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Principles for designing educational games that integrate content and play and create learning experiences connecting to many areas of learners' lives.

Video games in education. --- Education Arcade (Project) --- Audio-visual education --- Massachusetts Institute of Technology. --- GAME STUDIES/Games in Education --- EDUCATION/General --- GAME STUDIES/Video Game Programming --- Electronic games in education --- education --- videogame design --- constructivist --- pedagogy --- design philosophy

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"This book goes beyond dualisms and surpasses the pivotal paradigm of (inter)activity, searching for other forms of playful aesthetic expression and perception facilitated within the digital realm"--

Advertising & society --- Computer games / online games: strategy guides --- game studies --- video games --- play theory --- media studies --- media theory --- aesthetics --- media aesthetics --- digital media --- cultural studies --- videogame philosophy --- game ontology --- non-human play --- player --- posthumanism --- agency --- interaction --- intra-action --- interactivity --- interpassivity --- control --- automation --- AI --- self-play --- auto-play --- ambience --- spectacle --- spectatorship --- idling --- Video games --- Aesthetics. --- Design. --- SOCIAL SCIENCE / Media Studies --- SOCIAL SCIENCE / Technology Studies --- GAMES & ACTIVITIES / Video & Mobile --- Radio broadcasting Aesthetics --- Aesthetics --- Computer games --- Design

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In The Emergence of the Digital Humanities, Steven E. Jones examines this shift in our relationship to digital technology and the ways that it has affected humanities scholarship and the academy more broadly. Based on the premise that the network is now everywhere rather than merely "out there," Jones links together seemingly disparate cultural events--the essential features of popular social media, the rise of motion-control gaming and mobile platforms, the controversy over the "gamification" of everyday life, the spatial turn, fabrication and 3D printing, and electronic publishing--and argues that cultural responses to changes in technology provide an essential context for understanding the emergence of the digital humanities as a new field of study in this millennium.

Sociology of knowledge --- Computer. Automation --- Humanities --- Education, Higher --- Digital communications --- Communications, Digital --- Digital transmission --- Pulse communication --- Digital electronics --- Pulse techniques (Electronics) --- Telecommunication --- Digital media --- Signal processing --- Technological innovations --- Learning and scholarship --- Classical education --- Electronic information resources --- Computer network resources --- Effect of technological innovations on --- Digital techniques --- E-books --- humanities computing --- DH --- digital humanists --- Digital communications. --- Electronic information resources. --- Computer network resources. --- Effect of technological innovations on. --- Media & Communications --- Digital network --- Digital humanities --- Digital technology --- Social media --- Gaming --- Mobile platforms --- Gamification --- Videogame studies --- Video game studies

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In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages.

Research & information: general --- emerging methodology --- educational innovation --- e-learning --- educational experimentation --- adults --- students --- b-learning --- ICT --- vocational training --- constructivism --- mathematics learning --- MOOC --- new teaching techniques --- students’ access to MOOC --- learning --- reading comprehension --- complexity --- problem-solving --- arithmetic word problems --- fraction operator --- technological environment --- active methodology --- escape room --- gamification --- methodological contrast --- mathematics --- secondary education --- musical activities --- learning-teaching --- preschool --- mathematical modeling --- modeling projects --- elementary school --- learning opportunities --- computational thinking --- STEAM education --- leisure-time education --- mathematical education --- good practices in mathematics education --- mathematics achievement --- influencing factors --- university --- social sciences --- structural equation modelling (SEM) --- Flipped Classroom --- flipped learning --- higher education --- educational robotics --- active learning --- case studies --- videogame --- early childhood education --- education --- learning environments --- educational games --- engineering students --- augmented reality --- spatial intelligence --- STEM --- Geogebra AR --- teaching differential equations --- teaching mathematics --- solving problem --- formative assessment --- teacher education --- teachers’ knowledge --- game-based learning --- affective domain --- mathematics education --- systematic review --- EXPLORIA --- STEAM --- active methodologies --- university level --- afective domain --- mathematical teaching methodologies --- educative innovation --- learning through video games --- real-valued functions

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In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages.

Research & information: general --- emerging methodology --- educational innovation --- e-learning --- educational experimentation --- adults --- students --- b-learning --- ICT --- vocational training --- constructivism --- mathematics learning --- MOOC --- new teaching techniques --- students’ access to MOOC --- learning --- reading comprehension --- complexity --- problem-solving --- arithmetic word problems --- fraction operator --- technological environment --- active methodology --- escape room --- gamification --- methodological contrast --- mathematics --- secondary education --- musical activities --- learning-teaching --- preschool --- mathematical modeling --- modeling projects --- elementary school --- learning opportunities --- computational thinking --- STEAM education --- leisure-time education --- mathematical education --- good practices in mathematics education --- mathematics achievement --- influencing factors --- university --- social sciences --- structural equation modelling (SEM) --- Flipped Classroom --- flipped learning --- higher education --- educational robotics --- active learning --- case studies --- videogame --- early childhood education --- education --- learning environments --- educational games --- engineering students --- augmented reality --- spatial intelligence --- STEM --- Geogebra AR --- teaching differential equations --- teaching mathematics --- solving problem --- formative assessment --- teacher education --- teachers’ knowledge --- game-based learning --- affective domain --- mathematics education --- systematic review --- EXPLORIA --- STEAM --- active methodologies --- university level --- afective domain --- mathematical teaching methodologies --- educative innovation --- learning through video games --- real-valued functions --- emerging methodology --- educational innovation --- e-learning --- educational experimentation --- adults --- students --- b-learning --- ICT --- vocational training --- constructivism --- mathematics learning --- MOOC --- new teaching techniques --- students’ access to MOOC --- learning --- reading comprehension --- complexity --- problem-solving --- arithmetic word problems --- fraction operator --- technological environment --- active methodology --- escape room --- gamification --- methodological contrast --- mathematics --- secondary education --- musical activities --- learning-teaching --- preschool --- mathematical modeling --- modeling projects --- elementary school --- learning opportunities --- computational thinking --- STEAM education --- leisure-time education --- mathematical education --- good practices in mathematics education --- mathematics achievement --- influencing factors --- university --- social sciences --- structural equation modelling (SEM) --- Flipped Classroom --- flipped learning --- higher education --- educational robotics --- active learning --- case studies --- videogame --- early childhood education --- education --- learning environments --- educational games --- engineering students --- augmented reality --- spatial intelligence --- STEM --- Geogebra AR --- teaching differential equations --- teaching mathematics --- solving problem --- formative assessment --- teacher education --- teachers’ knowledge --- game-based learning --- affective domain --- mathematics education --- systematic review --- EXPLORIA --- STEAM --- active methodologies --- university level --- afective domain --- mathematical teaching methodologies --- educative innovation --- learning through video games --- real-valued functions