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dc.contributor.authorTsekleves, Emmanuel
dc.contributor.authorCosmas, John
dc.contributor.authorAggoun, Amar
dc.date.accessioned2020-07-24T10:35:46Z
dc.date.available2020-07-24T10:35:46Z
dc.date.issued2014-10-24
dc.identifier.citationTsekleves E, Cosmas J, Aggoun A (2016) 'Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers', British Journal of Educational Technology, 47 (1), pp.164-183.en_US
dc.identifier.issn0007-1013
dc.identifier.doi10.1111/bjet.12223
dc.identifier.urihttp://hdl.handle.net/10547/624282
dc.description.abstractSerious games and game-based learning have received increased attention in recent years as an adjunct to teaching and learning material. This has been well echoed in the literature with numerous articles on the use of games and game theory in education. Despite this, no policy for the incorporation of serious games in education exists to date. This review paper draws from the literature to provide guideline recommendations that would help educators and policymakers in making the first step towards this.en_US
dc.language.isoenen_US
dc.publisherBlackwell Publishing Ltden_US
dc.relation.urlhttps://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.12223en_US
dc.rightsYellow - can archive pre-print (ie pre-refereeing)
dc.subjectserious gamesen_US
dc.titleBenefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakersen_US
dc.typeArticleen_US
dc.identifier.journalBritish Journal of Educational Technologyen_US
dc.date.updated2020-07-24T10:33:33Z
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