Interest in gamification in higher education has been growing steadily in the past decade. Using games and game elements has been shown to increase student engagement, motivation, and autonomy. This article draws parallels between game elements, instructional design, and the teaching of business and professional communication. It suggests ways…

What constitutes appropriate practice in physical education? NASPE suggests the outcome of a physical education program should be that adolescents have gained the skills and knowledge to be physically active for a lifetime. Furthermore, a physically educated person consistently demonstrates responsible personal and social behavior in physical…

When games are approached as a pedagogical methodology, the homologies between games and technical communication are highlighted: pedagogy that teaches people to play and succeed within certain confines; classroom assessment that provides meaningful feedback to encourage self-improvement; instructional design that incorporates gaming theory and…

The sustainable development of society has attracted a lot of research efforts. A strategic aspect to the society's evolution is introduced by the game theory (Fernandez, 2011, p. 1). The research question is as follows: how to organize the process of teaching and learning in education for sustainable development? The aim of the research is to…

The authors present a simplified, "stripped-down" version of poker as an instructional classroom game. Although Stripped-Down Poker is extremely simple, it nevertheless provides an excellent illustration of a number of topics: signaling, bluffing, mixed strategies, the value of information, and Bayes's Rule. The authors begin with a description of…

Describes and defines the education for improving human potential movement, and examines the contributions of Dewey, Lewin, Maslow, and Thelen. Also discussed are the need for this movement and the role of simulation/gaming in relation to human potential development. Brief descriptions of five games for achieving growth are appended. (Author/CMV)

Introduces epistemic game theory as a framework for thinking about the design of "constructivist" learning environments, and offers examples and suggestions for epistemic games in classrooms. Discusses epistemic complexity, epistemic game theory, the development of epistemic fluency, and the role of technology in the development of…

Two game concepts, "frame games" and "game chains," are described, with suggestions of how they can be used to build effective, interactive teaching and learning situations. The frame game approach is based on applying selected teaching strategies in diverse settings, while game chains link frame games in a learning sequence. (FG)

Using Adar's fourfold classification of students according to dominant motive for learning, it is argued that simulation games possess greater motivational power than other techniques of instruction given their ability to overcome three motivational difficulties. (CMV)

Schools have much to learn from video games and the gaming community. By providing compelling activities for motivating otherwise indifferent learners, video games can potentially help teachers improve the design of learning environments. However, there are considerable rhetorical and practical barriers between the schooling and gaming communities…

This article introduces development and design approaches to organizational change (DIL). Simulation games can be used for promoting organizational development. They offer an arena for organization members to analyze the present state of an organization and create new organizational solutions. The bridge between the present and future mode of…