Special Issue on Epistemological Games

摘要

Use of digital learning environments has increased over the last decade, leading to a proliferation of designs for simulation- and game-based learning (McClarty, Orr, Frey, Dolan, Vassileva, & McVay, 2012). Researchers, parents, and educators alike are asking: what makes a game educational? An article in a recent volume of Psychological Science in the Public Interest discusses the differences between games that are only entertaining versus games that are educational in response to the recent increase in edutainment apps and games. The authors argue that educational games should be, among other aspects, meaningfully connected to our daily lives, which is supported by recent studies in the learning sciences (Hirsh-Pasek, Zosh, Golinkoff, Gray, Robb, & Kaufman, 2015).