CFP: International Journal of Game-Based Learning

Authors are invited to submit manuscripts to be considered for inclusion in the fourth issue of the third volume of the International Journal of Game-Based Learning (IJGBL) (  to be published in October 2013. Papers should be submitted on or before 8th April March 2013 to

The mission of the International Journal of Game-Based Learning (IJGBL) is to promote knowledge pertinent to the design of Game-Based Learning environments, and to provide relevant theoretical frameworks and the latest empirical research findings in the field of Game-Based Learning. The main goals of IJGBL are to identify, explain, and improve the interaction between learning outcomes and motivation in video games, and to promote best practices for the integration of video games in instructional settings. The journal is multidisciplinary and addresses cognitive, psychological and emotional aspects of Game-Based Learning. It discusses innovative and cost-effective Game-Based Learning solutions. It also provides students, researchers, instructors, and policymakers with valuable information in Game-Based Learning, and increases their understanding of the process of designing, developing and deploying successful educational games. IJGBL also identifies future directions in this new educational medium.

Topics to be discussed in this journal include (but are not limited to) the following:

- Adaptive games design for Game-Based Learning
- Design of educational games for people with disabilities
- Educational video games and learning management systems
- Game design models and design patterns for Game-Based Learning
- Instructional design for Game-Based Learning
- Integration and deployment of video games in the classroom
- Intelligent tutoring systems and Game-Based Learning
- Learning by designing and developing video games
- Games for change
- Learning styles, behaviors and personalities in educational video games
- Mobile development and augmented reality for Game-Based Learning
- Motivation, audio and emotions in educational video games
- Role of instructors
- Virtual worlds and Game-Based Learning
- Gamification

Research papers submitted for this journal must be original submissions and should be between 5,500 to 8,000 words in length. Interested authors must consult the journal’s guidelines for manuscript submissions ( prior to submission. All submissions will be forwarded to at least three members of the Editorial Review Board of the journal for double-blind, peer review. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers. All submissions must be forwarded electronically to no later than 8th April 2013.

Out of sync: Adventures with gameplay footage

I'm working on a new research project that will look at the game console as a socialization hub. That's all I really know for now because data collection just started and I'm having a blast. What is less fun is trying to figure out all the devices, setups, cables, wires and systems that are needed for this to work. I thought I had this all figured out, especially after working with some of this equipment for my dissertation, but the technology keeps changing.
Read More

A role for exogenous games?

Last year, I was offered to teach a class called on grammar and structural linguistics, which I accepted with some hesitance because I considered it a bit outside of my comfort zone. I've taught sociolinguistics and communications courses before, but this is hardcore linguistics, requiring knowledge not just of grammar but also of how to analyze the syntactic structure of sentences using grammar trees. What made it even more intimidating was that these were four hour courses, and I had to make it interesting to the students. Games, then.
Read More

The Self-Imposed Challenge

I've often experimented with assessment in my classes. I once--somewhat masochistically--asked students to come up with questions for me to take as a midterm. (The point of it was to turn the idea of a midterm on its head, not to find out what students know, but what they don't know, and why. It's a very effective way of finding out gaps in their knowledge and be able to fill it quickly. It was a small class, fortunately, and I changed the format the next time round, asking the students to make their own midterms for each other.)

For all the talk about games-based learning and gamification of the classroom (not sure about the latter yet, will blog about it in due time), I'm surprised the question of assessment hasn't come up as often as it should have. If it does come up, it's usually in the form of using games as assessment (e.g., designing a game that demonstrates your understanding of something). Having worked with some assessment gurus in the past, I'm always pushing myself to rethink assessment and to avoid traditional forms of assessments like the plague, so a few ideas inspired by games have seeped into my head over the years.

Read More