Game-based learning (GBL) broadly refers to learning and education that involves characteristics of games and play in their design, pedagogy, praxis, culture or teacher and learner experience. Game-based learning is a broad field of research and practice and contains under its umbrella for example the following key concepts: educational games, serious games, gamification of learning, games-with-a-purpose, science games, simulation games, smart toys, and others.

Gamefulness has increasingly become an integral part of any learning and education, and its rise is based on the premise that games are able to invoke beneficial engagement, interest, and motivation as well as cognitive, emotional, and social skill development.

To advance the literature on GBL, given the success of the first edition of the minitrack, the second edition GBL minitrack encourages submissions from any disciplinary background reporting different kinds of studies: e.g., empirical studies, case studies, methods and techniques, conceptual frameworks, and literature reviews. Beyond the title of the minitrack, the minitrack covers research and practice framed as related to neighboring concepts such as educational games, serious games, gamified learning, single and multiplayer games for learning, simulation, and training games, gameful design, etc. Studies should cover, but are not limited to, the following issues:

- Users: e.g., studies on the effects of GBL on usability, engagement, motivations, user/player types, individual differences, user modeling, etc.
- Educational science: educational effectiveness of GBL, educational theories and their application in GBL, games as assessment tools, games as educational research tools, pedagogical models for GBL, instructional design of GBL, learning mechanisms in GBL,
emotions and affective interaction, etc.
- Computing: Computational aspects involving GBL, e.g., tangible/physical computing, artificial intelligence, algorithms, frameworks, architectures, etc.
- Technology: e.g., GBL in mobile games, procedural content generation, etc.
- Arts & Design: e.g., user interface design, emotional design, design of learning mechanics, mapping instructional methods to game mechanics, inclusive design and accessibility issues, narratives, media, and & languages in GBL, localization in GBL, etc.
- Culture: e.g., socio-cultural relations involving GBL, Anthropology, and poetics in GBL, bodies, gender, and politics in GBL, etc.
- Pedagogy: pedagogical aspects of GBL, e.g., personalization, collaborative learning, blended learning, cognitive process, intellectual skills, edutainment, etc.
- Learning analytics: e.g., adaptivity and personalisation in GBL, studies involving GBL in the learning analytics process, game-mechanics adaptation based on learning data, etc.
- Health: GBL for health, effects of GBL in health, health literacy, behavioral change, etc.
- Theories/concepts/methods: e.g., contributions to science around GBL
- Ethics: i.e., general ethical aspects involving GBL.

The Game-based learning minitrack is part of the Gamification Publication Track aimed at persistent development of gamification research. Authors of accepted papers have the option to fast-track extended versions of their HICSS papers to:

- Smart Learning Environments
- Internet Research
- AIS Transactions on Human-Computer Interaction

Minitrack Co-Chairs:
Wilk Oliveira (Primary Contact)
Tampere University
wilk.oliveira@tuni.fi

Maximilian Altmeyer
German Research Center for Artificial Intelligence
maximilian.altmeyer@dfki.de

Juho Hamari
Tampere University
juho.hamari@tuni.fi

Isabella Aura
Tampere University
isabella.aura@tuni.fi