Educational game adoption is hindered along socio-cultural, educational, and technological dimensions, including social rejection, limited accessibility to games and technology, and high development costs.¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Barriers to educational games span a socio-cultural dimension (social rejection of games), an educational dimension (limited accessibility to educational games), and a technological dimension (limited accessibility to technology and high development costs). → Huber 2024

Evidence¶

Huber 2024¶

Huber, S. E., Kiili, K., Nebel, S., Ryan, R. M., Sailer, M., & Ninaus, M. (2024). Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09868-z

q1 · i? · theoretical · r2

The article reviews barriers to educational games along three named dimensions, citing Fernández-Manjón et al. (2015) and Hébert et al. (2021), and regards lowering development costs and educator-accessible development environments as necessary steps. No new data.

"Along a technological dimension, limited accessibility to technology is an issue (Hébert et al., 2021). Lowering development costs and developing environments that allow educators some game development without requiring substantial programming skills"

Discussion¶

Related Claims¶

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