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A case study of the in-class use of a video game for teaching high school history
Abstract
This study examines the case of a sophomore high school history class where Making History, a video game designed with educational purposes in mind, is used in the classroom to teach about World War II. Data was gathered using observation, focus group and individual interviews, and document analysis. The high school was a rural school located in a small town in the Midwestern United States. The teacher had been teaching with the game for several years and spent one school week teaching World War II, with students playing the game in class for three days of that week. The purpose of this study was to understand teacher and student experiences with and perspectives on the in-class use of an educational video game. Results showed that the use of the video game resulted in a shift from a traditional teacher-centered learning environment to a student-centered environment where the students were much more active and engaged. Also, the teacher had evolved implementation strategies based on his past experiences using the game to maximize the focus on learning.
... In the field of history education, game-based learning has been shown to increase students' enthusiasm for learning history (Watson et al., 2011). However, each student's preference for games and familiarity with operating methods in the classroom vary, leading to different levels of acceptance of this learning approach (McCall, 2016). ...
... Game-based learning can increase students' enthusiasm for learning history (Watson et al., 2011), but the appropriateness of certain elements in game-based history learning also needs further exploration (Kusuma et al., 2021). The simultaneous implementation of game-based learning with embedded cognitive scaffolding and collaborative problem-solving activities can enhance students' multiple perspectives discussion and learning effectiveness of historical knowledge (Chen & Law, 2016;Lin et al., 2020). ...
... The assessment of learning through collaborative discussions involving multiple perspectives is complex (Watson et al., 2011). A more in-depth analysis of the learning process can be achieved if the assessment simultaneously considers the effectiveness of knowledge acquisition as well as the content and behavior of collaborative discussions. ...
The trend in history education is gradually emphasizing the development of historical thinking and collaborative problem-solving skills, which are expected to enhance the breadth and depth of learners' thinking. The integration of game-based learning with collaborative problem-solving activities designed for historical thinking is expected to help increase learners' motivation. Cognitive scaffolding can provide immediate guidance in educational games to facilitate proper understanding and discussion of historical knowledge among learners. In this study, we used the history educational game "Void Broken 2.0" embedded with cognitive scaffolding to guide students to use their historical thinking skills in collaborative problem-solving tasks, and analyzed the behavioral patterns of the learners in using cognitive scaffolding and discussing historical thinking. The participants in this study were 158 high school students divided into an experimental group (game-based learning) and a control group (reading-based learning). The results showed that the learning activities of both groups contributed to the learning effectiveness, and there was no significant difference between the groups. As the game progressed, students in the experimental group actively utilized the assistance of the cognitive scaffolding. The need for immediate access to the cognitive scaffold's prompts did not increase significantly as the game progressed, and students with high prior knowledge were willing to share their understanding and incorporate more diverse types of information into the discussion. Low prior knowledge students' need for immediate access to the cognitive scaffolding hints increased significantly as the game progressed, and they were more willing to work with their peers to find information related to chronological reasoning, engage in repetitive discussions, and explore possible clues.
... Watson et al. (2011) and Dostál (2015) define cross-cultural communication skills as the capability to efficiently engage with individuals from diverse backgrounds. Concurrently, cultural sensitivity has emerged as an essential pedagogical aspect, focusing on the recognition and appreciation of global cultural diversity (Landis et al., 2003;Johnson et al., 2007;Kriz, 2008;Boctor, 2013;Wei et al., 2015;Creswell & Creswell, 2018).As the digital era took hold, traditional classrooms underwent a metamorphosis. ...
... A key outcome of this evolution has been the integration of game-based learning and PBL (Belland et al., 2009). Watson et al. (2011) and Dichev & Dicheva (2017) asserted that these methodologies not only stimulate engagement but also become platforms to inculcate cultural elements in learners. ...
... For comprehensive insights, these questionnaires are closely aligned with the study's objectives. See Appendix B and C. For instance, question 8 in Appendix B, which focuses on rapport-building across cultures, is inspired and substantiated by studies emphasizing cross-cultural competencies (Wang & Hannafin, 2005;Watson et al., 2011). Statistical evaluations, encompassing paired-samples and independent-samples t-tests, are conducted in alignment with research methodologies advocated by Creswell and Creswell (2018). ...
This study employs a mixed-methods design to assess the integration of GeoGuessr and problem-based learning (PBL) in enhancing cross-cultural communication skills and cultural sensitivity among English as a foreign language (EFL) learners in a Chinese context. The quantitative phase, utilizing pre- and post-test measurements with Likert scales, shows significant improvements in the cross-cultural communication skills and cultural sensitivity of the experimental group engaged with GeoGuessr and PBL compared to a control group. The qualitative component, involving systematic observations and semi-structured interviews, highlights differences in instructional environments, student interaction, cultural communication skills, sensitivity, and pedagogical strategies between groups and reveals themes related to increased cultural awareness, critical thinking, collaborative learning, and academic engagement. The findings endorse the potential efficacy of GeoGuessr and PBL in EFL settings, enriching EFL pedagogy and suggesting further research pathways.
... Their findings, based on pre-and post-test scores and interviews, showed significant improvement in players' awareness of local culture, folk arts, and other cultural elements, with the authors suggesting that immersive digital games can be valuable educational tools for enhancing cultural and historical understanding. Then Watson, Mong, and Harris (2011) investigated the effects of Making History on student engagement and learning strategies, as well as teacher and student experiences. Using a qualitative case study with observations and focus group interviews, they found that the game transformed the classroom from a traditional teacherto a student-centered environment. ...
... Shih, Jheng, and Tseng (2015) describe a serious game created explicitly for educational purposes. While Watson, Mong, and Harris (2011) are likely describing one of the earlier commercial strategy games in the series (e.g., Making History: The Calm & The Storm; Muzzy Lane 2007), but refer to it in the study as a VG "designed with educational purposes in mind" (p. 466). ...
Concerns regarding the historical accuracy, archaeological practices, and representation of cultural heritage (CH) in commercial video games (VGs) have fueled unending debates about their educational value. However, beyond offering interactive and engaging narratives, it is argued that these games play a vital role in CH. This work delves into the complexities inherent in representing history, archaeology, and CH within commercial VGs. It examines the portrayal of CH as a construct within these games, underscores the importance of collaborative efforts – between game developers, heritage professionals, and members of the communities represented – in their development, and highlights instances where commercial VGs can foster CH awareness. While many commercial VGs touch upon history and archaeology or embody diverse cultures as the platform for their narratives, the focus is placed on Shadow of the Tomb Raider to illustrate the many points found in this work because the game is said to ethically come close to representing the effects of archaeology on local populations and descendants of ancient people. The aim is to catalyze discussions among educators, researchers, game developers, heritage experts, and other stakeholders about the role of commercial VGs in enhancing learning and promoting consciousness about matters vital to cultural identities.
... The benefit of the idea of integrating gamification elements in education has been discussed in different studies. Hoffman and Nadelson (2010) and Watson, Mong and Harris (2011) point out that gamification can considerably increase users' level of motivation engagement and the flow of the learning content. Therefore, employing gamification in classrooms can lead to an enhancement of their class progression and achievement (Kuh et al., 2006;Watson, Mong and Harris, 2011). ...
... Hoffman and Nadelson (2010) and Watson, Mong and Harris (2011) point out that gamification can considerably increase users' level of motivation engagement and the flow of the learning content. Therefore, employing gamification in classrooms can lead to an enhancement of their class progression and achievement (Kuh et al., 2006;Watson, Mong and Harris, 2011). ...
Touchscreen devices provide a variety of features and engaging interaction which offer a significant incentive for them to be adopted for learning purposes. They facilitate access to educational resources at any time and broaden the study contents beyond the formal curricula of educational institutions. This is promoted by employing educational applications that stimulate learners to interact effectively with the learning material to gain motivation, influencing their accomplishments in the targeted subject. However, some applications fail to provide a variety of feedback to their stakeholders by relying on evaluating learners either negatively or positively in a simplistic manner and with a lack of reinforcement. This unsuitability and the lack of feedback can lead to a weak level of interaction and decrease students' comprehension levels. In this paper, a multi-platform touchscreen-based application has been developed by adopting gamification to support learners with limited literacy skills in acquiring the Arabic alphabet. A study was conducted on 75 native Arabic learners studying in the first and second year of elementary level in Saudi Arabia to evaluate the system's ability to increase learners’ knowledge of the Arabic alphabet. The sample was divided into three groups; experiment, and control groups (both first-year) and second-year groups. The experimental group utilized the application after taking the pre-test, while the control group interacted with the learning material traditionally with their teachers. The second-year group results assisted the study in investigating the system's ability to rapidly boost the experiment group's comprehension of the targeted subject since the second-year learners were more experienced in Arabic letters than the experiment or control groups. The results of the comparison of the pre-test and post-test showed that the experiment group overtook the control and the second-year group regarding the post-test score, which indicates the system's ability to increase learners’ knowledge level. By providing an interactive and engaging learning experience, the developed application has shown the ability to increase learners' knowledge levels significantly. These research findings have implications for educators, learners with limited literacy skills, curriculum developers, and researchers who are seeking effective tools to improve language learning outcomes.
... Educational projects following GBSs optimize over the intended skills to learn by exposing students to opportunities where they can practise those in a task environment (Schank et al. 1994). Essentially, students become active participants in the learning scenario (Watson, Mong, and Harris 2011), which stimulates them to move towards the completion of the specified task. This encouragement, also referred to as motivation, is the key ingredient in pedagogical success (Uguroglu and Walberg 1979;Reigeluth 2013;Deci and Ryan 2013;Tohidi and Jabbari 2012;Ahmet and Fallows 2013). ...
... This encouragement, also referred to as motivation, is the key ingredient in pedagogical success (Uguroglu and Walberg 1979;Reigeluth 2013;Deci and Ryan 2013;Tohidi and Jabbari 2012;Ahmet and Fallows 2013). Games and competitions, as educational tools, have been shown to encourage curiosity and motivation for learning (Burguillo 2010; Lee and Hammer 2011;Lepper 1988;Watson, Mong, and Harris 2011), and have been actively used in schools, colleges and universities for computer science curricula (Adams 1998;Becker 2001;Ebner and Holzinger 2007;Lawrence 2004). In particular, in courses requiring programming, the concept of competitive programming has been developed (Lawrence 2004). ...
Although the prevention of AI vulnerabilities is critical to preserve the safety and privacy of users and businesses, educational tools for robust AI are still underdeveloped worldwide. We present the design, implementation, and assessment of Maestro. Maestro is an effective open-source game-based platform that contributes to the advancement of robust AI education. Maestro provides "goal-based scenarios" where college students are exposed to challenging life-inspired assignments in a "competitive programming" environment. We assessed Maestro's influence on students' engagement, motivation, and learning success in robust AI. This work also provides insights into the design features of online learning tools that promote active learning opportunities in the robust AI domain. We analyzed the reflection responses (measured with Likert scales) of 147 undergraduate students using Maestro in two quarterly college courses in AI. According to the results, students who felt the acquisition of new skills in robust AI tended to appreciate highly Maestro and scored highly on material consolidation, curiosity, and maestry in robust AI. Moreover, the leaderboard, our key gamification element in Maestro, has effectively contributed to students' engagement and learning. Results also indicate that Maestro can be effectively adapted to any course length and depth without losing its educational quality.
... Educational projects following GBSs optimize over the intended skills to learn by exposing students to opportunities where they can practise those in a task environment (Schank et al. 1994). Essentially, students become active participants in the learning scenario (Watson, Mong, and Harris 2011), which stimulates them to move towards the completion of the specified task. This encouragement, also referred to as motivation, is the key ingredient in pedagogical success (Uguroglu and Walberg 1979;Reigeluth 2013;Deci and Ryan 2013;Tohidi and Jabbari 2012;Ahmet and Fallows 2013). ...
... This encouragement, also referred to as motivation, is the key ingredient in pedagogical success (Uguroglu and Walberg 1979;Reigeluth 2013;Deci and Ryan 2013;Tohidi and Jabbari 2012;Ahmet and Fallows 2013). Games and competitions, as educational tools, have been shown to encourage curiosity and motivation for learning (Burguillo 2010; Lee and Hammer 2011;Lepper 1988;Watson, Mong, and Harris 2011), and have been actively used in schools, colleges and universities for computer science curricula (Adams 1998;Becker 2001;Ebner and Holzinger 2007;Lawrence 2004). In particular, in courses requiring programming, the concept of competitive programming has been developed (Lawrence 2004). ...
Although the prevention of AI vulnerabilities is critical to preserve the safety and privacy of users and businesses, educational tools for robust AI are still underdeveloped worldwide. We present the design, implementation, and assessment of Maestro. Maestro is an effective open-source game-based platform that contributes to the advancement of robust AI education. Maestro provides goal-based scenarios where college students are exposed to challenging life-inspired assignments in a competitive programming environment. We assessed Maestro's influence on students' engagement, motivation, and learning success in robust AI. This work also provides insights into the design features of online learning tools that promote active learning opportunities in the robust AI domain. We analyzed the reflection responses (measured with Likert scales) of 147 undergraduate students using Maestro in two quarterly college courses in AI. According to the results, students who felt the acquisition of new skills in robust AI tended to appreciate highly Maestro and scored highly on material consolidation, curiosity, and mastery in robust AI. Moreover, the leaderboard, our key gamification element in Maestro, has effectively contributed to students' engagement and learning. Results also indicate that Maestro can be effectively adapted to any course length and depth without losing its educational quality.
... Games may be utilized to investigate particular topic and have an impact on students (de Freitas, 2006;Rieber and Noah, 2008;Ting, 2010). The use of games as teaching aids has been researched at the elementary, secondary, and university levels (Gros, 2007;Annetta et al., 2009;Watson et al., 2011) and implemented in a variety of fields, including maths (Lee and Chen, 2009), biology and chemistry (Annetta et al., 2009), geography (Watson et al., 2011), and natural sciences (Cuenca and Martin, 2010), to successfully accomplish diverse educational objectives. The usage of wirelessly linked ubiquitous learning games has recently become a new learning approach in academic institutions. ...
... Games may be utilized to investigate particular topic and have an impact on students (de Freitas, 2006;Rieber and Noah, 2008;Ting, 2010). The use of games as teaching aids has been researched at the elementary, secondary, and university levels (Gros, 2007;Annetta et al., 2009;Watson et al., 2011) and implemented in a variety of fields, including maths (Lee and Chen, 2009), biology and chemistry (Annetta et al., 2009), geography (Watson et al., 2011), and natural sciences (Cuenca and Martin, 2010), to successfully accomplish diverse educational objectives. The usage of wirelessly linked ubiquitous learning games has recently become a new learning approach in academic institutions. ...
Introduction
Game-based learning is an innovative technique that utilizes the educational potential of videogames in general, and serious games in particular, to enhance training processes and make it simpler for users to attain motivated learning.
Methods
In this study, we propose game based learning for primary school students in computer science terminology learning. Primary school students often engage in game-based learning. Academic accomplishment motivation consequences have been researched extensively. The purpose of this research was to see how successful Game-Based Learnings are in motivating primary school kids to attain academic success. Fifty primary school students in two focus groups participated in the experiment during 10 weeks to test the involvement of game based learning to pupils.
Results
There are two kind of measurements were applied in identifying benefits of game based learning. First, one is the questionnaire that students answered to questions in three categories as Impression, Usability, and User Interface. Second part of measurement is downloading and uploading of hometasks, and their academic performance. Approximately 90% of the students found the game based learning to be beneficial in their studies and remembering computer science terminologies. The children were satisfied with its functionality and ease of use.
Discussion
The results can be useful for educators, instructional and game designers, and researchers from implementation, design and research perspectives.
... A variety of serious games for education have been developed, and "Making History (MH)" is one of the known one and it is used at high school to support history classes (Willian R. Watson et al., 2012). In MH, players act as the president or prime minister in the World War Second years, and they gather and hold the world situation to consider the next strategies and decide the policies to overcome the situation. ...
One of the Japanese Government Reports says that there are about 265,000 persons in charge of cyber securities in our country, but we need to raise more 80,000 persons. In order to solve this problem, many companies and schools are providing educational programs, but lecture types of learning is not enough effective since the methods and techniques of cyber attacks drastically grow day by day. Therefore, our proposal is to introduce “Serious Games”, and here are three reasons to support it. One reason is that since games are attractive to many persons in Japan, they would be good learning materials to keep their motivation. The other reason is that games are good method of simulation based learning and training for dynamically changing cyber security issues. The last reason is that computer games are the good platform to perceive the learning activities of person, and to continuously update educational materials by updating software contents. With this aim in mind, on April 2014, we have organized an Executive Committee (ExCom) of Serious Game Jam (SGJ) consisting of members from academia and industry. A Game Jam is known as an effective method to develop prototypes of game in a short term, and about 60 university students who are majoring in computer science or game developing attended to the Serious Game Jam for Cyber Security (SGJ#2). They have proposed 42 games, and 6 were developed in two days. Out of those 6 games, 3 games have been tuned after the SGJ, and we have evaluated 3 games in three experiments by 152 (take#1: 61, take#2: 23, take#3:68) university students. Through those experiments, we have confirmed the effectiveness of serious game for cyber security education, and also obtained the implication of future possibilities. In this paper, an overall activity of this challenge, experiments, results and lessons learned are described.
... Computer-based interactive education systems have been found to be an effective way to achieve good user experience and learning efficiency in various fields, such as mathematics [1], medicine [2], and history [3]. For example, Bruzzone et al. [4] proposed a serious game on ships and off-shore platforms for training and education. ...
... These authors presented a model that inspires the current analysis of Fortnite. This model is interesting as it puts the focus on commercial games, which are the most available resources for teachers and, despite presenting different challenges for educational adaptation in the classroom, there are also opportunities to consider, such as engagement and focus (Watson et al., 2011). The scope of these opportunities was explored and described by Hanes and Stone (2017) and are explained below. ...
The ability of video games to simulate already gone environments provides a new dimension for the dissemination of historical and educational knowledge. This ability is shaped by designers’ and developers’ decisions, grounded on profitable goals, which define the final outcome. Analysis of the design becomes crucial to understand how digital media reinterpret history and what knowledge is disseminated. Existing literature highlights how these media can serve users as tools for exploring historical contexts and show that video games can offer detailed and accurate representations of ancient cultures, facilitating a realistic approach to historical reconstructions. Attending at these considerations and the success of Fortnite as a global audiovisual phenomenon, its chapter 5 season 2 inspired in the Greek mythology gains special interest from a design perspective to understand what knowledge the video game might be transferring to users.
This study aims to examine the representation and reconstruction of Greek mythology in Fortnite. It seeks to evaluate how the game incorporates historical and mythological elements and how these are recreated to enhance the user experience. The methodological approach is based on the collection and analysis of sequences of photographs and screenshots from the game as primary sources. The visual material will be analyzed to identify and evaluate architectural, iconographic, and design elements that reference Greek mythology. The collection of photograph sequences and screenshots was conducted during Fortnite’s thematic season, focusing on visual elements related to Greek mythology. Comparative analysis techniques were employed to assess the fidelity and creativity in the representation of Greek mythology. The specific criteria include the historical accuracy of architectural and character representations, as well as the creativity in the reinterpretation of these elements. The integration of these criteria into the user experience is estimated.
The following variables found in the visual appearance of the video game are considered of importance: architectural structures and their fidelity to historical styles; the depiction of mythological figures, such as gods and heroes, assessed in terms of sources revision; objects and artifacts reflecting the material culture of ancient Greece; and the presence of aesthetic and symbolic elements of Greek mythology.
Preliminary findings reveal a balance between historical accuracy and creative license, which is essential for maintaining thematic fidelity and the attractiveness of the game. Fortnite has the potential to impact the education and dissemination of Greek mythology, offering an interactive platform for learning. Future research on other video games with historical content is suggested to continue exploring the intersection between entertainment and historical representation.
... When the structure of the course process takes on this dimension, it will be inevitable to increase the course achievement of the student (Nousiainen et al., 2018;Watson et al. 2011). Banihashem and others (2023) emphasize the importance of game-based learning (GBL) for educators to monitor the effectiveness of learning, identify gaps in learning during the game, and provide appropriate interventions to enhance learning quality. ...
The purpose of this research is to investigate the impact of digital games on students' academic achievement and creative thinking in teaching historical subjects in social studies classes. The data for the research were collected using a mixed-methods model. The study group consists of 7th-grade students from two separate classes studying in a school affiliated with the Ministry of National Education within the boundaries of Erzurum province during the 2022-2023 academic year. Class A represents the experimental group, while Class B represents the control group. A total of 62 students participated in the research, with 31 in the experimental group and 31 in the control group. The quantitative data of the research were collected through Torrance Creative Thinking Test Verbal A-B Forms, an academic achievement test developed by the researcher, and a teacher observation form. The qualitative data were gathered using a semi-structured interview form developed by the researcher. The quantitative data analysis of the research was conducted using the SPSS 21.0 package program. A normality test was performed to determine whether the data followed a normal distribution. Parametric tests such as "Paired Samples t-test, Independent Samples t-test, and ANOVA" were used for the analysis of data showing normal distribution, whereas non-parametric tests like "Mann Whitney U Test and Wilcoxon Signed-Rank Test" were utilized for data that did not exhibit normal distribution. The qualitative data of the research were collected through the "Interview Form" and analyzed using content analysis with the MAQODA 20 analysis program. As a result of the research, it was concluded that digital games increased students' academic achievement and encouraged creative thinking. Additionally, according to student opinions, digital games influenced digital principles, creative thinking activities, and types of games. Students faced challenges in creating video games, particularly with video and writing applications during the process of digital game creation. In the research, considering that some students are more engaged in the fun and creative activities of lessons conducted through digital games, efforts should be directed towards enhancing student creativity and fostering a greater focus on learning. Given the recent development of digital games in various aspects of life, there is a need for further research in the field of digital game applications for educational purposes.
... It has been established that use of a game design framework can play a key role in the development of appropriate educational games that are effective learning tools (Kiili, 2005). Some researchers utilised existing games developed without an educational audience in mind (Ahmad et al., 2011;Barr, 2018;King, 2015;Watson et al., 2011), or where a specific SCDGBL intervention was developed, there was often no mention of a design framework followed (Neville et al., 2009;Owston, 2009;Sung and Hwang, 2013;Yang, 2015). This may explain why previous work (Coleman and Money, 2019) has identified that many existing educational games do not Tenet Definition ...
Purpose
This paper presents the student-centred experience (SCE) game design framework, which aims to guide the design of holistic student-centred digital game-based learning (SCDGBL) experiences, which fully integrate all seven tenets of student-centred learning (SCL). The paper also rationalises the need for the framework and presents the steps taken in its development.
Design/methodology/approach
Initially, the background areas of SCDGBL and digital game-based learning (DGBL) are examined, and the need for a framework in digital educational game design that has a focus on SCL is then established. The rigorous and systematic design thinking process through which the framework was developed is then stepped through. The completed framework is then presented, and each section is detailed to explain its utilisation within the process of digital game design.
Findings
The paper presents the completed student-centred experience (SCE) framework alongside a worked example of how it can be deployed in practice. Also included is guidance on the roles of the game designer and education practitioner at all stages of design, development and deployment and how they may contribute their experience during the game design process to create high-quality tools for learning.
Research limitations/implications
While the SCE framework presented is complete, it is presented as a first version and will benefit from wider deployment and testing.
Originality/value
This paper presents a new game design framework integrating existing knowledge on SCL and DGBL, which guides practitioners in the design of experiences that fully deliver the techniques of both areas.
... Research indicates that students exhibit higher emotional engagement and greater motivation when involved in game design activities. The use of video games has led to a shift from traditional teacher-centered learning environments to student-centered learning environments, with students being noticeably more active and engaged in the learning process (Watson et al., 2011). ...
The traditional linear narrative of historical concepts is currently facing significant challenges and is being partially supplanted by digital media. Historical games hold immense educational potential, offering a unique digital space that compensates for the shortcomings of traditional history education. Their value lies in open narratives, situational immersion, experiential learning, and the ability to contextualize historical events through avatars. Moreover, well-designed games align with principles of effective learning, enabling seamless integration with classroom education.
... También Frasca señala que, si bien suelen emplearse como medio de entretenimiento, los videojuegos "podrían ser una poderosa forma de representación que fomenta el pensamiento crítico, empoderamiento y cambio social" (Frasca, 2001, p. 114). El empleo de videojuegos como material de apoyo para el aprendizaje de Historia fue analizado en diferentes estudios que destacan que los estudiantes logran adquirir nuevos conocimientos y modificar sus ideas sobre los hechos (Carretero y Montanero, 2008;Gros y Garrido, 2008;Ayén, 2010;Watson, Mong y Harris, 2011). En su estudio, Jiménez Becerra y Escobar Mahecha (2020) indagan en la enseñanza de las ciencias sociales a través de videojuegos, y concluyen que su empleo es pertinente siempre que "el aprovechamiento de las TIC posibilite la creación de contextos para innovar, diversificar y mejorar el aprendizaje de la Historia" (p.68). ...
El artículo analiza las producciones de la game jam “Jugá por Malvinas. La cuestión de Malvinas desde el mundo de los videojuegos” realizada por la Universidad Nacional de Lomas de Zamora (UNLZ) en el marco de un proyecto multimedia institucional a 40 años de la guerra de 1982.
... Electronic games, more indepth games (such as Minecraft and SimCity), or simulation games may be useful in the teaching process (Wouters, Van Nimwegen, Van Oostendorp, & Van Der Spek, 2013;Ye, Gao, Yu, & He, 2021). Using games as a method of teaching has led to a transition from the traditional teacher-centered learning environment to a student-centered environment in which students are more active and involved (Watson, Mong, & Harris, 2011). ...
Due to the COVID-19 pandemic the teachers were required to adjust their previous teaching methods, test both their pedagogical skills and their digital competence, as well as the digital competence of the students. The purpose of the research was to map out teaching methods by geography teachers in Estonia, the efficiency levels of those methods, while also receiving feedback about the teaching process as it applied to remote learning. Mixed methods research was conducted amongst 76 geography teachers, data collection method was a questionnaire. The results revealed: if the most efficient methods of learning were forms of discussion which called for active communication between the students themselves, as well as between students and teachers, then the least efficient method was teacher-centered lecture. Forms of discussion were used by teachers most often in synchronized video lessons, but they requested suitable short educational videos and a uniform repository of teaching materials. Half of teachers didn`t use map-related work, minority used work with maps in the e-testing environments or into worksheets. More than half of teachers adjusted the assessment system without making any compromises in terms of learning outcomes. Half of the teachers were so far satisfied with the teaching process and with their contact with the students, half of the teachers believed that their students failed to achieve the planned learning outcomes.
... Equally, while adjacencies exist with conclusions from Learning Management System analysis by Watson et al. (2011) noting student usage rates rarely match instructor tool perceptions, the instantiated policy co-creation techniques here seem to have partially reconciled gaps through sustained consensus building. New revelations arise within the competency consolidation processes observed, as locally resonant grouping categories emerge encompassing novel priorities like navigating digital empathy and misinformation credibility typically marginalized within conventional framework paradigms (Rintaningrum et al., 2023). ...
While classroom technology integration has accelerated, significant gaps remain in teacher readiness, attitudes, and support resources – obstructing effective adoption. Surveys in Kazakhstan spotlight acute obstacles, including rigid policies, limited autonomy, and change reluctance mindsets exacerbating access inequalities. This study aimed to co-develop a formalized framework elevating student teacher distance learning capacities through modularized training tools directly embedding educator voice and addressing specialized developmental needs they surface. A human-centered design-based research (DBR) approach was enacted encompassing needs Analysis, Iterative Co-Design, expansive Evaluation, targeted Consolidation, and multi-channel Diffusion of co-produced innovations. Intensive initial surveys across 400 students combined with 32 stakeholder interviews revealed key obstacles related to competencies, resources, and ingrained assumptions that informed participatory concept development. In 6-month engaged workshops, the 10-teacher design team created customized artifacts while displaying attitudinal shifts from skepticism towards ownership of distance learning merits through transparency. Consolidated modular tools demonstrated 75% voluntary localized integration within 6 months alongside peer visibility fueling further usage. Teachers assumed increased self-efficacy believing broader transitions attainable through cooperation addressing barriers once viewed as intractable. This study yielded the customizable Network Communicative Structure framework elevating technology integration readiness by consolidating situational priorities surfaced through participatory transparency methodologies. Furthermore, the scalable co-creation toolkits embed authentic user language, increasing solutions receptivity and rehumanizing change processes by granting genuine voice to educators tasked with adoption.
... Serious games are used in educational institutions as a way of learning. They can be found in elementary schools (Baek and Whitton 2013;De Gloria, Bellotti, and Berta 2014), secondary schools (Watson, Mong, and Harris 2011), universities (Barr 2019;Ma et al. 2013), and apprenticeships (Hugger and Walber 2010). To expand the use of serious games, there are calls for video games to be included at appropriate points in higher education curricula and for universities to give video games the same status as, for example, sports (Barr 2019). ...
Background
Serious games and game-based learning are widely used in education. Gaming in logistics education relies on serious gaming with no or less consideration on enjoyment.
Intervention
This study examines in a first step whether and if so, how (serious) games are used as part of logistics majors’ curricula at German universities. Based on the findings, an entertainment game about warehousing is developed and validated.
Methods
Warehousing is an application-based discipline in which the operation of different picking techniques has an impact on the order picking. To help students understand the impact of such techniques, the 2D game WareMover was developed. The open-access game combines education and entertainment with different gamification objects and can be played in singleplayer or multiplayer mode. In this competitive 2D game, the objective is to pick orders by navigating around the warehouse towards the right shelf and to click on the correct storage compartment. The player has to achieve the highest score, which is determined by the fastest and least erroneous delivery. Four different picking techniques can be used in two game modes.
Results
The results of a 14-player game session are presented. All players played both game variants with all picking techniques and completed a questionnaire. The players rated the game as user-friendly, entertaining, didactically useful, suitable for teaching and education, and engaging. In addition, the majority of players would play the game again and recommend it to others.
Conclusion
The open-source game WareMover can contribute to studies in the field of warehousing by teaching students about picking techniques and the differences between these techniques. The novel game approach of interpreting a serious game as an entertainment game can increase the enjoyment and motivation of the players.
... Several studies have substantiated the link between gamification and flow theory (Bressler & Bodzin, 2013), which can lead to a high level of learners' engagement in language learning activities (Hoffman & Nadelson, 2010). As a result, learning and academic success are likely to result from a high level of involvement or flow (Watson et al., 2011). Flow theory has been applied to explain the experience of language learners during language learning activities, where learners' optimal experience is characterised by their level of engagement, motivation, and enjoyment in the learning process (Boudadi & Gutiérrez-Col on, 2020). ...
Background
The impact of digital gamified language learning on language achievement has been corroborated in the literature; however, its impact on language achievement, especially in the English as a foreign language (EFL) context needs further investigation. In addition, the related literature has not sufficiently confirmed the impact of digital gamified language learning on some psychological domains of EFL learning.
Objectives
This study, therefore, employed a sequential explanatory mixed‐methods approach to explore the effects of digital gamified language learning using a mobile application (app) affordances on EFL learners' language achievement, foreign language enjoyment (FLE), and ideal second language (L2) self.
Methods
To this end, 36 EFL learners were randomly divided into two groups; one group was randomly assigned to the digital class, including 19 EFL learners, and the other group was assigned to the non‐digital class, consisting of 17 EFL learners. The digital learners did the digital gamified language learning activities individually and interactively and received peer and instructor feedback, whilst the non‐digital learners did the same language learning activities in printed format and received peer and instructor feedback. A language achievement test, the FLE scale, and the ideal L2 self‐scale were used to collect the quantitative data and an individual semi‐structured interview was carried out to gather the qualitative data.
Results and Conclusions
One‐way ANCOVA, used to analyse the quantitative data, revealed that the digital and non‐digital classes improved the EFL learners' language achievement, FLE, and ideal L2 self; however, the digital learners outperformed their non‐digital counterparts in all the measures. Thematic analysis, utilised to analyse the qualitative data, uncovered some themes about the digital learners' positive and negative attitudes and perceptions towards the digital gamified language learning activities, clarifying the quantitative findings.
Implications
Pedagogical implications are discussed.
... School history is a review of a school's schooling history, a true record of the historical trajectory of the school's founding, construction, development, and growth, condensing profound ideological connotations such as ideals and beliefs, family and national sentiments, and university cultural traditions [1][2]. The school's history and culture are expressed in the form of material, such as buildings, old sites, statues etc., information documents, archives, deeds, etc., and spirit, which contains rich ideological and political education functions [3][4]. ...
In this paper, in order to solve the teaching problems of college Civics courses under the perspective of the big Civics course, data mining technology is used to obtain school history resources and then construct research on the teaching of college Civics courses empowered by school history resources based on data mining. The initial data of school history resources obtained by data mining, regression analysis and decision tree analysis of the initial data are used to offset the influence of the attribute values of school history resources on the research results, and association rule analysis is used to help students understand the characteristics, connotation and connection between school history resources and the teaching of ideological and political education. Based on the relationship between school history resources and ideological and political education, a data mining-based research program on school history resources empowering ideological and political teaching was designed, confirmed and analyzed. The results show that the average scores of the four items of management attitude, management ability, management method and management effect in the school history resources empowering the teaching of ideology and politics are 0.6001, 0.5761, 0.5481, 0.5751, which indicates that the development of the school history resources based on mining association rule algorithms of data mining technology can better realize the function of teaching in the teaching of ideology and politics courses. This study enhances the use of previous school history resources in ideological and political education, which is conducive to the development of high-quality socialist successors and reliable builders.
... Game mechanics are rule-based systems/simulations that facilitate and encourage a user to explore and learn the properties of their gaming space through the use of feedback mechanisms 3 . This encouragement, combined with a lower affective cost, are responsible for more attempts, since students become less afraid of failure, knowing that, if they do not succeed, they will need to tweak some elements next time, but there is nothing to be ashamed of (Watson et al. 2011, Young et al. 2012 belonging to the TG would be almost instantly visible to them because, companion cubes or other elements would not behave the way it was expected of them to behave. For instance, poorly constructed or positioned portals would transfer the game assets to a wrong location, thus preventing the students from completing the assignment. ...
This paper deals with some practical aspects of game-based learning (GBL) in terms of foreign language acquisition. The main premise of this paper is that game-based learning is inherently more suitable for language learning than a traditional classroom, since it is based on the concept of playfulness, which is an integral part of the personalities of virtually all learners and especially young learners. Therefore game-based learning can be used to remove the linearity and negative predictability of the traditional classroom paradigm and introduce a novel way of teaching students in Montenegro. Another benefit of game-based learning is that it can be applied to just about any subject in our schools and faculties with the caveat of first implementing appropriate adjustments to the curriculum design depending on the specific nature of the subject in question. First, we will introduce the concept of GBL, then provide an overview of the overall theories this paper is based on and introduce the outcomes of our GBL study with a game called Portal 2 and show how game-based learning can be practically applied to foreign language teaching and learning. Our study was designed to function as longitudinal research containing the Target and two Control groups with the aim of investigating whether game-based learning can be an effective tool for foreign language learning. We found that GBL may provide an interactive and engaging environment that encourages active participation and immersion in the language, which helps learners develop their communication, vocabulary, grammar, and cultural awareness skills in a fun and motivating way.
... Despite the growing interest in incorporating online games into history education, there remains a gap in our understanding of their impact on learning outcomes in high school settings (Watson et al., 2011). While many studies have explored the efficacy of online games in improving learning outcomes in various subjects, the specific effects on history education have not been comprehensively examined. ...
This research investigates the influence of online games on learning outcomes in high school history subjects, examining their role in engaging students, enhancing critical thinking, and modernizing pedagogy. Employing a mixed-methods approach, the study integrates qualitative interviews with students and teachers and quantitative surveys to provide a comprehensive understanding of the research question. The research findings reveal that online games significantly improve student engagement, motivation, and learning outcomes in history education. Students report increased enthusiasm and participation, and test scores show a statistically significant improvement when online games are integrated into the curriculum. The qualitative data illuminate the positive impact of online games on students' critical thinking skills and the quality of teacher-student interaction. Educators can leverage these findings to modernize pedagogical practices, foster interdisciplinary learning, and create inclusive educational environments that cater to diverse learning styles and abilities. The research contributes to the broader understanding of technology's evolving role in education, emphasizing its potential to bridge past and present, engage digital natives, and prepare students for the complexities of the future. It underscores the transformative power of online games in education, providing a dynamic and interactive approach that resonates with today's learners.
... Through game-play, the our tool aims to be beneficial for learning, both motivationally and cognitively (Chen & Law, 2015;Erhel & Jamet, 2013;Garris et al., 2002;Gee, 2008;Hamari et al., 2016;Schwabe & Göth, 2005). Games have the potential to engage learners with varying learning styles, together with promoting interest in a topic in which it may be difficult to find any interest (Watson, Mong, & Harris, 2011), to facilitate active participation, and finally, provide students attainable yet challenging goals (Callaghan, McCusker, Losada, Harkin, & Wilson, 2013). However, learners require some degree of support in linking game experiences with the implicit knowledge that they skillfully apply in a course (Barzilai & Blau, 2014). ...
... They not only provide a virtual learning space to users, but also enable them to play an active role in learning, which is why they are more effective than traditional educational tools in motivating students to learn (27). In addition, these types of games often require the user to perform a challenging task, so that the users can also develop their problemsolving ability (28,29) and by mastering the subject of their learning through the process as a strengthened practitioner (30,31). In addition, users in this case are no longer passive recipients of knowledge from their teachers, but active knowledge makers (32) who, thus, achieve meaningful learning. ...
Background: Gamified learning can make students more focused and can lead to learning at a deeper level. The aim of this study was to investigate the students' perceptions of gamified web-based learning. In this study, we aimed to find out the students' viewpoints about the dimensions of gamification acceptance and their correlation to each other. Methods: This survey study was conducted in 2022 on 350 students of Public Health, Medicine, and Laboratory Science who had taken three courses in mental health, health psychology, and mental health and addiction, and were taught through gamified learning between late 2017 and 2021. The Game Acceptance Questionnaire was used in this study. The questionnaire consisted of 21 questions divided into seven components: Perceived ease of use, Perceived usefulness, Perceived enjoyment, Perceived control, Concentration, Attitude towards using, and Behavioral intention. Each component had three questions. The Likert scale was used in this questionnaire, with a range of 5 to 1, where 5 means strongly agree and 1 means strongly disagree. The cutoff point was 3. Content validity and face validity were examined by experts and students. The reliability of the instrument, as measured by Cronbach's alpha, was 0.872. Data were analyzed using IBM SPSS Statistics V22.0. Results: The highest mean scores were related to attention to play (4.15±0.64), concentration during play (4.03±0.59), attitude towards playing as a good idea (4.025±0.65), ease of learning (3.99±0.70), and interesting gamification (3.96±0.74). Students' perspectives did not differ significantly by the field of study. Differences in the acceptance of gamification components were significant by gender only in the field of enjoyment (P=0.02). Conclusions: The use of gamification is an emerging technology in many countries, including developing countries, and useful and practical information about it can facilitate its expansion and proper use.
... They not only provide a virtual learning space to users, but also enable them to play an active role in learning, which is why they are more effective than traditional educational tools in motivating students to learn (27). In addition, these types of games often require the user to perform a challenging task, so that the users can also develop their problemsolving ability (28,29) and by mastering the subject of their learning through the process as a strengthened practitioner (30,31). In addition, users in this case are no longer passive recipients of knowledge from their teachers, but active knowledge makers (32) who, thus, achieve meaningful learning. ...
Background: Gamified learning can make students more focused and can lead to learning at a deeper level. The aim of this study was to investigate the students' perceptions of gamified web-based learning. In this study, we aimed to find out the students' viewpoints about the dimensions of gamification acceptance and their correlation to each other. Methods: This survey study was conducted in 2022 on 350 students of Public Health, Medicine, and Laboratory Science who had taken three courses in mental health, health psychology, and mental health and addiction, and were taught through gamified learning between late 2017 and 2021. The Game Acceptance Questionnaire was used in this study. The questionnaire consisted of 21 questions divided into seven components: Perceived ease of use, Perceived usefulness, Perceived enjoyment, Perceived control, Concentration, Attitude towards using, and Behavioral intention. Each component had three questions. The Likert scale was used in this questionnaire, with a range of 5 to 1, where 5 means strongly agree and 1 means strongly disagree. The cutoff point was 3. Content validity and face validity were examined by experts and students. The reliability of the instrument, as measured by Cronbach's alpha, was 0.872. Data were analyzed using IBM SPSS Statistics V22.0. Results: The highest mean scores were related to attention to play (4.15±0.64), concentration during play (4.03±0.59), attitude towards playing as a good idea (4.025±0.65), ease of learning (3.99±0.70), and interesting gamification (3.96±0.74). Students' perspectives did not differ significantly by the field of study. Differences in the acceptance of gamification components were significant by gender only in the field of enjoyment (P=0.02). Conclusions: The use of gamification is an emerging technology in many countries, including developing countries, and useful and practical information about it can facilitate its expansion and proper use.
... Generally, games have been developed and then put to use in, for example, a classroom. Some have been developed especially for bespoke purposes (such as games for warfare (Vold and McCallum, 2009)) or it has been commercial off the shelf (COTS) games, such as for example Sid Meyers Civilization games (Watson, Mong and Harris, 2011). ...
Outdoor play is a natural way for children of all ages to do physical activity. The advantages of being outdoor in an educational setting have been elaborated. For instance, the social constellations may change when outdoors as the social structures defined in the classroom setting no longer apply as the pupils may display different skillsets outdoors as to indoors. Using games for learning purposes have been employed for several decades. As far back as in 1904, the Landlord’s Game was used to teach people about real estate and taxation. Since then games have mostly been developed for leisure purposes, but some also for educational purposes. In this paper, we elaborate on the use of a Norwegian developed quiz game called ‘ZippyGO’. Most of the research on ZippyGO have been focusing on students’ perceptions of the use of this quiz game. In this paper, however, we focus on the teachers’ perceptions and use of an outdoor quiz game for educational purposes. In this particular case, four teachers have collaborated on developing questions for the quizzing. We conducted mixed method ways of collecting data, surveys and semi-structured interviews. Our investigations have focused mainly on how the teachers perceive working on developing adequate questions for the quiz and how they perceive pupils may react to using the quiz game. We have also challenged the teachers on their perceptions of games for learning purposes in general and about being outdoor during class.
... Serious games help develop a range of skills such as spatial, analytical, strategic, and visual attention skills [2]. Studies have shown that serious games can improve students' math skills [3] and increase engagement with learning history [4]. ...
... International literature has shown several studies that evaluate the effectiveness of digital games in the educational process. Many researchers argue that digital games can be of assistance to student's learning and solving problems, as well as develop social and cognitive skills (Gee 2003, Prensky 2007, Oblinger & Oblinger 2005, Watson et al. 2011. This research aimed to computer science teachers and primary education teacher's perceptions, regarding the use of digital games, as a teaching and learning tool, the factors that make their use effective, not to mention the barriers to their use. ...
Over the last decade, in addition to their entertainment dimension, digital games, have been used as teaching and learning tools. International literature has shown several studies that evaluate the effectiveness of digital games in the educational process. Many researchers argue that digital games can be of assistance to student’s learning and solving problems, as well as develop social and cognitive skills (Gee 2003, Prensky 2007, Oblinger & Oblinger 2005, Watson et al. 2011). This research aimed to computer science teachers and primary education teacher’s perceptions, regarding the use of digital games, as a teaching and learning tool, the factors that make their use effective, not to mention the barriers to their use. One hundred twenty teachers participated (70 computer science teachers and 50 teachers), by completing a questionnaire of fifteen questions, on a Likert scale and two open-ended questions. Results demonstrated that both teachers and computer educators agree that the use of digital games is a "good" practice, which enhances and enriches the learning process, provides motivation, and is an effective learning tool. Their design should be addressed to students’ personal needs and be based on learning principles. However, it has been observed that computer educators are the ones who use digital games in their teaching, more often as opposed to teachers. The main obstacles that prevent teachers from using technology in their classrooms are the lack of infrastructure, motivation, training, as well as the time available. The elements that seem to be taken into consideration by a teacher, in order to capitalize on digital games in the educational process, are personal needs and students’ particularities, as well as preparation, feedback and the setting of limits by the teachers. Research findings could be utilized in both digital play use in education and in its development, as a learning tool.
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... Image resources as an important curriculum resource have been applied by many college teachers, but the use varies in different regions and schools [30][31][32]. To better understand the application status of image resources in college teaching and provide targeted teaching strategies for application cases, this paper investigates and studies the use of image resources in teaching, taking a college as an example. ...
With the progress of society and the development of information technology, there are more and more resources that can be used for teaching in colleges and universities. Among them, image resources as a kind of high-quality teaching resource, and how to use it to help improve teaching in colleges and universities has become a problem that more and more teachers study. Based on the ADDIE instructional design model, this paper proposes an improved method of college teaching based on the ADDIE model using image resources by studying the problems in college teaching and the use of teaching images. Through the practice of the experimental class, it was found that the average satisfaction of students reached 61.46% compared to the control class, which increased by about 5 percentage points compared to 55.11% in the control class. The average teacher satisfaction also increased from 67.39% to 70.14%, a relative increase of 4.08%. This indicates that both students and teachers perceive the ADDIE model-based imaging instruction to be better than the original classroom. The comparison of student assignment ratings between the experimental and control classes shows that the percentage of students who received an excellent grade increased by 2.6%, those who received a good grade increased by 4.5% from the original, those who rated the assignment as fair decreased by 4.1%, and those who failed decreased by 3%, a decrease of 28.57% from the previous year. This indicates that the improved teaching classroom based on the ADDIE model can improve students’ attention to the classroom, enhance students’ willingness to learn actively and improve the teaching effectiveness of the college classroom. In conclusion, the improved teaching method based on the ADDIE model using video resources proposed in this paper is feasible and can help promote the innovation and optimization of teaching modes in colleges and universities.
... International literature has shown several studies that evaluate the effectiveness of digital games in the educational process. Many researchers argue that digital games can be of assistance to student's learning and solving problems, as well as develop social and cognitive skills (Gee 2003, Prensky 2007, Oblinger & Oblinger 2005, Watson et al. 2011. This research aimed to computer science teachers and primary education teacher's perceptions, regarding the use of digital games, as a teaching and learning tool, the factors that make their use effective, not to mention the barriers to their use. ...
Over the last decade, in addition to their entertainment dimension, digital games, have been used as teaching and learning tools. International literature has shown several studies that evaluate the effectiveness of digital games in the educational process. Many researchers argue that digital games can be of assistance to student’s learning and solving problems, as well as develop social and cognitive skills (Gee 2003, Prensky 2007, Oblinger & Oblinger 2005, Watson et al. 2011). This research aimed to computer science teachers and primary education teacher’s perceptions, regarding the use of digital games, as a teaching and learning tool, the factors that make their use effective, not to mention the barriers to their use. One hundred twenty teachers participated (70 computer science teachers and 50 teachers), by completing a questionnaire of fifteen questions, on a Likert scale and two open-ended questions. Results demonstrated that both teachers and computer educators agree that the use of digital games is a "good" practice, which enhances and enriches the learning process, provides motivation, and is an effective learning tool. Their design should be addressed to students’ personal needs and be based on learning principles. However, it has been observed that computer educators are the ones who use digital games in their teaching, more often as opposed to teachers. The main obstacles that prevent teachers from using technology in their classrooms are the lack of infrastructure, motivation, training, as well as the time available. The elements that seem to be taken into consideration by a teacher, in order to capitalize on digital games in the educational process, are personal needs and students’ particularities, as well as preparation, feedback and the setting of limits by the teachers. Research findings could be utilized in both digital play use in education and in its development, as a learning tool.
... Various scaffolding strategies were employed by the teachers in teacher-student interactions during both the orientation and gameplay stages of the reviewed studies. These findings support the argument that the teacher plays an important role in the different stages of game-based learning (Kangas et al., 2017, Dukuzumuremyi & Siklander, 2018Hmelo-Silver & Barrows, 2006;Laine et al., 2016;Muhonen et al., 2016;Watson et al., 2011). Furthermore, this emphasizes that the teacher's role is not only that of a facilitator but also a guide, whose major task is to provide tailored and appropriate support when students encounter difficulties, be they cognitive, motivational, or communicative (Kangas et al., 2017;Hermkes et al., 2018). ...
... Harvey et al. [5] deemed that game-centered approaches can promote educational and teaching reform. Watson et al. [6] attempted to understand teachers' and students' experiences and viewpoints on using educational video games in class. The results demonstrate that students are more active and engaged in learning owing to electronic games, and the teacher formulates implementation strategies to facilitate game-based concentrated learning to the greatest extent. ...
With the advancement of science and technology, electronic devices are more extensively popularized, and students are being exposed to touch-type online at an early age, thus promoting the digitalization of children’s education and contributing to the proliferation of learning resources. Touch-type educational games emphasize learning autonomy, integrate teaching knowledge contents with games, and highlight that when using educational games, learners can obtain immediate and real feedback and identify learning and game objectives, thereby intensifying their learning. In this study, a questionnaire regarding the effect of touch-type online game education on learners’ learning motivations was designed on the basis of educational game theory. The mediating role played by learning immersion between the two was also measured. Results show that the overall Cronbach α coefficient is 0.825, the KMO value is 0.688, and the corresponding P value of Bartlett sphericity test is 0.0. In touch-type online game education, multi-organ sensing, touch gesture, and multi-hotspot response significantly affects learners’ learning motivations. Learning immersion exerts a masking effect on teachers’ initiatives in promoting learning motivations. The proportion of touch games play during class hours has different effects on learning motivation (p=0.020<0.05). The findings are critical for investigating the effects of touch interaction models on learners’ learning motivations, developing a set of evaluation indexes for educational game learning accessibility, and perfecting their evaluation methods.
... Barab et al., 2012;Chee & Tan, 2012). The teacher plays a central role in integrating DGBL into the classroom, from gathering information, planning and setting up the digital game (Kangas et al., 2017) to creating a connection between the study materials and the digital game, and subsequently evaluating the digital learning and its outcomes (Meyer & Sørensen, 2011;Watson et al., 2011). There are several complicating factors that make it difficult for teachers to plan to integrate digital games into their teaching, among them technical, personal and operational difficulties (Becker, 2007;Can & Cagiltay, 2006;Güleroğlu, 2015;Romero & Barma, 2015). ...
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Research Article
Knowledge and planning among teachers integrating digital game-based learning into elementary school classrooms
Merav HayakORCID Icon &Orit Avidov-UngarORCID Icon
Received 16 Feb 2021, Accepted 20 Sep 2022, Published online: 16 Feb 2023
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https://doi.org/10.1080/1475939X.2023.2175719
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ABSTRACT
The qualitative research employed semi-structured interviews with 28 elementary school teachers to examine the types of knowledge they use to integrate digital game-based learning (DGBL) into their classrooms and the nature of their integration planning. The findings revealed that teachers use four types of knowledge: game knowledge, game technological knowledge, game pedagogical knowledge and game technological pedagogical content knowledge. Five integration planning stages were identified, with stages A–C concerning the process of game selection and stages D–E concerning the integration of games in the classroom. Most teachers plan DGBL integration into their classrooms using a structured approach that follows each stage in order, whereas some teachers adopt a flexible planning pattern that omits or reorders some stages. The types of knowledge teachers use at each DGBL integration planning stage were identified and will be relevant to teacher educators and to teachers seeking to better integrate DGBL into their practice.
... Sin embargo, el pionero en el uso de videojuegos en clases de Historia fue Kurt Squire con su tesis doctoral Replaying History: Learning World History Through Playing Civilization III (2004). Tras él, han sido muchos los investigadores que han experimentado con diferentes videojuegos de: Age of Empires, Assasins Creed, Civilization, etc… para analizar el potencial que muestran tras su uso en las aulas (Cuenca, 1999(Cuenca, , 2001(Cuenca, , 2006Gros, 2008;Jimenez Alcazar, 2009Watson, Mong y Harris, 2011;McCall, 2011;Valverde, 2014;Irigaray y Luna, 2014;Téllez e Iturriaga, 2014;Mugueta, Manzano, Alonso y Labiano, 2015;Mugueta y Manzano, 2016;López y Rodríguez, 2016;Rodríguez Domenech y Gutiérrez Ruiz, 2016;Medel e Iturriaga, 2016;Vicente, 2018;Iturriaga y Medel, 2018;Andión, 2018;Fernández, Mugueta y Revuelta, 2021). ...
Los videojuegos tienen una presencia creciente en nuestra vida, pero desde siempre se los ha considerado un elemento de ocio y nada más. Pese a que se ha demostrado que jugando con ellos se pueden adquirir una gran cantidad de aprendizajes, en los ámbitos académicos hay resistencias a considerarlos algo más que pasatiempos. Para arrojar un poco de luz a este tema, en este trabajo se plantea el uso de los videojuegos como una herramienta educativa más, con un enorme potencial en el caso de la Didáctica de la Geografía y la Historia.
Game-Based Learning (GBL) is increasingly recognised for its ability to enhance educational outcomes through interactive and immersive experiences. However, there is limited empirical data on its effectiveness in promoting historical thinking and Self-Directed Learning (SDL), particularly in history education. This study examines the impact of the Dogs of War (DoW) card game on historical thinking skills and SDL among history student teachers. It also explores the potential of GBL to enhance history teaching by fostering critical analysis skills. A qualitative research approach was employed, analysing playtest sessions with 15 history education students who played DoW. An open survey collected participants' experiences, focusing on the game's complexity, rule clarity, engagement level, effectiveness in conveying historical content, and stimulating interest in World War II history. The DoW game effectively increased players' interest in historical subjects and promoted strategic thinking and problem-solving skills. While responses varied regarding the game's complexity and rule clarity, the study identified a need for modifications to maximise educational benefits. Participants reported heightened motivation to explore World War II history further due to the game. This study highlights the importance of GBL in history education, demonstrating its potential to improve historical thinking and SDL. Balancing challenge and clarity in game rules is crucial. Further research is needed to enhance game design and implementation for better educational outcomes in history and other fields.
This study examines how integrating Minecraft into STEM education impacts seventh-grade students' STEM motivation and spatial abilities. The research was conducted with 46 students during the 2021–2022 academic year and employed an explanatory sequential mixed-methods design. Over an intervention period of approximately two months, weekly STEM activities were organized. Quantitative data were collected using a STEM motivation scale and a spatial ability test administered to experimental and control groups. Qualitative data were obtained through semi-structured interviews with students in the experimental group. The results indicate Minecraft-based STEM activities significantly enhanced students' STEM motivation and spatial abilities. These findings suggest that actively integrating digital games into STEM education can effectively increase students' interest in STEM fields and improve their spatial skills.
Active learning techniques are taking the classroom by storm. Numerous research articles have highlighted the benefits of active learning techniques on student understanding, knowledge retention, problem solving, and teamwork. One avenue to introduce active learning into the classroom is the gamification of course learning content. Educational escape rooms are one such example in which students solve a series of puzzles related to course content to “escape” within a set time frame. Escape games play an interesting role in motivating students, building communication skills and allowing for multimodal learning, having been shown to increase students’ test results and enjoyment of the course content. In lieu of the traditional escape room format, a fully immersive room(s) with classical escape room puzzles (finding items, riddles, alternative locking mechanisms) is used alongside learning activities, and educators have begun to develop truncated activities for easier applications in larger classrooms. In this review, we explore several escape room activities: immersive, paper-based, Battle Boxes, condensed escape activities, and online/virtual, providing examples of the types of puzzles included therein. We similarly discuss the creation of escape room materials and recommendations for the interested educator, as well as the learning benefits of engaging in puzzle development. Finally, we provide an overview on methods to assess active learning through escape rooms, establishing an overview of empirical evidence towards their effectiveness as a learning tool.
Video games have always been an object of leisure and entertainment for children and adults. Ignorance has led many people to view these types of games in a negative, violent or addictive way. The objective of this systematic review was to determine the use of video games in the field of education, specifically in mathematics and history, and to identify the benefits of playing video games on students’ academic performance. Method: a search was carried out in different databases: Pubmed, Web of Science, SciELO and Scopus, including studies
published up to March 2021. Results: video games in the historical field improve learning, historical academic performance and their approach to students as well as motivation, fun and engagement, history comprehension and acquisition; and in mathematics, improve academic performance and math learning, problem solving,
entertainment, fun and enjoyment, as well as the commitment and involvement of students in mathematics. Conclusions: most of the studies show the usefulness of video games during the learning process of history and mathematics for children. The implementation of video games at school increases the academic performance
of students and improves their motivation. Therefore, the incorporation of video games as an educational tool is recommended.
This study presents the results of a qualitative evaluation of how pre-service teachers incorporate games into their classroom practices during internships. Two Game-Based Learning (GBL) methods, namely the PCaRD model and the GameChangers approach, were introduced to assist pre-service teachers in delivering game-based learning activities effectively within disciplines such as English and Sports, as part of their university course requirements. Data was collected from 48 pre-service teachers, highlighting the perceived benefits of both methods in teaching with games and emphasizing their complementarity. Essential competencies identified included prior gaming experience, training in game creation, digital skills, and understanding of student behavior and reactions. Main challenges encountered included time constraints, classroom equipment deficiencies, class management issues, pupil behavior, and aligning games with the curriculum.
Using games to teach is an interesting and worthwhile practice; however, the couplet game has not been described before. In this study, first-year students played a couplet game with their teacher at the end of the course. Each student was asked to summarize and write individual opinions on human geography in one keyword; then, the teacher wrote the corresponding or matching keywords. Analyzing the correspondences and the contrasts between couples of words, the students showed an improved understanding of human geography. The results suggested that the couplet game elicited students’ creative and independent thinking. This method can also be applied to other fields.
Studies highlight researchers’ concerns about how science should be taught today. It is recognised that teachers have difficulty involving and motivating students to learn about different complex topics, such as geology. Schools must promote skills development to develop citizens who can be active and informed in society. One way of undertaking this is to use active methodologies such as educational games, in which students play an essential role in developing activities. Games encourage changes in conceptions regarding the relevance of this scientific topic that is often undervalued by students. Games have gained space in recent years in several disciplines, and it is essential that this tool is thought out and planned within a consistent pedagogical proposal. This educational resource is used to increase motivation for learning, as well as enhance and strengthen the effects of learning. An intervention plan can be framed within game-based teaching. Teachers have been underrepresented in the game-based learning literature, with more emphasis on games’ effects. However, the pedagogical issue of games has been particularly relevant in recent decades. The current investigation used a survey given to geology teachers (n = 112) from public and private middle and secondary schools in Portugal. Its purpose was to assess teachers’ perceptions regarding game-based teaching and its potential to promote active learning. Our sample ages ranged from 24 to 64 years (average of 48.9 years old); 81.3% were women and 18.8% were men. The analysis of the results seems to confirm that although they do not always use games to promote learning in geology, most teachers still recognise their potential to motivate, enhance, and reinforce the learning of geological content, with digital games being the preferred option. They emphasise the importance of teacher training in this area and the inclusion of game applications in school textbooks to approach different geology-related themes. Our results seem to indicate some lack of consistency in teachers’ opinions on the impact of games on student learning.
Introduction. The universal and state importance of history is dissonant with the inertial methods of its institutional and academic study, which are often inadequate to modern media culture. This requires updating educational historical practices, integrating popular media texts that can increase interest in historical knowledge and offer new rhetorical modalities. The purpose of the article is a comprehensive, comparative-oriented analytics of the use of Digital Game Based Learning in history education. Materials and Methods. Theoretically and methodologically, the work draws on the concepts of "procedural rhetoric", "cybertext," and "rhetoric of simulations," as well as the method of narrative research of cultural artifacts, comparative analysis, and classification approach. The practical part utilizes the methodological principles of Digital Game Based Learning strategy formulated by M. Prensky, the qualitative-case study approach of R. Stacke and the media-phenomenological educational principle of S. Freitas. Freitas. A set of quantitative and qualitative methods are also applied to investigate the level of motivation in learning and to compare academic performance. Results. The conducted research revealed that within the framework of DGBL practices video games, their narrative and gameplay content, represent a special interactive cybertext that transmits new knowledge and procedurally forms multiple competencies. According to the type of realization of historical information in video games, they are divided into three main types: conceptual, narrative and aesthetic. The dynamics of the obtained results indicate that the use of DGBL methodology increased on average by 36% the degree of interest in the study of history. The vast majority of students (83-86%) found history classes using the DGBL methodology useful for them. At the same time, a rather high (about 50%) degree of distrust in using the DGBL method was found among teachers and parents of students. Conclusion. Based on the results of the study, it was determined that video games can be legitimized as educational cybertexts with innovative mediarrhythmic tools. Our experiment demonstrated that the use of narratively relevant video games in the system of institutional-academic study of history markedly increases students' motivation and allows them to better understand and explore the essence of historical development as a multifactorial and multimodal process. However, taking into account the identified difficulties and problems in the implementation of DGBL, it is concluded that this method should be extended, first of all, to optional educational practices and the sphere of independent work of students. At the same time, in order to achieve a positive educational effect, it is important that familiarization with a particular video game should have additional educational and methodological support.
Two educators in Australia studied a classroom in which the teacher and students applied a critical lens to digital texts.
This report is an important step in beginning the challenging and exciting process of developing the potentially powerful new partnerships between gaming and education. It consists of several sections. Games in a social context defines digital computer and video games, examining them in a social context. What games teach investigates the research available, exploring the use of games to overcome traditional barriers to learning, to achieve key stage outcomes and as points of discussion for a variety of topics from spirituality to citizenship.
Games in an educational context looks at the spread of commercial off-the-shelf (COTS) games in different learning contexts and assesses their uses and misuses, the barriers that have restricted the use of commercial games in these settings, and the initiatives by Government and other public bodies to counteract these issues. Technologies in the classroom provides an overview of the technologies currently available in classroom settings. It also considers the Government initiatives aimed at bringing Information and Communication Technology (ICT) assets to learners in formal contexts.
Games in a global context examines these issues from a global perspective. Lifelong learning looks beyond the classroom, to the technologies which encourage lifelong learning. Elements informing this debate include the medical, psychological, occupational and political arenas. This section examines trends and technologies which combine entertainment and learning for the pre and post-school populations.
The future of learning assesses the role of interactive entertainment software in formal and informal contexts, looking at the emergent relationships between industry and education. This section touches on relationships between broadcasters and formal education and trends in both game technology and interactive learning which will have an impact on the classroom experience for the next generation.
Schools appear to be facing a crisis of engaging secondary students in meaningful learning. Many are recognizing that the learning principles embodied in computer and video games reflect the best theories of cognition, yet are underutilized as an educational resource. This article suggests an alternative model for game-based learning outside of schools. Drawing on case studies of youth participating in a year-long program, it describes an approach to bridging learners' identities in and out of school through historical simulation computer games situated within a community of practice of game experts. Participants developed both academic skills and productive identities as consumers and producers of information through these cases. We propose a model of centers of expertise, learning programs that seek to foster and develop new media literacies with pay off in schools and that lead to new identities outside of school as well.
This article reports an ethnographic study of drag queens who perform in Miami Beach. Drag queens are marginalized, both economically and socially. However, drag enables some gay men to emphasize and manipulate aspects of femininity for the means of earning attention and income and garnering situational power. Grounding their empirical findings in symbolic interaction, identity, and performance theories, the authors argue that drag queens employ nuanced strategies to negotiate their contradictory status of admired yet alienated performers. The authors use observational and in-depth interview data to explore how participants experience, cope with, and challenge their social marginality. The authors then detail the rewards of drag, focusing on the allure of the transformation, situational power, and income. A subjective understanding of drag reveals that although marginalization is a serious issue, the rewards of drag can be empowering. The authors argue that identity work emerges as a link between marginalization and rewards.
In this article, the development of a collaborative Internet-based simulation game for learning to solve knowledge management problems is described. The simulation game builds on two starting points: first, on psychological and pedagogical developments in learning and instruction, which are based on a shift from instructivistic toward constructivistic approaches; and second, on a perceived need for better training of people working in the emerging field of knowledge management. After having described these starting points in the introduction, the choice for using a simulation game is clarified and a set of assumptions that have been used to develop a simulation game are described. The resulting simulation game is described in the second part of this article together with the elements that have been implemented to support communication and collaboration at a distance, as well as those to support the learning process. The article ends with a summary of the results of the formative evaluation of the first prototype. The issue of collaboration via the Internet is a particular focus of discussion.
Empirical research on the effects of computer games and simulations, and their value in attaining instructional objectives, are reviewed, as are studies concerning the transfer of capabilities acquired from games and simulations to 'real world' tasks. Results suggest that games and simulations improve a variety of cognitive capabilities. Furthermore, there is evidence for positive transfer from activities required by games and simulations to real world task performance. This transfer appears to depend much more on similarities between cognitive and attention processes than on physical similarities. Attitudes to games were found to be positive. However, the findings suggest that hostility and aggression tend to increase as a result of exposure to games, and school grades may suffer as a result of excessive game playing. Recommendations for the development of games, limits to the generality of findings, concerns about research on games, and recommendations for further research are discussed.
Leona Huggins knew something was not quite right when she pulled her two boys away from a favourite computer game to do their homework. "There was a lot of deep-level thinking going on. Then I'd have to say, 'OK, stop. We have to do your homework. We have to study your spelling words,' " Ms. Huggins said. "I had to interrupt what I thought was deep-level thinking for homework that I didn't think was." Ms. Huggins, a Vancouver kindergarten teacher and mother of Sean, 6, and Jeffrey, 11, is part of a new generation of parents and educators pushing to bring digital games into the classroom.
This paper examines the use of "pure" computer and video games in classrooms. It reports the findings of an ongoing informal survey of how and why such games are used as an integrated part of formal classroom learning. The paper presents a number of examples of the use of such games, and tries to determine likely trends in their use in such an environment. Of significance is an examination of the obstacles that teaching staff encounter in attempting to use such software during lesson times, and how some staff have overcome these obstacles.
The purpose of this study is to identify factors inhibiting teachers' use of computer and video games in the classroom setting and to examine the degree to which teaching experience and gender affect attitudes toward using games. Six factors that hinder teachers' use of games in the classroom were discovered: Inflexibility of curriculum, Negative effects of gaming, Students' lack of readiness, Lack of supporting materials, Fixed class schedules, and Limited budgets. Lack of supporting material, Fixed class schedules, and Limited budgets were factors that female teachers believed to be more serious obstacles to game use in the classroom than male teachers did. Experienced teachers, more so than inexperienced teachers, believed that adopting games in teaching was hindered by Inflexibility of curriculum and Negative effects of gaming. On the other hand, inexperienced teachers, more so than experienced teachers, believed that adopting games in teaching is less hindered by Lack of supporting materials and Fixed class schedules.
This book talks about why, and how, to design 'serious games'.
The State of Virginia’s Standards of Learning (SOL) curriculum identifies specific objectives for each grade level in the subjects of reading, math, science, and social studies, and assesses student mastery of those objectives at targeted grade levels. The third-grade social studies curriculum and test represent a particular challenge for teachers because they cover information taught from kindergarten through third grade over a wide variety of topics, including Ancient Civilizations, Famous Americans, Civics, Famous Explorers, and U.S. Holidays. To assist one school in reviewing for the third-grade exam, the first author developed a Web-based review tool using the formats of the popular television game shows Who Wants to Be a Millionaire? and Jeopardy! that actively engaged students in reviewing social studies material. This mixed-method study used both a quasi-experimental and a qualitative approach. In the quasi-experimental design, scores of students in one third-grade class who used the game to review for the SOL test were compared to scores of students in another class who reviewed for the exam using more traditional methods. Students in the Web-review treatment were extensively observed, recorded, and analyzed. Students in the Web-based review treatment did score higher in the SOL exam than students in the control group, but not significantly so. However, more importantly, the games promoted higher order learning outcomes such as increased meaningful dialogue among students and the identification of student misconceptions, both of which contributed to deeper student understanding.
The variety and user-friendliness of computer-based games available to the strategic management instructor has increased, although the number of commercially available games has fallen due to a number of factors. Based on the criterion of objectively measured learning outcomes, the various games studied over the years produce genuine results and results that are superior to those obtained via the case approach, which is the major alternative teaching strategy. Far less research has been conducted on game-facilitating factors that lead to effective learning outcomes in a business game environment.
Scitation is the online home of leading journals and conference proceedings from AIP Publishing and AIP Member Societies
In the spring of 2005, the author designed and taught a graduate-level course on digital game-based learning primarily for teachers. Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning. The course was designed as an introduction to digital games and gaming for instruction and learning. In it, students explored the theories, the possibilities, considerations and constraints related to the design of instructional games, and the use of learning and commercial entertainment games in classroom and out-of-class settings. The design of the course, along with the rationales, will be outlined and participant reaction will be profiled. Suggestions for future course designs are described, as well as key elements crucial for teacher preparation. Ultimately, the success of digital games as a medium for learning depends to a large extent on the abilities of new and practicing teachers to take full advantage of this medium.
The implementation of a computer game for learning about geography by primary school students is the focus of this article. Researchers designed and developed a three-dimensional educational computer game. Twenty four students in fourth and fifth grades in a private school in Ankara, Turkey learnt about world continents and countries through this game for three weeks. The effects of the game environment on students’ achievement and motivation and related implementation issues were examined through both quantitative and qualitative methods. An analysis of pre and post achievement tests showed that students made significant learning gains by participating in the game-based learning environment. When comparing their motivations while learning in the game-based learning environment and in their traditional school environment, it was found that students demonstrated statistically significant higher intrinsic motivations and statistically significant lower extrinsic motivations learning in the game-based environment. In addition, they had decreased focus on getting grades and they were more independent while participating in the game-based activities. These positive effects on learning and motivation, and the positive attitudes of students and teachers suggest that computer games can be used as an ICT tool in formal learning environments to support students in effective geography learning.
Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.
Contenido: Parte I.Cuestiones conceptuales en la investigación cualitativa: Naturaleza de la investigación cualitativa; Temas estratégicos en la investigación cualitativa; Diversidad en la investigación cualitativa: orientaciones teóricas; Aplicaciones cualitativas particulares. Parte II. Diseños cualitativos y recolección de datos: Estudios de diseños cualitativos; Estrategias de trabajo de campo y métodos de observación; Entrevistas cualitativas. Parte III. Análisis, interpretación e informe: Análisis cualitativo e interpretación; Incrementar la calidad y la credibilidad del análisis cualitativo.
Obra en que se estudia el impacto que ha tenido el uso de videojuegos sobre los nuevos administradores de empresas. Sostiene que la generación de jóvenes que tuvo un consumo regular juegos informáticos tratará de aplicar las reglas de éstos en los negocios, trastocando así la visión tradicional de la administración.
Digital Game-Based Learning, by Marc Prensky, is a strategic and tactical guide to the newest trend in e-learning - combining content with video games and computer games to more successfully engage the under-40 "Games Generations," which now make up half of America's work force and all of its students. The book fully explores the concept of Digital Game-Based Learning, including such topics as How Learners Have Changed, Why Digital Game-Based Learning Is Effective, Simulations and Games, How Much It Costs, and How To Convince Management. With over 50 case studies and examples, it graphically illustrates how and why Digital Game-Based Learning is working for learners of all ages in all industries, functions and subjects.
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Don't bother me, mom, I'm learning! : How computer and video games are preparing your kids for 21st century success and how you can help
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