References

• Image used in banner:
  [Children looking at computers][image],(n.d.),[Photograph], https://www.smarterbalanced.org/wp-content/uploads/2017/05/iStock-178472827.jpg
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  Beavis, C, Rowan, L, & Dezuanni, M 2014, ‘Teachers' Beliefs about the Possibilities and Limitations of Digital Games in Classrooms,’ E-Learning and Digital Media, vol. 11, no. 6, pp. 569-581.
• Coding with Kids (n.d.),[Girl using computer][Photograph], https://www.codingwithkids.com/#!/
• Domínguez, A, Saenz-de-Navarrete, J, de-Marcos, L, Fernández-Sanz, L, Pagés, C & Martínez-Herráiz, J 2013, 'Gamifying learning experiences: Practical implications and outcomes', Computers & Education, vol. 63, pp. 380-392.
• Fisser, P, Voogt, J & Bom, M 2013, 'Word Score: A serious vocabulary game for primary school underachievers', Education and Information Technologies, vol. 18, no. 2, pp. 165-178.
• Hainey, T, Connolly, T, Boyle, E, Wilson, A & Razak, A 2016, ‘A systematic literature review of games-based learning empirical evidence in primary education’ , Computers & Education, vol. 102, pp. 202-223.
• [Kids playing computer games] [Image](n.d.), [Photograph], https://thenewdaily.com.au/life/tech/2015/06/11/video-games-new-books/
• Sanchez, J, Mendoza, C, Salinas, A 2009, 'Mobile serious games for collaborative problem solving', Cyberpsychology & Behavior, vol. 12, no. 5, pp. 657-658.
• Stieler-Hunt, C & Jones, C 2017, ‘Feeling alienated – teachers using immersive digital games in classrooms’, Technology, Pedagogy and Education, vol. 26, no. 4, pp. 457-470.
• Stropek, R 2015, CoderDojo Linz, https://www.flickr.com/photos/rainerstropek/22269826860/in/photostream/