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How does an online game based learning environment promote students' intrinsic motivation for learning natural science and how does it affect their.
Abstract
In this study, mixed research methods were adopted to examine the online game-based learning environment for "Go Go Bugs". The purpose of this study was to determine if an online game-based learning environment can engage and motivate students to learn more natural science by using game features than the control group, which had the same learning environment, but no game features. This experiment examined the engagement by participants' frequencies of returning to the learning environment after school hours, within a time period of two weeks. The results of the comparison of pre- and post- surveys showed significant improvement in increasing participants' interest in learning natural science in a game-based learning environment over that of the non-game-based learning environment. Both quantitative and qualitative results from this study indicated that this game-based learning environment successfully motivated participants in exploring natural science and engaging in the learning activities. However, there was no significant result showing that the game-based learning environment improves students' learning achievement more than with the non-game-based learning environment
... Several common game characteristics, such as fantasy and sensory stimuli, tend to foster intrinsic motivation, which is the desire to do something because it is inherently enjoyable (Garris et al., 2002;Malone, 1981;To, Ali, Kaufman, & Hammer, 2016). Though some findings are mixed (Brom, Preuss, & Klement, 2011), educational games can promote greater intrinsic motivation or enjoyment over traditional instructional methods (Kuo, 2007;Papastergiou, 2009;Wrzesien & Raya, 2010). ...
... It is widely assumed that games can motivate learners to attempt challenging tasks and respond productively to failures. Much theory and research suggest that common game features provoke self-efficacy and intrinsic motivation (Garris et al., 2002;Kuo, 2007;Malone, 1981;Papastergiou, 2009;Przybylski, Rigby, & Ryan, 2010;Sitzmann & Ely, 2011;Wrzesien & Raya, 2010), which typically provoke challenge seeking and healthy attitudes towards failure (McCarthy et al., 1985;Pajares & Johnson, 1994;Relich et al., 1986;Ryan & Deci, 2000;Schunk, 2003;Schunk et al., 2008). Yet our study of a typical, commercially available coding game showed that players were more tolerant of failure and more likely to seek out challenges when they played a minimal version of the game, which had several common game features removed. ...
... Many game studies explore intrinsic motivation and self-efficacy as key elements of motivation for gameplay (Kuo, 2007;Papastergiou, 2009;Przybylski et al., 2010;Sitzmann & Ely, 2011;Wrzesien & Raya, 2010). While enjoying learning and feeling competent are clearly important motivational constructs that influence learning, perhaps more important (according to our data) is what players choose to do when things get tough. ...
It is difficult to motivate learners to seek out and persist at challenging learning tasks where failure is likely. However, in game environments, people seem highly motivated to engage with challenges and respond productively to failure. Many typical game features purportedly enhance intrinsic motivation and self‐efficacy, which should improve students’ reactions to challenge and failure, which should in turn enhance learning. An experimental study with early middle school students tested these assumptions by comparing a “Full” version of a typical, commercial programming game to a “Minimal” version of the same game where common game features such as narrative, performance metrics, high‐quality graphics, and sound were removed. In contrast to our hypotheses, players of the Full Game were less likely to choose coding challenges, were less tolerant of coding failures and gained less coding knowledge. Intrinsic motivation and self‐efficacy did not differ between conditions. Correlational analyses showed that failure tolerance and challenge seeking may critically affect learning from educational games. The current study offers an existence proof that some common game features can hinder players' failure tolerance, challenge‐seeking and learning, in certain game contexts. Future research should isolate the effects of individual game features, test generalizability and explore which contextual variables influence the findings.
... Only one quasi-experimental study adopted a traditional group (Ketamo, 2009) and one study was longitudinal (Bottino, Ott and Benigno, 2009 3.6.2.3 Affective and motivational outcomes 6 high quality studies were found in this category. The majority (4 of 6) were RCTs (Habgood and Ainsworth, 2011;Kuo, 2007;Owston et al., 2009;Wang, Tsai, Chou and Hung, 2010) and 2 were quasi-experimental (Inal and Cagiltay, 2007;Vos, van der Meijden and Denessen, 2011). 3 studies M A N U S C R I P T ...
... (50%) looked at 3D games (Habgood and Ainsworth, 2011;Kuo, 2007) but one of these studies used a variety of 3D games for entertainment purposes specifically looking at flow experience (Inal and Cagiltay, 2007) were the others used games for learning. The three studies looking at 3D games were all single player games and did not use a traditional teaching approach. ...
... Mathematics and Science (Habgood and Ainsworth, 2011;Kuo, 2007), however, the study looking at flow theory did not attempt to teach any subject. Three studies (50%) used 2D games and also employed traditional teaching approaches, however, two of these studies specifically focussed on games-based construction learning for the purposes of learning Computer Science (Vos, van der Meijden and Denessen, 2011) and Literacy (Owston et al., 2009). ...
... Research on educational games has documented the successful use of computer-based games for supporting a variety of learning outcomes important for science education. These outcomes include understandings of content (Clark et al., 2011), interest in science (Kuo, 2007), inquiry skills (Ketelhut, Nelson, Clarke, & Dede, 2010), creativity (Annetta, Cheng, & Holmes, 2010), scientific habits of mind (Steinkuehler & Duncan, 2008), and critical thinking (Squire, 2006). A recent report from the National Research Council (NRC) on games and education concludes that Simulation and games have potential to advance multiple science learning goals, including motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. ...
... Go Go Bugs is an online game for elementary students designed to teach basic ideas about entomology. Students learning through Go Go Bugs demonstrated significant gains in interest in learning science relative to a control group, which learned about insects through a nongame curriculum (Kuo, 2007). ...
... Personal interest in science, the primary construct assessed by the SITS instrument, is an enduring characteristic and tends to be resistant to change (Alexander & Jetton, 1996). However, given the positive reports of games for learning and student affect (Kuo, 2007;Rowe et al., 2010;Squire, 2011), it was reasonable to investigate development of interest as a possible outcome. Although we found no evidence of interest changing as a result of engagement with either of the curricular interventions, interest in science and careers in science was positively related to student performance on the tests of biological content both before and after the interventions. ...
This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: One built around a computer-based game, and the other built around a narrative case. The research questions addressed student learning of basic biological principles, development of interest in learning science, and how a game-based approach compared to a nongame-based approach in terms of supporting learning. The study employed a pre-post design with 1,888 high school students nested within the classes of 36 biology teachers. Results indicated that students participating in both approaches demonstrated statistically and practically significant gains on both proximal and distal assessments of biological content knowledge. Neither group demonstrated gains in science interest. The curriculum by time interaction was not statistically different, indicating that students in both groups showed similar results. Implications for game-based science learning and future research include building better awareness of technological and professional development challenges associated with implementing educational games, the need for new strategies for understanding the impacts of games for learning, and the need for cost-benefit analyses in the planning of game-based educational approaches.
... Digital games which are usually considered a form of entertainment, have been proposed as one of the practical tools if combined with education to encourage student engagement and a happy and engaging learning process (Eck, 2006a;Prensky, 2001Prensky, , 2003. In their study, Fan et al. (2015), Kuo (2007), and Tüzün et al. (2009) found that student achievement was significantly increased through the gamified learning methods compared to students taught using conventional techniques. These games create an atmosphere of active and interactive learning between teachers and students. ...
... Game-Based Learning (GBL) is an approach that uses games for educational purposes. Many studies show that learning is based games can increase students' interest (Korkeila & Hamari, 2020;Kuo, 2007). These studies show that games in learning can increase students' enjoyment of learning, but it can also improve the mastery of content among students, increase student interest, student motivation in learning, and change students' perceptions of a particular field of learning. ...
Final year project or FYP is a form of project-based learning commonly implemented in undergraduate programmes for the students to manifest the knowledge, skills, and learning experiences accumulated through their academic studies. This chapter elaborates how gamification was implemented through a guided constructive alignment in the undergraduate FYPs of the Bachelor of Design (Digital Games) with the honours programme.
... También se investigó si un entorno virtual de aprendizaje (EVA) basado en un videojuego online (Go go Bugs) podía implicar y motivar a escolares de Primaria (GE) en el aprendizaje de las ciencias naturales más que al GC en el mismo EVA, pero sin las connotaciones lúdicas (Kuo, 2007). Se controlaron variables como los conocimientos previos (digitales y sobre ciencias naturales) y el género para ver si influían en el interés -medido como frecuencia de acceso al entorno fuera del horario escolar-. ...
... Se controlaron variables como los conocimientos previos (digitales y sobre ciencias naturales) y el género para ver si influían en el interés -medido como frecuencia de acceso al entorno fuera del horario escolar-. El EVA del videojuego motivó de forma intrínseca y satisfactoria a los participantes para explorar las ciencias naturales e implicarse en las actividades, pero no se encontraron resultados significativos en ese aprendizaje respecto al EVA no lúdico (Kuo, 2007). De forma similar, Hickey et al. (2009) constataron un incremento en el aprendizaje al aplicar una de las unidades ambientales del Multi-User Virtual Environment (MUVE) Quest Atlantis, pero no hubo diferencias estadísticas respecto al GC que utilizó el libro de texto. ...
RESUMEN• Las innovaciones educativas apoyadas en juegos digitales están proliferando en aulas de primaria y secundaria, generando investigaciones que estudian su efecto en los logros de aprendizaje. Esta revisión analiza 27 experiencias en el campo de la educación en ciencias de la vida, identificando su diseño experimental, rasgos del grupo control, resultados alcanzados y papel del docente como factores claves para valorar su efectividad. La mayoría resaltan el aumento de la motivación, aunque pocas muestran logros significativos en la adquisición de aprendizajes científicos. La integración didáctica de los juegos digitales podría promover la participación en temas socio-científicos y la inclusión del alumnado con distintas capacidades, aunque se precisan investigaciones mixtas que identifiquen el rol docente y el modelo de intervención didáctica más efectivo para cada contexto.
PALABRAS CLAVE: juegos digitales; ciencias de la vida; didáctica; ciencias experimentales; revisión.
ABSTRACT•Educational innovations supported by digital games are proliferating in primary and secondary classrooms, generating research on their effects on learning outcomes. This review analyzes 27 experiences in the field of life sciences education, identifying the experimental design, traits of the control group, results achieved and the role of the teacher as relevant factors to assess their effectiveness. Most research highlightsthe increase in student motivation;nevertheless only few of them show significant achievements improving scientific learning. The didactic integration of digital games could promote involvement in socio-scientific topics and the inclusion of students with different abilities, although more research is needed, with mixed designs, to identify the teaching role and the most effective didactic intervention model for each context.
KEYWORDS: digital games; life sciences; didactics; experimental sciences; review
... Six studies were included in this category, five of which were quasi-experimental. Only one study followed an RCT design, [49] with 3D, single-player and non-collaborative conditions. For the positive effects of serious games on motivational and skills acquisitions, every article in this section reported positive findings. ...
... Furthermore, the outcomes also demonstrated that students in the experimental group showed more animated and diversified behaviors toward the practical activity than the control group students. Kuo [49] To examine the effectiveness of an online DGBL environment called Go Go Bugs in fostering students' intrinsic motivation. 46 (26M, 20F) individuals were recruited from two third-grade classes. ...
Digital game-based learning (DGBL) has been perceived as an engaging teaching approach to foster students’ learning and motivation. There are different opinions about the potential benefits of gaming on students’ academic achievements, motivation, and skills in science courses due to the lack of empirical evidence and mixed results. To address this issue, the present research paper provides a review of relevant literature from 2006 to 2017 to examine the effects of using educational computer games in teaching science at the elementary education level. This study employed a multidimensional framework to classify learning outcomes from studies of DGBL applications in the area of elementary science education. The findings of this review show a promising potential of DGBL, particularly in the area of content understanding. However, the findings of the review also suggest that there is a need to provide additional research in order to gain a more comprehensive picture of the educational effectiveness of DGBL. Hence, researchers are advised to conduct more randomized controlled trials (RCTs) various learning modes (e.g., collaborative, and individual), and comparisons of DGBL to traditional methods of teaching. Furthermore, researchers are highly encouraged to examine the effectiveness of DGBL applications in other areas, such as problem-solving and critical thinking. The findings of this review can benefit educational computer game designers, educators, and practitioners in the area of science education, particularly at the elementary level.
... According to a past study entitled "How does an online game-based learning environment promote students' intrinsic motivation for learning natural science and how does it affect their learning outcomes?" by Kuo (2007), online activities can increase students' engagement and enjoyment of learning, with the potential to improve learning outcomes. For instance, the author found that an online game-based learning environment can promote students' intrinsic motivation to learn natural science, leading to better learning outcomes. ...
Advancements in technology have led to the emergence of various learning models and tools that can enhance the language teaching-learning process. Language practitioners are now able to leverage technology, including hardware and software, to increase student engagement in the language learning process. This study investigates the experiences of Moroccan English teachers with online games in EFL classrooms. The study surveyed 107 educators, 52.3% of whom were male and 47.7% of whom were female. The results indicate that online games motivate students to learn, improve classroom rapport, and promote 21st Century Skills. However, the findings report that online games create noise, disorder, and time loss. Furthermore, the study highlights that Kahoot is the most widely used online game among Moroccan English teachers. This research provides insights into the potential benefits and drawbacks of using online games in EFL classrooms. It also underscores the importance of considering context-specific factors that impact the use of online games by EFL teachers.
... Student interest plays a critical role in learning [36]. Intelligent game-based learning environments are a form of learning environment that are designed to promote student interest while enhancing performance or knowledge on a particular subject through adaptive support in real-time [22,50]. Automatically detecting specific student behaviors and modeling student knowledge and skills is a promising approach to drive adaptations in game-based learning environments [23,47]. ...
... Information technology-enhanced learning may be a way to increase students' motivation to learn Mathematics (Burguillo 2010). Kuo (2007) reported that digital games may offer a learning environment that sparks children's interest in learning Mathematics, and reduces the level of students' Mathematics Anxiety. Other studies found that a technology-based approach decreases Mathematics Anxiety and increases students' drive to learn Mathematics, which might lead to strong academic performance ( There might be some problems using technology to teach Mathematics but when confronted with any problem, in resolving the problem the students develop problem-solving and, in the process, develop their confidence and reduces Mathematics anxiety . ...
The student’s attitude towards Mathematics and their achievement is affected by Mathematics anxiety. Mathematics anxiety may lead to avoidance of Mathematics or poor performance in Mathematics and subjects related to or depending on Mathematics. For students to perform well in Mathematics, Mathematics anxiety must be reduced in students. This systematic literature review examines the impact of technology-based approaches on Mathematics anxiety. The strategy used to perform the search for this study consisted of both a discipline-specific journal search and a database search where generalised results about the positive effect of technology-based approaches and their disadvantages were found. 35 papers published between 2002 and 2022 were included in the study and only peer-reviewed articles were included in the search. The study found that using technology-based approaches to teaching Mathematics leads to students showing a positive attitude toward the subject and reduces the level of their anxiety. And when students are confronted with any problem while using technology, in resolving the problem the students develop problem-solving and, in the process, develop their confidence in Mathematics. This study suggests that when incorporating technology into the Mathematics classroom, it is crucial to identify which learning activities benefit the most from technology as some parts of Mathematics may still be best mediated through traditional teaching approaches, such as encouraging class discussion about how to apply mathematical ideas, correcting exercises involving complicated calculations or drawings, and spotting simple arithmetic errors when solving mathematical problems.
... A higher learning motivation can influence direct learning outcomes in a positive manner (e.g., Triarisanti & Purnawarman 2019). For example, previous research has shown that high learning motivation and engagement can keep students coming back to learn more (Kuo, 2007), facilitate positive emotions in learning situations (Vasalampi et al., 2021), and they have a significant positive influence on deep learning (Everaert et al., 2017). However, to make broad and effective use of these technologies in educational institutions or workplace training settings, their effects regarding learning outcomes need to be explored (Holopainen et al., 2020;Vesisenaho et al., 2019). ...
While the educational technology has developed to the point that Extended Reality (XR), including immersive Virtual Reality (VR) can be used in education, the learning outcomes of these technologies in the large scale is still quite unknown. This literature review aims to take a comprehensive look to the field of immersive VR in to find out where the learning outcomes of HMD-VR stands out, and how they compare to other technologies and methods. The main result of this paper is that while HMD-based Virtual Reality Learning Environments (VRLEs) may not be superior compared to other technologies such as desktop-based VR environments regarding direct learning outcomes, a clear indication towards increased learning motivation and engagement can be seen.
... Hung, Hwang, and Huang (2012) reported that a project-based digital storytelling approach was helpful in effectively enhancing the students' science learning motivation, problem-solving competence, and learning achievement. However, some research has also found that digital games do not necessarily promote learning achievement (Kuo, 2007;O'Leary, Diepenhorst, & Churley-Strom, 2005). From 68 studies on digital game-based learning, Randel, Morris, Wetzel and Whitehall (1992) discovered that 38 (56%) of them did not present significant differences, and merely 22 (32%) resulted in better performance. ...
In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students’ problem-solving skills. However, the students’ learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.
... 3) Interest The major challenge that mathematics educators face is to increase students' achievement and interest for learning of mathematics problem-solving. Kuo [42] reported that digital games attract students and develop their interest in learning of mathematics. Likewise, Yeh, Cheng [43] in the research found that an improvement in students' mathematics achievement, mainly of the calculation and word problems. ...
... Complementing prior research, we operationalized and used objective measures to verify that expectation confirmation produces desirable outcomes overall (Bhattacherjee and Premkumar 2004a, b). Prior literature suggests that tasks that involve a moderate amount of discrepancy or incongruity is beneficial because they stimulate curiosity (Kuo 2007). Our results indicated that uncertainty by the crowd leads to longer project contest and longer waiting periods for crowd-seekers to receive suitable bids from which to choose the winning bid. ...
Contest-based intermediary crowdsourcing represents a powerful new business model for generating ideas or solutions by engaging the crowd through an online competition. Prior research has examined motivating factors such as increased monetary reward or demotivating factors such as project requirement ambiguity. However, problematic issues related to crowd contest fitness have received little attention, particularly with regard to crowd strategic decision-making and contest outcomes that are critical for success of crowdsourcing platforms as well as implementation of crowdsourcing models in organizations. Using Expectation-Confirmation Theory (ECT), we take a different approach that focuses on contest level outcomes by developing a model to explain contest duration and performance. We postulate these contest outcomes are a function of managing crowdsourcing participant contest-fitness expectations and disconfirmation, particularly during the bidding process. Our empirical results show that contest fitness expectations and disconfirmation have an overall positive effect on contest performance. This study contributes to theory by demonstrating the adaptability of ECT literature to the online crowdsourcing domain at the level of the project contest. For practice, important insights regarding strategic decision making and understanding how crowd contest-fitness are observed for enhancing outcomes related to platform viability and successful organizational implementation.
... Mei-Jen Kuo [9] investigate two issues using surveys ; (1)if intrinsic motivation for student's learning excesses in game-based environments and (2) if learning outcomes are affected by game based learning. After conducting a study on 46 students he found that the level of engagement exceeded when students have been playing a game, in comparison to those in a non-gaming situations. ...
Game-based learning has promoted the value of instruction procedures in schools as it's becoming more widely recognized as effective educational tools. This paper presents a proposed game that teaches Arabic children a complex subject in an easy to understand, safe and simplified way-how to manage the crises and disasters. We called the game Crises & Disaster Management Game (CDMG). CDMG also provides basic training for critical situations management. The CDMG game was piloted to a focus group consisting of twelve students in a governmental primary school in Mansoura city, Egypt. Results from the surveys showed the CDMG game is effective in providing the players with basic knowledge of crises and disaster management, in practice. The need of using such training methods is very much needful for Arab communities, since it will help the disaster response activities for children to be easier and faster.
... al recommended the use of game-based learning methodologies to teach professional subjects to reduce costs and rise efficiency, Based on the results of their students. M ei-Jen Kuo [9] investigate two issues using surveys; (1) if game based learning affect learning outcomes and (2) if intrinsic motivation for student's learning excesses in game-based environments. After conducting a study on forty six students he found that when students have been playing a game, the level of engagement exceeded, in comparison to those in a non-gaming context. ...
Game-based learning has promoted the value of instruction procedures in schools as it became more vastly known as efficient educational tools. This paper presents a proposed game that teaches Arabic children a complicated context in an easy to understand, safe and simplified way – how to manage the crises and disasters. We called the game Crises & Disaster Management Game (CDMG). CDMG also provides basic training for critical situations management. The CDMG game has been piloted to a focus group consisting of twelve students in a governmental primary school in Mansoura city, Egypt. Results from the surveys showed the CDMG game is efficient in supplying the players with basic knowledge of crises and disaster management, in practice. The indigence of using such practicing methods is too much needful for Arab communities, since it will help the disaster response activities for children to be easier and faster.
... Although findings on the efficacy of educational games were sporadic and conflicting in the late 2000s (Vandercruysse, Vandewaetere, and Clarebout, 2012), findings became more steady and numerous in the 2010s, and consensus was eventually achieved on the positive effects of educational games. Among the various and positive motivational, attitudinal, behavioral, cognitive, and learning outcomes of educational games Hainey et al., 2016), researchers also found that educational games are more engaging than traditional teaching methods, such as classroom lectures (Annetta, Minogue, Holmes, & Cheng, 2009;Giannakos, 2013;Kuo, 2007;Wrzesien & Raya, 2010). The opportunity for increased engagement in educational games should be capitalized upon in research, education, and corporations; hence this study's existence. ...
Engagement in educational games, a recently popular academic topic, has been shown to increase learning performance, as well as a number of attitudinal factors, such as intrinsic interest and motivation. However, there is a lack of research on how games can be designed to promote engagement. This mixed methods case study aimed to discover effective game elements for promoting 17-18 year old high school students' engagement with an educational game. Using within-case and cross-case analyses and triangulated data, 10 elements emerged and were categorized into the constructs of story, gameplay, and atmosphere. Examples and connections to the literature for each element are reported. Findings implicate that educational game design for both learning and engagement is composed of educational-game specific elements, game design for solely engagement is similar for both educational and entertainment games, and a gap on educational game design technique instead of theory should be addressed to further benefit educational game development.
... Persistent Browser-Based Games (PBBGs) can be defined as electronic games accessed and played over the Internet using an Internet browser. The persistence of the game is related to the fact that the game is able to progress with successive playing sessions [12]. Games are widely accepted and considered a more pleasant way to learn than traditional approaches [13]. ...
Traditional approaches for facilitating the learning process in risk analysis and management in software projects usually lack practical activities in solving real problems. This is basically due to time restrictions and the difficulty of simulating real scenarios where such risks occur. In this sense, games have been used as a learning resource to simulate real scenarios and allow users to learn and practice with no real risks or losses. In this paper, we present an ongoing project to develop a multi-player, persistent, Web-based game. This game, named eRiskGame, aims to improve the learning process in risk management in software projects based on intelligent agents and fuzzy systems. The intelligent agents control the actions of the game based on fuzzy systems that store expert knowledge in fuzzy rule bases. Users play the role of software project managers who have to compete for market resources by presenting competitive budgets and software management plans. Users also have to deal with real-world problems involving risks, such as managing employees, budgets, and changes in project plans. The game is being validated in two undergraduate software engineering courses. This paper introduces the techniques used in the project and details eRiskGame.
... An important field that profits immensely from gamification is education [4,5]. Studies [6] show that students in game-based learning environments are both more motivated to learn about a new subject and more likely to come back to study the subject after school hours. The introduction of games or game-like elements into classes can also help the students to get a better understanding because they excel in visualizing complex concepts. ...
Location-based applications have great potential to let users explore the environment in an immersive and engaging way. Digital scavenger hunts have a great potential as teaching and instructional guiding tool. However, many tools only guide users but are not designed as meaningful and engaging experiences. Adding more story-based and exploratory playful game design elements such as quests or achievements can make such experiences and the according learning experiences more entertaining and motivating. This paper contributes by introducing concept and development as well as a qualitative evaluation of an location-based scavenger hunt application with focus on a playful and story-based design. It allows users (e.g. teachers) to create multi-staged quests in a web-based editor, which app-users (e.g. students) can then complete in a platform independent mobile application that makes use of game design elements. In a first qualitative study we focus on evaluating the game with regards to fun, learning factors, usability, and engagement. Results indicate that story-based scavenger hunt applications have a high potential as tool to engage users to learn more about their environment. Especially story-based and playful elements are rated as important element for engaging exploratory experiences.
... Games-based Learning (GBL) has been used in a number of curriculum-based subjects including: Mathematics ( Ketamo, 2009;Miller and Robertson, 2011), Science ( Kuo, 2007;Wrzesien and Alcaniz Raya, 2010), Languages ( Cobb and Hurst, 2007;Vos et al., 2011), Social Issues ( Chen et al., 2010;Furio et al., 2013), Health ( Hung et al., 2009;Banos et al., 2013), History ( Chatterjee et al., 2011) and Music ( Coban and Tuncer, 2008). The case is constantly being made for further empirical evidence associated with GBL in education particularly with regards to learning effectiveness ( Connolly et al., 2012;Boyle et al., 2015). ...
Over the past decade there has been extensive investigation into the aspects and potential applications of games-based learning. Educationalists and industrialists continue to explore it as it is perceived as a potentially beneficially supplementary learning, teaching and training approach. While there has been an increase in the quality and quantity of the studies performed looking at the potential aspects of games for learning there is still a dearth of empirical evidence in particular Randomised Controlled Trials (RCTs) and longitudinal studies. This paper will provide empirical evidence by reporting the results of a survey conducted at a number of Secondary Education (SE) institutions in Turkey. The survey has been used in a number of previous studies over the past decade. This paper will report on the evidence from Turkey where 823 participants completed the survey from SE institutions where the average age of participants was 15. The top ranking motivations for playing computer games were: recognition, avoidance of other activities, control and challenge whereas the top ranking motivations for playing games in education were control, fantasy, recognition and challenge. The paper will contribute to empirical evidence in games-based learning by providing a detailed quantitative analysis of the data gathered by the survey including gender and player type comparisons. The results will also be compared to other similar studies performed at different educational levels in different countries and provide a synthesis.
... A. Game-based learning A significant amount of research has been done in the area of learning domains. Mei-Jen Kuo [5] assessed by means of surveys and tests to see if(1) intrinsic motivation for learning increases in game-based environments and (2) if learning outcomes are affected by game based learning. After conducting a study amongst 46 students the author found that the level of engagement increased when students were playing a game, compared to those in a non-gaming environment. ...
In the face of technological advancements, serious games are becoming more widely recognized as effective educational tools. This paper presents a serious game that teaches a complex subject in a simplified and easy to understand manner-Communication and collaboration during post-disaster operations. The game is multiplayer where each player works through a simulated disaster using an incident management systematic framework that highlights the importance of communication and collaboration. To achieve this, we introduce a unique live audio/video communication system where the players interact with each other to solve problems in a realistic scenario. The game also provides basic training for Rapid Damage Assessments and Incident Command System, two strategies used to carry out post disaster management. The game was piloted to a focus group consisting of students and faculty from Amrita University. Results from the surveys showed the game and proposed frameworks were very effective in providing the players with basic knowledge of post disaster management operations. The need of using such training methods is very much necessary since it will help the disaster response activities to be faster and easier.
... Motivation factors: the factors used to compare with the internal factors. Data were collected from all parts to studies the GBL into back 7 years ago [8][9][10][11][12][13][14][15][16]. The results of this study to show in the following figure. ...
... Motivation factors: the factors used to compare with the internal factors. Data were collected from all parts to studies the GBL into back 7 years ago [8][9][10][11][12][13][14][15][16]. The results of this study to show in the following figure. ...
This paper presents the key motivation factors of Game-based Learning (GBL) to improve Adversity Quotient (AQ) in the children. The study demonstrates that how the powerful factors in GBL can improve AQ in child learning. The game is designed for primary school pupils called Solar; the game content is a part of solar system. The paper investigates the GBL element factors which are Strategy and Reward: both factors show significantly influence to the players decision making. These two factors can be used as the fundamental key factors of game design in order to improve AQ for players. Additionally, the two factors can be utilised to develop the educational game which suits to the different kinds of learners in AQ improvement with GBL.
... The goal is to improve the learning experience by utilizing a set of game elements to foster interactivity (Kiili 2005;Pivec 2004). In the literature, there are a number of studies that benefits from the useful properties of games to train individuals in various areas (Farrow and Abernethy 2002;Kuo 2007;Mascarenhas et al. 2005;Papastergiou 2009;Schweizer et al. 2011;Xian 2011;Yang 2011). ...
Digital game-based learning environments provide emerging opportunities to overcome learning barriers by combining newly developed technologies and traditional game design. This study proposes a quantitative research approach supported by expert validation interviews to designing a game-based learning framework. The goal is to improve the learning experience and decision-making skills of soccer referees in Turkey. A serious game was developed and tested on a group of referees (N = 54). The assessment results of these referees were compared with two sample t-test and the Wilcoxon signed-ranked test for both the experimental group and the control group. The findings of the current study confirmed that a game-based learning environment has greater merit over the paper-based alternatives.
... This design focus remained central throughout the actual development and research during the first grant. Core ideas from recreational game design conventions included (a) supporting engagement and approachable entry (Koster, 2004;Squire, 2011), (b) situating the player with a principled stance and perspective (McGonigal, 2011), (c) providing context and identification for the player with a role and narrative (Aarseth, 2007;Gee, 2007;Pelletier, 2008;Squire, 2011), (d) monitoring and providing actionable feedback for the player (Annetta, Minogue, Holmes, & Cheng, 2009;Garris, Ahlers & Driskell, 2002;Kuo, 2007;Munz, Schumm, Wiesebrock & Allgower, 2007), and (e) using pacing and gatekeeping to guide the player through cycles of performance (Squire, 2006). In terms of popular game-play, we also worked to embed the game in a storyline and art styles with broad appeal. ...
We have iteratively designed and researched five digital games focusing on Newtonian dynamics for middle school classrooms during the past seven years. The designs have evolved dramatically in terms of the roles and relationships of the formal representations, phenomenological representations, and control schemes. Phenomenological representations can be thought of as the “world” representations that depict the actual actions and motion of a game as they occur (i.e., the central representations in most recreational games). Formal representations highlight the disciplinary relationships of interest from a pedagogical perspective (such as vector arrows, graphs, and dot traces). Our initial design perspective focused on highlighting the formal physics relationships within popular game-play mechanics. This perspective prioritized a commitment to the phenomenological representations and controls of recreational games, specifically marble-genre games. We designed formal representations around and over the phenomenological representations of that genre. Over the next seven years, we navigated the tensions between the original recreational genre and creating a new genre situated within the formal representations themselves. More specifically, our designs evolved to situate the game-play squarely in the formal representations in terms of the controls as well as in terms of the communication of goals and challenges. We backgrounded phenomenological representations and streamlined visual complexity to focus on key relationships. Our discussion compares our design evolution to the SimCalc design evolution recounted in IJDL’s recent special issue on historic design cases.
... Studies have found that the use of games in the classroom can lead to an increase in students' motivation levels (Baines & Slutsky, 2009;Pinder, 2008). Specifically, upper elementary students (Barab, Sadler, Heiselt, Hickey, & Zuiker, 2007;Kuo, 2007) and middle school students (Rowe, Shores, Mott, & Lester, 2010) expressed increased interest in learning science when presented with games. Games also can provide experiential, contextualized learning and can help develop metacognitive skills (Mayo, 2007). ...
The Framework for K-12 Science Education (NRC, 2012) and Next Generation Science Standards (NGSS Lead States, 2013) stress that in addition to disciplinary core ideas (content), students need to engage in the practices of science and develop an understanding of the crosscutting concepts such as cause and effect, systems, and scientific modeling. In response to these reform suggestions we developed an educational tool to be used to help teach students about models and the marine food chain. Our research was the validation of the tool as a legitimate instructional device. The research reported here outlines the process and provides science teacher and science teachers educators with an alternative for teaching this topic.
... 並讓學習者能自主投入去完成任務 (Pivec, 2007)。但電腦遊戲在設計時如何符合寓教於樂，兼具 學習目的及引人使用，是遊戲式學習的主要挑戰 (Kuo, 2007;O'Leary, Diepenhorst, Churley-Strom, & Magrane, 2005;Randel, Morris, Wetzel, & Whitehill, 1992 (Kayes, Kayes, & Kolb, 2005;Kolb, (1) 在電腦教室內讓學生分組進行「治水對策」遊戲體驗，另由觀察員進行觀察記錄，觀察項 目參考表 2 及表 3。 ...
本研究以整合數位互動教學系統，對防災教育推廣適用性與效益進行探討。以水資源及防災知識為主，開發一水資源及防災教學系統（以下稱本系統），包含三套攻防式為主的Water Games與一本電子書，經實際測試及使用回饋，瞭解本系統誘發自主學習動機的成效與是否產生學習遷移，以提供環境資源與防災教學參考。由二場營隊121份有效問卷分析發現，本系統不受性別與年齡影響，普遍為大眾接受；電腦遊戲顯著提升學習意願（p=.009）；認同攻防式遊戲有助於應變策略能力提升者達92%；98%願意主動關注水資源及防災議題，且願意延長接觸此議題時間（p=.006）。本系統屬數位電子教材，可有效率地透過網路向大眾推廣，建議未來可納入環境資源議題與防災教育推廣的選項。
... SURGE Next is a conceptually-integrated game for learning (Clark & Martinez-Garza, 2012), rather than a conceptually-embedded game, in the sense that the science to be learned is integrated directly into the mechanics of navigating through the game world, rather than being embedded as an activity to be visited at some location in the game environment. Core ideas from commercial game design conventions included (a) supporting engagement and approachable entry (Koster, 2004;Squire, 2011), (b) situating the player with a principled stance and perspective (McGonigal, 2011), (c) providing context and identification for the player with a role and narrative (Pelletier, 2008;Aarseth, 2007;Gee, 2007), (d) monitoring and providing actionable feedback for the player (Annetta et al., 2009;Garris, Ahlers, & Driskell, 2002;Kuo, 2007;Munz, Schumm, Wiesebrock, & Allgower, 2007), and (e) using pacing and gatekeeping to guide the player through cycles of performance (Squire, 2006). ...
Students playing digital learning games in the classroom rarely play alone, even in digital games that are
ostensibly “single-player” games. This study explores the patterns of physics reasoning that emerge in face-to face and online forum collaboration while students play a physics-focused educational game in their classroom. We observed five increasing levels of explicit articulation of physics reasoning across interactions in the face-to-face and online forum interactions. Additionally, we found that students were much more likely to explicitly articulate formal physics reasoning in their online forum interactions than they were in their face-to-face interactions. We discuss multiple possible explanations for these patterns of articulation in terms of differences in timing of interactions, affordances of medium, classroom scripts, and social norms. The findings and discussion extend our understanding of the structuring and contributions of peer interactions to student learning in digital learning environments in the classroom.
... For example, Alavi et al. (2002) indicated that information technology-enhanced learning could be a solution for promoting students' mathematics learning motivation; Cramer et al. (2008) also indicated that using multimedia to present learning materials could be helpful to children in learning mathematics. Kuo (2007) reported that digital games could provide a learning environment that attracts students' interest in learning mathematics. Several recent studies have also reported that educational computer games have the potential of promoting students' learning motivation, which could result in good learning achievement (Burguillo 2010;Liu and Chu 2010;Dickey 2010;Houssart and Sams 2008;Huang 2010;Hwang et al. 2013;Sung and Hwang, 2013). ...
... For example, Alavi et al. (2002) indicated that information technology-enhanced learning could be a solution for promoting students' mathematics learning motivation; Cramer et al. (2008) also indicated that using multimedia to present learning materials could be helpful to children in learning mathematics. Kuo (2007) reported that digital games could provide a learning environment that attracts students' interest in learning mathematics. Several recent studies have also reported that educational computer games have the potential of promoting students' learning motivation, which could result in good learning achievement (Burguillo 2010;Liu and Chu 2010;Dickey 2010;Houssart and Sams 2008;Huang 2010;Hwang et al. 2013;Sung and Hwang, 2013). ...
In this study, a mathematical game-based learning environment is developed on e-books for helping children reduce mathematical anxiety and improve their self-efficacy, motivation, and achievements in learning mathematics. To evaluate the effectiveness of the proposed approach, an experiment was conducted on an elementary school mathematics course. With quasi-experimental research, a total of 69 pupils in three classes were selected as the research subjects. One class was assigned to be experimental group A, another class was experimental group B, and the third was the control group. Each group consisted of 23 students. In the experimental process, the three groups took pre-tests, had experimental instruction, and then took post-tests. The experimental results show that the game-based e-book learning model effectively promoted the students’ learning achievement, self-efficacy, and motivation of mathematics. However, no significant differences were found between the mathematical anxiety ratings of the three groups.
... The reason why DGBL has gained much attention is mainly occupied in motivation of learning and solution of problems of traditional learning. Kuo [6] assumed that the teaching effectiveness by utilizing games mainly motivate the learning; construct social skills, and change attitude rather than to obtain knowledge acquisition mechanisms. ...
... Most of the previous digital game-based learning studies have mainly focused on students' learning motivation and interest (Eow et al. 2009;Omale et al. 2009;Tüzün et al. 2009). Several previous studies that have tried to embed learning strategies or learning support tools in educational computer games have reported non-significant effects of their approaches on students' learning achievement or even negative effects of the games on students' learning motivation (Kuo 2007;Randel et al. 1992). For example, Charsky and Ressler (2011) tried to lead in a knowledge construction tool to assist students in organizing what they learned in a game. ...
Although educational computer games have been recognized as being a promising approach, previous studies have indicated that, without supportive models, students might only show temporary interest during the game-based learning process, and their learning performance is often not as good as expected. Therefore, in this paper, a two-tier test approach is proposed for developing educational computer games. To evaluate the performance of the proposed approach, a role-playing game was developed and an experiment was conducted on the “migratory bird identification” unit of an elementary school natural science course. Two classes of fifth graders participated in the experiment. One class was the experimental group who learned with the proposed game-based learning approach. The other class was the control group who learned with the conventional e-learning approach. The experimental results showed that the proposed approach not only significantly promoted the students’ learning motivation, but also improved their learning achievements. Moreover, it was found that the students who learned with the educational computer game showed significantly higher technology acceptance degree than those who learned with the conventional e-learning approach. Accordingly, it is concluded that the proposed digital game-based learning approach is effective.
Amidst lockdown policies in response to the COVID-19 pandemic, many used video games as a method to maintain a connection with others while ensuring social distancing. A new edition of the Animal Crossing series of games had been released in March 2020 and beat sales and downloads records. The game focuses on living in a natural environment, building a house and a village, as well as capturing, exhibiting, and selling species to progress. Here we examine whether players gain species identification skills and whether it is transferred to real-life models. We used the results from a survey conducted from the end of March to early April 2020 on 200 people (72 players and 128 nonplayers of Animal Crossing). Participants were first asked to rank their personal interest in nature and then to identify species from photos. The photos displayed both organisms present in the game and organisms that were not. We expected players to obtain a slightly higher score than nonplayers for questions related to the species present in the game and a similar score in both groups for questions related to species not present in the game. Multivariate analyses (multiple linear regression and principal components analysis [PCA]) showed that players were better than nonplayers at identifying real-life species that were present in the game. The role of the species in the game design impacts the ability to identify the species in real life, such as plants having mainly a role of ornamentation. Additionally, this study suggests that survey participants could correctly assess their naturalistic knowledge in general. This article shows that video games can help enhance ecological learning, improve organisms identification, and might be used as a tool for education in conservation biology.
Entrepreneurship education has grown tremendously, as has been extensively documented. Entrepreneurship education has expanded in scope, significantly extending across fields in universities and penetrating all levels of educational systems. Moreover, the notion and measurement of engagement have become increasingly important to academics and practitioners. Some researchers have discovered that an approach for increasing engagement in a beneficial way has been established from games. The study adopts a business simulation game (BSG) as a serious game in the Entrepreneurship course to develop students’ self-efficacy, motivation, and engagement. The quasi-experiment was applied to 48 university students. The findings indicate that BSG, based on real challenges in a business environment, allows students to develop their self-efficacy, motivation, and engagement. BSG provides significant opportunities and new alternatives for developing management, leadership, and entrepreneurial skills.KeywordsSerious gameSimulationEntrepreneurship educationClassroom teaching
Visual challenges for learners who are blind may lead to decreased learning effectiveness, motivation, and engagement in learning science-related courses due to accessibility issues. Therefore, the purpose of the study was to integrate the multi-sensory scaffolding gamification teaching model using mobile technology and card games to develop an accessible biology learning activity for totally blind students. The mobile technology provides cognitive scaffolding through the auditory sense. Moreover, the card games emphasize learners' collaboration process, which leads to more in-depth peer interaction. With the integration of mobile technology and card games, the researchers systematically investigated students’ learning effectiveness, motivation, flow state, game acceptance, and behavioral patterns in the proposed gamification science course unit. Thirty-two middle school students with total blindness participated in this study.
The findings indicated that the learning effectiveness of the learners within both groups (multi-sensory scaffolding teaching materials were applied) showed a significant increase. The results also showed that the design of the multi-sensory scaffolding met the learning needs of learners with total blindness in science education. These findings can contribute to the future development of designing and teaching science-related courses by integrating an accessible multi-sensory scaffolding approach that enriches and increases the understanding of abstract science concepts of students who are totally blind.
Paiwan indigenous medicinal plants has always been a hardest exploration range of ancient culture in
Taiwan indigenous traditional knowledge owing to the difficulty of finding these rare species of plants. Moreover,
sometimes it is difficult to derive knowledge due to the pass away of the seniors and the uncertainty of the knowledge. In
this study, we adopt culture of medicinal plants as the theme for designing a script of a vivid film for teaching people
how to use and name a native title of Paiwan medicinal plants, including the way of analyzing whether the plants are on
the danger of extinction and how to seek multiply seed sources. It is expected that the file can enhance the learners’
impression and comprehension. On the other hand, we also develop a role-playing game based on the same content.
Moreover, an experiment is conducted to compare the learning performances of the film teaching group and the digital
game-based learning group.
Covid-19 is one pandemic that influences all sectors in the world, including the educational system for learning science. To overcome this situation, most of the school conduct online learning. This study aims to investigate the challenges and benefits of some online learning, such as virtual laboratories, webcomic, and game-based learning, and to find a more beneficial strategy. The literature review by using secondary data analysis was performed to identify the patterns an existing data and make interpretation from twenty-seven articles both from the Indonesian and International journals. Each article was synthesized and analyzed to result in which strategy is more beneficial. The results show that virtual lab and game-based learning are an attractive strategy to enhance students’ problem-solving skills, while webcomic is more focused on students’ literacy. It also found that game-based learning is more beneficial as the strategy for online science learning. Despite the benefits that gained from those three online learning strategy, they will be more effective if it is done along with the classroom and hands-on activity to cover up the challenges and limitations.
The paper presents results of a comparative study of motivation for studying science in Russia and leading countries in science education. We explored the relationship and its strength between various types of motivation and the level of science literacy. The analysis was based on the data of the international study PISA-2015, represented by a sample of 15-year-olds (N = 6036).We found a significant positive correlation between intrinsic and achievement motivation and the level of science literacy almost in all analysed countries. At the same time, in case of intrinsic motivation — which is the strongest predictor for achievement in other countries — the increase in PISA results was lower for Russian students. On the other side, with an increase in motivation focused on academic achievement, Russian students have one of the most noticeable increases in results in comparison with leading countries. The nonlinear nature of the relationship between instrumental motivation and the PISA results for Russian students was also revealed — students with the highest and lowest levels of this type of motivation show the best results. The potential prospects of using different kinds of programs for raising motivation and achievement are discussed.
With the proliferation of business simulation systems used in business education, an understanding of the factors of a simulation-based learning environment that contribute to learning performance within instructional settings is essential. This study aims to explore the effect of learning method (individual mode vs. collaborative mode) and learning motivation (low vs. high) on learning performance in a simulation-based business learning context by conducting an experiment with a 2 × 2 factorial design. Virtual Business Retailing (VBR) software, a business simulation system for convenience store operation, is adopted to build a retailer simulation-based learning environment. Our results reveal that the difference in students’ learning performance between individual mode and collaborative mode is significant. However, learning motivation does not have a significant impact on learning performance. Further, learning motivation is an important moderator for the effect of learning method on learning performance. These findings provide several important theoretical and practical implications for the educational use of business simulation systems.
Oyunlar, bireylerin bir konu hakkında yeni bilgi edinebilmesi amacıyla bireylere, bilgiyi eğlenceli bir şekilde öğrenebilecekleri ve tekrar edebilecekleri alternatif yollar sunar. Bu çalışmada, programlama bilmeyen öğrencilere bilgisayar programlamanın söz dizimini ve mantığını öğretmek için oyun tabanlı bir öğrenme çatısı tasarlandı. Geleneksel eğitim yöntemlerini destekleyici bir şekilde tasarlanan bu sistemin amacı, öğrencilerin ilgisini geleneksel yöntemlere göre daha çok çekip onları daha çok çalışmaya teşvik ederek C programlama dili ile ilgili bilgi düzeylerini arttırmaktır. Çalışma, hem sözel hem de sayısal araştırma metodolojilerinin birleşimi olan karışık araştırma metodolojisi ile geliştirilmiş olup, çalışmanın sözel araştırma bölümü oyunun tasarımı aşamasında C programlama dili hakkında en az 10 yıllık tecrübeye sahip olan uzmanların görüşlerini alarak yapılan röportajlar sayesinde tamamlanmıştır. Çalışmanın sayısal araştırmasını yapabilmek için de katılımcılara (N = 10), Çankaya Üniversitesi Bilgisayar Mühendisliği Bölümü birinci sınıf müfredatında bulunan "Bilgisayar Mühendisliğinin Temelleri" dersi kapsamında sorulan sorular oyun içerisinde sorularak, elde edilen sonuçlar geleneksel yöntemler ile yapılan sonuçlar ile karşılaştırılmıştır. Elde edilen bu sonuçlara göre, bu oyun C programlama dili hakkında öğrencileri eğlenceli bir şekilde eğitmek için kullanılabilir.
This study developed an online system of digital game-based learning (DGBL) for Unity Programming by WebGL technology, and then incorporated this learning system into a flipped-classroom curriculum. Our aim was to increase students' interest in and motivation to learn computer programming and achieve higher levels of performance. We formulated the course's structure based on Bergmann and Sams (2012) conception of a flipped classroom, and further included strategies of problem-based learning, with the goal of encouraging students to engage in autonomous exploration and cooperative learning. For the seven-week course, participating students were split into two groups. The experimental group(EG) engaged in a DGBL experience, whilst the control group(CG) were taught the same material through a video-based learning (VBL) approach. Pre-and post-tests measuring self-regulation, MSLQ (Motivated Strategies for Learning Questionnaire) and the performance of programming were conducted. We conducted ANCOVA to determine the influence of DGBL and VBL environments. We also sought to understand how self-regulation and learning motivation affect the efficiency of a flipped classroom with DGBL, and also explored details related to learning hours and mission completion in the back-end database.
This paper presents the key motivation factors of mobile game-based learning (mGBL) to improve Adversity Quotient (AQ) in students from the primary school. This study proposes the original concept; the strategy environment factors can be used to help to improve the AQ effectively. In class, students learn the solar system through the game; it names “It's here”. Game design concept aims to focus on the cause of the thinking process and makes a plan to do a mission trip exploring the solar system. Experimental result concluded that the strategy environment is the motivation key factor for AQ improvement.
This chapter is about a serious game named ITS PLC, an interactive simulation tool aimed at control systems education and training that includes the latest technologies from the video and computer games industry; namely, real-time 3D graphics, physics and sound. The goal of the game is to make five virtual industrial plants work correctly by using an external and real programmable logic controller (PLC) running the proper software, which the trainee must develop. The main purpose of the chapter is to testify the excellent properties of ITS PLC as an educational tool throughout a collection of three success stories: the first one shows how virtual scenarios can be used to investigate real problems; the usage of ITS PLC in an "edutainment" scenario is the theme of the second story; the third case testifies the benefits of ITS PLC in introductory automation programs.
In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.
In an educational context, technology can prompt interactive engagement only when it is used in conjunction with interactive engagement methods. This study, therefore, examines the relationships between factors that contribute to higher levels of interactive engagement and performance, such as interactive engagement methods, technology, intrinsic motivation and deep learning. Five hundred and twenty-six (526) higher education students participated in this study. With structural equation modelling, the authors test the conceptual model and identify satisfactory model fit. The results indicate that interactive engagement methods, technology and intrinsic motivation have significant relationships with interactive engagement; deep learning mediates the relationships of the other variables with performance.
Research related to game-based and technology-enhanced learning lacks a focused experimental method. The present paper articulates a well-defined experimental method for studying game-based learning from pre-learning interventions to post-testing assessment of retention and transfer.
Some high school students lack a motivation to review the English vocabulary learning in second language after school. However, many studies have pointed out that the game-based learning (GBL) can improve students' learning motivations and effectiveness. We present a digital game-based learning system for high school students' after-school learning in English vocabulary. Teachers should only guide students playing the game and no teaching styles will be changed. In the whole process, students design the learning flash cards on Web by themselves, play learning flash card game on mobile device and they will reward for passing the test with the game cards. They have to play the mobile game with collecting or exchanging the game cards with other team members to finish the puzzle and get reward cards. Reward cards are used to exchange real pocket money from their parents or ask the teacher for scores.
Conducted a field experiment with 3-5 yr old nursery school children to test the "overjustification" hypothesis suggested by self-perception theory (i.e., intrinsic interest in an activity may be decreased by inducing him to engage in that activity as an explicit means to some extrinsic goal). 51 Ss who showed intrinsic interest in a target activity during baseline observations were exposed to 1 of 3 conditions: in the expected-award condition, Ss agreed to engage in the target activity in order to obtain an extrinsic reward; in the unexpected-award condition, Ss had no knowledge of the reward until after they had finished with the activity; and in the no-award condition, Ss neither expected nor received the reward. Results support the prediction that Ss in the expected-award condition would show less subsequent intrinsic interest in the target activity than Ss in the other 2 conditions. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.
In research about the Internet, too much attention is paid to its ability to provide access to information. This thesis argues that the Internet can be used not just as a conduit for information, but as a context for learning through community-supported collaborative construction. A "constructionist" approach to use of the Internet makes particularly good use of its educational potential. The Internet provides opportunities to move beyond the creation of constructionist tools and activities to the creation of "constructionist cultures." These issues are explored through a specific example: MOOSE Crossing, a text-based virtual world (or "MUD") designed to be a constructionist learning environment for children ages 8 to 13. On MOOSE Crossing, children have constructed a virtual world together, making new places, objects, and creatures. Kids have made baby penguins that respond differently to five kinds of food, fortune tellers who predict the future, and the place at the end of the rainbow--- answer a riddle, and you get the pot of gold. This thesis discusses the design principles underlying a new programming language (MOOSE) and client interface (MacMOOSE) designed to make it easier for children to learn to program on MOOSE Crossing. It presents a detailed analysis, using an ethnographic methodology, of children's activities and learning experiences on MOOSE Crossing, with special focus on seven children who participated in a weekly after-school program from October 1995 through February 1997. In its analysis of children's activities, this thesis explores the relationship between construction and community. It describes how the MOOSE Crossing children motivated and supported one another's learning experiences: community provided support for learning through design and...
Intrinsic motivation is based in the human need to be competent and self-determining in relation to the environment. We now look at how this develops and evolves. In so doing we will consider both how intrinsic motivation affects development and how intrinsic motivation develops.
Safety and security planning for the Atlanta Olympic Games has been the most thorough and complete of any event in history. The Department of Defense has budgeted a reported $35 million for Olympic security. Still, the potential for emergencies is significant. How can commercial remote sensing help planners to anticipate the problems and develop appropriate solutions? High-resolution panchromatic and multi-spectral images provided by Colorado-based Space Imaging Inc. and processed by Dallas-based Raytheon E-Systems, provide a seven-level processing system designed to yield the best image detail.
From the Publisher:
'Video Kids' raises significant questions about the role of video games and their impact on the lives and values of young people. It delivers a mandate to researchers who are investigating ways in which video games can be used in the classroom.
Describes how motivational processes influence a child's acquisition, transfer, and use of knowledge and skills. Recent research within the social-cognitive framework illustrates adaptive and maladaptive motivational patterns, and a research-based model of motivational processes is presented that shows how the particular performance or learning goals children pursue on cognitive tasks shape their reactions to success and failure and influence the quality of their cognitive performance. Implications for practice and the design of interventions to change maladaptive motivational processes are outlined. It is suggested that motivational patterns may contribute to gender differences in mathematics achievement and that empirically based interventions may prevent current achievement discrepancies and provide a basis for more effective socialization. (79 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Little attention has been given to the psychological and sociological value of play despite its many advantages to guiding the design of interactive multimedia learning environments for children and adults. This paper provides a brief overview of the history, research, and theory related to play. Research from education, psychology, and anthropology suggests that play is a powerful mediator for learning throughout a person's life. The time has come to couple the ever increasing processing capabilities of computers with the advantages of play. The design of hybrid interactive learning environments is suggested based on the constructivist concept of a microworld and supported with elements of both games and simulations.
First, a number of previous theories of intrinsic motivation are reviewed. Then, several studies of highly motivating computer games are described. These studies focus on what makes the games fun, not on what makes them educational. Finally, with this background, a rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity.Challenge is hypothesized to depend on goals with uncertain outcomes. Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information, and randomness. Fantasy is claimed to have both cognitive and emotional advantages in designing instructional environments. A distinction is made between extrinsic fantasies that depend only weakly on the skill used in a game, and intrinsic fantasies that are intimately related to the use of the skill. Curiosity is separated into sensory and cognitive components, and it is suggested that cognitive curiosity can be aroused by making learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious.
MOOSE Crossing is a text-based virtual reality environment (or "MUD") designed to be a constructionist learning environment for children ages eight to thirteen. The constructionist phi- losophy of education argues that learning through designing and constructing personally meaningful projects is better than learning by being told. Children on MOOSE Crossing learn computer program- ming and improve their reading and writing by working on self-selected projects in a self-motivated, peer-supported fashion. In experience with over 180 children and 90 adults using the system since October 1995, we have found that the community provides essential support for the children's learning experiences. The community provides role models; situated, ubiquitous project models; emotional support to overcome technophobia; technical support; and an appreciative audience for completed work. This paper examines the nature of that support in detail, and argues that community support for learning is an essential element in collaborative work and learning on the Internet.
Thesis (Ph. D.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 1997. Includes bibliographical references (p. 225-231).
Sherry Turkle is rapidly becoming the sociologist of the Internet, and that's beginning to seem like a good thing. While her first outing, The Second Self: Computers and the Human Spirit, made groundless assertions and seemed to be carried along more by her affection for certain theories than by a careful look at our current situation, Life on the Screen is a balanced and nuanced look at some of the ways that cyberculture helps us comment upon real life (what the cybercrowd sometimes calls RL). Instead of giving in to any one theory on construction of identity, Turkle looks at the way various netizens have used the Internet, and especially MUDs (Multi-User Dimensions), to learn more about the possibilities available in apprehending the world. One of the most interesting sections deals with gender, a topic prone to rash and partisan pronouncements. Taking as her motto William James's maxim "Philosophy is the art of imagining alternatives," Turkle shows how playing with gender in cyberspace can shape a person's real-life understanding of gender. Especially telling are the examples of the man who finds it easier to be assertive when playing a woman, because he believes male assertiveness is now frowned upon while female assertiveness is considered hip, and the woman who has the opposite response, believing that it is easier to be aggressive when she plays a male, because as a woman she would be considered "bitchy." Without taking sides, Turkle points out how both have expanded their emotional range. Other topics, such as artificial life, receive an equally calm and sage response, and the first-person accounts from many Internet users provide compelling reading and good source material for readers to draw their own conclusions.
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.
A new "children's digital media culture" is swiftly moving into place on the Internet. In this article, the author describes the technological, demographic, and market forces shaping this new digital media culture and the rich array of Web sites being created for children and teens. Many nonprofit organizations, museums, educational institutions, and government agencies are playing a significant role in developing online content for children, offering them opportunities to explore the world, form communities with other children, and create their own works of art and literature. For the most part, however, the heavily promoted commercial sites, sponsored mainly by media conglomerates and toy companies, are overshadowing the educational sites. Because of the unique interactive features of the Internet, companies are able to integrate advertising and Web site content to promote "brand awareness" and "brand loyalty" among children, encouraging them to become consumers beginning at a very early age. The possibility that a child's exploration on the Internet might lead to inappropriate content, aggressive advertising, or even dangerous contact with strangers has given rise to a number of efforts to create "safe zones" for children--that is, places in cyberspace where children can be protected from both marketers and predators. Federal legislation now requires parental permission before commercial Web sites can collect personal information from children under age 13. Several companies offer filtering, blocking, and monitoring software to safeguard children from harmful content or predators. Generally lacking in debates concerning children's use of the Internet, however, is a more proactive definition of quality--one that would help ensure the creation and maintenance of Web sites that enhance children's learning and development and not merely keep them from harm. In the concluding section of this article, the author recommends actions to promote development of a quality media culture that would help children become good citizens as well as responsible consumers.
Utilizing edutainment to actively engage k-12 learners and promote students' learning: An emergent phenomenon
- N J Maushak
- H Chen
- H Lai
Maushak, N. J., Chen, H., & Lai, H. Utilizing edutainment to actively engage k-12 learners and promote students' learning: An emergent phenomenon. Association for Educational Communications and Technology Annual Conference Proceedings, Atlanta, October, 2001
Cultural Framing of Computer/Video Games. The International Journal of Computer Game Research
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Squire, Kurt, Cultural Framing of Computer/Video Games. The International Journal of Computer Game Research. July Vol. 2. (2002). (Available online at: http://www.gamestudies.org/0102/squire/ Last Retrieve: 08/27/06.
Intrinsic motivation
- E L Deci
Deci, E. L. Intrinsic motivation. New York: Plenum, 2003.
The Thinking Classroom: Learning and Teaching in a Culture of Thinking
- S Tishman
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Tishman, S., Perkins, D., & Jay, E, The Thinking Classroom: Learning and Teaching in a Culture of Thinking. Massachusetts: Allyn and Bacon, 1995.
It's Not a Bug, It's a Feature!: Computer Wit and Wisdom
- D Lubar
Lubar, D, It's Not a Bug, It's a Feature!: Computer Wit and Wisdom, Addison-Wesley, Reading, MA, 1995.
Who cares if it works? Is it fun? The Times Educational Supplement no4147
- A Evans
Evans, A. Who cares if it works? Is it fun? The Times Educational Supplement no4147, June 28' 96, 40.
Cultural Framing of Computer/Video Games. The International Journal of Computer Game Research (Available online at: http://www.gamestudies.org/0102/squire/ Last Retrieve
- Kurt Squire