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Video game literacy : social, cultural and educational perspectives

Jeroen Bourgonjon UGent (2015)
Please use this url to cite or link to this publication:
author
promoter
UGent and UGent
organization
year
type
dissertation
publication status
published
subject
keyword
video game literacy, video games, dgbl, game literacy, gamification, computer games, literacy, digital games-based learning, digital game-based learning, games
pages
286 pages
publisher
Ghent University. Faculty of Psychology and Educational Sciences
place of publication
Ghent, Belgium
defense location
Gent : Het Pand (zaal rector Vermeylen)
defense date
2015-05-19 10:00
language
English
UGent publication?
yes
classification
D1
copyright statement
I have transferred the copyright for this publication to the publisher
id
6917867
handle
http://hdl.handle.net/1854/LU-6917867
date created
2015-08-31 10:52:07
date last changed
2018-05-22 06:34:05
@phdthesis{6917867,
  author       = {Bourgonjon, Jeroen},
  keyword      = {video game literacy,video games,dgbl,game literacy,gamification,computer games,literacy,digital games-based learning,digital game-based learning,games},
  language     = {eng},
  pages        = {286},
  publisher    = {Ghent University. Faculty of Psychology and Educational Sciences},
  school       = {Ghent University},
  title        = {Video game literacy : social, cultural and educational perspectives},
  year         = {2015},
}

Chicago
Bourgonjon, Jeroen. 2015. “Video Game Literacy : Social, Cultural and Educational Perspectives”. Ghent, Belgium: Ghent University. Faculty of Psychology and Educational Sciences.
APA
Bourgonjon, J. (2015). Video game literacy : social, cultural and educational perspectives. Ghent University. Faculty of Psychology and Educational Sciences, Ghent, Belgium.
Vancouver
1.
Bourgonjon J. Video game literacy : social, cultural and educational perspectives. [Ghent, Belgium]: Ghent University. Faculty of Psychology and Educational Sciences; 2015.
MLA
Bourgonjon, Jeroen. “Video Game Literacy : Social, Cultural and Educational Perspectives.” 2015 : n. pag. Print.