C5 Call for Papers

Call for Papers

ICCE 2017 Sub-Conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S)

Christchurch, New Zealand

Conference website: http://www.icce2017.canterbury.ac.nz/

December 4 – December 8 (Monday-Friday), 2017

Organized by the Asia-Pacific Society for Computers in Education http://www.apsce.net/

The idea and concept of learning with instructional and communicational technologies reached a new milestone in recent years with the rapid development of digital and non-digital games and toys. These immersive and interactive technologies are reshaping what we know about learning and teaching, bringing opportunities unimaginable two decades ago.

In 2003, James Paul Gee published his seminal book “What video games have to teach us about learning and literacy.” Today, game-based learning, joyful learning, and gamification have become popular terms for practitioners and well-known research areas around the world. Learning fostered by games and toys is one of the most exciting and fascinating research areas in the 21st century education.

Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S) has been a popular and highly competitive research theme for the ICCE conference. As a research community, GTEL&S attracts well-known researchers around the world to join the annual conversation organized by the Asia-Pacific Society for Computers in Education. Each year, researchers explore cutting-edge technologies, novel pedagogical concepts, and groundbreaking design with a single purpose—to reform and transform education. Cloud computing, big data, flipped classroom, Massive Open Online Courses (MOOCs), gamification, makerspace, embodied cognition are some of the ideas zealously discussed in recent years. Without question, we will continue this endeavor in innovating learning with games, the concept of games, and toys.

Enhancing learners’ motivation for learning has driven research on games and toys in the past decade. It remains crucial today. However, there is a greater challenge for education today. The world has grown into a “flat” new world while constant changes have become the new normal. Reengineering and redesigning education for the new normal, such as inquiry, knowledge production, innovation, collaboration and creativity—is not a lofty goal, but a must. Games and toys are not just for fun; they embody learning processes that foster collaborative problem-solving, deep thinking, team work, decision-making and inquiry. They are fun and they can play a pivotal role in transforming learning mechanisms—from a drill and practice model to one that encourages inquiry, knowledge production, global citizenship, collaboration, and creativity.

As a research community, we are driven by questions pertinent to how games can be designed to foster intrinsic motivation, to restructure thinking, to alter discourse patterns, to transform classroom-learning practices and to reform a teacher-centric learning culture. We are looking for the marriage of learning theories, technologies, humanistic design, and practices. We seek for research that reveals the results and processes of the above. In the era of the big data, we are looking for research that shed lights on how students’ activity and performance can be documented for the purpose of learning and teaching. We are eager to unpack the learning processes involving the use of toys, games, and game-like activities with or without digital technologies. Any other topics about games, toys and education are also welcome.

This sub-conference invites people from all fields who are interested in learning with games and toys to submit your manuscripts. Business communities are welcome, too, as the dialogue among researchers, educators, and industry partners is a must for fostering the use of games and toys in education.


Topics of interest to the GTEL&S conference will include but not be limited to the following:

  • Advanced learning technologies (e.g., artificial intelligence, personalization, adaptive system, cross-platform gaming mechanism, augmented reality, etc.)
  • Applying learning analytics in game-based learning
  • Big data applied to learning with games or gamification
  • Case studies and exemplars
  • Collaboration and community-based learning
  • Comparison of learning with games vs traditional schooling
  • Design of learning activities pertinent to the concept of games
  • Effectiveness and processes of learning with games and toys
  • Empirical and formal evaluations
  • Enactment of game-based learning in informal and formal settings
  • Engagement, emotion, and affect
  • Entertainment robots and digital toys for education
  • Game and toy use in classrooms
  • Game attitude and perception
  • Game narrative
  • Games that foster high-order skills (problem-solving skills, creativity, etc.)
  • Gamification
  • Identity and role-play
  • Interaction techniques for learning with games and toys
  • Interface design
  • Learning foundations and design theory around games and toys
  • Location-based games and ubiquitous technologies
  • Mobile, casual, and online games
  • Multiplayer and social games
  • Multi-sensory interfaces
  • Natural user interface
  • Naturalistic studies
  • Pedagogy informed by games and learning
  • Play and enactment
  • Physical interactions and embodiment through games and toys
  • Simulation and animation
  • Social and cultural dimensions of learning
  • STEM education
  • Sustainable and scalable cases of learning with games
  • Theories on learning with games in general
  • Use of social media
  • Virtual world (characters, avatar representations, etc.)
  • Virtual storytelling
  • Wii-like somatic forms of learning, including in sports and training contexts

We welcome contributions that report on accomplished research as well as work in progress.

Paper Categories

  • Full paper (8-10 pages)
  • Short paper (5-6 pages)
  • Poster paper (2-3 pages)

All the accepted full papers are eligible for the competitions of

  • Best Overall Paper Award
  • Best Student Paper Award (restricted to papers whose first authors are graduate or undergraduate students)
  • Best Technical Design Paper Award

Important Dates

Paper Submission Due: May 8, 2017
Notification of Acceptance: July 31, 2017
Camera-ready paper due: August 14, 2017

Program Co-chairs

Hiroyuki Mitsuhara, Tokushima University, Japan (Executive Chair)
Gwo-Jen Hwang, National Taiwan University of Science and Technology, Taiwan
Morris S. Y. Jong, The Chinese University of Hong Kong, Hong Kong
Fernández-Manjón Baltasar, Universidad Complutense de Madrid, Spain
Chris Holden, University of New Mexico, United States

Program Committee

Liz Bacon, University of Greenwich Old Royal Naval College, UK
Francesco Bellotti, University of Genoa, Italy

Ben Chang, National Central University, Taiwan
Maiga Chang, Athabasca University, Canada
Yuan-Jen Chang, Central Taiwan University of Science and Technology, Taiwan

Nian-Shing Chen, National Sun Yat-Sen University, Taiwan
Zhi-Hong Chen, National Taiwan Normal University, Taiwan
Hercy Cheng, Central China Normal University, China
Sridhar Chimalakondam, IIIT-Hyderabad, India
Tsung-Yen Chuang, National University of Tainan, Taiwan
Muhammet Demirbilek, Suleyman Demirel University, Turkey
Larbi Esmahi, Athabasca University, Canada

Mathew Joseph Gaydos, SUNY Korea, Korea
Susan Gwee, The English Language Institute of Singapore
Toshihiro Hayashi, Kagawa University, Japan
Robert Heller, Athabasca University, Canada

Huei-Tse Hou, National Taiwan University of Science and Technology, Taiwan
Jun Hu, Eindhoven University of Technology, Netherlands
Chung-Yuan Hsu, National Pingtung University, Taiwan
Mingfong Jan, National Central University, Taiwan
Venkatesh V. Kamat, Goa University, India
Beaumie Kim, University of Calgary, Canada
Kinshuk, University of North Texas, United States
Siu Cheung Kong, The Education University of Hong Kong, Hong Kong
Paul Kuo, National Palace Museum, Taiwan
Rita Kuo, New Mexico Institute of Mining and Technology, USA
Jungmin Kwon, Seoul National University, Korea
Fong-Lok Lee, The Chinese University of Hong Kong, Hong Kong
Tsai-Yen Li, National Chengchi University, Taiwan

Hao-Chiang Koong Lin, National University of Tainan, Taiwan
Chang-Yen Liao, Central China Normal University, Taiwan
Rossitza Marinova, Concordia University of Edmonton, Canada
Saurabh Mehta, VIT, Mumbai, India
Motoki Miura, Kyushu Institute of Technology, Japan
Wolfgang Mueller, University of Education Weingarten, Germany
Kuo-Liang Ou, National HsinChu University of Education, Taiwan
Michal Ptaszynski, Kitami Institute of Technology, Japan
Ma. Mercedes Rodrigo, Ateneo de Manila University, Philippines
Demetrios G. Sampson, Curtin University, Australia
Chun-Yi Shen, Tamkang University, Taiwan

Juling Shih, National University of Tainan, Taiwan
Masanori Sugimoto, Hokkaido University, Japan
Kaoru Sumi, Future University Hakodate, Japan
Chuen-Tsai Sun, National Chiao Tung University, Taiwan
Shu-Yuan Tao, Takming University of Science and Technology, Taiwan
Ming Hsin Tsai, Asia University, Taiwan
Hongxue Harris Wang, Athabasca University, Canada
Wing-Kwong Wong, National Yunlin University of Science and Technology, Taiwan
Yang Yan, Changchun Normal University, China
Hsi-Hsun Yang, National Yunlin University of Science and Technology, Taiwan

Additional Reviewers

Joms Antony, Amal Jyothi College of Engineering, India
Arindam Nath, Next Education, India
T.S. Ashwin, NITK Surathkal, India