ECGBL Mini Tracks

ECGBL Mini Track Submission Topics

Submit your Abstract to an Academic Conference


Mini Track call for papers on Gender Sensitive GBL

Mini Track Chair: Dr Bernadette Spieler, BSc MSc, Graz University of Technology / Institute for Software Technology, Austria

ECGBL 2019 Mini Track call for papers on Gender Sensitive GBL

The aim of this track is to investigate, the role of women and girls in games and GBL environments. Studies have indicated that many developed games exclude female gamers, that there are less successful games available for female teenagers than for their male counterparts, and there is less motivation for girls to become gamers (only 30% consider themselves gamers). Moreover, a gender bias in games has a negative impact on women who play and gender stereotyping in games can be damaging (e.g., a princess who needs a male hero to rescue her may serve as a trophy).

Video games with female protagonists are in the minority and according to a study conducted in 2017 by Quantic Foundry, female gamers rated female protagonists as “very” or “extremely” important. This was more than three times higher than the number of answers from male gamers. However, most characters in games are male, are not inclusive at all, and women still occupy secondary roles, or are objectified more often for several reasons (like marketing, lack of female game developers, or game developers who are not aware of gender issues).

This track will cover many aspects surrounding actively engaging female gamers, similarities and differences in gaming choices, motives, play behaviour, or performance of female and male gamers in GBL games. There is a need for more research to examine these topics and (GBL-) game developers have to rethink their strategies in order to target all cultures, genders, and interests. We are also interesting in research investigating the barriers to female game developers and what this means for women and girl gamers.

Suggested topics include but are not limited to:

  • Gender and Gaming
  • Gender and Diversity in GBL
  • Gender-Stereotyping and Roles of Women in Educational Games
  • Creation of gender-inclusive GBL Games: The Responsibility of Game Developers
  • Gender Inclusive Game Patterns, Genres, Platforms
  • Gender Differences/Similarities in the Gaming Behavior/Performance

Mini Track call for papers on Game-Based Learning and 21st Century Skills

Mini Track Chair: Thorkild Hanghøj, Aalborg University, Denmark

ECGBL 2019 Mini Track on Game-Based Learning and 21st Century Skills

It is widely assumed that playing and designing games in educational contexts can foster the development of 21st Century Skills such as communication, critical thinking, collaboration and creativity. However, in spite of the huge interest in the topic, little is known about how games may actually influence student acquisition of 21st Century Skills. Moreover, there is often confusion about what defines 21st Century Skills and how their development relates to specific game elements and teacher guidance. In this way, there is a clear demand for more empirical work on how to facilitate different forms of Game-Based Learning, which may develop students’ 21st Century Skills.

Suggested topics include but are not limited to:

  • Theoretical frameworks for conceptualising 21st Century Skills in relation to Game-Based Learning
  • How to design educational games for developing 21st Century Skills
  • The use of non-educational games (i.e. commercial games) for developing 21st Century Skills
  • The development of 21st Century Skills through designing games – e.g. designing board games or using game design software
  • Methods for documenting and assessing 21st Century Skills developed through game play

Mini Track call for papers on Game-Based Learning and Human Movement Interaction

Lars Elbæk

Md. Saifuddin Khalid

Mini Track Chair: Lars Elbæk, PhD, Associate Professor and Md. Saifuddin Khalid, PhD, Associate Professor, University of Southern Denmark

Mini Track on Game-Based Learning and Human Movement Interaction

Over the last couple of decades, a field seems to be emerging with the development and implementation of digital technologies for sport and physical movement, such as interactive playgrounds, exergames, interactive physical games, fitness games, health games, entertainment robots and quantifying yourself via motion monitoring your own movements. New trends like mobile platforms for game-based interaction, such as Pokémon GO, are also attempting to promote an active lifestyle. VR and AR mixed realities as such is also approaching the scene of human movement game-based learning.

Originating from the field of Human-Computer Interaction (HCI), a digitally supported movement and learning field in conjunction with design processes has contributed to the development of various game-based learning applications. The emerging field Human Movement Interaction (HMI) seeks to acquire sufficient understanding of the person(s) who moves and learns while interacting with digital systems or mediates acting together. Various games and interactive systems are promoting physical, activity learning, and, sport attempting to better exploit the potential of the digital technologies. To achieve an optimal mix, it is necessary to work purposefully in a broad – but well-defined interdisciplinary field, involving human-technology interaction, design processes and in-depth knowledge of bodily based learning and human movement.

The scope of this track encompasses the theoretical or empirical research on digital technology development or implementation that integrates game-based learning for or with human movement and sport.

Suggested topics include but are not limited to:

  • Analysis of existing digital game-based learning applications for human movement
  • Digital game-based learning designs (and prototypes) for human physical movement, sports, and health
  • Evaluation of fitness and health applications applying user experience and usability methods
  • Theory, methods and tools for the design of digital products and services for movement and health
  • Collaborative learning environments with movement games


Mini Track call for papers on Escape rooms / Games for Learning

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

ECGBL 2019 Mini Track call for papers on Escape Rooms / Games for Learning

Escape rooms are adventure games in which players work together to solve puzzles using hints, clues, and a strategy to escape from a locked room. Despite being a relatively new concept, they are becoming increasingly popular as a team building activity due to the fact that they require players to quickly adopt successful team strategies in order to progress through the game successfully. The nature of the game means that their communication skills, trust, critical thinking and creativity will all be put to the test.

From a pedagogical point of view, escape games are a methodology based on a social-constructivist approach, with the player (student) being called to face new, rather difficult problems, which can be solved thanks to interaction with peers and support of the gamemaster (teacher). With that in mind, in recent years there have been several attempts to exploit the escape game concept for educational purposes, as research findings have demonstrated that educational escape games elicit high motivation and engagement on the part of the participants. Moreover, it has been shown that many participants experienced flow, a state of mind, which has been considered as beneficial for successful learning.

The main focus of this Research Topic is to provide an overview of how escape rooms/games are currently being used a game-based learning approach to break out from the traditional classroom routine and to foster creativity and engagement. Contributors are expected to demonstrate the educational potential and versatility of escape rooms/games for learning purposes.

Suggested topics include but are not limited to:

  • Case studies describing best and worst practices
  • Comparisons and combinations of traditional approaches and Game-Based Learning approaches using escape rooms/games
  • Game-Based Learning methodologies and frameworks for educational escape rooms/games
  • Curriculum integration of educational escape rooms/games
  • Players’ perception of educational escape rooms/games