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Case Study 3: Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games

Case Study 3: Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games

Charlene Jennett, Sofia Papadopoulou, Jesse Himmelstein, Alexandre Vaugoux, Vincent Roger, Anna L. Cox
Copyright: © 2017 |Volume: 7 |Issue: 3 |Pages: 5
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781522514510|DOI: 10.4018/IJGBL.2017070110
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MLA

Jennett, Charlene, et al. "Case Study 3: Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games." IJGBL vol.7, no.3 2017: pp.93-97. http://doi.org/10.4018/IJGBL.2017070110

APA

Jennett, C., Papadopoulou, S., Himmelstein, J., Vaugoux, A., Roger, V., & Cox, A. L. (2017). Case Study 3: Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games. International Journal of Game-Based Learning (IJGBL), 7(3), 93-97. http://doi.org/10.4018/IJGBL.2017070110

Chicago

Jennett, Charlene, et al. "Case Study 3: Students' Experiences of Interdisciplinary Learning while Building Scientific Video Games," International Journal of Game-Based Learning (IJGBL) 7, no.3: 93-97. http://doi.org/10.4018/IJGBL.2017070110

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Abstract

Game jams, hackathons and similar group game creation events have become increasingly popular over the past decade (Fowler et al., 2015). They provide new and exciting opportunities for education and research. They foster creative thinking and innovation (Preston et al., 2012), and strengthen project management and communication skills (Smith & Bowers, 2016); all of which are essential skills for working in industry (Pirker et al., 2016).

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