Dear all,
--
Call for Chapters
Advances in Game-based Learning (AGBL) book series of Springer
*Game-Based Learning across the Lifespan: cross-generational and
age-oriented digital game-based learning from childhood to older adulthood*
/Subject of the book/
Whatever their age, 21st century citizens are invited, and at times
pressured, from childhood to later adulthood, to engage in lifelong
learning, in an attempt to adapt to the rapid evolution of knowledge and
digital technologies.Lifelong learning could be perceived as a
constraint of the knowledge society by younger and older adults,
especially for those having suffered from negative learning experiences
in their past (Hanson, Bruskiewitz & DeMuth, 2007). Overcoming the
traditional dichotomy between learning and play, Game Based Learning
(GBL) aims to engage actively the learner in playful learning
experiences. This book examines the potential of GBL to enhance learning
across the lifespan. Central to this approach is play, which is widely
accepted as a ‘natural’ way for children to learn. However, play in
adulthood could be perceived as a pastime or as a waste of productive
time (Okojie, 2011), which requires a further examination of the
perceptions of games and play across the lifespan in order to answer the
question “What does it mean to play games at different moments of the
lifespan?” The proliferation of digital games, including the diversity
of game universes, narratives, mechanics and devices, is growing among
younger and older adults. Games, and game play, are a compelling
activity that may provide a series of self-administered, level-based
challenges, which demand self-regulation by the player. Games seem to
provide a nearly perfect form of escapism. Through a game interface,
players take a break from reality and exert a level of control in an
environment of relative, risk-free failure. Many digital games are
designed with a ludic intention offering a positive end-user experience.
Their design can be re-purposed as a means to implement a lifelong
learning challenge unique to this period in history. This book, which is
comprised of a collection of case studies, aims to highlight the
opportunities and challenges of digital games across the lifespan, with
a focus on age-related needs or interests that should be considered for
game design, development and implementation.
The book adopts a multidisciplinary approach and welcomes chapters from
different areas, such as Game Studies, Computer Science, Human-Computer
Interaction and Social Science.
https://sites.google.com/site/silvergaming199/home/call-for-chapters-game-based-learning-across-the-lifespan
/Topics/
Recommended topics include, but are not limited to:
Intergenerational game-based learning
Digital game-based learning from childhood to older adulthood
Digital game activities in later life
Game co-creation with older adults
Exergames and games for health across the lifespan
Serious games for social challenges
DGBL across the lifespan: implications for game designers and developers
/Submission Procedure/
Researchers and practitioners are invited to submit a 2-page (around
1000-1200 words) chapter proposal, which should clearly indicate the
mission and concerns of their proposed chapter, by November 5, 2015.
Chapter proposals can be send to [log in to unmask] and/or
[log in to unmask]
Author’s notifications will be sent by November 21, 2015, together with
chapter guidelines.
Full chapters are expected to be submitted by February 12, 2016.
All submitted chapters will be peer-reviewed on a double-blind review
basis.
/--
Editors/
Margarida Romero (Université Laval, Canada)
Kimberly Sawchuk (Concordia University, Canada)
Josep Blat (Universitat Pompeu Fabra, Spain)
Sergio Sayago (Universitat de Lleida, Spain)
Hubert Ouellet (Université Laval, Canada)
--
Sergio
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