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Call for Papers – C5: EGG

ICCE 2026 Subconference on

Educational Gamification and Game-based Learning (EGG)

The ICCE C5 sub-conference invites submissions from researchers who investigate phenomena in the field of Educational Gamification and Game-based Learning (EGG). This sub-conference invites researchers, designers, and practitioners to investigate how games, play, and gamification can be designed, enacted, and studied to support learning across diverse contexts.

Game-based learning, playful learning, and gamification have become prominent and influential research areas in 21st-century education. When learners engage with games and game-like systems, they explore complex worlds, encounter meaningful challenges, make decisions, and experience emotional engagement that can foster deep learning, creativity, and problem-solving. Games and gamified environments can serve as powerful vehicles for inquiry, knowledge construction, identity exploration, and the development of higher-order skills.

The EGG subconference aims to provide an international forum for sharing innovative theories, designs, technologies, and empirical findings related to learning with games and gamification. We particularly welcome work that bridges learning theories, human-centred and playful design, emerging technologies, and educational practice. In an era of big data and AI, we are also interested in research that examines how learner interactions, processes, and performance can be captured, analysed, and leveraged to support learning and teaching in game-based and gamified environments.

We invite rigorous and original contributions from both established scholars and early-career researchers. Submissions may be theoretical, empirical, design-oriented, or methodological, and may address learning in formal, informal, or hybrid settings, with or without digital technologies.

Scope of the Conference

Topics of interest include, but are not limited to:

  • Educational gamification and game-based learning theories and frameworks
  • Design principles and methodologies for games and playful learning environments
  • Learning analytics, assessment, and feedback in game-based or gamified learning
  • Artificial intelligence, personalisation, and adaptive systems in educational games
  • Ethical issues and responsible use of AI and data in game-based learning or gamified learning
  • Engagement, motivation, emotion, and affect in games and gamification
  • Game narrative, storytelling, identity, and role-play for learning
  • Collaborative, social, and community-based game-based learning or gamified learning
  • Multiplayer, social, mobile, casual, and online educational games
  • Immersive learning, including AR, VR, MR, metaverse, and virtual worlds
  • Physical interaction, embodiment, and tangible or digital toys for learning
  • Game-based learning in STEM and interdisciplinary education
  • Teacher professional development and pedagogical practices for game-based learning or gamified learning
  • Comparative studies of game-based learning and traditional instructional approaches
  • Case studies, design-based research, and naturalistic studies of games in use
  • Sustainable, scalable, and culturally responsive game-based learning or gamified learning designs
  • Simulation and animation
  • Sustainable and scalable cases of learning with games
  • Wii-like somatic forms of learning, including in sports and training contexts

PC Executive Chair

  • Shurui BAI Tiffany, The Education University of Hong Kong, Hong Kong SAR, China

PC Co-chairs

  • Chung-Yuan HSU, National Pingtung University of Science and Technology, Taiwan
  • Lei SHI, Newcastle University, UK
  • Amadeus J. PICKAL, University of Augsburg, Germany

PC Members

  • Zhichun LIU, The University of Hong Kong, Hong Kong SAR, China
  • Dan SUN, Hangzhou Normal University, China
  • Jeremy NG, The University of Hong Kong, Hong Kong SAR, China
  • Xiao YA, Nanjing Normal University, China
  • Zhihao CUI, The Education University of Hong Kong, Hong Kong SAR, China
  • Chunqi LI, The University of Hong Kong, Hong Kong SAR, China
  • Weijiao HUANG, The University of Hong Kong, Hong Kong SAR, China
  • Chen YANG, The Education University of Hong Kong, Hong Kong SAR, China