Encyclopedia of Education and Information Technologies

2020 Edition
| Editors: Arthur Tatnall

Games, Simulations, Immersive Environments, and Emerging Technologies

  • Sébastien GeorgeEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-3-030-10576-1_36



This entry presents an overview of advanced technologies to support teaching and learning. The use of innovative interactive systems for education has never been higher. Far from being just a trend, the objective is to use the current technology to cover educational needs and create relevant pedagogical situations. The arguments in their favor are generally their positive effects on learners’ motivation and the necessity to provide learning methods adapted to our growing digital culture. The new learning technologies and emerging trends are first reviewed hereunder. We thus define and discuss learning games, gamification, simulation, immersive environments, and other emerging technologies. Then, the current limits and remaining scientific challenges are highlighted.

Learning Games

The use of games in education is not a novelty. Humans have always used games to...

This is a preview of subscription content, log in to check access.


  1. Bacca J, Baldiris S, Fabregat R, Graf S (2014) Kinshuk: augmented reality trends in education: a systematic review of research and applications. Educ Technol Soc 17(4):133–149Google Scholar
  2. Bossard C, Kermarrec G, Buche C, Tisseau J (2008) Transfer of learning in virtual environments: a new challenge? Virtual Reality 12(3):151–161CrossRefGoogle Scholar
  3. Cruz-Neira C, Sandin DJ, DeFanti TA, Kenyon TV, Hart JC (1992) The CAVE: audio visual experience automatic virtual environment. Commun ACM 35(6):64–72CrossRefGoogle Scholar
  4. Deterding S, Dixon D, Khaled R, Nacke L (2011) From game design elements to gamefulness: defining gamification. In: Proceedings of the 15th international academic MindTrek conference: envisioning future media environments. Tampere, Finland, pp 9–15Google Scholar
  5. Dillenbourg P, Jermann P (2010) Technology for classroom Orchestration. In: Khine MS, Saleh IM (eds) The new science of learning: computers, cognition and collaboration in education. Springer, Berlin, pp 525–552CrossRefGoogle Scholar
  6. Egenfeldt-Nielsen S (2006) Overview of research on the educational use of video games. Kompetanse: Nord J Digit Lit 1(3):184–213Google Scholar
  7. Guest W, Wild F, Vovk A, Fominykh M, Limbu B, Klemke R, Sharma P, Karjalainen J, Smith C, Rasool J, Aswat S, Helin K, Di Mitri D, Schneider J (2017) Affordances for capturing and re-enacting expert performance with wearables. In: European conference of technology enhance learning, Lecture notes in computer science, vol 10474. Springer, Cham, pp 403–409Google Scholar
  8. Karoui A, Marfisi I, George S (2017) A nested design approach for Mobile learning games. In: Proceedings of the 16th world conference on mobile and contextual learning, mLearn. ACM, New York, pp 1–4Google Scholar
  9. Milgram P, Kishino F (1994) A taxonomy of mixed reality visual displays. IEICE Trans Inf Syst 77:1321–1329Google Scholar
  10. Murray T, Blessing S, Ainsworth S (eds) (2003) Authoring tools for advanced technology learning environments: toward cost-effective adaptive, interactive and intelligent educational software. Kluwer Academic Publishers, DordrechtGoogle Scholar
  11. Shaffer DW (2006) Epistemic frames for epistemic games. Comput Educ 46(3):223–234CrossRefGoogle Scholar
  12. Sherman WR, Craig AB (2002) Understanding virtual reality: interface, application, and design. Morgan Kaufmann Publishers, San FranciscoGoogle Scholar
  13. Skulmowski A, Pradel S, Kühnert T, Brunnett G, Daniel Rey G (2016) Embodied learning using a tangible user interface: the effects of haptic perception and selective pointing on a spatial learning task. Comput Educ 92/93:64–75CrossRefGoogle Scholar
  14. Soliman M, Guetl C (2013) Implementing intelligent pedagogical agents in virtual worlds: tutoring natural science experiments in OpenWonderland. In: IEEE EDUCON global engineering education conference, Berlin, pp 782–789Google Scholar
  15. Susi T, Johannesson M, Backlund P (2007) Serious games an overview. Technical report, HS-IKI-TR-07-001. School of Humanities and Informatics, University of Skövde, SkövdeGoogle Scholar
  16. Torrente J, del Blanco A, Marchiori EJ, Moreno-Ger P, Fernández-Manjón B (2010) <e-adventure>: introducing educational games in the learning process. In: IEEE EDUCON global engineering education conference, Madrid, pp 1121–1126Google Scholar
  17. van Oostendorp H, van der Spek ED, Linssen JM (2014) Adapting the complexity level of a serious game to the proficiency of players. EAI Endorsed Trans Ser Games 1(2):8–15Google Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Laboratoire d’Informatique de l’Université du Mans, LIUM – EA 4023Le Mans UniversitéLe MansFrance

Section editors and affiliations

  • Eric Sanchez
    • 1
  1. 1.CERFUniversity of Fribourg (CH)FribourgSwitzerland