This is a list of the ten most-cited articles on game-based learning according to the Web of Knowledge database.

The abstracts you see are also from the database. I've arranged the articles chronologically, from most-recent to least-recent. Where free versions are available online, I've included a link. If you're interested in reading any of the others, you'll either have to pay or go to a university library (either online or in person) to get a copy.

I'm going to use this as a crude way of beginning a review of literature on game-based learning, starting with the most recent article (the theory being that the reviews of literature in more recent articles provide more accurate views of what the field currently considers to be key literature). Surely my technique has failed to capture a lot of important work, but review of these articles and their sources will reveal other key texts.

Each week, I will review one of these articles, looking for insights and idea we can use in our applied game-based learning practice. If you've got ideas on what else I need to read--I'm looking for real touchstones of the field--drop a citation in the comment box!

Robertson, Judy, and Cathrin Howells
     2008     "Computer game design: Opportunities for successful learning." Computers & Education 50(2):559-578.

Developing children as successful learners is a key aim of A Curriculum for Excellence in Scotland. This paper presents qualitative results from an eight week exploratory field study in which a class of ten year olds made their own computer games. The analysis focuses on the development of aspects of successful learning as identified in the curriculum: enthusiasm and motivation for learning, determination to reach high standards of achievement, independent and group learning, and linking and applying learning in new situations. As teachers have an important role in facilitating and supporting learners as they use technology, the paper concludes with a discussion of implications for classroom practice. (C) 2007 Elsevier Ltd. All rights reserved.

Burgos, Daniel, Colin Tattersall, and Rob Koper
     2007     "Re-purposing existing generic games and simulations for e-learning." Computers in Human Behavior 23(6):2656-2667. http://dspace.ou.nl/bitstream/1820/508/1/RePurposingGames_20051124_ToDSpace.pdf

There is a growing interest among teachers in using games as a part of their lesson plans. A standardised, interoperable approach to the sharing of such game-based lesson plans would allow teachers and educational technologists to compare and contrast Digital Game Based Learning scenarios, allowing best practices and lessons learned to emerge. Although games can be used as 'add-ons' in educational contexts, greater benefits can be attained by integrating games more fully into the educational process, i.e. by repurposing existing games to target the specific learning objectives. In this article we analyse this problem. We developed two possible solutions based on the integration and the interaction of games and learning scenarios. The first solution is based on 'pedagogical wrappers', where games are linked to e-learning flows but without interaction and communication. The second solution sees a tighter integration which supports ongoing interaction and communication between game and e-learning flow. We applied both solutions to a generic game. This game was firstly programmed in Action Script and later re-used for learning purposes and represented in IMS Learning Design. We analysed the pros and cons of each solution and identify research topics for further research. (C) 2006 Elsevier Ltd. All rights reserved.

Ebner, Martin, and Andreas Holzinger
     2007     "Successful implementation of user-centered game based learning in higher education: An example from civil engineering." Computers & Education 49(3):873-890. http://user.meduni-graz.at/andreas.holzinger/holzinger/papers%20en/A46_GameBased_Learning.pdf

Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental setting: The online game was used for the first time during a lecture on Structural Concrete at Master's level, involving 121 seventh semester students. Methods: Pre-test/post-test experimental control group design with questionnaires and an independent online evaluation. Results: The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called "joy" was introduced, according to [Nielsen, J. (2002): User empowerment and the fun factor. In Jakob Nielsen's Alertbox, July 7, 2002. Available from http://www.useit.com/alertbox/20020707.html.], which was amazingly high. Conclusion: The experimental findings support the efficacy of game playing. Students enjoyed this kind of e-learning. (C) 2005 Elsevier Ltd. All rights reserved.

Delwiche, Aaron
     2006     "Massively multiplayer online games (MMOs) in the new media classroom." Educational Technology & Society 9(3):160-172.

Recent research demonstrates that videogames enhance literacy, attention, reaction time, and higher-level thinking. Several scholars have suggested that massively multiplayer online games (MMOs) such as Everquest and Second Life have educational potential, but we have little data about what happens when such tools are introduced in the classroom. This paper reports findings from two MMO- based courses in the context of situated learning theory. The first course, focused on the ethnography of on- line games, used the game Everquest as a vehicle for teaching research methods to 36 students in an undergraduate communication course. The second course used the game Second Life to teach the fundamentals of videogame design and criticism. Synthesizing comments from student web logs with data collected from followup surveys, the paper highlights key findings and offers concrete suggestions for instructors contemplating the use of multiplayer games in their own courses. Recommending that potential virtual environments be selected on the basis of genre, accessibility, and extensibility, it is suggested that game- based assignments are most effective when they build bridges between the domain of the game world and an overlapping domain of professional practice.

Jong, M. S. Y., J. J. Shang, F. L. Lee, J. H. M. Lee, and H. Y. Law
     2006     "Learning online: A comparative study of a situated game-based approach and a traditional web-based approach." Technologies for E-Learning and Digital Entertainment, Proceedings 3942:541-551.

"Online Learning" has been commonly viewed as a mechanism for empowering improved learning outcome, increased flexibility of aligning the individual need of learners, and better quality of educational interaction. In fact, a lot of "digitized" and "ready-to-use" learning and teaching resources are already available online; nevertheless, we must not confuse quantity and quality, as these resources may just continue to perpetuate teacher-centred approaches, rather than student-centred approaches. The present research aimed to compare the educational values, learning effectiveness, students and teachers' perceptions of a new online educational paradigm - Situated Game-based Learning with Traditional Web-based Learning in secondary education in Hong Kong. A combination of quantitative and qualitative research methods were employed for data collection and analysis. Results showed that, under the present research settings, although no significant difference of students' learning outcome with respect to these two approaches was found, the participating students and teachers were quite positive towards the educational paradigm of Situated Came-based Learning. This provides vital insights and a basis for further investigating the paradigm's application and development for learning and teaching.

Zualkernan, Imran A.
     2006     "A framework and a methodology for developing authentic constructivist e-learning environments." Educational Technology & Society 9(2):198-212.

Semantically rich domains require operative knowledge to solve complex problems in real-world settings. These domains provide an ideal environment for developing authentic constructivist e-learning environments. In this paper we present a framework and a methodology for developing authentic learning environments for such domains. The framework is based on an ecological view and characterizes dimensions of a typical constructivist environment in terms of pedagogical design, architecture, the environmental context and what is actually learned. A case-study illustrating the use of the framework to develop a just-in-time game-based learning environment is also presented.

Cai, Y., I. Snel, B. S. Bharathi, C. Klein, and J. Klein-Seetharaman
     2003     "Towards biomedical problem solving in a game environment." Computational Sicence - Iccs 2003, Pt Iii, Proceedings 2659:1005-1014. http://www.andrew.cmu.edu/user/ycai/biogame.pdf

Biomedical systems involve complex interactions between diverse components. Problem solving in such systems requires insight, i.e. the capability to make non-obvious connections. In this paper, we present a game-based problem solving environment, where users can explore biological interactions with navigation on atomic to macroscopic scales, role-play, and networked collaboration.][be study investigates the system architecture of the biological game, bio-morphing characters, and bio-interactions with biosensing and biodynamics. The prototype has been implemented on PC and tested in a preschool environment where users have little knowledge in biology. The experiment shows that the game greatly inspired users both in concept learning and entertainment.

Mann, B. D., B. M. Eidelson, S. G. Fukuchi, S. A. Nissman, S. Robertson, and L. Jardines
     2002     "The development of an interactive game-based tool for learning surgical management algorithms via computer." American Journal of Surgery 183(3):305-308.

Background: We have previously demonstrated the potential efficacy of a computer-assisted board game as a tool for medical education. The next logical step was to transfer the entire game on to the computer, thus increasing accessibility to students and allowing for a richer and more accurate simulation of patient scenarios. Methods: First, a general game model was developed using Microsoft Visual Basic. A breast module was then created using 3-D models, radiographs, and pathology and cytology images. The game was further improved by the addition of an animated facilitator, who directs the players via gestures and speech. Thirty-three students played the breast module in a variety of team configurations. After playing the game, the students completed surveys regarding its value as both an educational tool and as a form of entertainment. 10-question tests were also administered before and after playing the game, as a preliminary investigation into its impact on student learning, Results: After playing the game, mean test scores increased from 6.43 (SEM +/- 0.30) to 7.14 (SEM +/- 0.30; P = 0.006). The results of the five-question survey were extremely positive. Students generally agreed that the game concept has value in increasing general knowledge regarding the subject matter of breast disease and that the idea of following simultaneously the work-up of numerous patients with similar problems is a helpful way to learn a work-up algorithm. Conclusions: Postgame surveys demonstrate the efficacy of our computer game model as a tool for surgical education. The game is an example of problem based learning because it provides students with an initial set of problems and requires them to collect information and reason on their own in order to solve the problems. Individual game modules can be developed to cover material from different diagnostic areas. (C) 2002 Excerpta Medica, Inc. All rights reserved.

Baranauskas, M. C. C., N. G. G. Neto, and M. A. F. Borges
     2000     "Gaming at work: A learning environment for synchronized manufacturing." Computer Applications in Engineering Education 8(3-4):162-169.

This work addresses the challenges raised by the new work organizations to their personnel and points out the learning opportunities which the Internet media can bring to the process of continual development of people at work. We show how concepts of synchronized manufacturing could be achieved through a computerized game-based activity. The Dice Game is a synchronous simulation game which illustrates our discussion, (C) 2000 John Wiley & Sons, Inc.

Wolfe, J., and M. Chanin
     1993     "The Integration of Functional and Strategic Management-Skills in a Business Game Learning-Environment." Simulation & Gaming 24(1):34-46.

The need for expressing both functional and strategic management skills was examined in a game-based strategic management learning environment. Those possessing high skill levels outperformed those possessing low skill levels. Players possessing intermediate levels or diverse combinations of the two skills obtained intermediate economic results. All groups, regardless of their initial skill levels, improved their knowledge.