NTERNATIONAL PERSPECTIVES ON DIGITAL GAMES AND INCLUSION

Abstract

Games are increasingly used for educational purposes as they can be interactive in nature, are based on defined rules following a specific logic, have an explicit and carefully elaborated educational intent, and provide individual feedback to players (Martens, Diener, & Malo, 2008; Hainey, Connolly, Stansfield, & Boyle, 2011; Wouters, Oostendorp, Vrugte, van der Cruysse, Jong, & Elen, 2017). The pedagogically valuable potential of (digital) games is particularly clear in their ability to consider the needs, interests and abilities of a target audience, increase the intrinsic learning motivation of gamers and integrate learning, fun and simulation (Wastiau, Kearney, & Van den Berghe, 2009; Hainey et al., 2011). Serious games are currently receiving a great deal of attention in the field of education, not least due to challenges posed by a global pandemic.