Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1085
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dc.contributor.authorMartinez-Garza, Mario M.
dc.contributor.authorClark, Douglas B.
dc.date.accessioned2018-05-21T22:08:52Z
dc.date.accessioned2019-01-22T19:42:12Z-
dc.date.available2018-05-21T22:08:52Z
dc.date.available2019-01-22T19:42:12Z-
dc.date.issued2014-06
dc.identifier.citationMartinez-Garza, M. M. & Clark, D. B. (2014). Two Systems, Two Stances: A Novel Theoretical Framework for Game-Based Learning. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1657-1658.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1657
dc.identifier.urihttps://repository.isls.org//handle/1/1085-
dc.description.abstractRecent reviews of the research on game-based learning agree that digital games as pedagogical tools add limited value. A more sophisticated theory of learning is clearly required to advance game-based learning research. This poster presents our efforts to conceptualize game-based learning within a more general framework for human cognition, the "two-system" model. Our extension of this model mechanistically explains some of the complexities of game-based educational research and provides several potentially interesting research vectors.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleTwo Systems, Two Stances: A Novel Theoretical Framework for Game-Based Learningen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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