Game-Based Language Learning

Literaturliste der Arbeitsstelle für Lehrwerkforschung und Materialentwicklung (in Auswahl)

Zusammenstellung: M. Gerlach / Stand: 10/2016

++wird fortlaufend aktualisiert++

 

  • Acocella, I. (2012). The focus groups in social research: Advantages and disadvantages. Quality & Quantity, 46, 1125–1136. DOI 10.1007/s11135-011-9600-4.
  • Ang, C.S., & Zaphiris, P. (2006). Developing enjoyable second language learning software tools: A computer game paradigm. In P. Zaphiris & G. Zacharia (Eds.), User centered computer aided language learning, 1-22. New York: Idea Group. 
  • Ang, C.S., & Zaphiris, P. (2007). Computer games and language learning. Kid, T. & H. Song (Ed.), Handbook of research on instructional systems & technology, 449-462. Hershey, PA: IGI Global.
  • Arnseth, H. C. (2006). Learning to play or playing to learn: A critical account of the models of communication informing educational research on computer gameplay. Games Studies, 6(1).
  • Bado, N. (2014). Video games and English as a foreign language education in Burkina Faso. OhioLink. Retrieved September 2016 from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334
  • Baltra, A. ( 1990). Language learning through computer adventure games. Simulation & Gaming: An Interdisciplinary Journal, 21, 445-452.
  • Bradley, L., Lindström, B., & Rystedt, H. (2010). Rationalities of collaboration for language learning in a wiki. ReCALL, 22 (2), 247-265.
  • Bogost, I. (2011). “Gamification is bullshit.” The Atlantic, August 5, 2016. Retrieved from: http://www.theatlantic.com/technology/archive/2011/08/gamification-is-bullshit/243338/
  • Brown, D.et.al (2013). Engaging students with intellectual disabilities through games based learning and related technologies. In International Conference on Universal Access in Human-Computer Interaction, 573-582. Heidelberg: Springer. 
  • Bryant, T. (2006). Using World of Warcraft and other MMORPGs to foster a targeted, social, and cooperative approach toward language learning. Retrieved July 2016, from http://nrl.northumbria.ac.uk/279/1/kongmee%20iverg%20paper2.pdf
  • Casey, G. (2013). Building a student-centered learning framework using social framework in the middle years classroom: An action research study. Journal of Information Technology Education Research, 12, 159-189.
  • Chapelle, C. (1997). CALL in the year 2000: Still in search of research paradigms? Language Learning & Technology, 1(1), 19-43. Retrieved July 2016, from http://llt.msu.edu/vol1num1/chapelle/default.html
  • Chiong, R., & Jovanovic, J. (2012). Collaborative learning in online study groups: An evolutionary game theory perspective. Journal of Information Technology Education: Research, 11, 81-101.
  • Cornillie, F., Thorne, S. L., & Desmet, P. (2012). Digital games for language learning: From hype to insight? ReCALL Journal, special issue: 24(3), 243–256.
  • deHaan, J., Reed, W. M., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14 (2), 74-94.
  • Dillenbourg P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.) Collaborative-learning: Cognitive and computational approaches, 1-19. Oxford: Elsevier.
  • Dillenbourg, P., Baker, M., Blaye, A., & O'Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Ed). Learning in humans and machine: Towards an interdisciplinary learning science, 189–211. Oxford: Elsevier.
  • Dourda, K., Bratitsis, T., Griva, E., & Papadopoulou, P. (2014). Content and language integrated learning through an online game in primary school: A case study. The Electronic Journal of e-Learning, 12 (3), 243-258.
  • Filsecker, M. & M. Kerres (2014). Engagement as a volitional construct. A conceptual framework for theory, research, and instructional design of educational games. Simulation & Gaming Volume 45, Issue 4-5, 450-470. 
  • Filsecker, M. & M. Kernes (2013). Designing and studying educational games: Limitations of current design and research approaches in game-based learning. Big, B. & S. Stoppl (Ed). Playing with Virtuality, Theories and Methods of Computer Science Studies, 349-368. Frankfurt: Peter Lang Verlag. 
  • Friedemann, S. , Jantke, K.P. & L. Baumbach (2015). Textbook Gamification: Methods and Technologies. Computer Supported Education. 7th International Conference, CSEDU 2015, Lisbon, Portugal, May 23-25, 2015, Revised Selected Papers: Volume 583 2016, 404-424. 
  • Fullerton, T. (2008). Game design workshop: A playcentric approach to creating innovative games. Amsterdam, Netherlands: Elsevier.
  • Games and Learning Research Report (2014). Teachers Surveyed on Using Digital Games in Class. Game and Learning. Retrieved October 2016 from http://www.gamesandlearning.org/2014/06/09/teachers-on-using-games-in-class/. 
  • Garcia-Carbonell, A., Rising, B., Montero, B., & F. Watts (2001). Simulation/gaming and the acquisition of communicative competence in another language. Simulation & Gaming: An Interdisciplinary Journal, 32, 481-491.
  • Gee, J. (2007). What video games have to teach us about learning and literacy (2nd ed.). New York, NY: Palgrave Macillan.
  • Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold.
  • Heinen, R. & M. Kernes (2015). Individuelle Förderung mit digitalen Medien. Handlungsfelder für die systematische, lernförderliche Integration digitaler Medien in Schule und Unterricht. Im Auftrag der Bertelsmann Stiftung, 96-162. Retrieved October 2016 from https://www.bertelsmann-stiftung.de/en/publications/publication/did/individuell-foerdern-mit-digitalen-medien/. 
  • Holden, C., & Sykes, J. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning, 1(2), 1–18.
  • Ifenthaler, D., Eseryel, D. & Ge Nun (2012). Assessment in Game-Based LearningFoundations, Innovations, and Perspectives. Heidelberg u.a.: Springer
  • Jantke, K.P. (2011). Potenziale und Grenzen des spielerischen Lernens. In Metz, M. &. F. Theis (Ed.), Digitale Lernwelt - Serious Games. Einsatz in der beruflichen Weiterbildung, 77-84.Bielefeld: Bertelsmann. 
  • Johnson, R., & D. Johnson(1994). An overview of cooperative learning. In R. V. A. N. J. Thousand (Ed.), Creativity and collaborative learning: A Practical guide to empowering students and teachers, 31-43. Baltimore: Paul H. Brookes.
  • Kerres, M. (2016).  E-Learning oder Digitalisierung in der Bildung: Neues Label oder neues Paradigma? Grundlagen der Weiterbildung – Praxishilfen, 7.30.10.80, 159-171. Neuwied: Luchterhand Verlag 
  • Kerres, M. (2016). Lernprogramm, Lernraum oder Ökosystem? Metaphern in der Mediendidaktik. Mayrberger, K. & P. Bettine (Ed.) Jahrbuch Medienpädagogik 13, 15-28. Berlin: Springer.  
  • Kerres, M., Bormann, M & M. Vervenne (2009). Didaktische Konzeption von Serious Games: Zur Verknüpfung von Spiel- und Lernangeboten. Zeitschrift für Theorie und Praxis der Medienbildung 8, 1-16. 
  • Klopfer, E., Osterweil, S. & K. Salen (2009). Moving learning games forward: Obstacles opportunities and openness. The Education Arcade (Website). 
  • Kozar, O. (2010). Towards better group work: Seeing the difference between cooperation and collaboration. English Teaching Forum, 2, 16-23. Retrieved September 2016 from https://americanenglish.state.gov/files/ae/resource_files/forum_article-_towards_better_groupwork-_seeing_the_difference_between_cooperation_and_collaboration.pdf.
  • Laurel, S. (2000). Putting cooperative learning to the test. Harvard Education Letter, 16 (3).
  • Lampert, C., Schwinge, C. & D.Tolks (2009). Der gespielte Ernst des Lebens: Bestandsaufnahme und Potenziale von Serious Games (for Health). Zeitschrift für Theorie und Praxis der Medienbildung. Themenheft Nr. 15/16: Computerspiele und Videogames in formellen und informellen Bildungskontexten. Retrieved October 2016 from http://www.medienpaed.com/article/view/104.
  • Lee, W., Huang, W., Liu, Y., & Wu, H. (2011). A study of cooperative and collaborative online game-based learning systems. In M. Chang, W. Hwang, M. Chen, & W. Muller (Ed.). Proceedings of the 6th international conference on e-learning and games, edutainment 2011, 163-167. Heidelberg: Springer.
  • Li, K., Bado, N., Smith, J., & Moore, D. (2013). Blogging for teaching and learning: An examination of experience, attitudes and levels of thinking. Contemporary Educational Technology, 4(3), 172-186.
  • Liu, T. Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25, 515–527. 
  • Marr, A.C. (2010). Serious Games für die Informations- und Wissensvermittlung. Bibliotheken auf neuen Wegen. Wiesbaden: Dinges & Frick. 
  • Marks, C. (2005). Do you know me ? Do teacher attitudes towards gaming influence learning ? Educational Leadership Project, 1–2. Retrieved October 2016 from http://www.elp.co.nz/files/Marks%20C%20-%20Do%20you%20know%20me%20-%20Do%20teacher%20attitudes%20towards%20gaming%20influence%20learning(1).pdf. 
  • Mitgutsch, K. & H. Rosenstingl (2009). Schauplatz Computerspiele, Vienna: Lesethek Verlag. 
  • Oblinger, D. (2006). Games and Learning. Digital games have the potential to bring play back to the learning experience. Educause. Retrieved from http://www.educause.edu/ir/library/pdf/eqm0630.pdf.
  • Oei, A. C., & Patterson, M. D. (2013). Enhancing Cognition with Video Games: A Multiple Game Training Study. PLoS ONE 8(3): e58546
  • Olaniran, B. A., Rodriguez, N. B., & Williams, I. M. (2010). Cross-Cultural Challenges in Web-Based Instruction. Knowledge Management & E-Learning: An International Journal 2(4), 448–465.
  • Paez, S., Maloney, A., Kelsey, K., Wiesen, C., & Rosenberg, A. (2009). Parental and Environmental Factors Associated with Physical Activity Among Children Participating in an Active Video Game. Pediatric Physical Therapy, 21(3), 245–253.
  • Palloff, R. (2010). Beyond the looking glass: What faculty and students need to be successful online. In K. &. S.-R. J. Rudestam (Ed.), Handbook of online learning, 2nd ed., 370–386. Thousand Oaks: SAGE.
  • Pan, Zhigeng et. al (2008). Technologies for E-learning and Digital Entertainment. Berlin: Springer.
  • Panoutsopoulos, H., & D. G. Sampson (2012). A Study on Exploiting Commercial Digital Games into School Context. Educational Technology & Society, 15 (1), 15–27.
  • Panzoli, D., Peters, C., & Dunwell, I. (n.d.). A Level of Interaction Framework for Exploratory Learning with Characters in Virtual Environments. Studies in Computational Intelligence, 312, 123-143.
  • Papastergiou, M. (2009). Digital Game-Based Learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1–12.
  • Papastergiou, M. (2009). Exploring the potential of computer and video games for health and  physical education: A literature review. Computers & Education, 53(3), 603–622.
  • Paredes, H., Pinho, A., & Zagalo, N. (2012). Challenges of Health Games in the Social Network Environment. Games for Health Journal, 1(2), 171–173.
  • Park, H. R. (2012). Four English Language Learners ’ Experiences and Strategy Use in Learning Environments of Multiliteracies. Scholar Commons. Retrieved October 2016 from http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=5390&context=etd. 
  • Pate, R. R. (2008). Physically active video gaming - An effective strategy for obesity  prevention? Archives of pediatrics & Adolescent Medicine, 162(9), 895–896.
  • Paulicke, P., Schmidt, T. & T. Ehmke (2015). 'Hier werden Parallelwelten im Unterricht sichtbar – Multiperspektivische Unterrichtsvideos in der universitären LehrerInnenausbildung ' Seminar, Bd 3, S. 15-27.
  • Paw, M. J. M. C. A., Jacobs, W. M., Vaessen, E. P. G., Titze, S., & van Mechelen, W. (2008). The motivation of children to play an active video game. Journal of Science and Medicine in Sport, 11(2), 163–166.
  • Pedersen, R. E. (2003). Game Design Foundations. Plano: Wordware Publishing, Inc.
  • Penko, A. L., & Barkley, J. E. (2010). Motivation and physiologic responses of playing a physically  interactive video game relative to a sedentary alternative in children. Annals of Behavioral Medicine, 39(2), 162–169.
  • Peterson, M. (2008). Virtual Worlds in Language Education, 4(3), 29–37.
  • Peterson, M. (2009). Computerized Games and Simulations in Computer-Assisted Language Learning: A Meta-Analysis of Research. Simulation & Gaming, 41(1), 72–93.
  • Peterson, M. (2010). The use of computerized games and simulations in computer assisted language learning: A meta-analysis of research. Simulation & Gaming: An Interdisciplinary Journal, 40(1), 863-885.
  • Peterson, M. (2012). Learner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis. ReCALL, 24(03), 361–380.
  • Petko, D. (2008). Unterrichten mit Computerspielen: Didaktische Potenziale und Ansätze für den gezielten Einsatz in Schule und Ausbildung. In J. &. P. D. Fromme (Ed.), Computerspiele und Videogames. Zürich: MedienPädagogik.
  • Pfannstiel, J., Sänger, V. & C. Schmidt (2009). Game-based Learning im Bildungskontext einer Hochschule – ein Praxisbericht, MedienPädagogik.Zeitschrift für Theorie und Praxis der Medienbildung, 15, 1-21.
  • Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26–56.
  • Poels, K., Kort, Y. De, & Ijsselsteijn, W. (2012). Identification and Categorization of Digital Game Experiences: A Qualitative Study Integrating Theoretical Insights and Player Experiences. Westminster Papers, 9(1), 107–129.
  • Prensky, M. (2007). Digital game-based learning. 2nd ed. St. Paul: Paragon House.
  • Primack, B. A., et. al (2012). Role of video games in improving health-related outcomes. American Journal of Preventive Medicine, 42(6), 630–638.
  • Purushotma, R., Thorne, S. L., & J. Wheatley (2009). 10 Key Principles for Designing Video Games for Foreign Language Learning. lingual games. Retrieved September 2016 from https://lingualgames.wordpress.com/article/10-key-principles-for-designing-video-27mkxqba7b13d-2/.
  • Quinn, M. (2013). Introduction of Active Video Gaming Into the Middle School Curriculum as  a School-Based Childhood Obesity Intervention. Journal of Pediatric Health, 27(1), 3–12.
  • Raby, R. (2010). Public Selves, Inequality, and Interruptions: The Creation of Meaning in Focus Groups with Teens. International Journal of Qualitative Methods, 9(1), 1–15.
  • Rahimi, M., & M. Katal (2012). Metacognitive strategies awareness and success in learning English as a foreign language: an overview. Procedia - Social and Behavioral Sciences, 31(2011), 73–81.
  • Rahmani, E., & S. A. Boren (2012). Videogames and Health Improvement: A Literature Review of Randomized Controlled Trials. Games for Health Journal, 1(5), 331–341.
  • Rama, P. S., Black, R. W., van Es, E., & M. Warschauer  (2012). Affordances for second language learning in World of Warcraft. ReCALL, 24(03), 322–338.
  • Ranalli, J. (2008). Learning English with The Sims : exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441–455.
  • Ranalli, J. (2009). Prospects for Developing L2 Students’ Effective Use of Vocabulary Learning-Strategies via Web- Based Training, CALICO Journal 27(1), 1-161.
  • Rankin, Y. et.al (2009). Time will tell: In-game social interactions that facilitate second language acquisition. In R. M. Young (Ed.), Proceedings of the 4th international conference on foundations of digital games,161–168. 
  • Rapeepisarn, K. et.al (2008). The relationship between game genres, learning techniques and learning styles in educational computer games. In A. Pan, Zhigeng, Zhang, Xiaopeng, EL Rhalibi (Ed.), Technologies for E-learning and Digital Entertainment, 497–508. Berlin: Springer.
  • Razak, N. Z. A. (2000). Motivational factors and learners’ strategies in the English as a Second Language classroom at Universiti Teknologi Malaysia with special reference to computer assisted language learning. University of Stirling.
  • Razak, N. Z. A. et.al  (2012). Assessing the Use of English Language Learning Strategies among Secondary School Students in Malaysia. Procedia - Social and Behavioral Sciences, 66, 240–246.
  • Read, J. (1988). Measuring the Vocabulary Knowledge of Second Langauge Learners. RELC Journal, 19(2), 12–25.
  • Reinders, H. (Ed.). (2012a). Digital Games in Language Learning and Teaching. Palgrave Macmillan.
  • Reinders, H. (2012b). Digital Games in Language Learning and Teaching, pp.232. Palgrave Macmillan.
  • Reinders, H., & Wattana, S. (2011). Learn English or die : The effects of digital games on interaction and willingness to communicate in a foreign language. Digital Culture & Education, 3(1), 3–28.
  • Reinhardt, J. (2008). Negotiating meaningfulness An enhanced perspective on interaction. Mediating discourse online3, 219–244.
  • Reinhardt, J. (2012). Potentials for digital game-mediated foreign language teaching and learning. Fremdsprachen Und Hochschule, 85, 157–173.
  • Reinhardt, J. & J.M. Sykes (2011). Framework for Game‐enhanced Materials Development. Tucson, AZ: Center for Educational Resources in Culture, Language and Literacy. Retrieved October 2016 from http://www.u.arizona.edu/~jonrein/pubs/whitepaper1_materials_fmwk_trunc.pdf. 
  • Reinhardt, J., &  J.M. Sykes, (2011a). Conceptualizing Digital Game-Mediated L2 Learning and Pedagogy. New Language Learning and Teaching Environments32-49. 
  • Reinhardt, J., & J.M. Sykes (2011b). Game-enhanced or game-based. New Language Learning and Teaching Environments  1–14.
  • Reinhardt, J. & S. Thorne (2011). Beyond comparisons: Frameworks for developing digital L2 literacies. In N. Arnold & L. Ducate (Ed.), Present and Future Promises of CALL: From Theory and Research to New Directions in Language Teaching, 257-280.
  • Richards, J. C. (2008). Second Language Teacher Education Today. RELC Journal, 39(2), 158–177.
  • Ritterfeld, U. &. W. R. (2006). Video Games for Entertainment and Education. In P. &. B. J. Vorderer (Ed.), Playing video games. Motives, responses, and consequences., LEA’s communication series (pp. 399–413). Mahwah: Lawrence Erlbaum.
  • Ritterfeld, U., & Cody, M. &. V. P. (Ed.). (2009). Serious Games. Mechanisms and effects. New York: Routledge.
  • Rivers, W. P. (2001). Autonomy at All Costs: An Ethnography of Metacognitive Self-Assessment and Self-Management among Experienced Language Learners. The Modern Language Journal, 85(2), 279–290.
  • Roberts, L., & Siyanova-Chanturia, A. (2013). Using Eye-Tracking To Investigate Topics in L2 Acquisition and L2 Processing. Studies in Second Language Acquisition, 35(02), 213–235.
  • Robertson, J. &. H. C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559–578.
  • Robertson, M. (2013). Can’t play, won’t play, October 2010. HideandSeek. Retrieved October 2016 from http://hideandseek.net/2010/10/06/cant-play-wont-play/
  • Roche, J. (2008). Handbuch Mediendidaktik - Fremdsprachen (3rd ed.). Ismaning: Hueber Verlag.
  • Roehr, K. (2004). Exploring the role of explicit knowledge in adult second language learning . Language proficiency, pedagogical grammar and language learning strategies. CRILE Working Papers No. 59 (2004), 1–22.
  • Rollings, A. &. E. Adams (2003). Andrew Rollings and Ernest Adams on Game Design. Berkley, CA: New Riders.
  • Romero, M. (2012). Learning though playing or against each other? Promoting collaborative Learning in Digital Game Based Learning. ECIS 2012 Proceedings. Paper 93.
  • Rosell-aguilar, F. (2013). Podcasting for language learning through iTunes : The Learner's View. Language Learning & Technology October, Volume 17, Number 3, 74–93.
  • Rosenberg, D. (2008). The influence of video games on the scholarly and relational activity of  children: American study. Archives de Pediatrie, 15(2), pp. 226.
  • Rouse, R. I. (2004). Game Design Theory and Practice (2nd ed.). Plano, TX: Jones & Bartlett Publishers.
  • Rubin, J. (1994). A Review of Second Language Listening Comprehension Research. The Modern Language Journal, 78(2), 199–221.
  • Rudestam, K. &. S.-R. J. (Ed.). (2010). Handbook of online learning (2nd ed.). Thousand Oaks: SAGE.
  • Ryan, R., & E. Deci (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67.
  • Ryan, S., & S. Mercer (2012). Language Learning Mindsets Across Cultural Settings: English Learners in Japan. OnCUE Journal, 6(1), 6–22
  • Şad, S. N. & Ö. Göktaş  (2014). Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Education Technology, 45, 606–618. 
  • Salen, K. & E. Zimmermann (2003). Rules of Play: Game Design Fundamentals. MIT Press. 
  • Salmon, G. (2009). The future for (second) life and learning. British Journal of Educational Technology, 40(3), 526–538.
  • Sardone, N.B. & R. Devlin-Scherer (2009). Teacher Candidates' Views of Digital Games as Learning Devices. Issues in Teacher Education, 18(2), 47-67.
  • Saunderson, R. (2011). Gamification utilizes the experience of fun, along with intrinsic motivation and rewards, to engage and captivate individual learners. LudiCall Website. 
  • Schelhowe, H. (2006). Medienpädagogik und Informatik: Zur Notwendigkeit einer Neubestimmung der Rolle digitaler Medien in Bildungsprozessen. Medienpädagogik. Zeitschrift für Theorie und Praxis der Medienbildung.
  • Schell, J. (2014). The Art of Game Design : A Book of Lenses. (2nd ed.) Taylor & Francis. 
  • Schmidt, T. (2007). Gemeinsames Lernen mit Selbstlernsoftware im Englischunterricht. Tübingen: Gunter Narr Verlag.
  • Schmidt, T. (2016). 'APPschaffung der Lehrkraft?: Potenziale und Grenzen digitaler Lernprogramme zur Unterstützung von Fremdsprachenlernprozessen ' Friedrich-Jahresheft, Bd 34, Nr. 2016, 98-100.
  • Schmidt, T. , Schmidt, I. & Pr. Schmidt (2016). 'Digitales Spielen und Lernen - A Perfect Match?: Pädagogische Betrachtungen vom kindlichen Spiel zum digitalen Lernspiel '. Dadacynski,K, Schneemann , S. & P. Paulus (Ed.), Gesundheit spielend fördern: Potenziale und Herausforderungen von digitalen Spielanwendungen für die Gesundheitsförderung und Prävention. Weinheim/ Basel; Beltz Juventa Verlag, 18-49.
  • Schmidt-Weigand, F., Kohnert, A., & U. Glowalla (2010). Explaining the Modality and Contiguity Effects : New Insights From Investigating Students ’ Viewing Behavior. Applied Cognitive Psychology, 24, 226–237. 
  • Schneider, K. et.al (2012). Acceptability of an Online Health Videogame to Improve Diet and Physical Activity in Elementary School Students: “Fitter Critters.” Games for Health Journal, 1(4), 262–268.
  • Schönefeld, A. & A. Starkloff.(2010). Lernen in virtuellen Welten Untersuchungen zur Integration und Akzeptanz. Diplomarbeit TU Dresden. Retrieved October 2016 from, http://dil.inf.tu-dresden.de/fileadmin/dil-web/forschung/e_learning/studentische_arbeiten/diplom_starkloff_schoenefeldt_web.pdf
  • Schrader, P. G., Zheng, D., & M. Young (2006). Teachers' perceptions of video games: MMOGs and the future of preservice teacher education. Innovate: Journal of Online Education2(3), 5.
  • Schulze, M. (2003). Some Theoretical Insights, 20(3), 437–450.
  • Schwan, S. (2006). Game Based Learning – Computerspiele in der Hochschullehre. 1-16. Retrieved October 2016 from https://www.e-teaching.org/didaktik/konzeption/methoden/lernspiele/game_based_learning/gamebasedlearning.pdf
  • Sellers, M. (2006). Designing the Experience of Interactive Play. In P. &. B. J. Vorderer (Ed.), Playing video games. Motives, responses, and consequences. LEA’s communication series, 9–22. Mahwah: Lawrence Erlbaum.
  • Shandley, K., Austin, D., Klein, B., & M. Kyrios (2010). An evaluation of “Reach Out Central”: an online gaming program for  supporting the mental health of young people. Health Education Research, 25(4), 563–574.
  • Shen, C., Wang, H., & Ute, R. (2009). Serious Games and Seriously Fun Games. In C. Shen, H. Wang, & R. Ute (Ed.), Serious games. Mechanisms and effects, 48–61. New York: Routledge.
  • Shohamy, E. (2000). The relationship between language testing and second language acquisition, revisited. System, 28(4), 541–553.
  • Short, K. R., Hester, C. N., Pratt, L. V, & D.L. Graf (2009). Active Video Games Promote an Increase in Energy Expenditure in Children  Similar to Standard Exercise. DIABETES, 58, A633.
  • Sicart, M. (2008). Defining Game Mechanics. The International Journal of Computer Game Research, 8(2), -.
  • Simons, M., Baranowski, J., et.al (2013). Child Goal Setting of Dietary and Physical Activity in a Serious Videogame. Games for Health Journal, 2(3), 150–157.
  • Simons, M., et.al (2012). Adolescents’ Views on Active and Non-Active Videogames: A Focus Group Study. Games for Health Journal, 1(3), 211–218.
  • Simons, M. et.al (2012). Adolescents’ Views on Active and Non-Active Videogames: A Focus Group Study. Games for Health Journal, 1(3), 211–218.
  • Šisler, V.et.al (2012). Stories from the History of Czechoslovakia. A serious game for teaching history of the Czech lands in the 20th century – notes on design concepts and design process. Entertainment Computing - ICEC 2012, 67-74
  • Sit, C. H. P. F., Lam, J. W. K., & McKenzie, T. L. (2010). Direct Observation of Children’s Preferences and Activity Levels During  Interactive and Online Electronic Games. Journal of physical Activity & Health 7(4), 484–489.
  • Sitzmann, T. (2011). A Meta-Analytic Examination of the Instructional Effectiveness of Computer-Based Simulation Games. Personnel Psychology, 64(2), 489–528.
  • Smet, C. De, et.al (2012). Researching instructional use and the technology acceptation of Learning Management Systems by secondary school teachers. Computers & Education, 85(2), 688-696.  
  • Smith, L., & Mann, S. (2002). Playing the Game : A Model for Gameness in Interactive Game Based Learning. Proceedings of the 15 th Annual NACCQ, 397–402. Hamilton: New Zealand.
  • Snow, B. et.al (2013). Dancing (and Wrestling) with Learning Objectives and Game Machanics. GLS 9.0, 19–25.
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