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Digital Game-Based Learning

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... Since the 1980s through the early 2000s, researchers have been interested in the new possibilities of enrichment video games can provide. They pointed out that this environment has the ability to contain enormous amounts of content, give immediate feedback, and motivate the participants intrinsically within a fun, safe, and risk-free environment [1,2,3]. Other scholars have stressed that video games could function as an excellent 'incubator' for developing life skills, such as identifying patterns, recognizing and solving problems, and making quick decisions [4]. ...
... Game environments contain a wide range of elements, such as rules, feedback, goals, competitions, challenges, narratives, progress, collaboration, rewards, and stages [1,41]. Werbach and Hunter [42] compared designing a new house (which requires knowledge of different dimensions and the professional skills to combine everything into a successful work) to the complexity of designing and executing a game. ...
... Challenge. The challenge element is also a popular one in games [1,3,26,41]. Studies show that challenges improve participants' learning, motivation, sense of flow, and performance [27,55], as well as their level of enjoyment and satisfaction [34,43]. ...
Article
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Studies have shown that digital game-based learning (DGBL) can stimulate learners and increase motivation. However, in order to accomplish these goals, we must understand the role and impact of the game elements. This study aimed to examine the effects of four-game elements on player performance: Instructions and assistance, narrative, Competition, and Challenge. An additional factor examined was players' age. The data was collected using BIG DATA from the game platform, which recorded the scores of 3,281 users across nine different games, during the period 2015-2020. Users played as part of their visit to 'Musa', a multidisciplinary museum of local cultural materials in Tel-Aviv, either in 'Family' game mode or in 'Group' mode. According to the results of our study, players performed better on 'Group' games. In addition, players' performances improved when narrative depth was significant and the play area was smaller. Separating our data into two groups led to additional results: players in 'Family' mode performed better when the game instructions included a video, while in 'Group' modes participants performed better when a human guide was available to some extent. The results of this study and their implications can assist educators and game designers in planning more accurate and effective learning games.
... Many studies over the years were conducted to explore the effects of adopting gamification and game-based learning in the learning process and define the conditions, features and models that can maximize the effectiveness of this adoption [19]. Overall, those studies resulted in clarifying that gamifying the educational process contributes to increasing student's involvement in learning activities, promoting the interaction, boosting their motivation for learning, embracing the challenge incentive and guiding them towards better academic achievements, besides enhancing decision-making and thinking skills [20]; [21]; [22]; [23]. In this paper, the work falls under game-based learning as it aims to design learning activities in Minecraft game where children can play and learn at the same time. ...
... This developed mod proved its effectiveness; where the results of the testing indicated that children were able to acquire computational thinking skills by learning the programming concepts and most of them answered the quiz completely correct. Moreover, children showed a positive reaction towards the game and they enjoyed it, according to [20], the fun part in game-based learning makes the learning process more effective. ...
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Children’s interest in playing popular video games could be utilized for learning and educational purposes. The entertaining and interactive learning environments of digital games can facilitate the learning of a variety of challenging subjects. This paper presents the Creative Programmer, which is a Minecraft modification (Mod) that takes an advantage of the popularity of Minecraft game among children to teach them basic computer programming concepts. This mod targets children aged between (5- 15). The effectiveness of this Mod was tested using a pre and post quizzes. The results indicate that children who did not have any previous knowledge of programming answered most of the test questions correctly, while the performance level of children who were familiar with programming improved in the post-quiz compared to the pre-quiz. Moreover, it has been observed that the familiarity of the Minecraft environment made learning more enjoyable and enhanced the knowledge gaining process.
... Games have been defined as an immersive, and enjoyable activity in which a challenging goal is pursued (Freitas & Oliver, 2006;Kinzie & Joseph, 2008). It is more attractive for students to learn the complex knowledge via digital simulation game for college students (Prensky, 2003;Bayliss, 2007;). Generally, games are designed more visual, interactive, and focused on problem-solving (Mitchel & Savill-Smith, 2004;Pasin, & Giroux, 2011). ...
... Nowaday, digital GBL courseware has been utilized as an instructional tool in cross disciplines ranging, such as international relations, engineering and biology to nursing and social work (Lichtenwalter & Baker, 2010). Research also indicated that the use of gems to teach educational content raises students' learning and motivation (Gee, 2005, Prensky, 2003Sung & Hwang, 2013). ...
Conference Paper
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Recent research has shown that educational games positively motivate learning. However, there is a little evidence that they can trigger learning to a large extent if the game-play is supported by additional activities. We aim to support educational games development with an Agent-Based Technology (ABT) by using intelligent pedagogical agents that can intervene to offer hints, assistance and suggestions when the learner is lacking knowledge, but does not intervene otherwise, so as not to interrupt game flow. In this paper we describe the possibilities of using pedagogical agents to infer learner’s motivation and emotional state as they allow communication and interaction in a digital learning environment. Our approach emphasizes on improving pedagogical agent interactivity: from pedagogical agent techniques to Tutor and Tutee Agents’ techniques to create a high social and collaborative Digital Educational Game (DEG) environment.
... Digital math games have been related to improvements in attitudes towards math learning Ke, 2008;Deng et al., 2010) by engaging students through challenges, fantasy, imagination, and competition (Sweetser & Wyeth, 2005;Yeni & Cagiltay, 2017). Students are given goals and can form emotional connections with the virtual learning platform and characters (Prensky, 2001;Deng et al., 2010). ...
... Although math games can be effective for increasing student engagement, the research is inconclusive regarding whether these games lower anxiety and improve math achievement (Hayes, 2005;Randel, Morris, Wetzel, and Whitehill, 1992 Overall, the introduction of math GBL platforms for elementary students has created a novel learning culture that has the capability to better relate to students' interests and preferences through an online gaming environment (Prensky, 2001;Deng et al., 2010). These games have been associated with more positive academic emotions (Conati & Cristina, 2016;Suarez Caraballo, 2017;Yeni & Cagiltay, 2017) and have been related to lower math anxiety in some instances (Verkijika & Wet, 2015), but with mixed results (Vanbecelaere et al., 2020;Verkijika & Wet, 2015). ...
... For methodological bases, Project-Based Learning (Blumenfeld et al., 1991), Collaborative Learning (Gokhale, 1995), Contextualized Learning (Cordova and Lepper, 1996), Game-Based Learning (Prensky, 2003), Problem-Based Learning (Hmelo-Silver, 2004), Flipped Classroom (Tucker, 2012), and Unplugged Learning (Bell et al., 2012) were the most common ones. Collaborative learning was presented as a method in which students work together in small groups in search of a common goal to allow students to build knowledge through collaboration between them Dillenbourg (1999). ...
... Game-based Learning is a methodology that allows the creation and use of games for educational purposes, and it provides a different teaching experience to students. Incorporating the elements of games into the classroom makes it easier for students to learn content in a more interesting way (Prensky, 2003). ...
Technical Report
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Computational thinking involves problems characterization and their solutions, which is concerned with how solutions are represented for an information-processing agent to execute them effectively. In the literature, different research examines the computational thinking domain from different perspectives and with different audiences. Even if the research audience is concentrated in elementary and high school, there is evidence that undergraduate students in Computing could also benefit from computational thinking. In this sense, this mapping aims to systematically map the computational thinking literature to obtain an overview of the existing initiatives in higher education. The search was executed in four digital libraries and returned 2,966 papers. After the filtering process, 94 peer-reviewed papers written in English or Portuguese were selected. The main results show that computational thinking can support students' evolution in understanding computational concepts and increasing their confidence to create and explore new solutions. The results show that effort is being directed but reveal that there is still space to discuss future research, such as the formal assessment methods for computational thinking, and the relationship between computational thinking and its skills.
... Πράγματι, μεγάλο μέρος των σχετικών ερευνών αναφέρει θετικά αποτελέσματα όσον αφορά τη μάθηση, την απόλαυση των μαθητών, τα κίνητρα και τη συμμετοχή στη μαθησιακή διαδικασία (π.χ., Fokides, 2018). Τα ψηφιακά παιχνίδια, αποτελούν ισχυρά εργαλεία (Gee, 2003· Heins, 2017, καθώς προσφέρουν πλούσιες διαδραστικές εμπειρίες, καθιστώντας τη μάθηση πιο διασκεδαστική (Thai et al., 2009) και εγγύτερη στα ενδιαφέροντα των μαθητών (Prensky, 2003). Επιπλέον, χάρη στα σύνθετα και διαδραστικά περιβάλλοντά τους, η γνώση δε μεταδίδεται απλά, αλλά προκύπτει από τον προβληματισμό και την αλληλεπίδραση με το περιβάλλον (Braghirolli et al., 2016). ...
... Οι μαθητές φαίνονται περισσότερο συγκεντρωμένοι σε μια δραστηριότητα όταν παρουσιάζεται μέσω ενός παιχνιδιού (Garris et al., 2002) και προσπαθούν περισσότερο, επηρεάζοντας θετικά τα μαθησιακά αποτελέσματα (Sandberg et al., 2011). Εξίσου ενδιαφέρον πλεονέκτημα είναι ότι τα ψηφιακά παιχνίδια παρέχουν άμεση ανατροφοδότηση, καθώς οι μαθητές βλέπουν αμέσως τα αποτελέσματα των ενεργειών τους ή αν απάντησαν σωστά σε μια ερώτηση (Prensky, 2003). Οι μαθητές ενθαρρύνονται επίσης να διερευνήσουν και να πειραματιστούν, οδηγούμενοι έτσι στην ανακάλυψη νέων εννοιών και στρατηγικών (Kirriemuir, 2002). ...
... Πράγματι, μεγάλο μέρος των σχετικών ερευνών αναφέρει θετικά αποτελέσματα όσον αφορά τη μάθηση, την απόλαυση των μαθητών, τα κίνητρα και τη συμμετοχή στη μαθησιακή διαδικασία (π.χ., Fokides, 2018). Τα ψηφιακά παιχνίδια, αποτελούν ισχυρά εργαλεία (Gee, 2003· Heins, 2017, καθώς προσφέρουν πλούσιες διαδραστικές εμπειρίες, καθιστώντας τη μάθηση πιο διασκεδαστική (Thai et al., 2009) και εγγύτερη στα ενδιαφέροντα των μαθητών (Prensky, 2003). Επιπλέον, χάρη στα σύνθετα και διαδραστικά περιβάλλοντά τους, η γνώση δε μεταδίδεται απλά, αλλά προκύπτει από τον προβληματισμό και την αλληλεπίδραση με το περιβάλλον (Braghirolli et al., 2016). ...
... Οι μαθητές φαίνονται περισσότερο συγκεντρωμένοι σε μια δραστηριότητα όταν παρουσιάζεται μέσω ενός παιχνιδιού (Garris et al., 2002) και προσπαθούν περισσότερο, επηρεάζοντας θετικά τα μαθησιακά αποτελέσματα (Sandberg et al., 2011). Εξίσου ενδιαφέρον πλεονέκτημα είναι ότι τα ψηφιακά παιχνίδια παρέχουν άμεση ανατροφοδότηση, καθώς οι μαθητές βλέπουν αμέσως τα αποτελέσματα των ενεργειών τους ή αν απάντησαν σωστά σε μια ερώτηση (Prensky, 2003). Οι μαθητές ενθαρρύνονται επίσης να διερευνήσουν και να πειραματιστούν, οδηγούμενοι έτσι στην ανακάλυψη νέων εννοιών και στρατηγικών (Kirriemuir, 2002). ...
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Στις μεταμοντέρνες και πολυπολιτισμικές κοινωνίες, η αίσθηση της ταυτότητας των ατόμων αμφισβητείται, ειδικά σε έθνη που προσπαθούν να επιτύχουν μια ισορροπία μεταξύ παρελθόντος και μοντερνισμού. Ο σύγχρονος τρόπος ζωής φαίνεται να έχει απομακρύνει τα άτομα από τον λαϊκό πολιτισμό, προκαλώντας αποσταθεροποιητικά αποτελέσματα στην κοινωνία και επηρεάζοντας την κοινωνικο-συναισθηματική ανάπτυξη των εφήβων. Παράλληλα, η τεχνολογική πρόοδος, με εφευρέσεις όπως ο υπολογιστής και το Διαδίκτυο, ανέτρεψε τις προϋπάρχουσες κοινωνικές δομές. Σε αυτό το πλαίσιο, σκοπός της παρούσας εργασίας, η οποία αποτελεί μέρος ενός ευρύτερου ερευνητικού έργου, είναι να διερευνήσει τη συμβολή των ψηφιακών παιχνιδιών στη δημιουργία της πολιτισμικής ταυτότητας των εφήβων. Για τη διεξαγωγή της έρευνας, σχεδιάστηκαν και υλοποιήθηκαν εκπαιδευτικές παρεμβάσεις με τη χρήση εντύπου, επιτραπέζιου και ψηφιακού παιχνιδιού. Η έρευνα πραγματοποιήθηκε στο Γυμνάσιο-Λύκειο Νισύρου στα τέλη του 2018 και συνολικά συμμετείχαν 30 μαθητές. Από τα αποτελέσματα της έρευνας, προκύπτει ότι οι μαθητές πέτυχαν καλύτερα μαθησιακά αποτελέσματα και η διατηρησιμότητα των γνώσεων ήταν καλύτερη όταν χρησιμοποίησαν το ψηφιακό παιχνίδι, σε σχέση με τα άλλα εργαλεία. Ακόμη, οι μαθητές ήταν περισσότερο παρακινημένοι να μάθουν και διασκέδασαν περισσότερο με τη χρήση του ψηφιακού παιχνιδιού.
... Several researchers have highlighted the educational characteristics of games. For example, can help attract students' attention [8], [9] and motivate them [10]. Also, games can provide rich experiences to students [11] and the feedback of their performances [12] and support student-centered learning. ...
... Given their experience and interest, students became excited to learn the selected topic of C++ structured programming through the game of the novel application. The use of the element of relevance was in line with one of the characteristics of games that challenge students to think critically in solving a given task [45], [46], [10], [47]. ...
Article
Conventional classroom teaching and learning of programming tends to be didactic, which is usually tends to be monotonous and less interesting. In learning programming – a subject that is deemed extremely challenging to master – such a situation can have a serious repercussion in that students can easily become unmotivated and demoralized to learn. As such, students need to use relevant learning tools that can stimulate and motivate them to learn such a course. Of late, many researchers have started using online game-based learning (GBL) tools to improve students’ motivation and performance. Invariably, most of the studies mainly focused on GBL tools to move avatars. As such, this study focuses on programming as the activities in such a game. In this study, the researchers used the prototyping model to develop an online GBL application called Prog-GBL by integrating the elements of mastery learning approach and ARCS model to help motivate students in learning programming. The evaluation of the Prog-GBL was carried out through a survey involving 30 students from one public university in Perak, Malaysia. The research findings showed that the use of such an online learning tool helped improve students’ motivation in learning programming. More revealingly, the four elements of ARCS, namely attention, relevance, confidence, and satisfaction were highly rated by the students, suggesting that the use of Prog-GBL can motivate students to learn the subject matter.
... Thepracticeofdigitalgame-basedtechnologyhasemergedoverthelastdecade,andmanyscholars havehypothesizedwhygamesaresuchapowerfultoolforinstruction (Alletal.,2016).Amongthe firstscholarstoproclaimthatvideogamesorcomputergamesaregoodforlearningwasGee (2003). Hisideal36waystolearnfromavideogamehaveinfluencedgamedevelopersasprinciplesofgood gamedesignpractices (Becker,2017).Toenlightenthepotentialandvalueofthenotionofdigital game-basedinstruction, Prensky(2001)defineddigitalgame-basedlearningasacombinationof computervideogameswithawidevarietyofeducationalcontenttoachieveoutcomesnoworsethan traditional(content-centric)instruction. ...
... Regardingdigitalgame-basedpedagogyforEFLteachers,theassociationwiththeembedded technologydoesnotmeanthatteachersneedtobeverygoodatusingtechnologyorbeabletowrite softwareprogramsascomputerprogrammers;however,theyshouldatleastbemoreorlesscapableof usingtechnology.Forteacherstobeabletousedigitalgame-basedpedagogyeffectively,theymaybe requiredtomoldthetechnologytotheirstudents'needs,usingtraditionalteachingskills.Theymight berequiredtomakeaslightchangetotheirrolestobecomemotivators,whichrequirestheability togetstudentsengagedinlearning;contentstructurers,whichrequirestheabilitytocreatecontent forvarioustypesoflearningdigitalgames;debriefers,whichrequirestheabilitytoaskquestions aboutlearners'reflections;tutors,whichrequirestheabilitytoguide,facilitate,organize,anddirect theentirelearningexperienceofthestudents;andproducersordesigners,whichrequirestheability todesigngamesthatbringenjoymentandfacilitatelearningtogether (Prensky,2001).Asamatter offact,mostteachersmighthavebeenperformingalloftheserolesalreadyinonewayoranother. Prensky(2001)suggeststhatasimplewaytobringdigitalgame-basedtechnologyintoclassrooms isforteacherstostartgraduallyfromobservationofthereactionamongthestudents,adjustingbased ontheirfeedback,sharingtheresultswithcolleagues,andpurchasingandtryingsomeoff-the-shelf commercialgames.Furthermore,theactofreviewinggamedesignsmayinitselfprovideuseful insightsforlanguagepedagogy(Terence&Joan,2021). ...
Article
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The number of digital game-based language learning studies over the past two decades has considerably increased. Conversely, game-based pedagogy from the instructional design perspective has been discussed to a lesser extent despite the emergence of a variety of digital games in the global educational technology market. The objectives of the present study were to examine the game design elements of digital game-based language learning as a pedagogical tool for English language settings and to address the application of digital games in pedagogical settings. A scoping review was employed as the research synthesis, and the PRISMA method was utilized to manage the screening process and to code the articles. The results revealed that game design elements including game genres, game availability, and game platforms have an impact on the effectiveness of digital game-based language teaching. In addition, the implementation of digital game-based pedagogy relies upon two aspects: system design and instructional design.
... Untuk meningkatkan pengalaman belajar daring, Moodle LMS memiliki beberapa plugin permainan atau "game" siap pakai [11]. Prensky pada penelitiannya yang berjudul Game-Based Learning pada tahun 2003 menyatakan bahwa proses belajar dapat menjadi lebih interaktif dengan adanya video game yang memberikan pemecahan masalah dan pemberian feedback [12]. Senada dengan Prensky Molyneux juga menemukan dampak yang signifikan pada interaktifitas belajar dan motivasi siswa dalam mengikuti pelajaran jika video game tersebut digabungkan dengan konsep multi pemain atau multiplayer [13]. ...
Article
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With increasing needs for online or online learning and teaching activities, educational institutions need solutions for hosting their data online. The available options include building their own data center or renting a Virtual Private Server (VPS) service that is widely available. Considering the high setup and maintenance costs, many institutions choose VPS rental options such as Google Cloud Server. Moodle Learning Management System (LMS) is one of the most affordable and open-source online learning software solutions for low-cost servers. This paper will discuss the design and implementation of the Moodle Plugin that utilizes WebSocket technology to accommodate the interactive learning process with Multiplayer Games. The result of the study reports that the plugin can accommodate and simulate an increase of 1% in CPU per 15 connections and an increase of 2MB per 15 connections. Which concluded still an affordable solution for low-cost servers for real-time connection.
... Game-based learning (GBL) can be defined as an environment where game content and game play enhance knowledge and skills acquisition, with challenges that provide playing students with a sense of achievement (Qian and Clark, 2016). Gaming elements have been introduced in the classroom in a variety of forms: serious games (Michael and Chen, 2005), Digital Game-Based Learning (Prensky, 2003), and gamification, i.e., inclusion of gaming mechanics such as scores and levels to improve experience and engagement (Muntean, 2011). ...
Article
Purpose – This research examines how students’ learning was affected by the transition from a flipped classroom model to remote learning during the Covid19 lockdown and hybrid learning after return to class. Methodology – This study features quantitative analysis of undergraduate students’ online interactions with the course material over two semesters with the same instructor, one completely online, the other in the form of hybrid learning imposed by Covid19 restrictions. Participation in the game-based quizzes before class, in-class multiplayer game sessions, and presence in the classroom or online during the lectures were measured, as well as the students’ score to the final exam. Students also took a survey at the end of each semester to provide feedback on the course. Finally, interviews were made with some of the students to document their detailed impression of the learning challenges of the period. Findings – Results from this study identified four groups of students with different attitudes regarding learning and challenges during and after Covid19 restrictions. Some came back immediately in the physical class while others remained online or did both. Average scores correlate increased face-to-face time and regular online preparation before class with better results in the final exam. Qualitative data from students’ interviews confirm these changing attitudes to learning due to Covid19. Practical implication – This study allows us to reflect on best practices for hybrid learning and opportunities to improve on the flipped classroom model under changing modes of delivery. Furthermore, it underlines strategic importance to engage different profiles and challenges for students with less time and opportunity to engage in face-to-face learning. Interest – While research on flipped and hybrid classrooms is prevalent, little has been done in comparing the two models and their impact on students’ learning attitudes Furthermore, research on classroom adaption and adjustment during Covid19 is still at early stages. This study presents opportunities and challenges for the hybrid classroom moving forward.
... GBL is an active technique where game characteristics and principles (i.e., gamification, learning goals, pedagogical methods) are embedded within learning activities and yield a suitable medium for learning. According to Prensky, GBL can help ease and improve learning by making it exciting, thus supporting motivational gain with engagement in the student's learning (Prensky, 2003). In GBL, "Play" is a vital aspect because it enables learners to learn through connection and interpretation with their surroundings, i.e., physical and social worlds (Gee, 2004). ...
Conference Paper
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Reflective practice is the ability to revisit and reassess one's previous actions to engage intentionally in the process of learning. The concept of reflection leads from unconscious aspects of learning or experience to mindful awareness, giving an individual the power to absorb everyday experiences to make appropriate conscious choices. Digital games in game-based learning (GBL) offer interactive learning with authentic practice and a high retention rate. Digital games are also considered an immersive and safe medium of stealth learning with the freedom to identify, explore, fail, and then retry. Main game elements such as feedback in a user interface (UI), head-up displays (HUDs), maps, prompt messages, and social discourse are reflective in nature; therefore, by default, games are reflection machines and appropriate mediums for triggering and supporting reflective learning. However, despite reflective learning having the ability to improve teaching and learning experiences in a practical form, work dedicated to reflective design in GBL is still limited. Previous studies have incorporated reflective practices into a learning environment to improve the learning rate. These practices may vary over domains and yield different outcomes that are not converged yet. While current game design comprises all features that facilitate reflection "as a whole set", it misses individual reflection differences. However, getting maximum usage of the reflective nature of games with authentic learning content while maintaining the fun criteria can be challenging. Hence, a sound design methodology and guidelines are needed to assist the game designer in aiding effective learning with reflective practices. In this paper, our primary purpose is to align reflective learning practices with existing GBL approaches and then provide a framework to incorporate reflective learning practices into designing GBL. The intention is that this framework will help designers, educators, and researchers to design game-based learning experiences following reflective design practices.
... Forbeergameinstructionsconductedingroups,team workbringsmultiplelearningbenefits includingfacilitate cooperation and interactionandinspire competitive mentality.Undergraduate students today are known as the "digital natives" (Prensky, 2007) and incorporating elements of coursedesignintoPCtechnologythatthestudentsarefamiliarwithwouldbetterfacilitatelearning. Therefore,thisstudysuggestsdevelopersofthebeergametoredesignthefourrolesintofourdifferent companiesthateachhasdifferentpositionsandranks(i.e.thepresident,departmentmanager,staff andsoforth)sothatlearnerswouldgetthechancetoassumemultipleroles.Suchfeaturewouldnot onlyenablelearnerstofacilitate cooperation and interactioninabottom-upmannerinacentralized chainofcommandthatlackedcommunicationandcoordinationbutalsocreateacompetitivesetting betweenthenon-existingcompaniestoinspire competitive mentalityinthelearnersandhelpthem tolearnthroughexperiencemoreeffectively. ...
Article
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In the instruction of supply-chain management, the “Beer Game” has been proposed as a valid tool for the demonstration of bullwhip effect for learners. This study has been designed to investigate the cognitive structure of beer game learners' psychological “game attribute – personal consequence – target value” chains. With means-end chains theory as the theoretical basis, through game attributes including roles of supply chain, team work, customizable model variables, operation statement, providing information, and so forth, learners were able to benefit from the consequences including training organizational thinking, improve management performance, experience bullwhip effect, promote cooperation and interaction, inspire competitive mentality, and ultimately, pursue target values such as a sense of accomplishment, self-fulfillment, warm relationships with others, and excitement. The study also found all the subjects emphasized identical game attributes regardless of their prior knowledge of the bullwhip effect or the lack thereof, and the subjects also had identical salient chains.
... Web 2.0 araçların öğrenme ortamına entegre edilmesi ile öğrenme çıktılarının kalitesinin artması, iş birliği ve etkileşimin sağlanması, öğrencilerin derse aktif katılımlarının sağlanması bakımından büyük potansiyel sağlamaktadır (Rhoads vd, 2013 (Chen vd., 2019;Prensky, 2003). Bu nedenle son yıllarda dijital oyunlar genç, yaşlı, kadın ya da erkek fark etmeksizin her alanda yaygın bir şekilde kullanılmaktadır (Ibharim vd., 2017). ...
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Öğretim teknolojilerinin öğrenme ve öğretme süreçlerine sağladığı katkılar yadsınamayacak düzeydedir. Özellikle Web araçlarının bu süreçlere dahil edilmesi öğrenme deneyimlerinin daha da zenginleşmesine olumlu yönde etki etmiştir. 2020 yılı itibariyle salgın nedeniyle ortaya çıkan acil uzaktan eğitim ve devamındaki harmanlanmış öğretim süreçleri ile birlikte öğretim teknolojilerinin ve Web araçlarının potansiyeli daha da ön plana çıkmıştır. Bu bakımdan öğretim teknolojisi olarak kullanılan Web araçlarının bilimsel olarak değerlendirilmesi, neden bu araçların tercih edilebileceği, hangi öğrenim kademeleri için kullanılabileceği, öğrenme sürecine entegrasyonunun nasıl yapılabileceği ve bu araçların kullanılmasında veri güvenliğinin sağlanması hususlarından yola çıkarak Öğretim Teknolojilerinde Web Araçları: Uygulamalar, Araştırmalar ve Eğilimler kitabı ortaya çıkmıştır. Öğretim Teknolojilerinde Web Araçları: Uygulamalar, Araştırmalar ve Eğilimler kitabı öğretim süreçlerinde web araçlarını kullanan, kullanmayı planlayan ve bu alana ilgi duyan herkese hitap etmektedir. Bununla birlikte kitap içerisinde ele alınan Web araçlarının öğrenme sürecine entegrasyonu ve konunun bilimsel temelleri ile birlikte özellikle öğrenme ve eğitim alanına yönelik çalışmalar yürüten bilim insanları, politika yapıcılar ile her türden eğitim sağlayan kuruluşlarda aktif olarak faaliyet gösteren kişiler için bilimsel bir referans ve kılavuz olma özelliği taşımaktadır. Kitabın içeriğinde ilk bölümde Web araçlarının genel durumu ve öğretim teknolojisinde kullanılmasına ilişkin bir değerlendirme yapılmıştır. İkinci bölümde ise Kişisel Verilerin Korunması Kanunu çerçevesinde öğretim teknolojisi olarak kullanılan Web araçlarındaki veri güvenliği konusu anlatılmıştır. Kitabın devamında ise öğretim teknolojilerinde kullanılan Web araçları 13 farklı kategoride ele alınarak alan yazın çerçevesinde tartışılmıştır. Daha sonra da toplamda 101 Web aracı (Web 2.0 veya Web 3.0) incelenmiştir. Her bir Web aracının incelemesinde “Nedir?”, “Neden?”, “Kullanılabilecek Disiplin, Düzey ve Konular Nelerdir?” ve Derslere Nasıl Entegre Edilir?” sorularına yanıt aranmıştır ve alan yazın çerçevesinde bir değerlendirme yapılmıştır. Son olarak da her bir kategori için ilgili Web araçlarının geleceğine yönelik tartışılmış, SWOT analizi tablosu ile mevcut durum ortaya koyulmuştur.
... So-called educational games or serious games, for example, show clear signs of typical game design elements and allow for entertaining mentor amusement while also supporting learners in improving skills or understanding new subjects (Abele et al., 2017). Empirical studies have shown that game-based learning approaches achieve higher learning outcomes than the comparatively passive conventional method of frontal teaching (Pivec and Dziabenko, 2004;Prensky, 2003). ...
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Climate change is one of humanity’s biggest challenges. With reference to power grids, there is a strong need for decarbonization alongside for a substantial increase in renewable energy generation. Keeping in mind that renewable energy sources are volatile – solar and wind power are heavily weather dependent – it is necessary to ensure the balance between power generation and power demand in the European power grid at all times. Significant deviations in grid frequency or bottlenecks could lead to a blackout. This raises the need for flexibility in the power grid substantially. An option so far relatively little explored is to make use of industrial demand-side flexibility. With a share in the power demand of about 45 per cent in Germany, industry could contribute significantly to power grid stability. While technologies for industrial demand-side flexibility have been comprehensively explored by the scientific community and (prototypically) implemented in industry, this knowledge has not spread to a broader audience. To foster knowledge on industrial demand-side flexibilization, we developed an approach using a serious game called SynErGame, synchronizing energy supply and demand. Within two game modes, one perspective macro-oriented and the other industry-oriented, a player learns about the benefits and challenges of using demand-side flexibility options to stabilize a power grid. The paper first introduces the topic of flexibilizing industrial power demand. Secondly, requirements are derived and the game design is outlined in detail. Thirdly, the paper shows how to make the game accessible via browser or app on mobile devices, such as smartphones and tablets. During ongoing use, SynErGame has proven particularly effective for audiences inclined to digital technologies, such as students.
... The study recommended to create online learning materials such as games to provide alternative channels for learning about sexuality and related topics, both for students and for teacher training. Last and not least merit of GBL is that it includes knowledge transfer from the virtual to a real-world environment, provides immediate feedback in response to mistakes, and offers a learning pace tailored to individuals (Prensky, 2003;Van Eck, 2016). In addition, according to Cicchino (2015) GBL intervention and cycles of gameplay are effective in promoting higher levels of critical thinking, including the development of independent beliefs, prior to engaging in collaborative discourse and providing opportunities for guided reflection. ...
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In sex education, traditional teaching approaches that place the teacher in the centre of learning provide little opportunity for promoting the development of students' sexual knowledge, maturity, self-confidence, communication skills, and well-rounded personalities. In Thailand, this traditional approach has an impact on teenage students' effective learning for the Comprehensive Sex Education (CSE) curriculum through their behaviours and attitudes about sex-related topics. Moreover, CSE does not cover many approaches such as discussions and debates to promote students' analytic and critical-thinking skills related to sexual-related topics. (MSDHS, 2019 ; UNESCO, 2021 & UNICEF, 2016). This study investigates students' learning CSE through embedded digital Games-Based Learning (GBL) module that is delivered to Grade 7 (age 12-14) secondary school students in the north of Thailand. Researchers in this study developed a game that aims at encouraging and stimulating students' skills to analyse and critique their understanding of CSE. The purpose of this paper is to investigate how the levels of Bloom's Taxonomy have been manifested with students' learning using GBL. In the course of the study, 1152 students responded to answer pre and post-tests. The statistical findings show that students' scores in the post-test were significantly higher than those of the pre-test (withought GBL). This paper concludes that, GBL facilitated opportunities for students to conceptualize, apply, analyse, synthesize, evaluate and create their learning actively and skilfully. However, the statistical data highlights that the development measured after the use of CSE gamified syllabus does not occur at the same rate and that some skills developed at a higher rate than others. Importantly, the study found that GBL is not a standalone approach to teach CSE, other pedagogical approaches (e.g., enquiry-based learning) need to be embedded. These approaches can be implemented with or without technology, but they need to be planed ahead. Final study conclusion is that, efficient teaching of CSE is not down to students only, collective efforts of other stakeholders (e.g., parents, policy makers, etc), are needed.
... Digital games can be powerful learning environments, capable of promoting learning processes and outcomes that are difficult to achieve in ordinary educational contexts (Boyle et al., 2016;Gee, 2003;Prensky, 2003;Whitton, 2014;Wouters et al., 2013). For this reason, research on game-based learning has investigated for over three decades how to develop and use games specifically designed to promote desirable learning (Abt, 1987;Avila-Pesantez et al., 2017;De Freitas, 2018;Fabricatore et al., 2020;Rieber, 1996;Squire, 2005). ...
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Entertainment digital games (EDGs) can be used to promote real-world-relevant learning, even if they have not been specifically designed for educational purposes. This is especially true for EDGs that engage players in contexts that mimic real-world problem scenarios and support the development of knowledge and skills that can be transferred to out-of-game contexts. In these cases, gameplay learning can be a very effective means of promoting those cognitive capabilities that are central to addressing real-world challenges requiring complex problem-solving (CPS), but at the same time are particularly difficult to foster through formal educational environments and approaches. However, what features of EDGs can simultaneously promote player enjoyment and CPS processes, which specific CPS skills can be fostered, and by which mechanisms, are questions that remain largely unanswered in the current literature. This paper presents a protocol for a systematic review that aims to address this gap by examining relevant analysis and design frameworks for entertainment games. Selected frameworks will be reviewed by combining a game-centric and a player-centric perspective to identify structural elements of gameplay environments and tasks that may affect psychological processes relevant to the promotion of CPS capabilities. To this end, each framework will be subjected to a formal content analysis in which data will be extracted, coded, and analyzed based on the Work System Theory (WST) and the Cognitive Work Analysis (CWS) frameworks. The main outcome of the proposed systematic review will be a knowledge base that can help researchers, developers and practitioners to select the most appropriate methodological frameworks for the analysis and design of entertainment games capable of promoting CPS skills through gameplay learning. In addition, this protocol can also inform and guide further reviews of methods for analyzing and designing educational games.
... The pace of daily life has, to a great extent, been set by technology, the effect of which is reflected in the fast-paced nature of today's society, where attentiveness and focus are the casualties of the need for speed. As technology advances at such a high speed, education systems have struggled to keep up (Prensky, 2001). ...
... Keywords: Metacognition; Digital games; Cognitive learning Introdução As instituições de ensino superior estão ampliando o uso das Tecnologias Digitais (TD) para, na maioria dos casos, oferecer aos estudantes oportunidades de experiências concretas de aprendizagem, visando uma mudança no paradigma educacional e possibilitando o protagonismo. Os jogos digitais (games) aparecem nesse contexto como um recurso didático que contém características que podem trazer uma série de benefícios para as práticas de ensino e aprendizagem (PRENSKY, 2003). Entretanto, consideramos que os jogos digitais vão além de simples recursos didáticos, mas compreendidos como artefatos culturais, que carregam significados diferentes, a depender dos sujeitos que interagem. ...
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Resumo: Este artigo apresenta uma investigação em processo (work in progress), que busca analisar quais habilidades e estratégias metacognitiva funcionam melhor para o estudante quando o mesmo faz uso de um jogo digital em seu aprendizado. Com uma metodologia quantitativa, baseado em um estudo de caso, almejamos em uma disciplina de Anatomia Humana, ministrada nos cursos de Fisioterapia e Enfermagem, de uma faculdade privada de Ensino Superior da cidade de Maceió, Alagoas, analisar os processos metacognitivos de conhecimento, monitoramento e controle nas atividades realizadas pelos estudantes através de jogos digitais na obtenção de novos conhecimentos. Para este estudo, faremos uso de um jogo sério on-line Web3D intitulado EducaAnatomia3D, desenvolvido pela Universidade Federal de Santa Catarina; questionário on-line para obtenções das variáveis metacognitivas e, observação e registros dos resultados das aulas, com o objetivo de responder como as estratégias metacognitivas desenvolvidas pelos estudantes que fazem uso de jogos digitais são potencializadas no processo de aprendizagem. Após a coleta de dados, faremos uso do software Statistical Package for the Social Sciences (SPSS), para análise estatística descritivas e prescritivas visando a confrontação com teorias, tendo como apoio a representação gráfica do fenômeno (análises estatísticas, distribuições de frequência, correlações, medidas de dispersão e medidas de tendência central). Como resultados, esperamos por meio de cálculos de correlações entre as variáveis envolvidas do questionário de medição da metacognição e as notas do pré e pós testes que serão realizados, para confirmar se nossa hipótese que a utilização de jogos digitais potencializa o processo de aprendizagem. Abstract: This paper presents a work in progress investigation, which seeks to analyse which metacognitive skills and strategies work best for students when they make use of a digital game in their learning. With a quantitative methodology, based on a case study, we aim to analyze the metacognitive processes of knowledge, monitoring and control in activities performed by students through digital games in obtaining new knowledge in a discipline of Human Anatomy, taught in the courses of Physiotherapy and Nursing, a private college of Higher Education in the city of Maceió, Alagoas. For this study, we will make use of a serious online Web3D game entitled EducaAnatomia3D, developed by the Federal University of Santa Catarina; online questionnaire for obtaining metacognitive variables and, observation and records of the results of classes, with the aim of answering how the metacognitive strategies developed by students who make use of digital games are enhanced in the learning process. After data collection, the Statistical Package for the Social Sciences (SPSS) software will be used for descriptive and prescriptive statistical analysis with a view to confronting theories, with the graphic
... It incorporates the learning process into the gameplay environment and utilizes the features of games to facilitate learning (Prensky, 2001). Given that individuals are more likely to engage in activities that are enjoyable and fun (Nakamura & Csikszentmihalyi, 2003), DGBLEs utilize digital features, such as story, leading board, badges, and interaction to motivate students and improve their learning engagement (Prensky, 2003 The following sections of this text will present two major concerns that educators and researchers have about competition and then build the argument that DGBLEs have the potential to profoundly change these concerns or significantly diminish them. ...
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This text presents an argument that competition, as a pedagogical design element, facilitates students’ learning motivation in digital game-based learning environments (DGBLEs). Since competition has long been regarded as an adverse pedagogical element for fostering students’ learning motivation, a considerable proportion of educators and researchers in the U.S. have a variety of concerns about implementing competition in educational practices. However, the function of competition in DGBLEs could be fundamentally different. By reviewing major concerns about competition, this text refutes two major concerns about competition and claims that DGBLEs that incorporate competition facilitate students' learning motivation.
... In many instances little was done to blur the boundaries between gaming and learning, something which is considered a desirable feature [1]. Whilst research into the effective integration of gaming and learning is still ongoing [2,3] the compulsion to provide a personalized educational experience is driven by established research in Intelligent Tutoring Systems (ITS) and Adaptive Hypermedia (AH) [4]. The provision of personalization is long established to be beneficial to learning outcomes and experience [4,5]. ...
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In this paper we describe the approaches for improving adaptivity by adding Pedagogical Agents to educational games in order strive to enhance cognitive and motivation abilities as well as support the learner based on his/her user model. ПРИМЕНЕНИЕ ПЕДАГОГИЧЕСКИХ АГЕНТОВ ДЛЯ РАЗРАБОТКИ АДАПТИВНЫХ ОБУЧАЮЩИХ ИГР Волгоградский государственный технический университет В статье описан метод разработки компьютерных обучающих систем, основанный на применении ани-мированных программных компонентов-Педагогических Агентов. Рассмотрены свойства Педагогических Агентов, позволяющие повысить когнитивные и мотивационные возможности адаптивных обучающих игр. Ключевые слова: адаптивная обучающая игра, педагогический агент, когнитивная интервенция, мотива-ционная интервенция, социальная интерактивность.
... Digital games encounter the real requirements and interests of adults and has become a widespread computer-based activity by providing new means of communication (Moylan, Burgess, Figley, & Bernstein, 2015;Rugube & Govender, 2022). Learners like to work when it's not forced on them (Prensky, 2003). According to Von Wangenheim and Shull (2009) the true benefit of digital games is that they allow individuals to recreate themselves in new realms of learning. ...
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Digital game-based learning strategy is now widely used in various fields such as education, marketing and advertising. This learning strategy has attracted great attention from scholars and practitioners in recent years due to its effectiveness in various educational fields. As more research studies favored the constructive impact of games on the learning process, more and more investigators are dedicated to developing digital educational games to enhance learning skills for 21st century requirements. The objectives of the current investigation were: to present a comprehensive and systematic review of the literature of previous studies on the effectiveness of digital game-based learning strategy in a higher educational context; to report the role of various adult learning theories in digital game-based learning strategy; to highlight some barriers and their solutions in digital game-based learning strategy. A total of 20 previous studies on digital game-based learning strategy in higher educational perspectives published from 2008-2021 were selected by inclusion and exclusion criteria for conducting this investigation. The results of the current investigation revealed that digital game-based learning strategy has deep effects on the learning skills of the learners in higher educational perspectives. The digital game-based learning strategy is a better option for the improvement of engagement of learners towards learning and critical thinking skills.
... "Game elements" are not "a game" on their own but instead are parts of a game that could create fun (Mildner & Mueller, 2016). Principles include "competition" as a game element (Caillois & Barash, 1961), with game elements also including "challenge," "fellowship," "discovery," and "expression" (Hunicke et al., 2004) as well as "rules," "goals," "interactivity," "outcome and feedback," and "problem solving" (Prensky, 2007). Given this multitude of ideas and lack of consensus, we label our Descriptathon in general ways, as a partially developed Serious Game that includes multiple game characteristics, elements, and mechanics, including rules, a beginning and end, teams, competition, judging, points, badges, leaderboards, and clear goals. ...
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Purpose: This study compares value expressions of intervention designers and participants in a hackathon-like event to research relationships between values and gamification techniques. Our research identifies and analyzes value expressions during a large-scale intervention at national parks for social inclusion of people who are blind or have low vision. Researchers and organizations can use our model to create common-ground opportunities within values-sensitive gamified designs. Method: We collected qualitative and quantitative data via multiple methods and from different perspectives to strengthen validity and better determine what stakeholders wanted from the gamified experience. For methods-a pre-survey, a list of intervention activities, and a post-survey-we analyzed discourse and coded for values; then we compared data across sets to evaluate values and their alignment/misalignment among intervention designers and participants. Results: Without clear and focused attention to values, designers and participants can experience underlying, unintended, and unnecessary friction. Conclusion: Of the many ways to conceptualize and perform a socially just intervention, this research illustrates the worth of explicitly identifying values on the front end of the design intervention process and actively designing those values into the organizational aspects of the intervention. A design model like ours serves as a subtextual glue to keep people working together. The model also undergirds these complementary value systems, as they interact and combine to contribute to a cause.
... Various studies have analyzed the use of game-and gamification-based learning in educational contexts, and presented positive results similar to those obtained in our study [10,2,42,11,12,13,43,14,44], particularly in the improvement in interaction, motivation, enthusiasm and fun felt by students when involved in these pedagogical designs. A data triangulation of the results showed in a structured way how primary education teachers possessed the teaching competences that enable them to manage tools and technological resources, particularly in collaboration with other teachers, however, the teachers surveyed did not usually create specific digital content adapted to the curricular content and competences of their area of teaching. ...
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This research has analyzed the application of gamification and game-based learning to primary education based on the evaluation of gamification by 308 primary education teachers in Spain. A quantitative and qualitative analysis was made of teachers' competences, the tools and devices most widely used, didactic functionality, emotional competence and social skills. The results showed that teachers had a positive attitude towards gamification, and good knowledge and management of tools such as Genially, Kahoot and Google Classroom. With the appropriate resources, class planning and teacher training, game-based learning and gamification can boost student motivation and commitment, and foster enthusiasm for beneficial, pedagogical interactive processes.
... For example, in the subject of Geography, on the one hand, the traditional way of learning places the learner as an information receiver [19]. On the other hand, a game-based learning approach, which implements learning activities with game principles, such as appropriate and constructive feedback and interactivity, can promote the learner's engagement [20]. Therefore, AR with game-based principles could complement the traditional way where the level of interaction is very low, enhancing the learner's experience, and improving the retention of information [21] as well as the learning outcome [22]. ...
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Augmented Reality is an emerging educational technology that has the potential to provide innovative methods of teaching and create engaging learning experiences. Augmented Reality applications implementing game-based design could enrich education by increasing motivation and engagement and enabling better learning outcomes. Similarly, Augmented Reality, in the context of Geography, could enhance the learning process and the user experience through the visualization of the content and a better understanding of abstract concepts. Therefore, in this study, (a) three specially designed Augmented Reality applications are described for teaching Geography in the fifth and sixth grades, and (b) an extensive usability evaluation study is reported using the three applications. Teachers (N = 6) and pupils (N = 43) from the fifth and sixth grades, as well as computer science students (N = 43) participated to assess the usability of the proposed Augmented Reality apps. The results were positive since the proposed Augmented Reality apps provided high-level usability. Finally, they revealed that there was acceptance for the Augmented Reality technology by all participants and a willingness to be incorporated into the teaching process.
... Digital language games can be defined as the integration of Information and Communication Technology (ICT) in a language game (Xu et al., 2020). According to Prensky (2007), digital games include key factors, including goals, outcomes, entertainment, challenge, interaction, and competition. For example, some inexpensive language learning applications, such as Babbel, DuoLingo, LingQ, Livemocha, and Busuu have come into use as game-based applications for language learning. ...
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This study investigated the effects of digital and non-digital gamification on EFL learners’ learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 75 Iranian EFL students at B1 level. In each class, students were divided into two teams and received the treatment. The data collection instruments included a pretest and a posttest of collocation knowledge, the flow questionnaire, three open-ended questions, and a semi-structured interview. The results of ANCOVA revealed significant improvement in the collocation knowledge of the three groups. The results of an ANOVA revealed significant differences in the collocation posttest scores of digital and non-digital groups compared to that of non-gamified group. Additionally, both gamified groups were satisfied with using gamification for learning collocations, because they believed the class was highly competitive, encouraging them to collaborate and learn in teams. Both groups also had positive perceptions of implementing gamification for learning collocations, which included competition, teamwork, and challenging and fun learning environment. The results indicated that students of both gamified groups considerably experienced the sense of flow because their skills matched the challenges of the games, and they were absorbed in the games. This study recommends that EFL teachers implement gamification as an effective tool to tap into learners’ emotions and to engage them in learning English collocations.
Article
Background: Individuals need to be conscious and aware not to experience the negative effects of digital games and identiyf the difference between dijital games and digital educational games. The use of digital educational games has four sub-dimensions. These are the "emotional approach,", the "perceived usefulness," "perceived control," and "behavioral approach” (Sarıgöz, Bolat, & Alkan, 2018). In this study, these sub-dimensions analyzed in the frame of digital game addiction awareness. Purposes: This study examines the predictors of pre-service teachers' awareness of digital game addiction and their use of digital educational games. Methodology/Approach: The data of this study, in which the correlational predictive research method was used, were collected through the Digital Game Addiction Awareness Scale and the Digital Educational Game Use Scale. Findings: As a result of the study in which 246 pre-service teachers participated; there is a negative relationship between pre-service teachers' awareness of digital game addiction and their emotional approach towards their use of digital educational games, their perceived usefulness of digital educational games, their perceived control in digital educational games using and their behavioral approaches to digital educational game use, which expresses the preference of digital educational games over other games, and the relationship between digital educational game playing situations are determined. In addition, it was determined that all of these relationships were predictive. Discussion: Digital educational games are played to learn. While it is expected that teacher candidates' awareness of digital game addictions will increase, it is recommended to raise awareness of the benefits of digital educational games so that they do not have negative feelings about digital educational games.
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Information and communication technologies (ICTs) have over the years evolved and synthesized to leverage a wide variety of tasks in all fields of human endeavor including library services. This rapid transformation has not only affected information handling procedures but has equally reshaped approach to the work environment in that librarians attached to medical libraries is required to acquire some knowledge of medicine in order to adequately and efficiently make informed decisions that can positively impact on the general medical practice and specifically the management of HIV/AIDS. The use of ICTs such as social media (SM) has further made the work environment a community pivot, a rallying point, rather than the solitary tedium that has retarded learning, communication, advancement, cooperation, and community support in the past. The internet has greatly influenced SM penetration into all aspects of library services especially in the medical library where community of users (CoUs) can converge, confer and proffer simplified work output, better doctor-patient relationship and effective treatment. Hence, for effective implementation of SM in Nigeria university teaching hospitals, there is the need for the following to be put into consideration: formulation of online groups; schedule of regular updating of the site and contact information; simplification of keywords for easy content search and profiling; need to always inform members of current items, creating novel ideas as cleverly and satisfying as possible, need to widen out or reach others with novelties, advancement, activities, current drugs for specific ailments, and resistivedrugs.
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Today’s generation of digital natives was born into a world of digital stimulation in which knowledge transfer is within their reach in seconds. The evidence is solid in the fact that today’s children are digitally coded and prefer digital learning to traditional or rote learning practices. From the same perspective, there has been a curricula gap between generations when the subject matter is learning an additional language through both digital and effective language teaching techniques. Digital gaming, which is highly popular among the new generation of students, can offer a descriptive and creative language teaching method through writing stories. Within the context of this research study, a new linguistic landscape through digital storytelling is offered by asking students to rewrite or modify culturally known fairytales. Thus, this research study proposes and exemplifies a novel language teaching method for digital and creative language practices through gaming and storytelling via applied linguistics principles.
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Game-based learning is rapidly transforming the educational landscape by providing engaging supplementary tools to students around the world. A problem area where game-based learning has not been empirically studied is the subject of additive color theory. Can a puzzle video game increase players’ knowledge of additive color theory? This paper describes how a puzzle game can be designed in order to teach this topic. The puzzle game prototype Temple of Starlight was developed, and an evaluation of its effectiveness at teaching was performed. The evaluation was done online following a within-subjects study design, where the participants answered questions about additive color theory before, immediately after, and a week after playing through the game prototype. Two analyses were performed: first one comparing the amount of correct answers from before playing the game and right after playing; and the second one comparing answers from before playing and a week after playing. Results showed a significant increase in knowledge of additive color theory, both right after (N = 37, p = <.001) and a week after (N = 30, p = <.001) playing through the game prototype. This suggests that the game prototype could be used as valuable supplementary material for teaching additive color theory in learning environments.
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Currently, separating waste is one of the widest trend issues in the world to save our planet. However, changing human behaviour is a challenging task that should be started from childhood by using engaging technologies to foster education and change habits. Serious games are one of the main used approaches in education since they have been proved to be engaging and effective in several domains. Recently, also social robots have been implied as an effective technology to motivate students during the learning process. The research described in the paper aims at combining these two technical solutions, serious games and social robots, to educate young people to correctly recycle waste. A user test was conducted to assess the effectiveness of the application, the cognitive workload, and user engagement. Results confirm that children participating in the study improved their recycling skills and the game approach has been judged as engaging.
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Education at the global level has seen revolutionary changes in recent times. This is mainly due to the digital revolution that took place around the world. This digital revolution has spread its tentacles in the field of education as well. The latest form of digital revolution in education is "Digital Game-Based Learning". The main focus of the present paper is to study the attitude of prospective teachers towards the use of Digital Game-Based Learning (DGBL). The study used descriptive survey method to collect data from 202 prospective teachers from teacher education institutes of Patna, State of Bihar, India. A self constructed DGBL attitude scale was used as the tool of the study. The results of the study showed a consistent pattern in the attitude of the prospective teachers toward DGBL exhibiting a favorable attitude. Also, no significant difference was found in the attitude of the prospective teachers toward DGBL on the basis of gender and academic discipline. However significant difference was found in the attitude of the prospective teachers toward DGBL with respect to their residential area. Keywords: Digital Game-Based Learning, Attitude, Teacher Education, Prospective Teachers, Academic Discipline
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This paper discusses a unique serious game which harnesses a psychological state of Flow both as a pedagogical tool and a development target. The FLIGBY game was developed with the intention of teaching learners to understand the concept of Flow and apply this within their leadership practice. In FLIGBY, the player assumes the role of General Manager of a winery in California and must make 150+ complex decisions while managing the winery team and strategic direction to ensure the business’s success. This allows for the assessment of players’ skill level in 29 ‘soft skills’ and provides the rare ability to quantify changes in players’ leadership abilities. Use of the game to develop soft skills is discussed, including an extensive range of feedback provided during the game. Suggestions for future research include further interrogation of the dataset collected as learners progress through the game, along with additional measurement to assess how learners achieve a state of Flow while playing the game. Investigation of the roles of storification and socially constructed realities is also recommended.KeywordsSerious gameSoft skillsFLIGBYLeadership development
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Presently, we have observed that we are lacking with tools for teaching and assessing Software Project Management. We need to develop some tools to educate capacity of Software Project Management and to allow learners to check their skills and involve the required educational purpose in safe surroundings by using a gamification like methodology. In this paper, an Interactive Gaming System to enrich the fundamentals of Software Project Management using a gamut of techniques & technologies is designed with Gesture Recognition to increase player indulgence in the game. The proposed game also involves multiplayer participation for a common objective over TCP/IP or Internet resulting in increasing team effort. The proposed game is implemented in MATLAB.
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This is a book about play in adulthood and how play can make the world a better place. I will examine play and its relationship to learning beyond childhood. I will explore the phenomenon of play from various angles using many lenses, with the aim of bringing together multiple disciplines of knowledge to gain insights into the purpose, power, and philosophy of play and how it can influence, and enhance, learning throughout the life course. While there is a plethora of research on childhood play, play in adulthood as a field is relatively underserved and this book aims to begin to redress the balance. Through this book I hope to offer new insights into the possibilities and power of play for learning in adulthood, making the case that play has vast potential for helping us all live better, richer, happier lives, but also that it is not an unproblematic approach. Playful learning offers a series of tools and techniques and provides a philosophy of living and a political agenda.
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This book is a compilation of articles produced by the participants who joined the Virtual Innovation Competition 2022 3rd Edition (VIC22). The event has been virtually contested from September to November 2022. It is organized by DIGIT360 and Digital Information Interest Group (DIGIT), in collaboration with the College of Computing, Informatics, and Media, Universiti Teknologi MARA Kelantan Branch, Malaysia; Universitas Ngudi Waluyo, Indonesia; Camarines Sur Polytechnic Colleges, Philippines; Indian Innovators Association, India; Indonesia Scientific Society, Indonesia; The Union Of Arab Academics, Yemen; Asia Research News; Jawatankuasa Tetap Pusat Sumber, Persatuan Pustakawan Malaysia; Nusantara Training and Research, Indonesia; Nobel International School, Malaysia; LSL International Academy, Malaysia; Academica Press Solutions; and Laman Teknologi Sdn Bhd. This collection consists of articles from the social science field and science and technology (S&T) field. It is hoped that the innovations compiled can be an inspiration to all readers.
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This study aims to examine how five-year-old children demonstrate their learning through mathematical games in preschool settings in Palestine. It also explored the perspectives of children and teachers of different stages of play. The sample consisted of 90 children and 6 teachers. Children were guided to a wide range of mathematical games. Children roamed freely and explored by themselves at first, and then teachers provided suitable environments and instructions to facilitate children’s experiences and learning afterward. Qualitative research methods were utilised using different research instruments, including observational notes, teacher interviews, children interviews, and reflective journals. The results show that mathematical games opened new horizons for children to investigate, discover and create mathematical concepts. It allowed children to use their creativity and develop their imagination, skilfulness, and other strengths. The children learned scientific concepts, and their problem-solving ability was enhanced and expanded. The results also indicate that teachers were able to broaden their perspectives regarding students’ learning abilities as they observed children invent their games and express their interests with limited support from their teachers. In light of these results, it is recommended that children’s learning through play should be promoted in Palestinian preschool settings.
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This study applies implicit person theory (IPT) to serious gaming. IPT scholars argue that individuals hold one of two views regarding perceptions of ability: growth mindset (abilities are malleable) or fixed mindset (abilities are unchanging). Extant literature demonstrates the many educational benefits afforded to learners who hold a growth mindset. As such, a serious training game was designed to move players' beliefs about their abilities toward growth. To test the efficacy of the serious game on shifting mindsets, researchers ran an experiment in which college freshmen (N = 95) either played the game or participated in mindset activities other than a game. Results demonstrate that students who played the game reported higher levels of growth mindset immediately following and six weeks after playing the game than students who did not play the game. Suggestions for game development for the purpose of fostering a growth mindset are discussed.
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The ARCS Model of motivation was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation. The resulting model contains a four category synthesis of variables that encompasses most of the areas of research on human motivation, and a motivational design process that is compatible with typical instructional design models. Following its development, the ARCS Model was field tested in two inservice teacher education programs. Based on the results of these field tests, the ARCS Model appears to provide useful assistance to designers and teachers, and warrants more controlled studies of its critical attributes and areas of effectiveness.
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Digital Game-Based Learning, by Marc Prensky, is a strategic and tactical guide to the newest trend in e-learning - combining content with video games and computer games to more successfully engage the under-40 "Games Generations," which now make up half of America's work force and all of its students. The book fully explores the concept of Digital Game-Based Learning, including such topics as How Learners Have Changed, Why Digital Game-Based Learning Is Effective, Simulations and Games, How Much It Costs, and How To Convince Management. With over 50 case studies and examples, it graphically illustrates how and why Digital Game-Based Learning is working for learners of all ages in all industries, functions and subjects.
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As video-game playing has become a ubiquitous activity in today's society, it is worth considering its potential consequences on perceptual and motor skills. It is well known that exposing an organism to an altered visual environment often results in modification of the visual system of the organism. The field of perceptual learning provides many examples of training-induced increases in performance. But perceptual learning, when it occurs, tends to be specific to the trained task; that is, generalization to new tasks is rarely found. Here we show, by contrast, that action-video-game playing is capable of altering a range of visual skills. Four experiments establish changes in different aspects of visual attention in habitual video-game players as compared with non-video-game players. In a fifth experiment, non-players trained on an action video game show marked improvement from their pre-training abilities, thereby establishing the role of playing in this effect.