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Evidence shows these games can support instruction across primary and secondary classrooms, yet K-12 teachers often lack specialised frameworks for selecting and using them effectively. This paper reviews serious games and learning efficacy, then introduces a new comprehensive framework covering learning domains, pedagogy, curriculum, assessment, and technical context to support evidence-informed decisions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/press-play-for-learning-a-framework-to-guide-serious-computer-game-use-in-the-classroom/593758/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/press-play-for-learning-a-framework-to-guide-serious-computer-game-use-in-the-classroom/593758.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address regarding serious games in schools?","Question",{"text":112,"@type":113},"K-12 teachers face a lack of specialised frameworks to guide evidence-informed choices about selecting and using serious games in classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper provide in addition to reviewing existing research?",{"text":117,"@type":113},"It introduces a new practical and comprehensive framework designed to help teachers make decisions about choosing and using serious computer games for learning.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the proposed framework organised?",{"text":121,"@type":113},"The framework is organised across the domains of learning, pedagogy, curriculum, assessment, and technical context.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593758,1792209524,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 7 | Article 1 |\n| --- | --- |\n| 2017\u003Cbr>Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom\u003Cbr>Erica Southgate\u003Cbr>University of Newcastle, Australia, [erica.southgate@newcastle.edu.au](erica.southgate@newcastle.edu.au)\u003Cbr>Janene Budd\u003Cbr>University of Newcastle, Australia, [janene.budd@newcastle.edu.au](janene.budd@newcastle.edu.au)\u003Cbr>Shamus Smith\u003Cbr>University of Newcastle, Australia, [shamus.smith@newcastle.edu.au](shamus.smith@newcastle.edu.au) |  |\n\nRecommended Citation  \nSouthgate, E., Budd, J., & Smith, S. (2017). Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom. Australian Journal of Teacher Education, 42 (7).  \n[http://dx.doi.org/10.14221/ajte.2017v42n7.1](http://dx.doi.org/10.14221/ajte.2017v42n7.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss7/1](http://ro.ecu.edu.au/ajte/vol42/iss7/1)  \nAustralian Journal of Teacher Education  \nPress Play for Learning: A Framework to Guide Serious Computer Game  \nUse in the Classroom  \nErica Southgate  \nJanene Budd  \nShamus P. Smith  \nThe University of Newcastle  \nAbstract: Computer gaming is a global phenomenon and there has  \nbeen rapid growth in ‘serious’ games for learning. An emergent body of evidence demonstrates how serious games can be used in primary  \nand secondary school classrooms. Despite the popularity of serious  \ngames and their pedagogical potential, there are few specialised  \nframeworks to guide K-12 teachers in choosing and using serious  \ngames. The purpose of this paper is twofold. Firstly, we draw on  \nrecent research to provide an overview of the nature and uses of  \nserious games, current knowledge about their learning efficacy, and  \nthe features that teachers should consider when choosing a game.  \nSecondly, we provide a new, practical and comprehensive framework  \nespecially designed to guide teachers in making evidence-informed  \ndecisions about choosing and using serious games in their  \nclassrooms. This framework is organised according to the domains of  \nlearning, pedagogy, curriculum, assessment, and technical context.  \nIntroduction  \nComputer gaming is a worldwide phenomenon, with growth in popularity driven by mobile device uptake, app proliferation and social media engagement (Bohyun, 2015) . Globally, there are an estimated 1.4 billion people who play computer games (Spil Games, 2013), with the game market generating more than USD 99.6 billion in revenue in 2016, up 8.5% compared to 2015 (Newzoo, 2016) . In Australia, it is estimated that 98% of households with children have video games, 90% of gamer parents play games with their children, and 35% of children have played games as part of the school curriculum (Brand & Todhunter, 2015). As a mode of technology-enhanced learning, ‘serious games’(games designed specifically for educational purposes), have been available for several decades. These types of games have sought to harness the enormous popularity of recreational gaming foreducative or training purposes (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012) .  \nThe potential of serious games to promote student engagement and deeper learning has attracted much interest. Many classroom teachers find themselves looking for new digital tools to supplement their pedagogical practice. Teachers may be understandably attracted by the marketing of educational games as a means of tapping into the digital interests of their students. There has been much speculation about the potential for serious games to facilitate learning. Serious games can provide the social and cultural context that can facilitate learning (Gee, 2003) . In addition, they can offer valuable and frequent feedback to individual learners about their progress. Moreover, serious games have been described as ideally suited to 21st century learning, particularly as they require the development and use of ","cbCaionYuLlHDqV3","https://ap.wps.com/l/cbCaionYuLlHDqV3","pdf",731950,14,"English","# Abstract\n# Introduction\n## Serious games in learning contexts\n## Teacher decision-making needs\n# Proposed purpose and framework overview\n## Learning domains, pedagogy, curriculum, assessment, and technical context","[{\"question\":\"What problem does the paper address regarding serious games in schools?\",\"answer\":\"K-12 teachers face a lack of specialised frameworks to guide evidence-informed choices about selecting and using serious games in classrooms.\"},{\"question\":\"What does the paper provide in addition to reviewing existing research?\",\"answer\":\"It introduces a new practical and comprehensive framework designed to help teachers make decisions about choosing and using serious computer games for learning.\"},{\"question\":\"How is the proposed framework organised?\",\"answer\":\"The framework is organised across the domains of learning, pedagogy, curriculum, assessment, and technical context.\"}]","Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom | PDF",1792077863,35]