In the global culture of education, game-based learning needs to be an integrated part of formal education, and not just an 'exotic spice' for many educators, as it is today. The critical role of the educator as a facilitator, gatekeeper and enabler of serious games is often downplayed. Therefore a comparison across regions is needed so that we do not limit the potential of transferring best practice, research results and the development of games across borders. This book deals with three key questions: How are serious games understood and designed? How do they establish themselves in learning a
3.1 DGBL: gaming tech{u200A}nology3.2 DGBL: educational features; 4. Why consider GBL compared to other traditional methods?; 4.1 When is it best to use GBL?; 4.2 Important features in GBL systems and settings; 5. Empirical evidence; 5.1 Introduction; 5.2 General benefits compared with traditional teaching; 5.3 Learning by creating a game; 5.4 How is engagement characterised in GBL environments?; 5.5 Conditions for successful integration; 5.6 DGBL: Best practices; 5.7 Possible issues and concerns; 5.8 Improving GBL research; 5.8.1 GBL vs. web-based learning
