Includes bibliographical references and index.

Front Matter -- Copyright page -- Foreword / James Paul Gee -- Preface -- Acknowledgements -- List of Figures and Tables -- Notes on Contributors -- Introduction / Hans Christian Arnseth , Thorkild Hanghøj , Thomas Duus Henriksen , Morten Misfeldt , Robert Ramberg and Staffan Selander -- Designs in Learning -- Digital Games and Simulations for Learning / Staffan Selander , Victor Lim Fei , Mats Wiklund and Uno Fors -- Unpacking the Domains and Practices of Game-Oriented Learning / Thorkild Hanghøj , Morten Misfeldt , Jeppe Bundsgaard and Simon Skov Fougt -- Game-Based Learning in the Dialogical Classroom / Filipa de Sousa -- Designing for Increased Participation by Using Game-Informed Learning and Role-Play / Johanna öberg -- Stories about History / Kristine øygardslia -- Designs for Learning -- A Theory of Play Dynamics / Jari Due Jessen and Carsten Jessen -- Games as Tools for Dialogic Teaching and Learning / Hans Christian Arnseth , Thorkild Hanghøj and Kenneth Silseth -- Learning and Design Processes in a Gamified Learning Design / Charlotte Lærke Weitze -- Designing with Teachers / Caroline Cruaud -- Group Processes in Learning Games for Adults / Thomas Duus Henriksen -- Motivated Learning Through Production-Oriented Game Development / Henrik Schoenau-Fog , Lise Busk Kofoed , Lars Reng and Olga Timcenko -- Back Matter -- Index.

We live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant. Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school.