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Psychology, Pedagogy, and Assessment in Serious Games
With the advent of social media it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically one strand of technology enhanced learning, i.e. game-based learning, aligns only slightly to this development. Games while there to experience, explore and collaborate are almost exclusively designed by professionals. Despite, or maybe because, games are the exclusive domain ofdoi:10.4018/978-1-4666-4773-2.ch012 fatcat:4yq656hf65f3pdvde55iuzexs4