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Mean differences between experimental and control groups for the five dimensions of collaboration and for the total scale
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This paper presents the results obtained from the implementation of a series of learning activities based on mobile serious games (MSG) for the development of problem-solving and collaborative skills in Chilean 8th grade students. Three MSGs were developed and played by teams of four students, who had to solve the problems posed by the game collabo...
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Citations
... These serious games were developed to be used in the specific context of curricular activities in classes of elementary schools. [6]. ...
In the field of music education, harmony represents an important learning challenge, especially for unmotivated students. This obstacle suggests the need for facilitating digital tools. Educational videogames are presented as effective strategies for teaching complex content. This lack of resources is accentuated in university education. In 2020, a multiplayer board game named “Tone Cluster” was developed as a tool for learning musical harmony, with graphic interfaces designed for a future mobile version. This research proposes a digital redesign of the game and interfaces, followed by its implementation and the evaluation of its usability on mobile devices. The application allows for asynchronous games that are accessible anywhere, taking advantage of the versatility of mobile devices. Evaluations with experts and users highlighted the quality and effectiveness of the game in terms of usability, with mostly positive results supporting its potential as a music teaching tool.
... However, some games in the studies (Dindar, 2018;Hamlen, 2013;Hofferth, 2010) could not be categorized in terms of the primary purpose and game genre for one of two reasons: (i) no information at all was provided about the game(s) used in the study; or (ii) minimal information was provided which was not enough to categorize the game(s) used in the study. Furthermore, in a study by Sánchez et al. (2009), three different videogames (two of them trivia games and one a strategy game) were used and the primary production purpose of all of them was serious. In four studies (Kang et al., 2017;Liu et al., 2016;Lorusso et al., 2018;Rubin-Vaughan et al., 2011) the videogames developed by researchers were classified based on primary purpose but could not be categorized by genre due to the aforementioned reasons. ...
Playing games can be one of the most important activities for children to improve their social problem-solving (SPS) skills. Studies that have examined the empirical evidence of playing games concerning children’s SPS skills have tended to focus on the function of a single game. Therefore, an overview study is needed to generalize the data by the game content and production purpose. Twelve databases were systematically searched. Four basic criteria were sought for studies to be included. A total of 35 studies meeting all the inclusion criteria were reviewed. The results showed that (i) experimental designs were the most utilized, and (ii) more studies using active control groups are needed to compare the effectiveness of the game playing. In non-traditional games research, half of the videogames used in the studies reviewed and classified, were primarily produced for educational purposes, followed by serious games (30%) and entertainment games (20%). These three types of videogames were effective in promoting children’s SPS skills. Moreover, simulation games were the most preferred videogame genre utilized by the researchers. In studies using videogames, children’s SPS skills did not differ significantly by gender, whereas in a study using traditional games (non-video games), male participants’ problem-solving ability progressed significantly more than that of females. Almost all the studies concluded that playing both videogames and traditional games positively influenced children’s SPS skills. However, only three studies utilizing traditional games were conducted during the two-decade period (2000–2019) and more studies are needed for comparable and generalizable results.
... Studies show that playing games (both traditional games and videogames) which is one of the indispensable activities of children contributes to the development of children's social problem-solving skills (Bishop, 2013;Hamlen, 2018;Petty & de Souza, 2012;Sanchez et al., 2009;Sung & Hwang, 2018;Yang, 2015). The reason is that during the game, many unstructured (social) problems are encountered, and decisions are made as in real life, solutions are analyzed, and the problems are tried to be solved. ...
... The problems which are frequently encountered in daily life, have multiple solutions and require the integration of various components for solution, and are defined as "social problems" (Jonassen, 1997;Reed, 2016). In the literature, there have been many studies carried out to determine the influence of videogames on children's problem-solving skills (Dindar, 2018;Goldsworthy et al., 2000;Kang et al., 2017;Kim et al., 2009;Sanchez et al., 2009;Sun et al., 2011;Van De Sande et al., 2015). When these studies were examined, it was seen that almost all of the games used were either specially developed by the researchers or derived from existing games. ...
Social problem-solving is a skill that needs to be developed starting from an early age in order to cope with the problems encountered in all areas of individual's lives. Studies trying to explain the influence of children's games (including videogames and more traditional games) on social problem-solving skills examining only a single game are arguably limited because most children do not play a single game in their daily lives and prefer to play a variety of different games. Therefore, the present study investigated the extent to which videogames and traditional games are associated with problem-solving skills among children across two different cultures (i.e., Turkish and British). The study comprised 523 schoolchildren (aged 9–11 years). Of these, 255 of them were studying in the UK (53.33% girl) and 268 of them were studying in Turkey (52.24% girl). The results showed that British children played videogames more than Turkish children while Turkish children spent significantly more time playing traditional games than British children. Boys in both samples spent more time playing videogames than girls. Using the Social Problem Situations Inventory for Children (SPSIC), girls' SPSIC scores were higher than boys' scores and children who played videogames for less than 1 h a day had significantly higher SPSIC scores than those who played videogames for 4 h or more per day. In both cultures (Turkish and British), action and role-playing videogames were the most preferred genres by children while simulation and puzzle games were the least preferred genres. In relation to traditional games, British children mostly preferred to play sport games while Turkish children mostly preferred action games. Action-adventure videogames were a negative predictor of SPSIC scores while simulation and puzzle games and the videogame genres whose primarily production purposes were serious and educational were positive predictors of SPSIC scores. Moreover, action, strategy, role-playing and sport traditional game genres were positively predicted SPSIC scores.
... Así mismo, Sánchez, Mendoza, & Salinas (2009) realizaron otra investigación cuyo objetivo fue evidenciar el impacto del trabajo colaborativo entre pares al resolver un problema presentado a través de un videojuego, encontrando que los estudiantes que resolvieron la tarea en parejas lograron progresar a niveles avanzados del juego y mostraron mayor participación durante el proceso, a diferencia de los estudiantes que lo hicieron individualmente. En esta misma línea, al indagar por investigaciones en el tema en niños de edades más avanzadas, Fawcett & Garton (2005) encontraron que los efectos de la colaboración no son completamente claros; en su investigación encontraron que estudiantes de 7 años trabajando juntos obtenían mejores resultados que los obtenidos individualmente. ...
... Estos hallazgos matizan los planteamientos de autores como Kuhn (2015), Sánchez, Mendoza, & Salinas (2009) y Sung & Hwang (2013) quienes encontraron que, durante la interacción entre pares, el desempeño en una tarea tenía mejoras significativas, cuando estas colaboraban e interactuaban activamente entre sí. Lo encontrado en este estudio da cuenta de que, aunque la colaboración puede ser una condición que favorece la mejora en el desempeño, no es la única forma de interacción que lo permite. ...
Objetivo: Caracterizar las trayectorias de la colaboración entre estudiantes en segundo
y tercer grado de primaria, al resolver un videojuego que demanda pensamiento científico. Método: Se realizó un estudio cuantitativo de diseño microgenético, a través de la aplicación de un videojuego de resolución de problema multivariado durante 9 sesiones a 4 diadas de niños entre 8 y 10 años de edad. Resultados: Se categorizaron las diadas de acuerdo a su colaboración, una diada mostró una tendencia a colaborar, dos diadas oscilaron en los tipos de colaboración (trabajo colaborativo, trabajo paralelo, trabajo pasivo y no trabajo) y la última diada se concentró en el trabajo pasivo. El desempeño en pensamiento científico varió dependiendo de la categoría de la colaboración, dos diadas mostraron mejora en el desempeño, mientras que en los dos restantes el desempeño osciló en niveles altos y bajos. Conclusiones: Las diadas que presentaron un tipo de interacción organizada (trabajo colaborativo y trabajo pasivo) mostraron un mejor desempeño en pensamiento científico, comparadas con las diadas que mostraron una colaboración más oscilante
... This form of learning empowers students to develop their own skills and knowledge (Sharples, Taylor & Vavoula, 2007). Students, through the use of mobile learning, may create opportunities to learn anytime and anywhere (Martin & Ertzberger, 2013;Sanchez, Mendoza, & Salinas, 2009) and can connect that learning experience to real life situations. Recently, games have been integrated in mobile platforms. ...
This one-group pretest-posttest experimental design study presented the effects of mobile game on students’ disaster response learning. It also determined which of the usability features of the game might influence learning of students. Ninety-eight students utilized the game for three consecutive days (i.e., the intervention period). It was shown students learn significantly in terms of responding to fire, flood, tsunami, and volcanic eruption but not on storm and earthquake situations. The game did not contribute significantly to the knowledge of the students on storms since students are already attuned to storms. Students did not achieve a significant learning gains in earthquake test items because earthquake drills were conducted in local, institutional, and national levels before the study was initiated. Aesthetics was the only usability design factor that can influence learning. Thus, the null hypothesis stating that the usability design factors do not influence students learning was partially rejected. Recommendations were also offered.
... When taking into the consideration the increasing popularity of mobile tools and applications in younger generations, there is a large demand to try to incorporate mobile devices in teaching practices. It has been suggested that the best way to do this is using MSG (Mobile Serious Games) game as explained in [2]. ...
We discuss the design and development of an infrastructure for serious gaming applications using a formal Modeling and Simulation environment based on the DEVS formalism. The research uses the RISE simulation middleware services to build a serious game application that can be deployed on a mobile device using a properly developed mobile client. We propose a mobile client that leverages the cloud services provide by a RISE server to obtain simulation data to be used in a serious gaming application. In particular, our prototype provides a stock trading game. The simulation model is based on a Brownian motion economic model that has been analyzed comparatively to real data.
... Los videojuegos expanden su área de influencia más allá de su ámbito específico y establecen relaciones relevantes con otros medios, como la televisión (Evans, 2008), el cine (Grusin, 2006) y la industria editorial (Pestano et al. 2010); por su parte, la prensa les dedica espacio y tiempo en forma de apartados específicos y piezas de actualidad; los juegos se convierten en un vector novedoso para contenidos aparentemente distantes de su objetivo lúdico como la publicidad (Kuhn et al., 2007;Martí Parreño, 2010), el aprendizaje (BARANOWSKI et al., 2005;Gros y Bernat, 2008;Hayes y Games, 2008), la salud (Baranowski et al., 2008) y el entrenamiento para la resolución de problemas reales (Sánchez et al., 2009;Zyda, 2005). En el ámbito académico, poco a poco, los videojuegos configuran un territorio multidisciplinar en el que también tiene presencia la comunicación (Aarset, 1997). ...
La situación actual de la industria del videojuego en España se caracteriza por las tendencias oligopólicas del sector, la integración vertical de las multinacionales dominantes, la insuficiente financiación pública a las desarrolladoras de software nacionales y la carencia de inversión en I+D, factores que han tenido como consecuencia que las empresas foráneas (especialmente norteamericanas y japonesas) estén cubriendo más del 94% de la demanda. En este artículo se describe cómo se configura, desde una perspectiva de mercado, la industria de ocio audiovisual que alcanza la mayor facturación en este país.
... This paper presents the results obtained with the implementation of a series of MSG-based learning activities for the development of problem solving and collaboration skills in Chilean 8th grade students. Preliminary results were studied in a previous paper (Sánchez, Mendoza, & Salinas, 2009). The hypothesis of this study is that learning activities based on mobile serious games can contribute to the development of problem solving and collaboration skills, and to the improvement of primary school learners' motivation for learning and perceptions of science. ...
This paper presents the results obtained with the implementation of a series of learning activities based on Mobile Serious Games (MSGs) for the development of problem solving and collaborative skills in Chilean 8th grade students. Three MSGs were developed and played by teams of four students in order to solve problems collaboratively. A quasi-experimental design was used. The data shows that the experimental group achieved a higher perception of their own collaboration skills and a higher score in the plan execution dimension of the problem solving cycle than did the non-equivalent control group, revealing that MSG-based learning activities may contribute to such learning improvements. This challenges future research to identify under which conditions learning activities based on mobile serious games can promote the development of higher order skills.
... In particular, Zurita and Nussbaum (2004) and Huizenga et al. (2009) have presented findings demonstrating higher achievement scores using mobile technology for collaborative learning when compared to traditional learning activities. Other researchers have presented findings showing that collaborative mobile learning can support student's development of collaboration skills ( Cortez et al., 2009;Sanchez et al., 2009), and increase student motivation and engagement (Facer et al., 2004;Schwabe & Göth, 2005). Common to these studies, and mobile learning studies in general, is a strong focus on evaluating the learning outcomes and the effects of collaboration, with few studies analyzing the mediating learning processes (Sharples, 2009). ...
Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1 the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2 task-related information is not accessible to all learners; 3 the task structure is not sufficiently complex; 4 teacher scaffolding is too readily available; and 5 necessary collaborative skills are not developed.
... The development of the mGuides system was influenced by some previous projects such as BuinZoo and Museo [2], which are interactive software for learning that can be run on a Pocket PC and a Classmate PC, and Mobile tourism [10], which allow for the creation of tourist content for mobile devices. Another prior influential project corresponds to the creation of an educational RPG videogame engine for cellular phones presented in [3]. ...
This work presents the usability evaluation of the mGuides system, which emerged as a response to the educational needs of
students affected by the earthquake that hit Chile in the year 2010. With this system, teachers generate working guides through
an editor, including learning guides and questionnaires for their learners. At the same time, students visualize and complete
these working guides on cellular phones. The objective of this work is to present the impact of usability evaluations as part
of the process for the development of the mGuides system, contributing mainly to the validation of the functionalities and
the detection of errors. The results show that the mGuides system was highly accepted by both teachers and students, and that
it is an intuitive and easy-to-use tool.
