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The Effectiveness of Instructional Games: A Literature Review and Discussion
Abstract
This report documents a review of 48 empirical research articles on the effectiveness of instructional games. It also includes summaries of 26 other review articles and 31 theoretical articles on instructional gaming. Eased on this review the following 5 conclusions and 4 recommendations are provided. Conclusions: (1) The empirical research on the instructional effectiveness of games is fragmented, filled with ill defined terms, and plagued with methodological flaws. (2) Some games provide effective instruction for some tasks some of the time, but these results may not be generalizable to other games or instructional programs. (3) No evidence indicates that games are the preferred instructional method in all situations. (4) Instructional games are more effective if they are embedded in instructional programs that include debriefing and feedback. (5) Instructional support during play increases the effectiveness of instructional games. Recommendations: (1) The decision to use a game for instruction should be based on a detailed analysis of learning requirements and tradeoffs among alternate instructional approaches. (2) Program managers and procurement officials should insist that instructional game developers demonstrate how their game will support instructional objectives. (3) Games should be used as adjuncts and aids, not as stand-alone instruction. (4) Instructor-less a roaches (e.g., web-based instruction) must include all "instructor functions."
... By integrating game-based elements into an instructional program with debriefing, objective clarification and feedback, the elements can be introduced more effectively (Hays, 2005). ...
... Game designers often aim for learners to find their flow state and engage with the learning material, but predicting the effects during the design phase is challenging. The learning environment must be designed carefully, and participants must use the program as intended (Hays, 2005). Game designers must predict how the game-based elements affect the learners' engagement. ...
... Different types of knowledge can be approached. Positive learning effects through gamification are related to procedural, declarative, conceptual and rules-based knowledge (Hays, 2005;Kapp, 2012). According to Sitzmann (2011), computer-based learning does not only have a positive outcome on procedural and declarative knowledge. ...
Gamification, the use of game-based elements to motivate and engage learners, is a promising tool in inquiry-based learning. The strategy can be integrated in many ways to make the students perceive the content as more meaningful. Especially in online laboratory environments focusing on STEM subjects, gamification seems to facilitate students' immersion and, consequently, might influence students' learning outcome, motivation, confidence and flow perception. Previous research indicated gamification could be effective, but large portions of the research have been described as fragmented. An online laboratory environment with interactive elements, visuals and explanations introduced the participating higher education students to the efficiency of pulley systems. A narrative element in form of a storyline was integrated into the experimental condition, while the control condition solely focused on the content to isolate and measure the effect of gamification. No significant differences were found between the conditions concerning students' motivation, performance, confidence and flow. However, when considering the development within the conditions, students in the control condition perceived the learning environment to be significantly less of a challenge after finishing the study than before the start. Subjects in the experimental condition reported constant levels of challenge throughout the study. However, these results should be considered cautiously, as solely one form of gamification element was introduced. Further research will be required to observe the effects in a less isolated setting. Combining multiple gamification elements over a longer time could likely lead to a more thoroughly perceived learning experience and thereby to more significant differences between the experimental conditions.
... There is mixed evidence regarding the positive effects simulation games cause, in relation to instructional contexts [14,22]. Different outcomes accrued form different gaming strategies and gaming environments [23]; e.g., students show a significant preference for games and interactive simulations when they have the control of the game's navigation while no significant preference is recorded when teachers control the navigation [24]. Research has found that game practice increased students' motivation [25], without having any positive effect on learning outcomes and cognitive skills [23]. ...
... Different outcomes accrued form different gaming strategies and gaming environments [23]; e.g., students show a significant preference for games and interactive simulations when they have the control of the game's navigation while no significant preference is recorded when teachers control the navigation [24]. Research has found that game practice increased students' motivation [25], without having any positive effect on learning outcomes and cognitive skills [23]. There is a lack of studies concerning the cognitive processes and learning strategies that students employ when playing a game [13,26]. ...
... Recent research results on simulation games have contributed towards our understanding of the benefits that educational games provide and the requirements needed for their efficient use. This work's findings agree with current research [23,52,53,54,16] regarding simulation games providing a deep and sustained learning, improving understanding ability of content and leading to a significant increase in learning achievement. The advancement of the extended abstract level found in our research is in-line with previous research about the positive cognitive and affective learning outcomes associated with simulation and gaming resulting in students' development of critical thinking skills [29]. ...
Despite the increasing use of simulation games in business education, only few studies have explored the cognitive processes that learners employ while playing the game, with quite controversial results about the students’ learning outcomes. The current study analyses the impact of a Business Simulation Game (BSG) on the cognitive processes related to the “Structure of the Observed Learning Outcome” (SOLO) taxonomy. Moreover, overall learning performance and perceived teamwork competency have been investigated. A quasi-experimental pre and post-test design was applied. Eighty (80) university students played a marketing simulation game to practise a business marketing plan. The results showed a significant improvement in the unistructural and extended abstract levels of the taxonomy after playing the game. There was no significant difference in the multi-structural level while the effect on the relational level was negative. Also, a strong, positive correlation between perceived teamwork competency and learning performance was found. Implications for instructional designers and educators are discussed.
... The first area examines the effectiveness of game-based instructional environments, primarily focusing on learning motivation and engagement, comparisons with traditional media, and cognitive domains of learning comprehension (Erhel and Jamet, 2013). Previous to recent studies have confirmed that Digital Game-Based Learning (DGBL) increases learners' motivation and engagement in learning (Greenblat, 1981;Hays, 2005;Greenblat, 1981;Nadeem et al., 2023;Zheng et al., 2024). Comparative studies demonstrate the advantages of DGBL over traditional classroom learning (Hays, 2005;Vogel et al., 2006), and Clark et al. (2016) systematically reviewed digital games and learning research targeting K-16 students, revealing that digital games significantly improve student learning outcomes compared to non-game conditions. ...
... Previous to recent studies have confirmed that Digital Game-Based Learning (DGBL) increases learners' motivation and engagement in learning (Greenblat, 1981;Hays, 2005;Greenblat, 1981;Nadeem et al., 2023;Zheng et al., 2024). Comparative studies demonstrate the advantages of DGBL over traditional classroom learning (Hays, 2005;Vogel et al., 2006), and Clark et al. (2016) systematically reviewed digital games and learning research targeting K-16 students, revealing that digital games significantly improve student learning outcomes compared to non-game conditions. Thus, the application of G-TELEs primarily involves various aspects of learning success (Schweighofer and Ebner, 2015). ...
This research focuses on validating the impact of gamified technology-enhanced learning environments (TELEs) on motivation and academic performance. The study aims to categorize and design digital badges based on game mechanics and to evaluate the effects of two distinct types of digital badges on learning outcomes. The research involved 95 university students learning classical Japanese grammar. The findings reveal that digital badges significantly enhance learners’ intrinsic motivation, positively affecting all five dimensions of intrinsic motivation, while their impact on extrinsic motivation was found to be minimal. Additionally, when comparing the two categories of digital badges, no significant differences in effectiveness were observed. The primary interest of this paper lies in exploring the design and efficacy of digital badges within technology-enhanced learning environments, contributing valuable insights into how these elements can enhance student engagement and learning outcomes.
... Günümüzde oyun sadece hoşça vakit geçirme etkinlikleri değil, öğrenmenin bir parçasını oluşturmaktadır (Şahin, 1998). Yalnız eğlence amaçlı hazırlanan oyunlar öğrencilerde pozitif davranış oluşturmamakta ve etkili bir öğrenme deneyimine neden olmamaktadır (Hays, 2005;Lim, Nonis ve Hedberg, 2006;Tüzün, 2007). ...
... Ayrıca araştırmada oyunlarla öğretimin kaygıyı azalttığı, bireysel öğrenmeye yardımcı olduğu ve öğrenmeyi görsel olarak desteklediği de belirlenmiştir. Yalnız eğlence amaçlı hazırlanan oyunlarsa öğrencilerde pozitif davranış oluşturmamakta ve etkili bir öğrenme deneyimine neden olmamaktadır (Hays, 2005;Lim vd., 2006;Tüzün, 2007). Bu nedenlerle ders süreci içerisinde oyunların hem eğlendirici hem de eğitici nitelikte tasarlanmasının öğretim sürecine yönelik olumlu katkı sağlayacağı düşünülmektedir. ...
Z Araştırmanın problemini "Fen Bilgisi öğretmen adaylarının fen oyunlarına ilişkin görüşleri ve fen oyunlarını hazırlayabilme yeterlikleri nasıldır?" sorusu oluşturmaktadır. Araştırma, İstanbul'da bulunan bir üniversitenin Fen Bilgisi Öğretmenliği A.B.D.'nda okuyan üçüncü sınıf öğretmen adaylarıyla yapılmıştır. Araştırmada öğretmen adaylarının fen oyunlarına ilişkin görüşleri açık uçlu sorulardan ve dereceli puanlama anahtarından elde edilen veriler yardımıyla belirlenmiştir. Fen oyunlarını hazırlayabilme konusunda kendilerini ne kadar yeterli hissettikleri, açık uçlu sorulardan ve dereceli puanlama anahtarından elde edilen veriler yardımıyla belirlenmiştir. Fen oyunlarını hazırlama konusundaki yeterlikleri ise dereceli puanlama anahtarından elde edilen verilerle değerlendirilmiştir. Araştırma verileri nitel ve nicel analiz yöntemleriyle değerlendirilmiştir. Araştırmada öğretmen adaylarının fen öğretiminde oyunların kullanılmasına ilişkin olumlu görüşlerinin olduğu; ayrıca hazırlamış oldukları oyunların nitelikli ve eğitici olduğu tespit edilmiştir. Bununla birlikte, fen bilgisi öğretmen adaylarının oyunları hazırlarken zorlandıkları görülürken, hazırlamış oldukları oyunların da stratejik olmadığı saptanmıştır. ABSTRACT The question; "what are the science teacher candidates' oppinions regarding science games and their sufficiencies to prepare science games" motivated the present study. The study was performed with third-grade teacher candidates who were enrolled in the Science Teaching Department of a university in Istanbul. Teacher candidates' views on games, was determined by using data obtained from open-ended questions and rubric. Data of teacher candidates feeling about how sufficient they are on preparing science games obtained from the open-ended questions and rubric. In order to determine teacher candidates' sufficiency on preparing science games data were analyzed by researchers using rubric. The research findings were analyzed by using qualitative and quantitative analysis methods. It was seen that the teacher candidates have positive feelings about the use of the games in science teaching. The science teacher candidates think the game design process is difficult and they have some miles to drive to be more competent in designing games.
... Globalization and pandemics throughout human history are very closely linked (Antràs et al., 2020;Bas et al., 2020). There are many catastrophic pandemics recorded in human history (Akin & Gözel, 2020;Hays, 2005). Half of the epidemics recorded on earth occurred in the last 150 years (approximately), and about half of them occurred between 1850 AD and 1920 AD (Hays, 2005). ...
... There are many catastrophic pandemics recorded in human history (Akin & Gözel, 2020;Hays, 2005). Half of the epidemics recorded on earth occurred in the last 150 years (approximately), and about half of them occurred between 1850 AD and 1920 AD (Hays, 2005). Pandemics can cause many adverse changes in human societies and can cause financial damage in many ways (Abouk & Heydari, 2021;Bae & Chang, 2021). ...
... In view of this intrinsic drive for playing, various training games, including all those which are termed "edutainment" have been developed. Whilst it has been proved that games are more motivating than traditional schooling in certain settings (Wishart, 1990in Hays, 2005, These titles seemed to have lower levels of engagement or 'gameplay' as though the increase in educational limits to the motivation was lower in the game than in pure games of entertainment (HagBOOD, 2005). As Malone & Lepper (1987) remarked, "learning fun" is still a difficult undertaking (Hays, 2005). ...
... Whilst it has been proved that games are more motivating than traditional schooling in certain settings (Wishart, 1990in Hays, 2005, These titles seemed to have lower levels of engagement or 'gameplay' as though the increase in educational limits to the motivation was lower in the game than in pure games of entertainment (HagBOOD, 2005). As Malone & Lepper (1987) remarked, "learning fun" is still a difficult undertaking (Hays, 2005). The active aspect of games in terms of pedagogy encourages educational training. ...
Purpose: The goal of this study was to determine that video games can have a variety of effects on players, including improving working memory, cognitive flexibility, planning, spatial memory, emotions, and recognition through Digital Game-Based Learning Theoretical framework: Recent research has indicated positive outcomes for student performance and engagement in digital gaming in education with a significant impact on intrinsic motivation, game mechanics, and the learning process as a whole, with scientifically confirmed favourable consequences. DGBL is a recent creation, thus there is still a lot to research and discover about it. Design/methodology/approach: This study's objective was to gather and evaluate all empirical studies on improving cognitive abilities through game technology that had been published between 2000 and 2023. The author discusses a number of earlier research to investigate how game-based learning affects the growth of cognitive skills. 75 journal articles and 10 conference papers are examined by the author. The author also looks at three books about game-based learning. The author condenses his investigations into 58 articles by contrasting the various research gaps and approaches. The 58 articles included in this study were chosen from 30 reputable journals and provided trustworthy information as well as empirical evidence for further examination of the results of the 58 studies. These papers all drew their information from reliable sources with high indexes. Findings: According to the findings of this study, game-based learning should become an important tool and e-resource for future learning in universities, particularly in academic libraries. This research backs up previous findings that game based will play an important role in learning in the future. Research, Practical & Social implications: We Suggest that more studies on game-based learning need to be conducted in the future to produce an effective learning environment based on credible frameworks and ideas. Originality/value: The results indicate that the number of publications is growing and a consistent research framework and procedures for conducting reliable video game research must be developed. When arbitrary information is necessary to advance toward the objective of the game; the context in which the game is used. The study conclusions may be used as a general guideline to create a game-based technology model by indulging all the game elements and through that game-based technology the user will be tested to understand the enhancement of cognitive ability. This study may present the reader with further intriguing study subjects.
... Educators, realising the power of this tool, began to look for different ways of using it in the classroom to support teaching and learning (Allsop, 2012(Allsop, , 2015Kafai and Burke, 2016). Computer games as interactive environments (Prensky, 2001) challenge players through clear goals (Malone 1981) based on sets of rules (Hays, 2005). Receiving immediate feedback, which enables players to monitor their progress, the challenge, narrative context, social interaction, rewards and problem solving can be listed as the main reasons for motivating young people to play computer games (Prensky, 2001). ...
... set rules (Hays, 2005) ...
This case study report presents teachers and students’ experiences of playing and coding using the ‘To be a Whale’ game. The study specifically evaluated the effectiveness of the ‘To be a Whale’ game for the teaching and learning of fundamental programming concepts. The focus was on both the programming constructions that the students used and the learning behaviours that they displayed, such as debugging, collaboration and resilience. Three secondary schools and one primary school based in England were included in the study. Student and teacher interviews, field observations and screen recording of student’s game making activities were used for data collection. The findings showed that the students learnt to create simple algorithms using sequences and selection. Collaboration between learners, constant conversation and resilience when they faced a problem was also visible during their game making sessions.
... Matching game objectives with curriculum objectives prevents disjunctions. Instructional support is necessary to help learners understand how to use the game and focus on its content [42]. Instructional Design is a systematic procedure for developing educational and training programs. ...
In recent years, there has been a rising interest in using gamification to promote local intangible cultural heritage. Gamification can make cultural heritage more accessible and relatable by transforming traditional practices into interactive digital experiences. Traditional hand-woven fabrics of tribal communities of Northeast India represent their cultural expression and identity. However, industrialization and globalization have negatively affected the inheritance of the traditional weaving practice. Their traditional fabrics also carry a rich legacy of oral narratives, which are underappreciated and at risk of being lost due to lack of adequate documentation. This paper proposes a gamified system model to disseminate the oral cultural expressions associated with tribal fabrics and their textile heritage. It also integrates instructional design approach for creating a gamified learning environment for fostering cultural awareness and education among young generation of the tribal communities. This model may also offer a new approach for digitally archiving indigenous intangible cultural heritage.
... The authors emphasize that one possible solution for this demanding task can be the application of games in the fl classroom. We identify with the definition of a game given by Hays (2005) in that a game is 'an artificially constructed, competitive activity with a specific goal, a set of rules and constraints that is located in a specific context' (p. 15). ...
... Recent meta-analysis confirmed the effectiveness of DGBL in the classroom (Backlund & Hendrix, 2013;Byun & Joung, 2018;Clark et al., 2016;Connolly et al., 2012). However, there were still some issues reported, such as methodological flaws, less empirical evidence that made the study less generalizable as reported by Hays (2005) since two decades ago. ...
There are numerous studies reported Digital Game-Based Learning (DGBL) benefitted the students and the classroom in various ways. Despite the hype and potential in DGBL, Dan White, co-founder of Filament Games, stated that approximately 10% of K-12 classroom in the United States using digital-games for learning (Anderson, 2019). Also, there was no clarity whether the result in DGBL studies merely because of the games or other factors, such as implementation (Clark et al., 2016; O'Neil et al., 2005; Sitzmann, 2011). This review confirmed that most studies did not describe sufficiently the implementation process that leave questions why the same games worked at one classroom, but not at the other classroom which ended affecting the replicability in the classroom.
... Multilevel clues included in each of the puzzles allowed students to approach solutions from different angles. The puzzles were challenging enough to require collaboration but were achievable within the time constraints (Hays 2005;Manzano-León et al. 2021;Wiemker et al. 2015). The size of each group was selected to determine the amount of participation required by each student (Watermeier and Salzameda 2019). ...
... Serious games have been empirically evaluated qualitatively or quantitatively in several areas including: business, computing, social issues and health Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012) at various levels of education including Primary Education (Hainey, Connolly, Boyle, & Wilson, 2016). There is however a lack of specific empirical evidence in the serious games field in terms of game types/genres being applied to different groups requiring particular pedagogical content (Hays, 2005). Serious games are a potential solution to some of these issues as they are regarded as a new innovative teaching approach capable of engaging learners and revitalising interest in a difficult field of study via immersive experiential learning. ...
... These games could transform not only the way we learn but also individuals at various levels. In the technical report by Hays [29] ways in which games can be used in education are mentioned: These diverse applications highlight the versatility of games in the educational domain, demonstrating their potential to enhance learning experiences and outcomes in various ways. ...
Game-based learning refers to an educational approach where games (digital or analogue) are used in order to engage students in interactive and immersive experiences designed to teach specific concepts, skills or subjects. Gamification refers to the application of game design elements, such as point systems, rewards, narratives, and competition, to non-game contexts. Game elements, mechanics and structures, when incorporated into the learning process, can enhance student understanding and increase engagement, motivation and retention of educational content. Teaching Biology can present challenges mainly due to the complexity of the subject matter, the different scales of biological organisation, and because it often includes challenging and counterintuitive concepts that may contradict students’ preconceived notions. Integrating gaming into the high school Biology curriculum not only tackles the challenges of teaching complex concepts but can also promote student engagement. Customising gaming experiences to Biology intricacies enhances critical thinking and creates a dynamic learning environment tailored to the demands of high school biological education. This entry explores the integration of gaming and gamification in high school Biology education to overcome challenges in sustaining student interest. Additionally, the article highlights the diverse applications of games in education, showcasing their versatility in enriching the educational process. Future research should evaluate specific games, explore design principles, and consider challenges associated with implementation. In conclusion, using games in Biology education promises to enhance engagement, promote active learning, and deepen understanding, contributing to narrowing the gap in biological literacy.
... A game is an unreal activity with rules that guide and restrain the players who challenge each other to achieve a goal in a specific context and may be used for instruction, competition, enjoyment or other objectives (Suits, 1967;Hays, 2005). A simulation represents and translates a system and its scope, data and rules into a dynamic model where participants can feel the effects over time. ...
Background
Openness to experience (OTE) is one of the Big Five traits that describe the personality of the individual. Player satisfaction (Satisfaction) is composed of the factors of excitement, challenge, learning experience, team victory and self-discovery in a simulation game. OTE and Satisfaction appear to have a symbiotic relationship that feeds on their characteristics and outcomes. This study is undertaken to understand the relationship between OTE and Satisfaction in a simulation game.
Objectives of the Study
The objectives are to develop a scale of OTE in the context of a simulation game, to identify the factors of OTE and to study the interactive effects of OTE and Satisfaction and their factors.
Methods
An instrument of 40 statements was administered to 190 post-graduate management students at the end of a brand-related simulation game. It had 12 statements that represented OTE and 28 statements of the Satisfaction scale. The data was purified and processed for factor analysis; the variables and their factors were subjected to correlation and regression.
Results
Two OTE factors, each of eigenvalue greater than one, were extracted and named search for novelty and passion to know.
Discussion
The conclusions of this study may be generalisable only to sample profiles that are most similar to the study sample, but not to other contexts due to the ambiguous effect of personality, contexts and cultures on the study variables. The strong positive correlations between OTE, Satisfaction and their factors show their bases in a common platform, i.e. the experience of the simulation game. The search for novelty predicts Satisfaction more powerfully than OTE predicts Satisfaction. Self-discovery, learning experience and excitement affect OTE positively and more powerfully than challenge, team victory or Satisfaction. Further studies of passion, intrinsic motivation and self-efficacy may enhance our understanding of their impact on Satisfaction.
... Debriefing is a vital aspect of game-based learning strategies as it provides feedback to help learners reflect on their experience and understand how games can improve overall instructional effectiveness [12]. Hays describes three phases of debriefing including self-reflection about the game experience, guided reflection on their individual experiences and personal meanings, and discussion on the broader applications. ...
... The variety of games implemented in learning makes the development of game application models more adaptive and flexible as learning media based on the material presented (Hays, 2005;Papoutsi & Drigas, 2016). Several studies on multiplication-themed educational games have been carried out, including research on Android-based arithmetic games by Amrizal and Kurniati (2016), mobile educational games for multiplication calculations based on the horizontal method with Html 5 and Phone Gap by Ricky (2013), and designing learning game application for 3rdgrade math calculation operations using unity by Kristina and Talitha (2021). ...
Andriyani Universitas Ahmad Dahlan, Indonesia andriyani@mpmat.uad.ac.id. Abstract: Cognitive and psychomotor capabilities are two critical interrelated abilities to improve student learning outcomes. Both abilities play a role in understanding new information and developing fine motor skills. Hence, schools train students these two abilities to equip them with basic skills in solving mathematical problems such as basic arithmetic. However, few previous studies have not much discussed the design of learning strategies which successfully integrate these two capabilities. Moreover, these studies only focus on calculations in arithmetic operations, not the conceptual understanding of operations. Therefore, this study aims to describe the development of learning media designs that accommodate student activities through game-based learning to stimulate cognitive and psychomotor capability in conceptual arithmetic operations, especially multiplication. Core computational thinking integrated with interactive game-based learning was used as the learning framework. The research method was called ADDIE comprising five stages of development with data collection techniques of questionnaires, student responses, and tests. Results show that according to experts and students, game-based learning media are valid and practical correspondingly. From the students' responses, it is known that the development of game-based learning can stimulate cognitive and psychomotor capability to solve contextual problems that were previously becoming obstacles for students.
... Finding the exact point where a game's difficulty is high enough to challenge the player, but not so difficult as to discourage them, requires careful attention to the game's design [11]. To prevent difficulty from becoming too high, educational games frequently incorporate interventions such as hints [17] and feedback [1,30]. However, there are numerous challenges associated with developing effective hints and feedback for game players, such as what the content of the messages should be, or when the messages should be delivered [18]. ...
... Analyzing the impact of COVID-19 on economics, Baldwin & di Mauro (2020) comment that COVID-19 has affected our systems, as it makes it difficult to address the situation with the existing traditional tools. Hays (2005) discovered that all fifty epidemics from different categories in history caused serious social disruption over large areas, as well as high death rates. The Corona epidemic has spurred change in the nature of education, as technological advancements have been pushed to be adopted in education in the post-pandemic period (Ratovonomenjanahary & Ravelonantoandro, 2022). ...
The coronavirus epidemic brought our education system to a standstill. It created a sense of uncertainty among students, teachers, and researchers. After almost 13 months, we are publishing the new issue of this journal. We hope it will help disseminate new knowledge about education to build a knowledge society. This editorial intends to get answer to the questions, "What was the effect of COVID-19 on Bangladesh education?" and "What will be the strategy to mitigate the loss caused by the pandemic?" A total of 13 article out of 28 have been considered to be published. The results of the articles shows the difficulties for Bangladeshi university students to continue online teaching and learning because of the lack of compatible devices to students and also for their inability of not afford to procure data for accessing the internet. Reviewing the result6s of the studies published supports us in deciding about effective strategies for online and blended education in the various educational sub-sectors of Bangladesh. Some of the findings claim that online education will be successful only if the required facilities are provided to all students by the authority or government. Otherwise, severe discrimination will emerge in Bangladesh's education system between poor and financially well-off students. Then the editorial presents the context and background of IER and the teacher’s world. It advocates for conducting research with appropriate need-based paradigms that would be effective in dealing with post-pandemic challenges in higher education, and it provides a glimpse of all 12 articles that have been published. It also acknowledges the role of Teachers’ World in strengthening knowledge and research in the field of education. The world of teachers saw the COVID-19 pandemic as an once-in-a-lifetime opportunity for IER to conduct research and publish in order to create knowledge for addressing various issues in the Bangladesh education system caused by the pandemic crisis. Thus, IER takes a proactive stance, suggesting that education must respond not only to the past, not even to the present, but to future needs.
... Akıl ve zekâ oyunlarının derslerde kullanılması, alternatif bir etkinlik aracı olarak geleneksel yöntemin dışına çıkmaya imkân sağlayabilmektedir. Hays (2005), oyun yöntemiyle gerçekleştirilen öğretimin anlatım yönteminden çok daha etkili olduğunu çalışmasında tespit etmiştir. Akıl ve zekâ oyunlarının ilkokul birinci sınıftan itibaren derslerde etkin bir şekilde kullanılması ilerleyen sınıflarda beceri elde edilmesi ve geliştirilmesini kolaylaştıracaktır. ...
... Akıl ve zekâ oyunlarının derslerde kullanılması, alternatif bir etkinlik aracı olarak geleneksel yöntemin dışına çıkmaya imkân sağlayabilmektedir. Hays (2005), oyun yöntemiyle gerçekleştirilen öğretimin anlatım yönteminden çok daha etkili olduğunu çalışmasında tespit etmiştir. Akıl ve zekâ oyunlarının ilkokul birinci sınıftan itibaren derslerde etkin bir şekilde kullanılması ilerleyen sınıflarda beceri elde edilmesi ve geliştirilmesini kolaylaştıracaktır. ...
The aim of this research is to reveal the effect of mind and intelligence games on primary school first grade students' reading skills and reading attitudes. A quasi-experimental design with pretest-posttest control group, one of the quantitative research methods, was used. The study group of the research consists of 36 first grade students studying at Selcuklu Primary School in Iscehisar district of Afyonkarahisar province in the 2021-2022 academic year. There are 18 students in the experimental and control groups. Groups were determined by criterion sampling method. Criteria in sample selection; primary school 1st grade students did not play intelligence games and the control group was the researcher's own class. Data collection tools used in the research; The rubric for assessing reading comprehension through reading comprehension is Prosodic reading scale, Attitude towards reading scale and Reading assessment form. The implementation process continued for 10 weeks with the pre-test and post-test processes. During the application process, verbal intelligence games such as resfebe, anagram, word generation game, word hunt, memory cards games were used. Whether the data showed normal distribution or not, analyzed with Shapiro-Wilk Test, Skewness and Kurtosis values, it was concluded that the data were normally distributed. The research data were analyzed using the SPSS package program; percentage, frequency, arithmetic mean, dependent groups t-test and independent groups t-test. As a result of the research, it was determined that there were statistically significant differences in reading comprehension skills, prosodic reading, reading speed and reading attitudes of the experimental group students to whom mind and intelligence games were applied compared to the control group students. However, no significant difference was found in the reading errors of the experimental and control groups, and it was concluded that gender did not reveal a significant difference
... The current study aims to determine the effect of game-based mathematics education on the cognitive processes of primary school mathematics teacher candidates. When the literature is reviewed, it is found that there are different studies on game-based mathematics education (Callaghan, 2017;Çankaya & Karamete, 2008;Dele-Ajayi et al., 2019;Divjak & Tomić, 2011;Gyöngyösı-Wiersum, 2012;Hays, 2005;Hussein et al., 2022;Karamustafaoğlu & Kaya, 2013;Kebritchi, 2007;Kebritchi et al., 2010;Özdemir, 2011;Özüsağlam, 2007;Randel et al., 2016;Uğurel, 2008). ...
... Using information technology to design and organize educational games for elementary school students can create diverse and engaging learning experiences (Squire, 2005(Squire, , 2011Vogel et al., 2006;Vos et al., 2011). Games can feature captivating graphics, music, and compelling storylines, stimulating students' curiosity and desire for exploration (Hays, 2005). Information technology allows for the development of interactive games where students can actively engage in the learning process (Dondlinger, 2007;Squire, 2003). ...
We research and analyze Vietnam's approaches to teaching Natural and Social Science through experiential learning to give explanations about the influence of teaching activities through designed experiences. Experiential learning activities built from real life contexts have a great influence on the scientific competence of primary school students, such as cognitive ability of scientific issues, ability to understand the surrounding natural and social environment, ability to apply acquired knowledge and skills. The article analyzes the expression of scientific competence of Vietnamese students in Natural and Social subject, Science subject at primary school level, practical context of curriculum innovation in Vietnam and illustrations suggest some experiential learning activities to provide an additional approach when designing teaching plans towards developing scientific competence for primary school students.
... When planned and designed, each part of the processing can be addressed through many different activities (Brown 2018;Bowman and Hugaas 2019). In a game that includes educational processing, that processing should be done through some kind of formal debrief because, without it, players tend to learn the system but deeper learning tends to get lost, as seen with digital games (Hays 2005;Linderoth 2008;Ke 2009). ...
IJRP 13: Full Issue Table of Contents Sarah Lynne Bowman, William J. White, and Evan Torner, "Editorial: Transformative Play Seminar 2022: Education,Personal Development, and Meaning Making” This special issue is the first of a two-part series collecting the short articles presented during the Transformative Play Initiative Seminar, held at Uppsala University Campus Gotland in Visby, Sweden on October 20-21, 2022. Maryanne Cullinanand Jennifer Genova, “Gaming the Systems: A Component Analysis Frameworkfor the Classroom Use of RPGs” This article presents guidelines for constructing educational experiences with learning role-playing games (LRPGs) based on specific learning objectives, including academic skills, social emotional skills, and executive functioning skills. Josefin Westborg, “The Educational Role-Playing Game Design Matrix:Mapping Design Components onto Types of Education” This article offers categories for understanding different facets of learning and role-playing games, including setting, purpose, framing, type of processing, and learning objectives. Types of games categorized include leisure, stand-alone educational RPGs, RPGs in education, and Educational RPGs. Aditya Anupam, "Playing the Belly of the Beast: Games for Learning Strategic Thinking in Tech Ethics" This article discusses the design of an interactive digital narrative the author is developing called Lights Out Warehouse, which is geared toward engineering students in universities. The game explores ethical issues around automated labor and organizing. Xiong Shuo,Ruoyu Wen, andHuijuan Zheng, “The Player Category Research of Murder Mystery Games” This article introduces the development process of Jubensha in China. Inspired by Bartle’s (1996) Player Taxonomy the authors build a model of a player typology for MMG, including the professor, braggart, conqueror, detective, actor, politician, socializer, and viewer. Miguel Angel BastarracheaMagnani, “A Coin with Two Sides:Role-Playing Games as Symbolic Devices” This article explores RPGs through the lens of philosophy and depth psychology. He discusses their ritual and mythic nature and how these elements converge as symbols. Ayça Durmus andSedef Topcuoglu, “Self Arcana: A Self-Reflective, Story-Based Tarot Game” This article discusses the development of Self Arcana, a role-playing game involving drawing one’s own tarot cards and engaging in storytelling in order to achieve greater self-insight. The authors offer a duoethnography featuring their experiences designing and playing the game. Giuseppe Femia, “A Reparative Play in Dungeons & Dragons” This article highlights RPGs’ potential for reparative play in which participants can express queer identities. The author includes an autoethnographic account of his experiences in Dungeons & Dragons, which allowed him to express his assexuality in meaningful ways. Albert R. Spencer, “The Vampire Foucault:Erotic Horror Role-Playing Games as a Technologies of the Self” This article describes the potential of erotic horror role-playing games such as in the World of Darkness to provide opportunities for transformative bleed.
... When planned and designed, each part of the processing can be addressed through many different activities (Brown 2018;Bowman and Hugaas 2019). In a game that includes educational processing, that processing should be done through some kind of formal debrief because, without it, players tend to learn the system but deeper learning tends to get lost, as seen with digital games (Hays 2005;Linderoth 2008;Ke 2009). ...
Editorial - Transformative Play Seminar 2022: Education, Meaning Making, and Personal Development
... In the work of Hays (2005), 105 different studies were analyzed, and their main conclusions were that an instructional game will only be effective if it meets the specific instructional objectives and is used as intended. Instructional games should be integrated into instructional programs that include information and feedback. ...
This paper presents the Ramath mobile application (app) and its second version using a head mounted display (HMD). Both use augmented reality with the support of game play mechanics in a non-game application, oriented to help 12 to 15 years old students (male and female) to learn several math subjects. We associate concepts such as «gamification» and «problem-based learning» (PBL) within the app, making the subjects much more interesting to the students and encouraging them to be fearless of math by taking advantage of the humans' psychological predisposition to engage in gaming. With the collected information from the research and the help of a predictive algorithm, we try to show how much the technology can help in education.
... 10,14 Computer-based technologies, such as e-learning, online open courses, and immersive virtual reality or augmented reality, have become increasingly prevalent in medical education, encouraged by a legal and ethical "not the first time on the patient" policy, and have already proven to be beneficial compared with traditional text-based support in other educational and military domains. [15][16][17][18][19] Considering military medicine, virtual simulations have already been designed in TCCC programs for several military medical settings. [20][21][22] Compliance with TCCC guidelines has varied according to nation-specific policies. ...
Introduction:
To prepare military doctors to face mass casualty incidents (MCIs), the French Army Health Service contributed to the development of TRAUMASIMS, a serious game (SG) for training medical responders to MCIs.
Methods:
French military doctors participated in a three-phase training study. The initial war trauma training was a combination of didactic lectures (Phase 1), laboratory exercises (Phase 2), and situational training exercises (STX) (Phase 3). Phase 1 lectures reviewed French Forward Combat Casualty Care (FFCCC) practices based on the acronym MARCHE (Massive bleeding, Airway, Respiration, Circulation, Head, hypothermia, Evacuation) for the detection of care priorities and implementation of life-saving interventions, triage, and medical evacuation (MEDEVAC) requests. Phase 2 was a case-control study that consisted of a traditional text-based simulation of MCIs (control group) or SG training (study group). Phase 3 was clinical: military students had to simultaneously manage five combat casualties in a prehospital setting. MCI management was evaluated using a standard 20-item scale of FFCCC benchmarks, 9-line MEDEVAC request, and time to evacuate the casualty collection point (CCP). Emotional responses of study participants were secondarily analyzed.
Results:
Among the 81 postgraduate military students included, 38 took SG training, and 35 trained with a text-based simulation in Phase 2. Regarding the error rates made during STX (Phase 3), SG improved FFCCC compliance (11.9% vs. 23.4%; p < .001). Additionally, triage was more accurate in the SG group (93.4% vs. 88.0%; p = .09). SG training mainly benefited priority and routine casualties, allowing faster clearance of the CCP (p = .001). Stress evaluations did not demonstrate any effect of immersive simulation.
Conclusion:
A brief SG-based curriculum (2 hours) improved FFCCC performance and categorization of casualties in MCI STX.
... Akıl ve zekâ oyunlarının derslerde kullanılması, alternatif bir etkinlik aracı olarak geleneksel yöntemin dışına çıkmaya imkân sağlayabilmektedir. Hays (2005), oyun yöntemiyle gerçekleştirilen öğretimin anlatım yönteminden çok daha etkili olduğunu çalışmasında tespit etmiştir. Akıl ve zekâ oyunlarının ilkokul birinci sınıftan itibaren derslerde etkin bir şekilde kullanılması ilerleyen sınıflarda beceri elde edilmesi ve geliştirilmesini kolaylaştıracaktır. ...
Araştırmada, akıl ve zekâ oyunlarının ilkokul 1. sınıf öğrencilerinin okuma becerileri ve okuma tutumları üzerindeki etkisini ortaya çıkarmak amaçlanmıştır. Nicel araştırma yöntemlerinden ön test-son test kontrol gruplu yarı deneysel desen kullanılan araştırmanın çalışma grubunu, 2021-2022 eğitim-öğretim yılında birinci sınıfa başlayan deney grubu ve kontrol gruplarında 18’er öğrenci olmak üzere toplam 36 öğrenci oluşturmaktadır. Gruplar ölçüt örnekleme yöntemiyle belirlenmiş, örneklem seçiminde ilkokul 1. sınıf öğrencilerinin zekâ oyunları oynamamış olmaları dikkate alınmıştır. Araştırma da dört farklı değerlendirme ölçeği veri toplama aracı olarak kullanılmıştır. Bunlar; Okuduğunu anlatma yoluyla okuduğunu anlamayı değerlendirme rubriği, Prozodik okuma ölçeği, Okumaya yönelik tutum ölçeği ve Okumayı değerlendirme formudur. Uygulama, ön test ve son test süreçleri ile birlikte 10 hafta devam etmiş, sözel zekâ oyunlarından resfebe, anagram, kelime üretme oyunu, sözcük avı, hafıza kartları oyunları kullanılmıştır. Verilerin normal dağılım gösterip göstermediği analiz edilmiş (Skewness ve Kurtosis değerleri ve Shapiro-Wilk Testi ile), verilerin normal dağıldığı sonucuna ulaşılmıştır. Araştırma verileri SPSS paket programı kullanılarak analiz edilmiş; frekans, yüzde, aritmetik ortalama, Bağımsız Gruplar T-Testi ve Bağımlı Gruplar T-Testi ile değerlendirilmiştir. Araştırma sonucunda akıl ve zekâ oyunları deney grubu öğrencilerinin; Okuduğunu Anlama Becerisi, Prozodik Okuma, Okuma Hızı ve Okuma Tutumlarında anlamlı bir fark ortaya çıkarmış fakat okuma hatalarına bir etkide bulunmamıştır. Ayrıca akıl ve zekâ oyunlarının cinsiyete yönelik etkisine bakıldığında; Okuduğunu Anlama Becerisi, Prozodik Okuma, Okuma Hızı ve Okuma Tutumları üzerinde bir farklılık ortaya çıkarmadığı sonuçlarına ulaşılmıştır.
... Based on the literature review, it was identified that user experience can be improved by adding game elements, such as instant feedback to improve learners' motivation and steer user behaviour towards the learning goal [5] [6]. ...
Rock mass quality mapping is essential in rock engineering and mining projects. However, the current manual mapping approach and its teaching are restricted due to the dangerous nature of work near rock walls and the constraints of resources. Therefore, a virtual reality learning system for teaching remote mapping of rock mass quality was developed at Aalto University. Two rock wall sections of an underground tunnel and a roadside rock-cut were scanned using photogrammetry and imported as high-resolution textured 3D models. The user wears a head-mounted display and performs mapping using a pointing device. The system collects the measurements automatically and assists the user in rock mass mapping. Along with the development of the system, qualitative research was conducted to evaluate user performance in a gamified learning system. The results demonstrate that with proper game elements implemented, the learning system can be used to steer student behaviour towards the target range. Once set up, the VR system is a tireless, user-paced aid in training and teaching.
... Among the publications analyzed, there were 7 literature reviews, in distinct areas, complementary and relevant to the review in question: Effectiveness of instructional games [8]; Practices used in Serious Games research [16]; Engagement in games for entertainment [1]; Empirical studies on gamification [7]; Evaluation of Serious Games [3]; Empirical evidence of the impacts and outcomes of computer games and Serious Games [2]; Serious games and gamification in professional training [10]. ...
Serious Games have been used in professional training to increase employee engagement and improve the results of training initiatives. This work intends to investigate the influence of game elements, in adaptable Serious Games, according to the users’ interactions, on the increase of engagement in the game itself and, as the main goal, on the learning results and the transfer of the acquired knowledge and practised skills to the daily work activities. Using the Design Science Research - DSR methodology, this study aims to develop a framework for the development and evaluation of Serious Games to improve the user experience, the learning outcomes, the transfer of knowledge to work situations, and the application of the skills practised in the game in real professional scenarios. This paper presents an initial Framework for Adaptive Serious Games derived from a systematic literature review. The next steps in this investigation are pointed out following the DSR methodology.
... However, researchers rarely provide empirical evidence to document the generalisability of a learning design. Hays (2005) examined the potential of gaming for military training and educational applications. He reported that among 270 published reviews of instructional games, only 48 provided supporting empirical data to document the effects as follows: ...
During the COVID-19 pandemic, online learning became a major alternative to college science, technology, engineering, and mathematics (STEM) courses in postsecondary education. Faculty members, although subject matter experts, often lack pedagogical knowledge and training on how to effectively teach new generations of students online, or incorporate appropriate technologies. Faculty teaching online courses needed a new guiding framework to balance domain goals and emerging technologies. We present grounded design for STEM courses to align domain goals and instructional methods and technologies while reflecting instructors’ pedagogical beliefs and addressing cultural and pragmatic issues. It is critical to provide students with aligned STEM learning experience and engagement via defensible theories and research-evidenced pedagogy in online and blended courses while technological, cultural, and pragmatic considerations are also addressed. We suggest grounded design as the conceptual and design framework for designing online and blended courses and discuss the assumptions, approaches, and examples. We provide practical guidelines to apply grounded design to online and blended learning environments and suggest future research. This article can assist both novice and seasoned STEM faculty to connect theory and research to teaching practices and optimise their online and blended courses. Implications for practice University STEM instructors can use grounded design framework for online, blended, and technology-enhanced teaching. Instructors should begin the course design by aligning the domain goals with optimal psychological and pedagogical foundations. When choosing technology to support online learning, instructors should align it with learning goals and needs of students, and consider cultural and pragmatic foundations.
... Wargames also, however, carry certain risks. In the literature on educational wargames, conventional wisdom holds that a risk to learning occurs when students apply the game differently than was intended by the designers (Hays, 2005). Students might be too emotional (Christopher, 1999;D. ...
Conventional wisdom holds that educational wargames come with certain challenges – factors that can potentially hinder, rather than increase, learning – and that these must be mitigated. In this article, we argue that so-called challenges are unproblematic, even desirable, during the wargame. Underpinning this contention is the premise that learning requires a certain mode, and that in educational wargaming, two distinct modes are necessary: one in the wargame, and one in the debrief. Leaning on the pedagogical theory of John Dewey, we distinguish between the mode of experience during the game, and the mode of reflection after the game. What are traditionally conceived of as challenges are, in our mode-based framework, necessary factors in order to fully enter the mode of experience. What can hinder learning, however, is if students do not switch from the mode of experience to the mode of reflection after the game. Based on previous research, our own experiences conducting wargames, and interviews with students and professionals on learning through educational wargames, we suggest strategies for ensuring the mode switch from wargame to debrief, and draw implications for the development of wargaming as a social science method.
... classroom vs. informal settings) in which it is applied (e.g. Ke, 2009;Mayer, 2014;Hays, 2005). In general, digital learning games can be categorized as academic games or commercial off the shelf (COTS) games. ...
Oyun, çocuklar için en iyi öğrenme aracıdır. Çocuklar sadece dil öğrenmek
için okula gitmezler. Onlar için temel motivasyon kaynağı eğlenerek öğrenmektir.
Bu kitap çocuklara yabancı dil öğretiminin temellerini, teorik altyapısını, çocuklarla
kullanılabilecek birçok pratik oyun ve etkinlikleri ve bu oyun ve etkinliklerle
ile ilgili öğretmen adaylarının görüşlerini içerir.
Türkiye’de yabancı dil öğrenenlerin büyük çoğunluğunun İngilizce öğrendikleri
düşünüldüğünde kitap daha çok İngilizce öğretilirken dikkat edilen yöntem,
teknik ve aktiviteleri içerir. Ana dil gelişiminde de faydalı olabilecek tüm bu
teorik bilgiler, oyunlar ve etkinlikler; okul öncesi, ilkokul ve ortaokul seviyelerinde
yabancı dil öğretimi için kullanılabilir. Kitap akademisyenler ve öğretmen
adayları için de birçok teorik bilgi ve pratik uygulamaları bünyesinde barındırdığından
önemli bir kaynak niteliğindedir.
Most students say that their classes' homework, in addition to the frequent memorization and recitation, makes it challenging for them to learn. With the use of a game, the students can be motivated to learn for them to become knowledgeable about subjects on their own, enhancing their learning. However, the teacher's teaching of factual material through memorization is often tedious and boring, resulting in poor retention of concepts and low-grade point averages. In this experimental study, gamification was used as an educational strategy to motivate students and increase their academic performance. Sixty-two (62) students from two whole classes of grade 9 were the subject of games and feedback. to the educational strategy. The teaching materials and pre-and post-test questions and the perception questionnaire were reviewed by three experienced researchers for validity, and undergone reliability test to collect students' opinions on the strategies. results showed that the pre-test did not meet expectations at 41.54% and 38.54%, respectively, while the post-test and post-treatment MPS showed excellent results 90.69% and showed very satisfactory results with an MPS of 85.45%. The t-test revealed a significant increase in the MPS with a p-value of 0.00. Meanwhile, students found the gamification very engaging and acceptable, making the lesson easy to understand. and the games were very interesting thanks to the lively participation. The students found it very meaningful and relevant to their real lives and found it very relevant and provided them with valuable learning. The project has two impacts: first; Organize a training/seminar-workshop with an expert to develop mobile app that integrate games as an educational strategy. Second; Integrate games into pedagogical research concepts.
In the ever-changing world of professional training, organizations constantly seek innovative methods to boost learning outcomes. A prominent approach gaining traction involves serious games, which merge play and education. Serious games offer immersive learning, encouraging active participation, problem-solving, and skill growth. Unlike conventional methods, they provide a safe space to practice real-world scenarios, fostering decision-making and consequence awareness. Serious games find applications in healthcare, military, engineering, and business. Despite benefits, evaluating and adapting serious games remains challenging. Effective assessment measures are needed, catering to diverse learners. The framework for adaptive serious games (F4ASG) aims to tackle these issues. Based on literature amd expert standpoints, the F4ASG is detailed, outlining dimensions and aspects. It's exemplified shedding light on improvements. An experiment demonstrates F4ASG's efficacy in real-world training. Design, participants, data collection, and analysis are explained, followed by result discussions.
Problem-based learning (PBL), as well as serious games and simulations, allow students to understand and associate theory discussed in class with its applications in real-life incidents. This paper supports the view that successful air disaster management during flight needs a proactive, multifaceted educational approach with a combination of theoretical knowledge, simulation, and actual flying training. Using simulations and games in education increases students’ motivation and engagement, improves their skills, and optimizes their learning, but also enhances their critical thinking and decision-making. To this end, we propose the development and use of a digital, interactive educational platform that can bridge academic education and flight training using case study analysis for in-flight risk management. An added bonus of our digital platform is that the trainees can also access it remotely and use the educational material anytime and, in any place, even if they are away from their training squadron.
This study explores the influence of games on mathematics in inclusive classrooms and its effects on the learning outcomes of both typical children and children with special educational needs. In the context of research, a comprehensive review of international scientific literature on the use of educational games in the learning process is conducted. The study then proceeds to assess the practical impact of games on student learning outcomes by implementing a range of desktop, active, and card games in experimental classes within mainstream schools that practice inclusive education. Simultaneously, the study categorizes these classes into control and experimental groups to analyze and compare student learning outcomes, employing various research methods and tools for measurement. Annotasiya. Bu məqalədə inklüziv siniflərdə riyaziyyat fənnini tədrisin-də oyunların tipik uşaqların və sağlamlıq imkanları məhdud olan uşaq-ların təlim nəticələrinə təsiri araşdırılır. Bunun üçün təlim prosesində tədqiqatçı oyunlardan istifadənin aktuallığı barədə beynəlxalq elmi ədə-biyyat nəzərdən keçirilir. Şagirdlərin təlim nəticələrinə oyunların təsiri-nin təcrübədə ölçülməsi üçün tədqiqat çərçivəsində inklüziv təhsili həya-ta keçirən ümumtəhsil məktəblərində eksperimental siniflərdə müxtəlif masaüstü, hərəkətli və şəkilli kartlarla oyunlar tətbiq edilmişdir. Eyni zamanda, təlim nəticələrinin təhlil olunması üçün tədqiqata cəlb olunmuş məktəblərdə siniflər kontrol və eksperimental qruplara bölünərək, müxtə-lif tədqiqat metodlarından istifadə olunaraq şagirdlərin təlim nəticələri ölçülür və müqayisə olunur. Açar sözlər: oyunların təlimdə istifadə olunması, didaktik oyunlar, oyun əsaslı təlim, inklüziv siniflərdə təlimin təşkili, təlim nəticələri. Məqaləyə istinad: Xələfov A. (2023). İnklüziv siniflərdə oyunlardan istifadənin şagirdlərin təlim nəticələrinə təsiri. «Məktəbəqədər və ibti-dai təhsil», №3 (244), səh. 83-98.
This study explores the influence of games on mathematics in
inclusive classrooms and its effects on the learning outcomes of both typ-
ical children and children with special educational needs. In the context
of research, a comprehensive review of international scientific literature
on the use of educational games in the learning process is conducted. The
study then proceeds to assess the practical impact of games on student
learning outcomes by implementing a range of desktop, active, and card
games in experimental classes within mainstream schools that practice
inclusive education. Simultaneously, the study categorizes these class-
es into control and experimental groups to analyze and compare student
learning outcomes, employing various research methods and tools for
measurement.
Background
Self-control as the ability to manage desires and impulses, is a complex and remarkable construct, particularly in coping with every day challenges. The importance of self-control in regulating one’s action, emotion and cognition, has sparked interest in developing training programs. The present study adopted the Process Model of self-control to develop a video game called "Slankers" aimed at enhancing various aspects of self-control.Methods
Seventy participants (aged 18-35 years) were randomly assigned to the intervention and active control groups. The intervention group received Slankers game over ten sessions for two weeks, while the active control group engaged in equal number of mathematics problem-solving sessions. Participants were assessed using the Stroop test, the Kirby delay discounting questionnaire, the Barratt impulsiveness scale, and the 36-item Tangney Self-control scale, at baseline and at the end of the interventions using the Gorilla online platform. Data were analyzed using the Python programming language.ResultsThe results showed significant effects of group (F = 3.24, p < 0.001), time (F = 30.09, p < 0.001), and their interaction (F = 36.57, p < 0.001) on the Stroop interference effect. Game training significantly improved participant’s performance in the Stroop test. Moreover, Tangney self-control score increased due to time (F = 6.14, p = 0.01) and its interaction with group (F = 9.43, p = 0.003), whereas Delay discounting decreased over time (F = 4.05, p = 0.04) for both groups. Feasibility and acceptability data demonstrate that 97.14% of participants completed all training sessions and rated the clarity of instructions as 0.95 out of 1, game attractiveness as 0.94 out of 1, and the inclination to recommend the game to peers as 0.94 out of 1. Conclusions
Slankers shows potential in improving various aspects of self-control. Our primary results are consistent with prior research supporting the avenue of the video game training on measures of self-control. The acceptability and feasibility findings as well as the positive effects on subjective and cognitive aspects of self-control, show promises for capitalizing on the Slankers in the future studies.
The game-mediated second and foreign language (GML2) field investigates how games can be used in facilitating L2 teaching and learning. This review explores how researchers define and differentiate among GML2 practices. A total of 51 publications from 2010 to 2021 were analyzed, revealing that only 40% of the publications defined GML2 practices, with the majority focused on the use of educational games. A key recommendation is that scholars clearly define specific types of GML2 practices in their empirical and conceptual work to build a more coherent body of scholarship.
The integration of learning goals with game mechanics in serious games used in urban and spatial planning processes has the potential to enable game designers and planners to create games with narratives tightly aligned to particular processes and lead to increased learning outcomes. This study presents the results from testing Energy Safari, a serious game for the energy transition in the province of Groningen, and empirically associates specific game mechanics with learning events, derived from players' reports. The research is based on the analysis of post-play questionnaires. Play-testing Energy Safari illustrates that different learning events can be triggered by the same game mechanics, an observation which can be applied in serious game design to facilitate players with different learning needs and styles. In addition, play testing to evaluate the learning performance of serious games should be integrated in the game design process. However, to achieve lasting learning and actionable knowledge, serious games should be used complementarily with other civic participation methods.
Probability is generally concerned with dealing with problems of a random or uncertain nature. The fact that it arises and develops from the analysis of gambling is something that cannot be overlooked. From the point of view of teaching, in addition to historical aspects, it is important to point out the importance of putting students in front of situations that, if not known, can lead to incorrect behavior and pathological attitudes. For this reason, the authors tried to emphasize not only the theoretical aspects, but above all the certainty that you always play “against the dealer” with an expected loss assessable for the various games.
Evaluating the subjective playing experience and engagement in learning is important in the design of advanced learning technologies (ALTs) that respond to the learners' cognitive and emotional states. This article addresses students' attitudes toward an educational game, Heroes of Math Island, and their responses to the emotional agent, an animated monkey. Fifteen students (seven boys and eight girls) from grades six and seven participated in this quasi-experimental study (pretest, intervention, post-test, followed by post-questionnaire and interview). This research presents a detailed analysis of students' subjective reactions with respect to Heroes of Math Island and to the underlying mathematics content, their learning gains and emotions triggered during gameplay, and design issues resulting from the evaluation of the game and of its emotional agent. The findings from this study inform how ALTs and educational games can be designed in order to be effective and provide emotional engagement, enjoyment, and learning.
Educational games (EG) as learning software have become more dominant in the educational industry and have gained immense popularity. However, a constant battle between designing an EG that combines fun and educational content in delivering learning objective is a prominent challenge through the designing phase for various stakeholders involved, especially game designers. This chapter discusses three major contributions to game design fundamentals and principles and unpacks their concepts on designing EG. Moreover, an in-depth discussion of game design models/frameworks is understood. This analysis highlights issues and problems raised through the gaps existing between models/frameworks against them. This chapter proposes a combined prototyping process adopted from the discussion and emphasizes aspects required in documenting game design. With the process documented and aligned, game designers will be able to reflect a better understanding of a game design process in the industry.
Purpose
The purpose of this study is to share how the learning impact of a remote workshop was improved through action research practices, especially action inquiry and critical reflexivity.
Design/methodology/approach
Research design detailed herein consists of one complete cycle of action and reflection. Methods used include: journaling into four territories of experience, free-form journaling, individual and joint reflection using four parts of speech and extended ways of knowing.
Findings
Action inquiry and critical reflexivity have shown themselves to be a potent means of improving the learning outcomes of remote Playing Lean workshops. Drawing on early insight, the author suggests several venues for further inquiry.
Originality/value
This paper contributes a novel combination of action research practices that can be used for improving other learning initiatives as well, and an example of how to question the veracity of qualitative findings.
Serious games have been shown to be effective in engaging end-users for various types of training. However, the research in cybersecurity awareness training with serious games is scarce. The authors are interested in (1) the engagement factors that could predict users' intended behavior after learning and (2) whether or not playing a game repeatedly can affect engagement. They assessed players' coping and threat appraisal and measured their multidimensional (i.e., cognitive, affective, behavioral) engagement in cybersecurity awareness. The participants (N=122) in this experiment were randomly assigned to either three or five rounds of gameplay of a commercial cybersecurity awareness serious game. The findings revealed that users' engagement levels were significantly better sustained through five sessions of gameplay with cognitive (but not affective or behavioral) engagement. Serious game developers should include more activities in the cognitive dimension, rather than the affective or behavioral dimensions to assure high engagement and influence the intended cybersecurity awareness behaviors.
Serious games have been shown to be effective in engaging end-users for various types of training. However, the research in cybersecurity awareness training with serious games is scarce. The authors are interested in (1) the engagement factors that could predict users' intended behavior after learning and (2) whether or not playing a game repeatedly can affect engagement. They assessed players' coping and threat appraisal and measured their multidimensional (i.e., cognitive, affective, behavioral) engagement in cybersecurity awareness. The participants (N=122) in this experiment were randomly assigned to either three or five rounds of gameplay of a commercial cybersecurity awareness serious game. The findings revealed that users' engagement levels were significantly better sustained through five sessions of gameplay with cognitive (but not affective or behavioral) engagement. Serious game developers should include more activities in the cognitive dimension, rather than the affective or behavioral dimensions to assure high engagement and influence the intended cybersecurity awareness behaviors.
Games are no longer just for fun; they offer potentially powerful learning environments. Today's students have grown up with computer games. In addition, their constant exposure to the Internet and other digital media has shaped how they receive information and how they learn. There are many attributes of games that make them pedagogically sound learning environments. An increasing number of faculty are using games as enhancements to the traditional learning environment with encouraging results. While the interactivity and engagement of games are highly positive a number of questions remain about how games will be developed, deployed and accepted in higher education.
Invited Commentary: Mason, R. (2004) Commentary on: Oblinger, D. (2004). The Next Generation of Educational Engagement. [PDF]
Editors: Terry Anderson and Denise Whitelock.
The effect of playing chess on problem solving was explored using Rasch scaling and hierarchical linear modelling. Subjects were 508 students from Grades 6 - 12 in an Australian Independent boys school, with a strong tradition in the game of chess. Of these 508 students, 64 were regular players of competitive chess. Data from the Australian Schools Science Competition were Rasch scaled and placed on a single scale for all the grades. Multilevel analysis using hierarchical linear modelling was employed to test the effects of the hypothesised variables. No significant effect of the playing of chess on the scholastic performance was found, suggesting that previous results showing positive effects may have been due to other factors such as general intelligence or normal development. It is suggested that this combination of Rasch scaling and multilevel analysis is a powerful tool for exploring such areas where the research design has proven difficult in the past.
Supported by a grant from MASIE Center e-Learning CONSORTIUM.
Although many educators theorize that instructional games are effective for providing students with motivating practice, research on instructional gaming is inconclusive. The purpose of this study was to determine the effect on motivation and performance of using an instructional game. The effect of using a supplemental reading on motivation and performance was also examined. We randomly assigned 75 undergraduates to one of two treatments after they had attended a lecture on the information-processing model of learning. The subjects in one treatment group used an instructional board game to practice the material presented in the lecture, while those in the other group practiced using a traditional worksheet. Results indicated that using the instructional game significantly affected the four motivational components of attention, relevance, confidence, and satisfaction. The instructional game did not influence performance. The results also suggested that the subjects who reported completion of a supplemental reading had significantly better performance and confidence than did the subjects who reported that they had not completed the reading. Implications for the design of practice are discussed.
Finding weaknesses in the designs of earlier research projects dealing with the effectiveness of simulation games, Fraas has developed a different approach to evaluating this teaching technique. This article reports on a controlled experiment in which the hybrid TUCE was used to measure the knowledge of experimental and control groups. Fraas hypothesized that “some types of students do better when taught by lecture-discussion.” He concluded that the “effectiveness of each method of instruction depends on certain student characteristics …” These characteristics are identified, and his research model is explained.
Based on the severe challenges of urban education, the growing capabilities and availability of advanced technology in schools, and experience in implementing technology as part of an urban school reform effort, the authors hypothesized a role for interactive computer technology (ICT) in supporting learning and behavior of young children who are at risk because of behavior problems. The article reports on an exploratory study to examine the potential of ICT to contribute to learning and behavior improvement. The study employed an experimental design comparing the performance of young, urban, African-American children from low-socioeconomic-status homes who were given specially selected ICT experiences with a comparison group who did not have the ICT treatment. The study also compared the performance of children identified as with or without behavioral problems, but not identified as special education.
This study investigated the effects of computer games on motivation to engage in an academic task subsequent to computer instruction. An instructional computer game was compared with a computer program that operated identically but without game features. The programs were designed to develop a vocabulary skill involving matching negation prefixes to root words. Continuing motivation on this academic task was measured in a noncomputer free-choice activity administered 1 day following the computer instruction. The experimental subjects were students identified by the school as learning disabled and placed in resource rooms or self-contained classrooms. The game and nongame programs produced equal gains in task skill. The game condition resulted in significantly higher levels of continuing motivation than the nongame condition.
Instructional gaming is an alternative strategy that can be used for many applications including tutoring, promotion of self-esteem, and practice of existing skills. The article begins with an overview instructional gaming and discusses the impact of Thomas Malone's theory of intrinsically motivating instruction. Next, we look for common threads in the instructional gaming literature during the last dozen years. Our approach was to systematically examine five categories of articles in order to offer guidance to designers and educators. The article ends with implications of the gaming literature for the future study of gaming and instructional design.
This article presents an extensive review of the literature on simulation games for teaching and learning, with a special emphasis on sociology. The key features of simulation gaming are discussed by addressing the following questions: What are simulation games? What are they designed to teach? On what learning theory are they based? How effective have they been? What are the problems involved in using them? How should they be used properly? What are some popular simulation games relevant to instruction in sociology? This paper is addressed to teachers of sociology who are using simulation games currently, those who wish to return to using them, and those who are interested in using them for the first time. The paper argues that even though simulation games long ago passed their peak of popularity, they are still alive and well and offer instructors of sociology one more tool on the pedagogical shelf.
“Simulation” and “case studies” are supplementary teaching aids available for university courses in political science and international relations. The newer technique, simulation, has been used at several universities to augment instruction in international relations, foreign policy making, national security policy, urban politics, and political parties and elections. In fields other than political science, similar techniques abound. The number of business games or simulations exceeds 100, and less numerous games exist for educational administration, legislatures, career choices, and diplomacy, to name a few. Case studies also supplement a wide range of politics courses, including introduction to American government, public administration, party organization, legislative processes, and public law. The case method is the hallmark of schools of law and schools of business, and it is now emulated in teaching the history of science and in training in research methodology in sociology.
Different types of simulations and cases and their uses have been described and discussed elsewhere. Evaluation of games and cases as supplementary instructional aids has almost invariably been impressionistic. The consumers of these teaching methods have reported their personal experiences with them and have advanced claims for and criticisms of them, but they have undertaken little empirical research to determine whether the claims for particular simulations or cases are valid or to compare the actual effects of alternative methods. Moreover, the Ford Foundation expended thousands of dollars to induce business schools to try business games, but their investment in evaluating the success or failure of this innovation extended to convening a conference to discuss the subject, not to carrying out research on it.
A number of web-based games were created using simple JavaScript code to teach visualization skills needed for a course in engineering graphics. The games are part of a comprehensive multimedia instructional CD-ROM/web page that consists of an integrated web site with links to hours of tutorial movies, lecture presentations of class lectures, and a series of interactive web-based quizzes. The web-based games provide an interactive graphics based introduction to engineering graphics and a class design project. In addition, several games are devoted to the development of visualization skills in the areas of multiview drawings and pictorials, auxiliary views, the manipulation of objects and coordinate systems in a 3-D coordinate space, and dimensioning and tolerancing. The games provide an interactive learning experience for students where tutorial animations specific to the students needs are interjected into the games. The feedback based on student input in the games allows the students to learn and apply new concepts simultaneously. The impact of the game pages on student understanding and the development of visualization skills have been positive as evidenced by improved performance on exams and positive feedback on surveys. The overall effectiveness of the instructional CD has also been positive, and this continues to be used and expanded.
This study investigated the effect of motivational variables on task persistence and performance in Navy technical training. The motivation variables consisted of a context of either a game or a drill and payoff points that were either fixedor variable. This resulted in four groups: (a) game context with fixed pay off (b) game context with variable payoff, (c) drill context with fixed payoff and (d) drill context with variable payoff In all experimental conditions, students were asked to solve 10 circuit problems. In the game context, students simulated the role of an electrician repairing circuits. Students moved a cursor around a maze representing a Navy ship 'floor plan to locate and repair faulty circuits to prevent the ship from sinking. If water started to rise in the ship, students knew they needed to improve their performance. In the drill context, students were presented with the same problems one at a time without the simulated game embellishments. In the fixed-payoff condition, each problem was worth a fixed number of points, regardless of the difficulty level selected by students. For each problem in the variable-payoff condition, points varied according to the difficulty level, types of help, and quits selected. Dependent variables were accuracy, persistence, time, level of difficulty, attempts, helps, and quits selected. The results show that a task-based simulation game combined with a variable payoff increased student persistence in selecting high levels of difficulty and induced a conservative behavior in relying on feedback helps. Further, the result was in the direction of improved performance for game with variable payoff.
Examines advantages of using videogame format for training, including practicality, relatively inexpensive hardware, ability to use multi-purpose software modules, motivational advantages of increased student interest and instructional effectiveness, and instructional features such as the adaptive interactive nature of videogames. An example of a videogame for military training is included. (MBR)
This article describes techniques for teaching Abnormal Psychology in a 104-student multimedia classroom that includes two computers and a variety of audiovisual equipment. Presentation software allows flexibility of presentation of computer-generated text, as well as opportunities for heightening visual and auditory interest. Students respond anonymously to various questions via keypads mounted on desks, and they immediately view and discuss summaries of their responses. This article compares educational outcomes in the multimedia classes with outcomes in traditional classes.
Reviews research comparing the instructional effects of simulation gaming, which was a major instructional innovation in social studies education in the 1960's, to other instructional procedures. Three types of attitudinal outcomes are investigated: toward subject matter, toward social phenomena, and toward oneself. Quantitative analysis indicated that simulation gaming produced greater cognitive learning to a small degree. It also produced a small positive effect for attitude toward the subject, a small negative effect for attitude toward social phenomena, and no differential effect for attitude toward self. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
performance/content matrix
primary presentation form: performance consistency prescriptions [and] content consistency prescriptions
adequacy prescriptions: secondary presentation forms (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper is intended to be a broad survey of both the present and the potential role of management games in education and research. Against a background of the history of business games, we first try to characterize the present development of these games. A few management games are described in some detail, and a number of others are mentioned only briefly. The differences between general and functional business games are discussed. Present uses of management games as a teaching device are surveyed and evaluated. Some hypotheses regarding the relations between the design and administrative characteristics of a business game and its educational properties are also formulated. What might be a major improvement over existing management games, here named the "game case," is then suggested. In the concluding portion of this paper, the potential use of management games as a laboratory for business and social science research is surveyed. Some methodological problems which would arise from research uses of business games are also discussed.
This review takes a broad look at the management gaming movement and summarizes how the field has evolved to its current state. The article defines terms and parametersfor the management gamingfield and briefly reviews the history of business gaming. Several models of experiential learning applicable to gaming are explained. Included are studies on the educational value of management games and a review of the literature that deals with management games and simulations as research laboratories. Some of the field's trends and future developments are also projected.
An experimental study was conducted to test the transfer of skills from a complex computer game to the flight performance of cadets in the Israeli Air Force flight school. The context relevance of the game to flight was argued on the basis of a skill-oriented task analysis, using the framework provided by contemporary models of the human processing system. The influence of two embedded training strategies was compared, one focusing on the specific skills involved in performing the game, the other designed to improve the general ability of trainees to cope with the high processing and response demands of the flight task and teach better strategies of attention control. Efficient control and management of attention under high task load are argued to be skills that can improve with proper training and generalize to new situations. Flight performance scores of two groups of cadets who received 10 h of training in the computer game were compared with those of a matched group without game experience. Both game groups performed significantly better than the no-game group in the subsequent test flights. The results are discussed with reference to the theoretical framework within which the context relevance of the game was supported. Also considered are the effects of the different training schedules and the significance of the data to the study of attention control. The game has now been incorporated into the regular training program of the Air Force.
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.
This annotated bibliography describes 66 simulation games in health education under the headings: diseases; drug use and abuse; ecology; family planning and human sexuality; health care planning; mental health; nursing; nutrition; physical fitness; and safety. Those reviewed are a selection of the more useful games from among a large number available. Few health education games are suitable for classroom use and few include social modeling through simulation. Games in drug education and mental health areas may contain distorted, out-of-date, or false information. Promising areas for development include: aging, venereal disease, sexuality, consumer health, health careers, safety education, and health planning.
This article describes the development, field testing, and evaluation of an interactive computer program, "Life Challenge," developed by the New York State Department of Health as a tool for enhancing adolescents' sense of self-efficacy in HIV/AIDS prevention programs. The computer kiosks were field tested in 13 sites serving high-risk adolescents. The program uses a time travel adventure game format to provide information and nonthreatening skill practice. Users record and play back their responses as they "negotiate" with their chosen partners. A proof of concept evaluation with analysis of 211 audio responses found that users took negotiating tasks seriously; statistically significant learning gains were achieved on knowledge items and in self-efficacy scores (greatest improvement for those with low baseline self-efficacy levels). Challenges and problems encountered in implementing the project are described, and the potential of using computers for skill practice and educational interventions in health education is explored.
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The role of simulation games: Supplement or central delivery vehicle
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