework that describes the dimensions of flow experience that can be used to analyze the quality of educational games is presented and indicates that the framework is a useful tool to aid the analysis of game-based learning experiences.