D Digital Games and Gamification in Learning Heide Lukosch HIT Lab NZ, University of Canterbury, Christchurch, New Zealand Introduction Games and the application of game elements in non-gaming contexts, a process called gamification, have become an ever more accepted approach in learning environments. Digital games, and game elements in particular, seem to be promising methods to address a large and diverse group of learners, foster their motivation and self-efficacy, and enable creative problem- solving. A game is often described as consisting of four elements, namely, goals, rules, feedback, and (voluntary) participation or interaction. Beyond games as well-defined artifacts, gamification as the application of playful elements to non-gaming contexts (Deterding 2012) can be used to enhance the traditional (digital) classroom and learning outside of it. Learners who are chal- lenged and enabled to take over different roles and perspectives are confronted with a rich, interac- tive, and active learning environment that is based on an experiential learning approach – learning by doing in a safe environment, without fear of seri- ous consequences. The mechanics that character- ize digital games relate to and support learning in many ways and are closely connected to the cul- ture of contemporary learners. Games come in many forms and media. In a physical classroom, one may encounter card games, board games, or role-based games. In a digital learning environment, online, offline, single-player, and multiplayer games facilitate learning processes. Games represent a set of rules, roles, and resources (Klabbers 2006), which allow for an interactive, enjoyable activity within acknowledged borders. These elements constitute what is also called a “magic circle”– a situation that is recognized by players as the game space, close to yet separated from the “real” world. While games are usually seen as an indi- vidual and comprehensive artifact to be used – a box of cards or a video game – gamification is defined as the application of distinct game ele- ments in nongame contexts, usually to foster motivation (Deterding 2012). This entry illus- trates how both concepts can be used for learning and shows how both fields are interconnected. Digital Games and Learning Learning by doing, or experiential learning, is a well-known concept in educational contexts. This learning process is described as a circle of con- crete experience, reflective observation, abstract conceptualization, and active experimentation (Kolb 1984). Game play performs important roles in psychological, social, and intellectual © Springer Nature Singapore Pte Ltd. 2020 M. A. Peters, R. Heraud (eds.), Encyclopedia of Educational Innovation, https://doi.org/10.1007/978-981-13-2262-4_134-1