They are validated through qualitative interviews with eight (8) game-based learning experts. Consequently, this article explains on twelve (12) implicit relationships in perspective of game environment domain and learners. Therefore, this article highlights the proposed multi-domain framework for game developers to effectively map the game elements while extracting implicit vaguely supported relationships based on game environment domain and learner’s concepts through a systematic literature review. Although, relationships are vaguely dispersed in literature understanding the need to interrelate other concepts of game environment with learner’s expectations, and how the elements of game environment interact throughout the play is essential. Hence, this requires a projecting need of understanding the relationships that allows an enhancement in the learning objectives for learners while interacting through the game environment. In addition, the learning environment, the rules embedded in the game, the theoretical aspects on which the game is built, and the learners/subject-matter experts all play a crucial role in EG. ![]() There are many ways in which the literature describes its importance in the current generation. ![]() In 21st century, one of the prominent learning tool in the education industry is highlighted as Educational games (EG).
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