Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning

  • 27h 31m
  • Carol-Ann Lane
  • IGI Global
  • 2022

Emerging technologies are becoming more prevalent in global classrooms. Traditional literacy pedagogies are shifting toward game-based pedagogy, addressing 21st century learners. Therefore, within this context there remains a need to study strategies to engage learners in meaning-making with some element of virtual design. Technology supports the universal design learning framework because it can increase the access to meaningful engagement in learning and reduce barriers.

The Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning provides theoretical frameworks and empirical research findings in digital technology and multimodal ways of acquiring literacy skills in the 21st century. This book gains a better understanding of how technology can support leaner frameworks and highlights research on discovering new pedagogical boundaries by focusing on ways that the youth learn from digital sources such as video games. Covering topics such as elementary literacy learning, indigenous games, and student-worker training, this book is an essential resource for educators in K-12 and higher education, school administrators, academicians, pre-service teachers, game developers, researchers, and libraries.

About the Author

Carol-Ann Lane has a Ph.D. from the University of Western Ontario, in curriculum and applied linguistics, with a cross-disciplinary focus on science & innovation, multiliteracies, gender, and behavioral sciences. She has conducted Canadian studies about biotechnology among teacher candidates. Her master thesis examined impacts of distance learning on cognition and behaviors in higher education. Carol-Ann has taught elementary and secondary divisions for over 7 years and more than 4 years in university settings at the post-graduate level. She is the editor of an international Handbook of Research (two volumes), to be published in early 2022, she is co-authoring articles, she has published three chapters in 2019-20 (sole author) in global university research handbooks, and 13 sole-authored peer-reviewed journal articles. She is currently working on a series of creative nonfiction books. In the past years at UWO and UofT, Carol-Ann’s faculty roles included research collaboration with various faculty members on matters such as instructional strategies, improving hybrid learner experiences, especially during the pandemic, addressing long-range program planning for teacher, master level and Phd level candidates. Furthermore, as a committee member, Carol-Ann collaborated on projects, such as program planning, and implementing an online course program for the Professional Education Doctorate degree; Carol-Ann has continued to work over a decade as a research committee member such as Online Teaching and Learning Group by collaborating and improving online pedagogy for higher education.

In this Book

  • The Game of Game-Based Learning
  • Games in Education—Bibliometric Analysis
  • Amalgamation of Game-Based Learning with Interactive Instructional Strategies for Active Learner Engagement
  • A Systematic Review on the Neuro-Cognitive Correlates of Game-Based Learning in Higher Education Learning Environments
  • Game-Based Teaching and Learning in Higher Education—Challenges and Prospects
  • A Paradigm Shift in Higher Education—Evidence-Based Cross-Sectional Study Conducted in South India
  • Effectiveness of Game-Based Learning as a Pedagogy among the MBA Students
  • Game-Based Learning in Higher Education—An Effective Pedagogical Tool for Enhanced Competency Building
  • Gamification Strategies for Higher Education Student Worker Training
  • Interactive Multimedia Experiences in Higher Education—Gaming, Augment and Virtual Reality, and Research
  • Live Long and Educate—Adult Learners and Situated Cognition in Game-Based Learning
  • Worldbuilding, Gaming, and Multiliteracies in an Online First-Year Seminar
  • Using Game-Based Learning to Improve Boys' Literacy
  • Game-Based Pedagogy—Educate, Collaborate, and Engage
  • Using Gamification to Improve Literacy Skills
  • Digital Storyworlds—Transformative Ways to Play
  • Minecraft and Elementary Literacy Learning—The Perspectives and Ideas of Preservice Teachers
  • Play is the Game—Literacy Learning Through Game-Based Instruction
  • The Transformation of Literacy and Media Literacy
  • The Application of AI Teachers in Facilitating Game-Based Literacy Learning—An Introduction to Theories and Evidence-Based Tools
  • Enhancing Literacy Skills Using Indigenous Games
  • Exploring the Use of African Indigenous Games in Teaching Critical Thinking Skills
  • GraphoGame—A Computer-Assisted Reading Acquisition Tool – An Enabling Support to Reading in the African Classroom
  • Educational Video Games for Learning English Vocabulary—Methodology of Empirical Research
  • Gamification, Learning, and the Acquisition of 21st Century Skills Amongst Malaysian Law Students
  • The Effect of Religiosity on Learning Ethics in Serious Gaming Environments—Religious Influences in Serious Educational Games
  • A Game-Based Content and Language-Integrated Learning Practice for Environmental Awareness (ENVglish)—User Perceptions
  • Educators as Facilitators of Game-Based Learning—Their Knowledge, Attitudes, and Skills
  • Spanish Teacher Attitudes Towards Digital Game-Based Learning—An Exploratory Study Based on the TPACK Model
  • Factors Affecting the Successful Implementation of an E-Education Policy and Community Engagement—Acquiring 21st Century Skills Through E-Learning
  • Game-Based Pedagogy and Learner Identity Development—Mechanical vs. Autotelic Identities
  • Gamification and Mobile Learning—New Pedagogical Strategies
  • Astronomy and Space-Themed Mobile Games—Tools to Support Science Education or Learning Barriers due to the Misconceptions They Generate?
  • Incorporating Digital Literacy Materials in Early Childhood Programs—Understanding Children’s Engagement and Interactions
  • Acquiring Problem-Solving Skills Through Coding Games in Primary School
  • Discrete Primary Education Curriculum in Bangladesh—Implications of Gamification for Quality Education
  • Providing Validity Evidence for Ignite by Hatch—A Digital Game-Based Learning Experience for Preschool Children
  • Levelling up Primary School Students’ 21st Century Skills Through Minecraft-Game-Based Learning
  • How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles
  • Gamification Design Principles and Mechanics to Improve Retention
  • Learner Motivation Through Gamification in E-Learning—A Study on Game-Based Formative Assessment in E-Learning
  • Political Economy Inside the Strategy of Line Game
  • The Process of Prosocial Behavior between Players/Characters in Digital Games—A Multidimensional Approach to the Situational Context and Gameplay
  • Students as Gamers—Design, Code, and Play
  • Learning Coding Through Gaming
  • Using Custom-Built, Small-Scale Educational Solutions to Teach Qualitative Research Literacy—No Code, Code, and Complex Applications
  • Project-Oriented Game-Based Learning—Managers from Fairytales
  • Virtual Training for Scuba Divers
  • Compilation of References