This paper aims to provide a framework for creating and analyzing cultural heritage games, with the intention of maximizing players’ cognitive, emotional, and behavioral engagement with digital heritage. To achieve this, a set of game design characteristics was identified through semi-structured interviews with experts (n = 16) and subsequently validated through a discussion with university students (n = 19). Grounded theory was then applied to the comments of the experts to create a framework of ten fundamental characteristics, divided into three dimensions: cognitive, emotional, and behavioral. Additionally, an assessment of the literature was conducted to explain and support the inclusion of each game component.

PurposeThe purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education.Design/methodology/approachA bibliometric methodology based on scientific mapping and an analysis of co-words was used. The scientific production on this field of study indexed in Scopus was analyzed. The analysis included a total of 725 publications.FindingsThe results show that the National Research Council of Italy is the institution with the highest volume of production. Among the journals, the Journal on Computing and Cultural Heritage stands out. In addition, in the analysis of the structural and thematic development of co-words, a low percentage of keyword matching was observed. The research is currently mainly oriented to pedagogical methods, especially game-based learning, gamification and the use of serious games, although these are not the only trends in this field. Research is also focusing on virtual reality, augmented reality, and mixed reality.Originality/valueThis work is an exploratory and novel study that analyzes the publications to date on mobile game-based learning in cultural heritage education. In theoretical terms, this can serve as support so that other researchers interested in this field can access the information highlighted in this work. From a practical perspective, this work will contribute to the promotion of new innovative actions in cultural heritage education to satisfy the demands of a learning group increasingly familiar with games technology.

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Los Recursos Educativos Abiertos (REA) han emergido como un concepto con gran potencial para apoyar la transformación educativa. Aunque su valor educativo reside en la idea de usar recursos como método integral de comunicación de planes de estudios en cursos educativos (es decir, aprendizaje basado en recursos), su poder de transformación radica en la facilidad con la que esos recursos, una vez digitalizados, pueden ser compartidos a través de Internet. El presente artículo hace un breve repaso al movimiento de los Recursos Educativos Abiertos, haciendo especial hincapié en su definición, características, ámbito, límites, etc. Asimismo se presenta aquí el Portal Abierto UNES (Universidad-Escuela), el repositorio de Recursos Educativos Abiertos del Departamento de Didáctica de las Ciencias Sociales de la Universidad de Granada.

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