Aim. In this article, we argue for an expanded definition and treatment of engagement when studying games for learning. Background. It is common for researchers in the field to collapse behavioral, cognitive, and affective engagement into one shared category. We assert that educators and games for learning researchers should examine all types of engagement using multiple methodologies as a means to better understand precisely what students are learning from game play. Method. We present findings from a small (N = 58) qualitative study that highlights the importance of accounting for behavioral, cognitive, and affective engagement when evaluating learning from games. We also discuss methodologies that are successful for this type of evaluation. Results. Finally, we discuss the implications of our findings for those creating games for learning and for measuring learning gains.

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Purpose This paper aims to focus on two areas of digital badge design that impact learner experience: the value and meaning of badges outside of their original context and badge function and platform functionality that impact learner experience. Design/methodology/approach This research uses a design-based research approach. For this paper, components of badge systems were analyzed to identify the characteristics of learning experiences in each program. Findings Findings in this paper are from a National Science Foundation-funded project where digital badge systems were co-designed to connect informal science learning with college credit. The badge design principles presented to address the value of badges and badge function and platform functionality, as well as making program design more systematic and using badge design as a conceptual, organizing design framework for improved educational programs. Research limitations/implications Though this research is limited in the number of programs examined, the findings provide a framework for the language and standards to discuss and implement digitals badges. Practical implications This paper will be of use to programing developers seeking to integrate badges into their educational programs or simply reexamine their educational goals and opportunities for learners. Originality/value This paper challenges the conventional use of badges for simply increasing learner engagement by illustrating that the badge design and development process can improve program design and subsequent learner experience rather than serving purely as a learner motivational tool.

While transmedia storytelling surrounds us in our daily lives as we experience ubiquitous market campaigns, there is a dearth of documented instances of transmedia storytelling being used for curricular purposes within formalized learning environments. This paper discusses the theory, design, and implementation of a transmedia story used as an avenue to further contextualize and unpack several works by Edgar Allen Poe in a 9 th and 10 th grade language arts class in the United States. Connections to game literature are made. Teacher and student responses to the experience are documented.