ECGBL Call for Papers

• Academic Papers
• Case Studies
• Work in-Progress Papers
• PhD Papers
• Masters Papers
• Posters and Presentations
• Non- Academic or Practitioner Contributions
  

Aims and Scope

ECGBL focuses on the intersection of games, technology, and education, aiming to advance knowledge and innovation in the field. The scope is comprehensive, addressing both the theoretical foundations and practical applications of games in various learning environments, and offering a venue for discussing new challenges and future directions in games-based learning. It is also interdisciplinary, considering the application of game-based learning across society, from traditional education through to business applications, government and healthcare, as well as cultural initiatives.  The call for papers for the ECGBL conference asked for contributions that considered the following topics. In addition, the committee welcomed papers on a number of specialist mini-tracks which can be seen at the end of this list.

Games-Based Learning (GBL) Theories and Models

• Exploration of theoretical frameworks underpinning games-based learning.
• Models that explain how and why games enhance learning.
• Cognitive and motivational theories related to gameplay and learning outcomes.
• The role of experiential learning and constructivism in game-based environments.

Game Design for Education

• Best practices in the design and development of educational games.
• Principles of gamification and how they can be applied to non-game contexts.
• User experience (UX) and user interface (UI) considerations for educational games.
• Collaboration between game designers, educators, and subject matter experts.

Serious Games for Skill Development

• Use of serious games to teach complex skills such as problem-solving, critical thinking, and teamwork.
• Case studies of games developed for professional training, including sectors like healthcare, military, and business.
• Games for soft skills development, including communication, empathy, and leadership.
• Assessing the effectiveness of games for skill acquisition and retention.

Gamification in Learning

• Application of gamification techniques to enhance motivation in traditional learning environments.
• Analysis of reward systems, leaderboards, badges, and progression mechanics.
• Gamification in corporate training and adult education.
• Balancing gamification elements with educational objectives.

Assessment and Evaluation in Games-Based Learning

• Methods for assessing learning outcomes in game-based learning environments.
• Use of analytics to measure engagement, progress, and knowledge retention in games.
• Adaptive learning and personalization through games.
• Challenges in standardizing assessment methods for GBL.

Games for Social and Emotional Learning

• Role of games in developing social-emotional skills, including empathy, resilience, and cooperation.
• Multiplayer and collaborative games that foster teamwork and communication.
• Addressing bullying, inclusion, and diversity through games.
• Games designed to build emotional intelligence and self-regulation.

Technology and Innovation in Games-Based Learning

• Emerging technologies in game-based learning, such as virtual reality (VR), augmented reality (AR), and artificial intelligence (AI).
• Use of mobile and tablet games for education.
• Integration of interactive simulations and immersive experiences in learning.
• Exploring the potential of mixed reality and AI-driven adaptive learning systems.

Games for Specific Learner Groups

• Games designed for early childhood education and primary school students.
• GBL approaches for secondary and higher education.
• Accessibility considerations for learners with special needs.
• Games tailored to adult learners and lifelong learning contexts.

Games-Based Learning in Formal and Informal Settings

• The role of games in formal education environments, including schools and universities.
• Use of games in informal and non-traditional learning settings, such as museums, libraries, and after-school programs.
• Community-driven game-based learning initiatives.
• Games for public awareness campaigns and societal impact.

Cultural and Ethical Aspects of Games-Based Learning

• Exploration of cultural contexts and their impact on game-based learning design and reception.
• Ethical considerations in the use of games for education.
• Addressing biases, stereotypes, and representation in educational games.
• Discussion of privacy, data security, and the digital well-being of learners in game-based environments.

Mini Tracks

Games for Civic Education

Mini Track Chair: Martin Sillaots, Tallinn University,  Estonia

A cornerstone of any functioning democracy is its citizens’ trust in democratic institutions and satisfaction with the democratic process itself. The key factors are political interest and knowledge. This is especially true at a time when populist discourses around the world often promote political cynicism and alienation. Different institutions worldwide offer various educational activities, including simulations and serious games. Games and simulations are an appealing form of civic education because of their potential to be highly engaging and to dynamically model complex systems (such as the parliamentary process). In other words, games can help raise both political interest and knowledge. We invite researchers to present their studies about games used to promote, teach, or develop democracy in different layers of society.

Topics of interest include, but are not limited to: 

• Parliament and government simulations
• Games to develop political knowledge.
• Grassroots-level/vernacular game creation as a format of political activism.
• Studies of political propaganda games.
• Political expression and activism in multiplayer games and virtual worlds
• Seminar games as a civic activity to find solutions for societal issues.

Educational Escape Rooms

Mini Track Chair: Dr Panagiotis Fotaris, University of Brighton, UK

Escape rooms have become more than just captivating adventure games; they represent a dynamic and immersive method for engaging learners in a hands-on, problem-solving environment. In these experiences, participants collaborate to decipher puzzles, uncover clues, and devise strategies to either escape from a locked room or open secure boxes. While entertaining, these experiences offer a powerful opportunity to apply game-based learning principles. Participants move beyond passive engagement, becoming active learners who must employ critical thinking, communication, trust-building, and creativity to overcome challenges.  From a pedagogical standpoint, escape rooms align with social-constructivist learning theories, where learners—much like players in an escape room—tackle new and complex problems that are best solved through interaction with peers and guidance from a facilitator (the gamemaster). Recent research has demonstrated the effectiveness of educational escape rooms in promoting motivation, engagement, and a state of flow—a psychological state known for enhancing learning outcomes.  This Research Topic invites contributions that explore the transformative potential of escape rooms as a tool for reshaping education. By fostering creativity, collaboration, and active engagement, escape rooms break away from traditional learning models, offering new, innovative ways to engage students in a rapidly changing educational landscape. We seek papers that highlight the educational versatility and potential of escape rooms across diverse learning environments.

Suggested topics include but are not limited to:

• Versatile Applications of Escape Rooms in Education: Investigate the various ways escape rooms can be utilized across different educational levels, subjects, and settings.
• Pedagogical Approaches to Game-Based Learning: Examine the strategies, frameworks, and methodologies that underpin the successful integration of escape rooms in education.
• Technology and AI in Educational Escape Rooms: Explore the role of emerging technologies and AI in enhancing escape room experiences and their educational impact.
• Measuring Learning Outcomes: Assess how escape rooms influence cognitive skills, problem-solving abilities, and collaboration.
• Inclusive Design in Educational Escape Rooms: Discuss best practices for ensuring escape room designs are accessible to all learners, including those with disabilities.

Educational Non-Digital Games

 Mini Track Chair: Sónia Pais, Polytechnic of Leiria, Portugal

Educational non-digital games refer to analog or tradicional games that are designed with the primary purpose of facilitating learning and educational objectives. The games can take various forms, including board games, card games, role-playing games and other hands-on activities.

The use of non-digital games in education is based on the idea that interactive and engaging experiences can enhance the learning process by promoting critical thinking, problem-solving, collaboration and other valuable skills.

Educators often leverage these games to make learning more enjoyable and effective across various subjects and age groups.

This track aims to foster academic discussion on the effectiveness of analog games as tools for enhancing learning experiences and promoting engagement in educational contexts.

 Suggested topics include but are not limited to:

• Theoretical frameworks for conceptualising game-based teaching with non-digital games;
• Pedagogical approaches to facilitating learning in relation to non-digital games;
• Pedagogical approaches that explore the effect of using non-digital games on the development of soft skills, such as teamwork, problem-solving, decision-making, leadership and critical thinking;
• Comparisons and combinations of traditional approaches and Game-Based Learning approaches using non-digital games;
• Case studies describing best and worst practice;
• Empirical studies that explore or assess learning in relation to non-digital games activities.

Important Dates