Practical guidelines for linking content to games. Although there are models for GBL development, it is still a difficult but critical issue to properly link content and flow of experience into video games.
Taxonomy of games for education. Different academic subjects might need different types of video games. Although there are taxonomies for games, an analysis strategy of game taxonomy for education is helpful.
Quantitative metrics for the evaluation of GBL. GBL increases the motivation of studying. However, a quantitative metric of the improvement could be useful. In addition, the assessment of student performance needs to distinguish whether a student successfully plays a game or in fact learns the material.
Social games for collaborative learning. With the recent development of social computing, social games will further play an important role in GBL. The development of collaborative learning can take game technologies into consideration.
Adaptive technologies in GBL. The study of individual differences in social networks and gameplay is important. Adaptive technologies to support different types of students while they are playing social games are interesting issues to be investigated.
Advanced ICT. The use of advanced ICT is important. With the recent development in Human-Computer Interaction technologies, super-realistic and high resolution graphics, and 3D video technologies, there are technical challenges ahead, from both engineering and sociological perspectives.
T.K. Shih is with National Central University, No. 300, Jhongda Rd., Jhongli City, Taoyuan County 32001, Taiwan, ROC. E-mail: firstname.lastname@example.org.
K. Squire is with the School of Education, Curriculum and Instruction, University of Wisconsin-Madison, 544b Teacher Education, 225 N. Mills St., Madison, WI 53706. E-mail: email@example.com.
R.W.H. Lau is with the Department of Computer Science, City University of Hong Kong, Hong Kong. E-mail: firstname.lastname@example.org.
For information on obtaining reprints of this article, please send e-mail to: email@example.com.
Timothy K. Shih is a professor at the National Central University, Taiwan. He was the dean of the College of Computer Science, Asia University, Taiwan, and the department chair of the Computer Science and Information Engineering Department at Tamkang University, Taiwan. Dr. Shih was the founder and co-editor-in-chief of the International Journal of Distance Education Technologies, published by the Idea Group Publishing, United States. He is an associate editor of the ACM Transactions on Internet Technology and an associate editor of the IEEE Transactions on Learning Technologies. He was also an associate editor of the IEEE Transactions on Multimedia. Dr. Shih has been invited to give more than 30 keynote speeches and plenary talks in international conferences, as well as tutorials at IEEE ICME 2001 and 2006, and ACM Multimedia 2002 and 2007. He is a fellow of the Institution of Engineering and Technology (IET), a senior member of ACM, and a senior member of IEEE.
Kurt Squire is an associate professor at the University of Wisconsin-Madison in the Department of Curriculum and Instruction and the associate director for educational research and development at the Wisconsin Institutes for Discovery. His research focuses on the impact of contemporary gaming practices on learning, schooling, and society, and the design of game-based learning environments from a socio-cultural perspective. His early work focused on using civilization as a way to teach history (his was the first videogames-based dissertation written). Since that time, he has transitioned to studies of mobile games and scientific citizenship and the design of games to make science discoveries visible. He is the author of more than 75 scholarly works and his work has been funded by the MacArthur Foundation, the Department of Education, and the US National Science Foundation. His upcoming book, entitled Video Games & Education: Possible Worlds, Personalized Learning, provides an in-depth discussion and synthesis of this line of inquiry and design.
Rynson W.H. Lau received the PhD degree from the University of Cambridge. He has been on the faculty of Durham University, City University of Hong Kong, and The Hong Kong Polytechnic University. He serves on the editorial boards of Computer Animation and Virtual Worlds, the International Journal of Virtual Reality, and the IEEE Transactions on Learning Technologies. He has served as the guest editor of a number of journal special issues, including IEEE Internet Computing, the ACM Transactions on Internet Technology, the IEEE Transactions on Multimedia, the IEEE Transactions on Visualization and Computer Graphics, and IEEE Computer Graphics & Applications. In addition, he has also served on the committees of a number of conferences, including serving as a program cochair of ACM VRST 2004 (Hong Kong), ICWL 2005 (Hong Kong), ICEC 2007 (Shanghai, China), ACM MTDL 2009 (Beijing, China), and IEEE U-Media 2010 (Jinhua, China), and as a conference cochair of CASA 2005 (Hong Kong), ACM VRST 2005 (Monterey, California), ICWL 2007 (Edinburgh, United Kingdom), ACM MDI 2009 (Beijing, China), and ACM VRST 2010 (Hong Kong). He is a senior member of the IEEE.