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A game concept using conflictive animations for learning programming., , and . IGIC, page 175-178. IEEE, (2013)Making Construals as a New Digital Skill: Dissolving the Program - and the Programmer - Interface., , , , , , , , , and 9 other author(s). iTAG, page 9-16. IEEE Computer Society, (2015)An activity theory-based model for serious games analysis and conceptual design., , , , , , , and . Computers & Education, (2015)Critical Factors for Technology Integration in Game-Based Pervasive Learning Spaces., , , and . TLT, 3 (4): 294-306 (2010)Life Planning by Digital Storytelling in a Primary School in Rural Tanzania., , , and . Educational Technology & Society, 15 (4): 225-237 (2012)Collaborative and cooperative games: Facts and assumptions., , , and . CTS, page 370-376. IEEE, (2013)Contextualizing ICT in Africa: The Development of the CATI model in Tanzanian Higher Education., , , , and . African J. of Inf. & Commun. Technology, (2006)Distributed Pervasive Worlds: The Case of Exergames., and . Educational Technology & Society, 18 (1): 50-66 (2015)EmotionExpert: Facebook game for crowdsourcing annotations for emotion detection., , , , and . IGIC, page 179-186. IEEE, (2013)Uncovering the Richness of an Authentic Living Museum through Pervasive Learning Environment., , , and . ICALT, page 655-657. IEEE Computer Society, (2009)