a b s t r a c tThe use of Information and Communication Technology (ICT) is of immense importance in today's digital knowledge society. As a basis for private and vocational participation in society, ICT literacy has been widely discussed in recent decades. Although motivational and metacognitive facets play an important role in developing ICT literacy and competence, studies assessing media, computer or ICT literacy often fail to present a comprehensive concept on these motivational and metacognitive facets. This article addresses this issue by integrating them into the concept of ICT engagement. Its theoretically deduced dimensions of ICT-related interest, self-concept related to the use of ICT, and social exposure to ICT were analyzed in an explorative study assessing N = 445 students aged between 14 and 17 years in the German federal state of Baden-Wuerttemberg. The obtained dimensional structure included the assumed factors, and suggested to distinguish a positive and a negative self-concept on using ICT as well as to separate interest in computers and interest in mobile devices factor. The ICT engagement dimensions were related to individual differences in behavioral, cognitive and emotional ICT constructs as expected.

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It is well accepted that ICT and media competencies are indispensable in the modern world, and that education at school and on the level of tertiary education should target to convey corresponding skills. However, there is much less agreement on specific skills that should be included, and there exist quite a few different proposals and approaches under terms such as media literacy, information literacy, and further more. In this paper, we provide an overview on these different concepts, highlight differences and similarities of these, and also discuss the terminology being applied in this context on an international level.

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This chapter introduces an approach to use best-practice experiences in terms of Design Patterns to support the development of high-quality and successful educational games. These Game-based Learning Design Patterns draw from previous work on Game Design Patterns and Pedagogical Patterns. The chapter provides background on the Design Pattern approach and explains the structure of the new pattern type based on selected examples. It also illustrates that existing patterns, e.g., from Game Design, may provide first evidence, while the identification of Game-based Learning Design Patterns is not straightforward.