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.