Game-Based Learning and Gamification for Higher Education and Adult Learning

Dear Colleagues, 

New-generation students require more active approaches, with challenges, goals, collaboration and a sense of achievement (epic meaning). Such features are present in Game-based and Gamified learning raising promising technologies to use in higher and adult education. However, research in this field requires moving from whether these technologies are effective, to under what conditions are they efficient and effective. Considering as conditions cognitive and emotional aspects of the student, while instructional features, immersion, adaptability, accessibility and usability of the learning software.

In this Special Issue, we aim to gather novel theoretical, methodological, pedagogical and technological approaches, in the form of literature reviews, empirical studies, case studies, challenges, strategies and lessons learned, in the design, application, adaptation, evaluation and assessment in Game-based learning (GBL), Gamified learning (GL), higher education and adult learning.

This Special Issue solicits high-quality papers that focus on, but are not limited to:

• Game-based learning (GBL) and Gamified learning (GL) in higher education and adult learning
• Frameworks, processes, and methodologies for GBL/GL and higher/adult education
• Virtual, augmented, Mixed and Extended Reality under game-based/gamified learning;
• Experiences with existing Apps, Escape Rooms, MOOCS, and LMS environments under GBL/GL, and higher/adult education
• Artificial Intelligence, machine learning and learning analytics in GBL/GL and higher/adult education
• Affective computing, motivation, and other psycho-emotional dimensions in GBL/GL and higher/adult education
• Social and collaborative aspects in GBL/GL and higher/adult education, including Problem/Project/Team-based learning and flipped classroom
• Interface design, usability and user experience (UX) in GBL/GL and higher/adult education environments;
• Cultural issues and other personal traits on game-based /gamification learning and higher/adult education;
• Adaptable and intelligent tutoring systems with GBL/GL and higher/adult education
• Instructional features in GBL, gamification and higher/adult education, including prior knowledge, task complexity, feedback and item type.
• GBL/GL and higher/adult education for wellbeing, mental health, special education and disabled people
• Teachers’ role and educational community in GBL/GL, and higher/adult education.

Dr. Claudio Cubillos
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• technology and pedagogy
• Technology-Enhanced Learning (TEL)
• educational games
• ICT teacher instruction
• MOOCs and learning analytics
• affective computing and motivation in education
• artificial intelligence (AI) in education
• usability and user experience (UX) in education
• virtual/augmented reality in education
• adaptable/intelligent tutoring systems