Abstract
ABSTRACT Serious games (SGs) represent promising digital learning tools. However, SG design frameworks frequently lack a comprehensive integration of pedagogical considerations, which might explain the observed variance in SG effectiveness. To address this research gap, we use a design science research approach to develop a mid-range design theory that translates pedagogy into SG design. We exemplify and empirically evaluate the application of our design theory with an SG designed for intercultural competency development with good results.
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