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Abstract

Game-based learning has emerged as an innovative learning technique that can increase student motivation, emotional involvement and enjoyment. Our study examines the effectiveness of game-based learning in planning education. Specifically, we explore the impact of gamification on planning students’ perception of learning, engagement and teamwork. Two lectures in an undergraduate planning course were delivered using two different methods of teaching (one traditional lecture-style, one game-based). Feedback was gathered through an online questionnaire and semi-structured interviews. Results show that students favored and were more engaged in the game-based lecture. Finally, we contend that gamification is particularly well suited for planning education.

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... Games are fundamental to children's cognitive development and evolve with it (Piaget, 1962). Games enable the integration of extrinsic and intrinsic motivational elements, fostering an environment where players are more inclined to engage in the desired behaviours (Hartt et al., 2020). Games intrinsically stimulate and maintain players' attention, drawing them in. ...
... Studies have found that GBL enhances students' understanding and improves the achievement of learning objectives for a given course or class (Barzilai and Blau, 2014;Liu, Shaikh, and Gazizova, 2020;Karakoç et al., 2022;Riopel et al., 2019;Sung et al., 2017) and computer educational games positively impact students' academic achievement motivation (Partovi and Razavi, 2019). One of the main advantages of GBL is its ability to engage students, which can help them stay motivated and focused on learning (Balaskas et al., 2023;Hartt et al., 2020;Liu, Shaikh, and Gazizova, 2020;Liu, Wang, and Lee, 2021). It is believed that educational games will inspire students extrinsically-for rewards from outside sources-as well as intrinsically-for enjoyment or challenge. ...
... Collaboration is another benefit of GBL, as it promotes social skills and teamwork (Chen and Law, 2016). GBL may also help students develop skills like teamwork (Hartt Hosseini and Mostafapour, 2020), decision-making, and problem-solving (Qian and Clark, 2016)-all of which are competencies that require practice and mastery. Studying GBL must, therefore, represent "the integrated viewpoints of cognitive, motivational, affective, and sociocultural perspectives", www.ejel.org ...
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In addition to being a fundamental part of human culture, games are also important for social interaction, personal growth, and development. These premises have led to a growing body of research on game-based learning (GBL) as a pedagogical advance in both formal and informal education. Even though GBL has many potential benefits, some challenges need to be taken into account while developing and implementing GBL. In this context, the goal of this study is to accomplish two goals: (a) map the primary barriers encountered when applying GBL approaches in educational settings; and (b) provide an intervention diagram that links each kind of barrier with potential strategies to overcome it. To achieve these aims, a Systematic Literature Review (SLR) was carried out using the PRISMA criteria and methodology. This includes procedures for eligibility and screening that were based on inclusion criteria that were established with the goals of the research. The analysis of the articles obtained for the systematic review reveals four different types of barriers to more regular GBL implementations. These barriers include (1) behavioural and attitudinal barriers; (2) school policy barriers; (3) material and technology barriers; and (4) barriers related to game literacy. Based on these barriers, we propose certain methodological strategies that might help practitioners get beyond the identified barriers. The strategies include: (a) adopting a participatory-driven and co-creation approach; (b) carefully considering whether to use digital, analogue, or hybrid games; (c) using a range of educational actors in the process; and (d) pushing for GBL training in projects. It is possible to argue that attitudinal barriers are related to the other barriers that have been discussed. For example, material barriers affect teachers' belief that there are currently not enough suitable educational games. Although policy makers' attitudes can be examined as a part of the macro-level attitudinal barriers, the effectiveness of their measures in the daily educational context is influenced by a separate set of barriers, which will now be investigated. Assessment literacy in GBL refers to teachers' beliefs about adopting games and how these affect students' motivation and cognitive development and is similar to an attitudinal aspect. In line with this result, it can be stated the potential strategies are also interrelated. Co-creative processes can be enhanced by integrating a multi-stakeholder approach to GBL, where finalized entertainment works successfully reflect the experiences of all participants. This article corroborates, evaluates, and groups the intervention streams as the basis of a comprehensive program of intervention where existing scientific literature on studies of GBL interventions naturally suggests the solutions.
... El uso de videojuegos en la educación no solo responde a una tendencia tecnológica, sino también a una necesidad pedagógica de adaptar los contenidos curriculares a metodologías que resulten atractivas y efectivas para los estudiantes (Hartt et al., 2020). Investigaciones han demostrado que los videojuegos educativos, al combinar aprendizaje con entretenimiento, pueden mejorar el rendimiento académico, particularmente en áreas que presentan dificultades para los estudiantes, como las matemáticas (Hui & Mahmud, 2023). ...
... Sin embargo, a pesar de la creciente evidencia que respalda la efectividad de los videojuegos educativos, su implementación en instituciones educativas sigue siendo limitada, especialmente en contextos con recursos tecnológicos restringidos o en áreas rurales (Hartt et al., 2020). Este es el caso de muchas instituciones educativas locales en Perú, donde el acceso a tecnologías modernas es escaso y la enseñanza de las fracciones se realiza principalmente a través de métodos tradicionales, lo que limita el desarrollo de habilidades en esta área (Calderon Castañeda, 2022). ...
... En particular, el grupo experimental mostró mejoras significativas en las operaciones de suma y resta de fracciones, lo que sugiere que el videojuego fue una estrategia efectiva para abordar las dificultades tradicionales en esta área matemática (Nugroho et al., 2021;Kiili et al., 2018). La interacción constante con los ejercicios y el entorno gráfico del videojuego permitió a los estudiantes no solo aprender, sino también disfrutar del proceso, lo que refuerza la idea de que la gamificación puede ser un recurso clave en la enseñanza de temas complejos (Hartt et al., 2020). ...
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El presente estudio tuvo como objetivo desarrollar y evaluar un prototipo de videojuego educativo, "Aventura Fraccionaria", para reforzar el aprendizaje de las operaciones con fracciones en estudiantes de quinto grado de primaria. Se utilizó un diseño pre-experimental con un grupo control y un grupo experimental, aplicando pruebas antes y después de la intervención. Los resultados estadísticos indicaron que el grupo experimental tuvo mejoras significativas en operaciones de suma y resta, con un valor de U de Mann-Whitney de 196.000 y un p-valor de 0.006, lo que confirma diferencias significativas en comparación con el grupo control. En operaciones más complejas como multiplicación y división, las mejoras fueron menos significativas, con un valor de U de 260.500 y un p-valor de 0.257. Se concluye que la gamificación, a través del videojuego educativo, es una herramienta eficaz para mejorar el aprendizaje de las fracciones y aumentar la motivación de los estudiantes, aunque es necesario ajustar el prototipo para mejorar el rendimiento en operaciones más avanzadas.
... Kazu et al. (2023) emphasized that DGBL is a method that incorporates formative games capable of capturing student interest, increasing classroom participation, and engaging students in daily basic situations. Hartt et al. (2020) also affirm that DGBL encourages teachers to use games to motivate and engage students. In this sense, Wang et al. (2022) presented DGBL as a methodology that could potentially benefit the EFL teaching and learning process. ...
... Nevertheless, these games can fit any learning context, level, and range of ages. Further, we agree with Hartt et al. (2020) and Umamah and Saukah (2022) that DGBL can augment accessibility by offering immediate feedback, increasing autonomy, and accommodating students' needs. Digital games can help teachers adjust their education to different levels of competencies they may have in their classrooms. ...
... Additionally, Liu et al. (2021) and Hartt et al. (2020) approved that DGBL could become an alternative methodology to build autonomy by designing games that allow students to pace and self-direct the learning process. In DGBL classes, students can have more opportunities to reflect on their learning than in a typical classroom. ...
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This research investigated the potential of Digital Game-Based Learning (DGBL) to boost higher-order thinking (HOT) and social skills, personalized learning, and language performance in secondary English as a foreign language (EFL) education. We used a documentary method to examine the results of 30 studies on DGBL in secondary EFL instruction. We predefined inclusion and exclusion criteria to ensure that articles were published in the last five years, indexed in academic databases, and examined the benefits of DGBL in EFL education. Data were collected using checklists, journal entries, and sequential documentary summaries. The analysis included five stages: article examinations, data reduction, comparison, data display, meaning-making, and final reasoning. The findings indicated that 40% of the reviewed studies agreed that DGBL can foster higher-order thinking by engaging students in digital games such as Mondly, Metaverse, and Pokémon Go. In addition, 20% of the studies approved that DGBL can foster networking opportunities in EFL instruction by enhancing mutual understanding, co-responsibility, and respectful communication. Additionally, 12% of these articles supported that such a method strengthens autonomous and self-directed learning by engaging students in interactive and immersive self-learning digital games that can lead to greater awareness and independence. The remaining percentage (28%) endorsed that DGBL increased language exposure by enhancing rehearsal opportunities, inputs, and resources. The findings indicated that DGBL could be a multifunctional, adjustable, and goal-oriented instructional alternative for developing higher-order thinking, social skills, and personalized learning in secondary EFL education.
... In addition, the GBL provides tailored-made learning which is adapted to each student and promotes real-time practice and feedback which facilitates monitoring of own progress in turn influences self-regulatory strategy. In many cases, interactive computer-based learning is proven to be better than traditional lectures, it seems more flexible and accommodating (Hartt & Mostafapour, 2020;Eltahir et al., 2021). ...
... Interactive and multimedia-based games come as an innovative way to counter these hurdles and provide an immersive experience that can engage students. Recent research is considered to be done to aid in the efforts including gamification elements such as rewards and challenges enhancing active learning and improved memory (Hartt, Hosseini & Mostafapour, 2020;Eltahir et al., 2021). ...
... For example, based on previous research and observation there is still much use of traditional teaching methods in Malaysia due to sociocultural factors, lack of resources or belief that the conventional methods work well (Syawaludin, Gunarhadi and Rintayati, 2020;Irawan, Rahardjo and Sarwanto, 2020). However, a few recent researches indicate that interactive multimedia within GBL outperforms traditional media (Hartt, Hosseini & Mostafapour, 2020;Eltahir et al., 2021). ...
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The Hajj pilgrimage, a fundamental aspect of Islamic education, often lacks engaging educational tools to convey its experiential and cultural significance. However, traditional methods fail to bridge the gap between theoretical knowledge and practical understanding. Therefore, this study presents the development and evaluation of the “Islamic Insight: Hajj Board Game,” an interactive 2D Game-Based Learning (GBL) tool designed to educate students about the Hajj pilgrimage. The game was developed using Agile methodology, incorporating Unity, Canva, and Microsoft Visual Studio tools. The primary objectives were to design a comprehensive storyboard, create the game, and evaluate user experience. The evaluation phase utilized the Game Experience Questionnaire (GEQ) to gather insights from 39 respondents. The GEQ results indicated a positive reception, with high ratings in competence (mean = 4.26) and immersion (mean = 3.85). Participants found the game engaging and educational, with positive affect scoring a mean of 3.35. However, the challenge aspect received a moderate rating (mean = 2.58), and the negative effect was low (mean = 2.18), suggesting minimal negative emotions during gameplay. Overall, the Hajj Board Game successfully provided an engaging and informative experience, enhancing students’ understanding of the Hajj pilgrimage. Future research should focus on improving accessibility and expanding the game to mobile platforms to reach a broader audience.
... One of the main advantages is their high level of motivation and engagement, which significantly increases students' interest and participation in educational activities Wang et al., 2022;Lampropoulos & Sidiropoulos, 2024). Additionally, they provide immediate feedback, allowing players to learn from their mistakes and adjust their strategies quickly, facilitating more effective and continuous learning (Hartt et al., 2020). Video games also promote active and exploratory learning, where students can experiment and discover concepts on their own, making the learning process more dynamic and participatory (Escobar & Buteler, 2018). ...
... Video games also promote active and exploratory learning, where students can experiment and discover concepts on their own, making the learning process more dynamic and participatory (Escobar & Buteler, 2018). Lastly, video games can contextualize learning in realistic and applicable settings, rendering abstract concepts more tangible and comprehensible for students (Hartt et al., 2020). ...
... This collaborative environment also cultivates effective communication and negotiation skills, crucial for social and cooperative learning dynamics (Hartt et al., 2020). Moreover, video games facilitate informal and self-directed learning, allowing students to explore and interact socially within gaming environments, thereby enriching their learning experiences (Plass et al., 2015). ...
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The rapid advancement of technology, particularly in the area of video games, offers promising opportunities for science education. While research indicates that video games can enhance motivation and problem-solving skills, there is a need for detailed analysis to understand their contribution to physics learning. The video game Portal was integrated into a teaching-learning sequence focused on two-dimensional motion and velocity conceptualization. We conducted a qualitative microgenetic analysis of audiovisual recordings from university-level physics classes in Argentina. Results confirm Portal's potential to enhance physics learning, particularly in the development of conceptual understanding. Students demonstrated significant advances in transitioning from a scalar to a vector understanding of velocity in the analysis of two-dimensional motion. These findings deepen our comprehension of how video games facilitate physics learning and provide insights into the cognitive processes involved. This study enhances science education by illustrating cognitive processes within a genuine classroom environment and offering a methodological pathway for game integration. By highlighting video games' effectiveness, it informs instructional design, ultimately enhancing student learning experiences.
... Game Based Learning (GBL) utilizes game elements in the educational environment to create engaging and interactive learning experiences. It improves learning by utilizing the motivating factors of competition, challenge and immediate feedback in games (Hartt et al., 2020). Research has shown that GBL can increase student engagement, provide immediate feedback, and offer personalized learning paces, making it an effective tool in various educational contexts (Gillespie, 2022). ...
... At the same time, hands-on interaction with AI technology through the iterative testing as well as problem solving combined with game-based learning greatly improved the AI literacy of the students. Research by Gillespie (2022) and Hartt et al. (2020) highlighted that the use of game elements in educational settings can greatly increase student engagement and facilitate understanding of complex academic content. These insights align with the improvements in academic performance we observed after the intervention, as we utilized a similar approach to engagement. ...
Article
This study examines the effects of combining design thinking with game- based learning (GBL) in an educational environment focused on improving learning achievement, computational thinking skills, and artificial intelligence literacy. using a one-group pretest-posttest design, this study engaged sixth-grade students to measure the impact of these instructional strategies on their learning achievement. Statistical analyses revealed that students' academic performance improved significantly, with a large effect size (Cohen's d = 0.90); computational thinking skills improved significantly, with a small effect size (Cohen's d = 020); and artificial intelligence literacy improved significantly, with a small effect size (Cohen's d = 0.35). These results highlight the of combining design thinking with GBL to not only engage students, but also to significantly improve a wide range of educational outcomes in order to prepare them to meet the needs of the digital future. This study highlights the of combining design thinking with interactive learning models to optimize student learning and development in current educational environments.
... Gamification tools often integrate with LMSs, such as Moodle or Canvas via REST APIs or GraphQL. This integration ensures the synchronization of gamification elements like badges and leaderboards with course modules, providing a unified and engaging learning experience [101][102][103][104][105]. ...
... [ [101][102][103][104][105] Discuss gamification in e-learning, focusing on tools like Kahoot and Quizizz to enhance motivation through game-like elements like badges and leaderboards. ...
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The present survey examines the intersection of methodological advancements and technological innovations in e-learning, emphasizing their transformative impact on modern education. It systematically explores instructional design frameworks, adaptive learning systems, immersive technologies, and data-driven analytics, highlighting their role in fostering personalized, scalable, and inclusive learning environments. Through the integration of pedagogical theories with advanced tools like artificial intelligence (AI), augmented reality (AR), virtual reality (VR), and mixed reality (MR), this study demonstrates how e-learning systems enhance engagement, retention, and accessibility. The survey addresses critical challenges such as the digital divide, data privacy, and resistance to adoption, offering evidence-based strategies to mitigate these issues. It underscores the importance of bridging equity gaps while maintaining scalability and sustainability, particularly in underserved regions. By synthesizing state-of-the-art research and practical applications, this work provides actionable insights into the future of e-learning, advocating for a balanced approach to innovation that aligns technological capabilities with the diverse needs of global learners. The findings contribute to the broader discourse on sustainable, inclusive, and effective digital education ecosystems.
... Active learning methodology is widely known as a pedagogical process that involves students in learning activities to stimulate cognitive abilities and encourage deeper learning (Hartt et al, 2020). The use of active learning methodology in learning can build knowledge and skills, increase student participation (Bolivar-Ramos & Martínez-Salgueiro, 2018), increase motivation (Kroeger, 2018;Calza-Perez et al., 2024), strengthen engagement (Buil et al., 2020 ), increasing student concentration (Silva et al, 2019), fostering the enjoyment of peer interaction, and the ability to share ideas (Hartt et al, 2020). ...
... Active learning methodology is widely known as a pedagogical process that involves students in learning activities to stimulate cognitive abilities and encourage deeper learning (Hartt et al, 2020). The use of active learning methodology in learning can build knowledge and skills, increase student participation (Bolivar-Ramos & Martínez-Salgueiro, 2018), increase motivation (Kroeger, 2018;Calza-Perez et al., 2024), strengthen engagement (Buil et al., 2020 ), increasing student concentration (Silva et al, 2019), fostering the enjoyment of peer interaction, and the ability to share ideas (Hartt et al, 2020). Learning that requires active student participation can create deep learning if combined with interesting components that support student learning (Haili-Kari et al, 2022). ...
... As shown by various studies and shared practices in different educational settings, using game elements in non-playful contexts can positively affect increasing student engagement and motivation [19]. This approach is especially relevant today, where traditional teaching methods often fail to capture the attention of modern students [20]. In this sense, gamification offers a framework that combines play with the structure of educational objectives, becoming an attractive approach to achieving results [21,22]. ...
... For example, some researchers have worked on integrating the planning and scheduling of multiple manufacturing projects under resource constraints using the raccoon family optimization algorithm [48], demonstrating how innovative optimization frameworks can improve scheduling efficiency and decision-making. Consequently, these creative methodologies could inspire new applications in educational settings, mainly through Game Theory, to enhance students' understanding of complex scheduling dynamics [20]. ...
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This research focuses on applying Game Theory to teach the PERT scheduling method to civil engineering students. The work was carried out with students from the Construction Planning and Scheduling course, who were given face-to-face classes on Game Theory applied to teaching the PERT method. This proposal considers that gamification plays a role in user engagement, while Game Theory contributes to data analysis and decision strategies. It began with an initial pre-test evaluation consisting of questions classified by items and evaluation criteria to teach the PERT method using Game Theory, followed by a post-test and a quantitative evaluation that allowed to know the perception and interests of the students. Using Game Theory principles in teaching the PERT method demonstrated improvements in students. In addition, the results presented statistically significant differences in favor of using Game Theory, which would allow it to be proposed as a viable option for teaching PERT and other scheduling methods.
... Within GBL, each game has established dynamics and mechanics adaptable to balance content, competencies, gameplay, and the player's ability to retain and apply what they have learned (Admiraal et al., 2011). This balance, assessed through continuous feedback, allows the teacher to observe the student and interact with the game dynamics (Hartt et al., 2020). To maintain motivation in GBL, setting achievable goals, guiding strategies, and implementing metacognition strategies are essential (Wan et al., 2021). ...
... Furthermore, it is imperative to highlight that adapting materials and methods not only benefits students with intellectual disabilities but also addresses the diversity in learning styles, preferences, and cognitive abilities present in the classroom. Therefore, the successful integration of UDL within GBL is a significant stride toward educational inclusivity and equal opportunities (Hartt et al., 2020). ...
Article
This study explores Universal Design for Learning (UDL) and Game-Based Learning (GBL) to promote the inclusion of secondary school students with intellectual disabilities. Through qualitative methods, including participant observation and post-workshop interviews, the impact of these methodologies was assessed on 31 students, including 5 with intellectual disabilities. The findings highlight how these methodologies enhance accessibility, motivation, and learning outcomes, developing narrative skills and fostering creativity. Challenges in curriculum integration and active student participation are also addressed. This study underscores the transformative potential of UDL and GBL in inclusive education, significantly improving the educational experience for students of varying abilities.
... Literature has found game-based learning environments (GBLEs) to be effective tools for learning [4]- [8]. Relevant to our study are GBLEs focused on scientific literacy including knowledge about the domain as well as the use of scientific inquiry and reaso ning. ...
... Within GBLEs, learning mechanics are integrated with assessment mechanics, which apply testing theories through embedded diagnostic tools. In relation to the current study, assessment mechanics can target learning outcomes by pinpointing areas of (mis)understanding through questionnaires of domain knowledge, examining learners' interaction with instructional materials, and evaluating learners' ability to use the knowledge they have gained to successfully complete the game [4], [37]. ...
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Game-based learning environments (GBLEs) supplement classroom instruction so students can demonstrate their scientific reasoning abilities and increase knowledge, providing a platform that promotes interest and engagement in science. The goal of this study was to examine the effectiveness of game mechanics for science learning. This study identifies how two types of game mechanics—learning and assessment mechanics—are used by high school participants (N = 137) as they learn about microbiology with Crystal Island, a game-based learning environment for science education. Participants’ learning outcomes were evaluated in two ways: learning gains, which assessed participants’ domain knowledge acquisition, and game completion, which assessed participants’ ability to successfully demonstrate scientific reasoning abilities. Results from this study showed that game completion is not related to learning gains. However, as participants engaged with increasingly more assessment mechanics, learning gains decreased. Further, profiles of learners were extracted to better understand the learning process that best supports greater learning outcomes. Results showed that learners who engaged in less recurrent transitions across assessment mechanics were more likely to successfully demonstrate scientific reasoning abilities. Implications for the design of games which provide scaffolding based on process data of learners’ game mechanic use are provided.
... Gamification involves use of game-based elements in non-gaming environments (Deterding et al., 2011;Hartt et al., 2020;Triantafyllou et al., 2023), often involving prizes or other incentives as motivational tools to engage players in topics that may otherwise be construed as uninteresting (Plass et al., 2015). The term 'serious games' is often utilised when referring to gaming technologies that are not purely aimed to provide entertainment, but that possess a fundamental objective to induce learning (Ulicsak & Wright, 2010). ...
... Extrinsic incentives exist in various forms, including task incentives that evidence skill development; ego incentives observed in competitive tasks; social incentives through collaboration, and extrinsic rewards including compensation/recognition (Richter et al., 2015). Whilst such rewards can be used as an initial tool to engage/motivate students to participate in gamified activities, several SDT studies have demonstrated that longitudinal use of extrinsic rewards decreases the level of intrinsic motivation and persistence over time (Hartt, Hosseini & Mostafapour, 2020). Consequently, activities based upon extrinsic rewards are shown to limit deep knowledge acquisition and overall satisfaction in the learning experience (Gallahad, 2022). ...
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Interprofessional learning (IPL) is a fundamental component of the curricula on healthcare degree programmes, however maintaining student engagement/motivation in IPL sessions presents challenges. ‘Gamification’ poses an innovative pedagogical technique to improve engagement. This study aimed to evaluate staff/student perspectives on the use of gamification in IPL within healthcare programmes. A mixed methods research design was utilised to collect qualitative and quantitative data using the Nominal Group Technique (NGT) with staff and undergraduate students on healthcare programmes. This involved viewing a video on gamification in IPL; silent idea generation; group discussion, and idea ranking by importance. Inductive thematic analysis was conducted on qualitative responses, whilst quantitative data were analysed using descriptive statistics. Five staff and two students (n = 7) were recruited. Maintaining student motivation and planning appropriate gamified activities were ranked most important, whilst credit weightings, online sessions and timetabling were barriers. Key themes included student motivation, session design and practical challenges. This paper presents significant initial findings on staff/student perspectives regarding gamification in IPL. Recommendations to implement gamification include consideration of motivating factors, collaborative session design and provision of appropriate tasks/incentives. Co-production of gamification involving students and service users is fundamental to ensure clinical relevance, engagement and alignment to IPL values.
... Moreover, our analysis suggests that non-competitive gamification, while engendering short-term motivation, may not foster the deeper cognitive engagement necessary for long-term educational outcomes (Camacho-Sánchez et al., 2022;Rivera & Garden, 2021). This finding challenges the prevailing notion that gamification strategies are universally beneficial, particularly when employed without careful adaptation to the specific learning context (Dabbous et al., 2022;Hartt et al., 2020). Thus, we argue that the integration of gamified elements should be approached with a critical lens, emphasising their combination with reflective, intrinsically motivated tasks to ensure alignment with educational objectives (Kurt et al., 2022). ...
... The absence of leaderboards in our study, which fostered a non-competitive learning environment, provides a useful model for educators who wish to encourage collaboration over competition (Parra-González et al., 2020). However, the use of gamified elements must be re-evaluated for their impact on long-term cognitive outcomes rather than just short-term engagement boosts (Hartt et al., 2020). ...
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The transition to distance learning during the COVID-19 pandemic created significant challenges for higher education, particularly in maintaining student engagement and developing professional project management competencies. This paper examines how integrating Miro, a digital collaboration tool, with gamification techniques and serious play methodologies addresses these challenges within an online project management module. Miro's platform facilitates real-time collaboration, whilst gamification elements and digitally adapted serious play recreate experiential learning environments typically found in face-to-face settings. Our findings suggest that Miro enhanced student engagement, allowing for effective idea sharing, real-time knowledge exchange, and improved task organisation. Gamification elements, such as badges and certificates, motivated active participation, though some students experienced cognitive overload and mental fatigue due to prolonged screen time and fragmented attention. Additionally, limitations in the digital adaptation of serious play, particularly the absence of hands-on engagement, impacted kinaesthetic learning and creativity. In response, we introduce the Digital Learning Ecosystem framework, which emphasises the balance between digital engagement, cognitive load, and student well-being. This framework underpins practical recommendations for enhancing the effectiveness of digital tools such as Miro, gamification, and serious play in fostering engagement and developing competencies in online learning environments.
... Moreover, our analysis suggests that non-competitive gamification, while engendering short-term motivation, may not foster the deeper cognitive engagement necessary for long-term educational outcomes (Camacho-Sánchez et al., 2022;Rivera & Garden, 2021). This finding challenges the prevailing notion that gamification strategies are universally beneficial, particularly when employed without careful adaptation to the specific learning context (Dabbous et al., 2022;Hartt et al., 2020). Thus, we argue that the integration of gamified elements should be approached with a critical lens, emphasising their combination with reflective, intrinsically motivated tasks to ensure alignment with educational objectives (Kurt et al., 2022). ...
... The absence of leaderboards in our study, which fostered a non-competitive learning environment, provides a useful model for educators who wish to encourage collaboration over competition (Parra-González et al., 2020). However, the use of gamified elements must be re-evaluated for their impact on long-term cognitive outcomes rather than just short-term engagement boosts (Hartt et al., 2020). ...
Article
Full-text available
The transition to distance learning during the COVID-19 pandemic created significant challenges for higher education, particularly in maintaining student engagement and developing professional project management competencies. This paper examines how integrating Miro, a digital collaboration tool, with gamification techniques and serious play methodologies addresses these challenges within an online project management module. Miro's platform facilitates real-time collaboration, whilst gamification elements and digitally adapted serious play recreate experiential learning environments typically found in face-to-face settings. Our findings suggest that Miro enhanced student engagement, allowing for effective idea sharing, real-time knowledge exchange, and improved task organisation. Gamification elements, such as badges and certificates, motivated active participation, though some students experienced cognitive overload and mental fatigue due to prolonged screen time and fragmented attention. Additionally, limitations in the digital adaptation of serious play, particularly the absence of hands-on engagement, impacted kinaesthetic learning and creativity. In response, we introduce the Digital Learning Ecosystem framework, which emphasises the balance between digital engagement, cognitive load, and student well-being. This framework underpins practical recommendations for enhancing the effectiveness of digital tools such as Miro, gamification, and serious play in fostering engagement and developing competencies in online learning environments.
... In the field of education, an investigation of cognitive tools, game-based learning, and grammatical learning methodologies could provide innovative insights to question established teaching philosophies. Hartt (2020) highlights the modern attraction of gamebased learning, which is proven to increase student´s engagement, emotional involvement, and overall satisfaction, leading to a reevaluation of traditional teaching strategies. As stated by Hogle (1996), games can help develop higher order thinking abilities outside the scope of activities. ...
... Furthermore, there was a great deal of variation in Group C's post-test results. These results are consistent with Hartt et al. (2020), whose study revealed that engaging and fun teaching strategies improve grammar acquisition and retention. The findings provide credence to Krashen's (1982) theory of language acquisition, that game-based learning techniques may surpass traditional methods in terms of effectiveness. ...
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Este estudio analiza cómo el uso de juegos de mesa para ayudar a los estudiantes a aprender gramática afecta su aprendizaje. El propósito del estudio fue investigar cómo, en el contexto de la educación gramatical, los juegos de mesa podrían mejorar la participación, la comprensión y la experiencia de aprendizaje general de los estudiantes. Para el presente estudio se adoptó un método mixto de investigación. Se utilizaron tres herramientas: lista de verificación de observaciones, cuestionario abierto y pruebas previas y posteriores. Según los resultados, las puntuaciones gramaticales del grupo experimental mejoraron significativamente cuando los alumnos utilizaron juegos de mesa. Se descubrió que los juegos mejoraban la participación de los estudiantes, fomentaban el trabajo en equipo y ofrecían un método dinámico y multifacético para enseñar ideas gramaticales. Los comentarios de los estudiantes enfatizaron la motivación, la diversión y las ventajas percibidas, incluida una mejor comprensión y pronunciación. Según este estudio, la incorporación de juegos de mesa en la enseñanza de idiomas ofrece una técnica útil y fascinante, que mejora los logros de los estudiantes y ofrece orientación a los educadores que buscan estrategias de enseñanza creativas.
... Research indicates that game-based learning significantly improves academic achievement motivation in elementary school students compared to conventional teaching methods (Partovi & Razavi, 2019), while also increasing emotional engagement (Ninaus et al., 2019). Furthermore, despite its initial association with elementary levels or children, game-based learning has demonstrated effectiveness across various education levels, including intermediate and higher education (Hartt et al., 2020;Kaldarova et al., 2023;Wang & Zheng, 2021;Xu et al., 2023). ...
... Ali et al., 2023;Greipl et al., 2020). Its efficacy extends to undergraduate courses, where it enhances student engagement, teamwork, and learning outcomes (Hartt et al., 2020). Overall, GBL and gamification strategies boost student motivation, learning attraction, and yield significantly improved learning outcomes (Liu et al., 2020;Xu et al., 2023). ...
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Game-based learning, incorporating both digital and traditional methods, has been extensively researched over the past decade. The current research aimed to conduct an in-depth investigation into implementation of the Truth or Dare with Spin the Wheel game in Arabic speaking learning. This research employs a qualitative approach, integrating observation and interviews, conducted within a learning environment consisting of 34 students. The results revealed that the implementation of Truth or Dare with Spin the Wheel in Arabic speaking learning involved three stages. First, preparation included setting up the Spin the Wheel application and preparing Truth or Dare questions. Next, the opening stage introduced the learning flow using the game. Then, the core stage had students actively participating by responding to questions or challenges in Arabic, followed by evaluation of their responses in the final stage. The game was considered successful in increasing students' active engagement in speaking Arabic, this is supported by observational data showing a 40% increase in student participation during game sessions compared to regular class activities, with each student taking an average of 3 speaking turns per session with the game versus just 1 turn per session in traditional methods, alongside a 50% rise in peer interactions, a 35% increase in teacher-student interactions, and a notable boost in confidence levels, as evidenced by more students volunteering to participate without hesitation. Future research is recommended to explore the long-term impact of using the Truth or Dare with Spin the Wheel game in Arabic speaking learning.
... The meta-analysis of the 16 empirical studies obtained from 2018 to 2023 involving 924 students yielded an overall effect size of 1.19, which is a large and positive effect. This result implies that the use of GBL is generally effective in increasing students' (primary, secondary, and tertiary) level of achievement in English language learning, thereby supporting the studies of Erhel & Jamet (2013), Serrano (2019) and Hartt et al., (2020), that it is evident that the use of game-based learning helped to yield success and impact on student's performance, achievement, and/ or motivation. ...
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Various digitally aided applications have prompted ESL/EFL teachers to adopt them in their classrooms for games and experiments; hence, the concept of play in pedagogical settings has grown and become more modern, modifying the structures of Game-based Learning (GBL). This study, therefore, aims to analyze the effectiveness of GBL through meta-analysis. Following the set of inclusion and exclusion criteria, 16 studies in East Asia, Middle East Asia, and South America conducted from 2018 to 2023 have qualified for this study with 14 studies on tertiary level (n=822); 1 on secondary (n=56); and 1 on primary (n=46). Studies were obtained from Google Scholar, OpenAlex, Scopus, and Crossref. Further, the researchers used Harzing’s Publish or Perish software to exhaust the search process. Sample size, mean, and standard deviation were analyzed using the Jamovi software version 2.4 to determine the effect sizes (Hedge's g) and the results of moderator analysis, forest plot, funnel plot, and Classic Fail-Safe N test. Findings have shown that GBL, as an approach to teaching English, had a significant and positive effect (ES=1.19) on students' achievement in different language domains. Educational levels and the type of game-based learning employed as moderators were also proven to be factors that may affect learning outcomes. Hence, more studies testing the subgroups mentioned above should be conducted to facilitate more comprehensive comparative educational research in the future.
... Moving on now to consider confidence level and satisfaction level in Spelling learning, pupils enjoyed and satisfied with the gamified learning. The finding from a study by Hartt et al. (2020) supported the idea that pupils are more engaged and favoured in game-based learning. This is because pupils were rewarded with points and gifts at the end of the activity after having intervention, Wheel of Fortune. ...
... To facilitate this, Game-Based Learning (GBL) is employed. GBL utilizes certain principles of gaming within formal learning contexts, to create engaging and enjoyable experiences, thereby increasing intrinsic motivation to learn (Hartt et al., 2020;Pho & Dinscore, 2015). ...
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Pediatric dentistry requires different professional knowledge and skills, including technical and analytical thinking skills, essential for deep clinical reasoning. To analyze the students’ awareness of their cognitive processes when solving clinical problems, a qualitative and inductive study with second and fifth year students in the Degree Course in Dentistry and Dental Prosthetics at the University of Verona was conducted. Adopting a phenomenological approach, it focused on participants’ lived experiences, gathering their reflections on solving clinical problems through two structured questions. The data, analyzed using content analysis, revealed that sometimes students focused on operational steps rather than reflecting on them, and underscored the necessity of innovating university teaching methods to enhance reflective moments. To respond to this need, a literature review was conducted, underscoring the value of active learning in innovating dentistry education. Accordingly, a game-based learning activity was elaborated: a dental-themed adaptation of the games where you guess an image without using certain predetermined words. Its goal is to create an interactive and engaging environment that facilitates sharing and reflection, challenging students to apply their competencies to practical scenarios. Finally, our research identified students’ educational needs to develop teaching strategies that shape their reflective process in clinical reasoning so as to be more deliberate and conscious.
... This shows that the response of Chemistry Education students to the Hy-Card game card is very good and they want it to be applied in hydrocarbon learning to make it fun. This is in line with research (Ardyansyah & Rahayu, 2023;Boonpotjanawetchakit et al., 2020;Buendía-Atencio et al., 2022;Chan et al., 2024;Chen et al., 2017;Gomez et al., 2020;Mahardhika et al., 2017;Ong, 2021;Putera & Hadi, 2024;Silva Júnior et al., 2021), which states that learning with card games makes students happy, not bored (Badajos et al., 2023;Hartt et al., 2020) and active (Saithongdee & Sirirat, 2024;Tsay et al., 2020 ...
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This research is motivated by the lack of learning media used in learning hydrocarbon material, so that student learning outcomes are not good. With the increasing development of digital technology in learning. Then it can be utilized in learning. Therefore, in this study, the researcher aims to develop digital literacy-based learning media in the form of game cards called Hy-Card cards so that learning is more enjoyable and learning outcomes are better. This study uses the ADDIE R&D model research method. The instruments used in this study were feasibility sheets and response questionnaires with a Likert scale. The results of the content feasibility test were obtained with an average of 98.5% (very feasible), the language was obtained with an average of 98% (very feasible), and the media was obtained with an average of 97% (very feasible). The results of the individual response trial obtained a result of 85% (very good), and the small group trial obtained an average of 89% (very good) and the large group trial obtained an average of 88% (very good). So, it can be concluded that the Hy-Card game card is very suitable for use in hydrocarbon learning with the average response trial obtaining very good results.
... Digital educational games and game-based pedagogy have attracted researchers' interest due to their impact on enhancing students' motivation, engagement in lessons, enjoyment, and peer interaction in various subjects (Bulut et al., 2022;Hartt et al., 2020;Hooshyar et al., 2018). However, digital educational games must be developed within the framework of certain standards to achieve learning outcomes. ...
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This design-based research study aimed to develop and refine a digital educational game development training framework for pre-service teachers. Following established instructional design models, the curriculum was designed to equip pre-service teachers with key competencies in pedagogy, scenario, game design, and technical skills. In the first iteration, challenges related to the delayed introduction of technical training were identified, particularly for participants with limited technical skills. This was addressed in the second iteration by integrating blog-based programming language training earlier in the process, allowing pre-service teachers to create more advanced game prototypes. The results demonstrated significant improvement in pre-service teachers' digital educational game development self-efficacy scores, as shown by higher mean scores in the second iteration. Participants expressed positive feedback on the revised course structure, noting that the earlier integration of technical skills enhanced their ability to design and develop digital educational games.
... Penggunaan media pembelajaran berbasis permainan, seperti Marble Labyrinth, bertujuan untuk mengatasi tantangan ini dengan menyajikan konsep melalui pengalaman yang interaktif dan menyenangkan. Pendekatan pembelajaran berbasis permainan (game-based learning) telah terbukti efektif dalam meningkatkan motivasi, pemahaman konsep, dan keterlibatan pelajar (Hartt et al., 2020;Prensky, 2005;Kiili, 2005). Proses pembangunan permainan Marble Labyrinth didasarkan pada prinsip pembelajaran konstruktivis yang menekankan pentingnya pengalaman langsung dalam membangun pengetahuan baru. ...
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Kajian ini adalah untuk membangunkan permainan Marble Labyrinth bagi topik Garam serta mengenal pasti persepsi guru pelatih Kimia terhadap permainan Marble Labyrinth yang dibina. Kajian ini menggunakan kajian reka bentuk Model ADDIE dalam pembangunan permainan Marble Labyrinth. Terdapat dua instrumen yang digunakan dalam kajian ini iaitu borang penilaian kesahan dan borang soal selidik di mana borang penilaian kesahan yang terbahagi kepada dua iaitu kesahan kandungan dan kesahan permainan manakala borang soal selidik pula juga terbahagi kepada dua iaitu borang soal selidik kebolehpercayaan dan borang soal selidik persepsi guru pelatih Kimia terhadap permainan Marble Labyrinth. Dua orang pakar telah dilantik iaitu pensyarah dari Jabatan Kimia Universiti Pendidikan Sultan Idris (UPSI) untuk menilai kesahan kandungan dan kesahan permainan. Seramai 80 orang guru pelatih daripada Ijazah Sarjana Muda Pendidikan (ISMP) Kimia Semester 7 dari UPSI telah dipilih sebagai sampel kajian. Kajian tinjauan dijalankan bagi memungut data secara kuantitatif menggunakan borang soal selidik yang diedarkan melalui Google Form. Teknik persampelan yang digunakan adalah menggunakan rawak mudah. Kajian ini menggunakan pendekatan kuantitatif deskriptif yang mana data yang diperolehi dianalisis menggunakan Statistical Package for the Social Science (SPSS) versi 20.0. Dapatan kajian mendapati peratusan nilai kesahan kandungan dan kesahan permainan yang diperolehi adalah 86.1% dan 85.3% serta nilai kebolehpercayaan yang dinilai menggunakan Cronbach’s Alpha adalah 0.873. Nilai min dan sisihan piawai yang diperolehi adalah 3.93 dan 0.267. Secara keseluruhannya, permainan Marble Labyrinth yang dibina mendapat persepsi yang baik dalam kalangan guru pelatih Kimia yang mana ini menunjukkan bahawa permainan ini adalah bersesuaian dan dapat memberikan keseronokan dalam pembelajaran topik garam.
... Gamification commonly employs game thinking, approaches, and design elements, which are used in non-game contexts of curriculum and learning activities, with a view to improving learner engagement with content [2] and learning outcomes [3][4][5]. Hartt et al. [6] use the domains of Bloom's taxonomy of learning to explore the possible relationship between games and learning for application to university learning and sought to make links between thinking skills and game types. Grabner-Hagan and Kingsley [7] rank primary school GLEs by gaming levels using Bloom's taxonomy (bronzeremember/understand/apply, silveranalyze/evaluate, and goldcreate) to design quests and activities that scaffolded students to develop complex thinking skills. ...
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Gamified learning experiences use game mechanics and structures in curriculum and learning activities to engage students with content and scaffold toward intended learning outcomes. Using the domains of Bloom's taxonomy of learning in the cognitive domain to explore the possible relationship between games and learning for application to university learning, links can be made between thinking skills and game types. This paper describes the development of the Gamification Alignment Table and the Gamification Alignment Model, how these were used to design a gamified learning experience (GLE) for the intended student learning outcomes at the first-year undergraduate level, and how they could be used at master's level with different available in-game choices. The Gamification Alignment Table allows learning designers to identify how the pedagogical lexicon matches to existing features of games and therefore can be easily transformed into GLEs. In the Gamification Alignment Model, the six levels of knowledge in the cognitive domain, with pedagogical verbs used by educators and learning designers in planning and designing GLEs, are paired with game types involving different sorts of learning activities. The concept explored in the example GLE in this paper was the accounting and finance threshold concept of the time value of money. This research provides a further link between Bloom's levels and the Australian Qualifications Framework levels, and the comparable European Qualifications Framework levels. This novel mapping provides rationale for the linking of game design and learning outcomes and will be of interest to educational designers, as well as academics, with a learning focus. Received: 13 May 2024 | Revised: 19 November 2024 | Accepted: 16 December 2024 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are openly available in UniSC Research Bank at https://doi.org/10.25907/00887. Author Contribution Statement Kayleen Wood: Conceptualization, Methodology, Software, Validation, Formal analysis, Validation, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Project administration. Steve Drew: Conceptualization, Investigation, Writing - review & editing, Supervision.
... There have been several studies that have been conducted (Hartt, 2020) It investigates the implementation of game-based learning to enhance students' learning motivation. Its main focus is the use of the game-based learning model in its basic form without technology, involving social interaction, leadership, creativity, and strategies-all of which are essential components in planning practice. ...
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Education in Indonesia is a fundamental right crucial for national development. Despite continuous progress, the quality of education still faces significant challenges, such as a lack of facilities, infrastructure, and professional educators. In the 5.0 era, education must become more inclusive, skill-based, and relevant to current developments. Teachers are required to develop engaging learning models to enhance students’ motivation, interest, and active participation. This study aims to determine the effectiveness of implementing Game-Based Learning (GBL) and Team Games Tournament (TGT) models on students’ interest in learning Islamic Education (IE) at SMP Negeri 23 Bandar Lampung. The research employed a quantitative approach with a quasi-experimental design. The experimental classes were VIII E and VIII F, while VIII H served as the control class. Post-test data collection used non-test instruments (questionnaires). The tests conducted included instrument tests (validity and reliability), prerequisite tests (normality and homogeneity), and hypothesis testing (One-Way ANOVA). The study results showed a reliability value of 0.696 > 0.6. In hypothesis testing using One-Way ANOVA, the significance value obtained was 0.001 < 0.005, leading to the rejection of H₀. It can be concluded that the GBL and TGT models are more effective in enhancing learning interest compared to conventional teaching methods. The implications of this study highlight the importance of integrating technology into ISLAMIC EDUCATIONlearning and the necessity for teachers to design adaptive and responsive teaching strategies. This study proposes a unique approach by combining Wordwall-based GBL and Educaplay-based TGT models, focusing on enhancing students' interest in learning Islamic education.
... This review contributes valuable insights for educators, researchers, and game designers seeking to integrate critical thinking into educational gaming frameworks (Dimitri et al., 2021). By examining MMOEG, this study highlights their potential as dynamic tools for cognitive skill development and sets a foundation for future research on effective game-based learning strategies (Hartt et al., 2020). ...
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Objective: This research aims to determine the role of multiplayer online educational games in enhancing students' critical thinking skills. Method: This study utilizes a systematic review method guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. A comprehensive search was conducted using Scopus, PubMed, and Web of Science (WoS) databases, identifying studies that focused on multiplayer online educational games and their impact on critical thinking skills. Out of 910 studies identified, 20 met the inclusion criteria after a rigorous screening. Results: The results indicate a positive association between multiplayer educational games and enhancing critical thinking skills across various educational settings. Key aspects extracted include game design, educational context, participant demographics, and methodologies for assessing critical thinking outcomes. However, variability in game designs and measurement tools highlights a need for standardized assessment approaches in future research. Novelty: This review underscores the evolving potential of multiplayer online educational games as innovative tools for developing critical thinking skills. With the increasing integration of digital technologies in education, this study sheds light on how game-based learning can address 21st-century educational needs by fostering essential cognitive skills.
... Game-based learning media have been shown to facilitate content delivery, making it easier for educators to teach complex concepts (Coleman and Money 2020;Crocco, Offenholley, and Hernandez 2016;Hartt, Hosseini, and Mostafapour 2020;Hwa 2018). This approach not only enhances learning but also supports students' independent understanding of material, contributing to a more enjoyable and engaging educational experience (Hattie 2008;Mayer 2001). ...
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Objective: This study aims to describe the process of developing educational multimedia, specifically the "Zuma Function" game, using Scratch programming for mathematics learning on the topic of relations and functions. Methods: The research employed a Research and Development (R&D) approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The study involved 35 mathematics education students from a university in West Java and 6 eighth-grade students from a junior high school in Bandung, Indonesia. Data were collected using various instruments, including questionnaires, tests, interviews, and documentation. Findings: The developed learning media was evaluated by experts, receiving a material expert test score of 81%, and a learning media expert test score of 83%, both categorized as feasible. The functionality test, measured through User Acceptance Testing, yielded an average score of 85.1%, indicating a very feasible category, while the effectiveness test showed a 30.5% improvement in students' conceptual understanding, with scores rising from 64.83 to 95.33. Conclusion: Based on the study's findings, the Scratch-based multimedia for teaching relations and functions in mathematics was successfully developed using the ADDIE model. Positive user feedback and significant improvements in student test scores suggest that this multimedia is effective in enhancing students' understanding of the concept, though there are areas that could be further refined.
... Consequently, the reliance on Indonesian during English Language lessons hampers students' language development, reducing their capacity to communicate effectively in English, as well as their possibilities for academic and personal development. In the classroom, one key advantage is that game-based learning activities can temp internal learning motivation by integrating numerous 'joyful' features (Hartt et al., 2020). Addressing this challenge requires a concerted effort to shift instructional practices towards a more immersive and communicative approach, leveraging innovative strategies such as Digital Game-Based Learning (DGBL) to foster an English-rich environment in the classroom. ...
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The research using the Classroom Action Research (CAR) method aims to help students enhance their speaking abilities through Digital Game-Based Learning (DGBL) using the Wordwall game. This research is motivated by the low speaking skills of students at the elementary level who need innovative methods to increase their participation and speaking ability. This CAR method involves four steps, each consisting of observation, planning, action, and reflection. The findings of this research revealed a considerable improvement in the use of the Wordwall game, including increased active involvement and confidence in speaking. In conclusion, the use of DGBL with Wordwall proved effective in improving the speaking skills of students at the elementary level, as well as creating a more interactive and fun learning environment. This study recommends further use of this method in various educational contexts to improve students’ speaking skills.
... Several scholars have researched and visualised the comparisons between gaming and education terminologies such as game-based learning, gamification, and educational games over the years. Game-based learning is the use of gamification, gameful interaction, and gameful design to encourage students to participate in class activities (Hartt et al., 2020). The growing acceptance of entertainment gaming as a mainstream leisure activity has undoubtedly benefited game-based learning. ...
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The digital game-based learning has the potential to enable new forms of learning concept which could enhance student's communication. Therefore, this study aims to determine the impact of digital game-based learning on students' communication performance. Participants were 611 non-Arabic students enrolled in an Arabic language course. This study uses a quasi-experimental design. The students were chosen through a random sampling technique to be part of the control group and treatment group. Pre-test and post-test were used to assess the students' performance before and after the digital game-based learning intervention. The intervention took place over a period of four weeks in which students in the treatment group used educational digital games during Arabic language class. On the other hand, students in the control group underwent the traditional Arabic language instruction. At the end of the intervention, several students were selected through purposive sampling technique to participate in a semi-structured interview. The result found that students in the treatment group were significantly outperformed in Arabic communication knowledge compared to the control group and the digital game-based learning affected many aspects of their communication performance. In addition to this, the students demonstrate a favorable acceptance of practising Arabic communication through educational digital games, which helps them to grow their self-confidence, polish their critical thinking, and improve their learning environment.
... It provides opportunities for self-assessment through scores, points or moving to new levels, with learners activating prior knowledge of previously learned information to advance. Moreover, it can lead to increased social connectedness, with classes of students working together to master the task at hand (Hartt et al., 2020;Hromek & Roffey, 2009). ...
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Social–Emotional Learning (SEL) is a vital component of education, yet there is limited understanding of what is available specifically for adolescents, and the modalities in which SEL interventions are offered in the classroom. While there are many programmes available, they tend to focus on younger age groups, or specific mental health or behavioural areas, rather than being truly universal adolescent SEL programmes. This systematic review critically analyses a range of formats for universal, classroom‐based SEL programmes including standard delivery (i.e., manual‐based psychoeducation, delivered by a teacher with a range of paper‐based and physical activities for students to consolidate learning materials), and game‐based delivery, encompassing digital game‐based learning (DGBL), serious games (games specifically devised for non‐entertainment purposes), e‐learning tools, and gamified programmes (the application of game‐based mechanics in non‐game contexts). Searches were conducted utilising nine databases, yielding 31 studies spanning 2000 to 2023 which were included in the review. Studies were examined according to their intervention characteristics, core focus, theoretical basis, outcomes and measures, data analysis and summary. Both delivery methods demonstrated positive outcomes in enhancing students' social–emotional competence, however this review highlights the promise of gamification in SEL in providing an ability to overcome barriers to engagement and delivery. This review contributes a greater understanding of research in this area and encourages the impetus for further studies. Context and implications Rationale of the study This study addresses the critical lack in understanding the delivery modes of Social–Emotional Learning (SEL) programmes, specifically for adolescents, an area that has been underexplored compared to younger age groups. Why the new findings matter The findings highlight the promise of game‐based delivery modes in SEL, suggesting that gamification can enhance engagement and effectiveness, which is crucial for improving adolescent social–emotional competence in educational settings. Implications for practitioners and researchers Practitioners can leverage these insights to adopt more engaging SEL interventions, while researchers are encouraged to explore further the specific elements of gamification that maximise SEL outcomes. This study also calls for more robust empirical research to solidify the benefits of game‐based SEL interventions in schools.
... In this respect, recent studies (Sobosinski, 2018;Atmojo & Nugroho, 2020;Hoshang et al., 2021;Castillo-Cuesta, 2022;Syafitri & Sujannah, 2024) have shown the effectiveness of GBL in improving students' language skills. Coleman and Money (2020) suggested that GBL is a student-centered approach, creates a motivating environment (Şahin et al., 2017), allowing students to feel more control over their learning process, leading to autonomous learning (Hartt et al., 2020). This is particularly beneficial in contexts where students lack daily opportunities to practice English. ...
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Game-based learning (GBL) is a new teaching approach that is gaining popularity in higher education. This research aims to explore the impact of using a web-based tool to teach English vocabulary and grammar skills to English as a second language (ESL) learners, with a specific focus on assessing its impacts on motivation and academic performance. Fifty (17–19 years old) undergraduate engineering students from a private university in Chennai, India, enrolled in an English grammar and vocabulary development course, participated in the study; 25 were assigned to the control group, and the remaining 25 were assigned to the experimental group. Using a mixed-methods research design, pre-and postintervention tests were conducted, and the data were analyzed via SPSS. The findings revealed that the use of a Baamboozle game-based intervention significantly improved academic performance, especially vocabulary and grammar. Student perceptions and interviews highlighted the role of customized game-based instruction in enhancing motivation, engagement, and positive attitudes, which aligns with previous research. This underscores the potential of GBL in language education, encouraging educators and researchers to incorporate it to enhance language learning outcomes.
... A recent study suggested that game-based, active learning activities in the classroom enhanced interpersonal skill development such as active listening and group decision making (4). In another study, undergraduate students self-reported being better able to discuss important ideas and work with other students to problem-solve after completing an in-person, game-based activity (5). To incorporate the benefits of game-based learning into this activity, we have included the game elements of competition and chance. ...
... GBL involves incorporating games as educational tools, immersing students in a dynamic and interactive learning environment. GBL has emerged as an innovative learning approach that can enhance students' motivation, emotional involvement and enjoyment (Hartt et al., 2020). GBL also emerges as an innovative approach with the potential to assist educators in elevating students' HOTS. ...
... However, the studies also suggest that further research could benefit from more direct engagement with student populations to gather comprehensive insights into the individual impacts of such media. This would not only validate the findings from adult observations but also deepen the understanding of how students themselves perceive and internalize the values and lessons presented in these films (Hartt et al., 2020;Chen & Xiao, 2022;Alodat et al., 2023). ...
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Film is one of the educational means to provide learning to children indirectly through characters and stories in films. One of the films that can be a learning tool is the film My Diary. The purpose of this study was to determine the influence of a film entitled Buku Harianku on the strengthening character education of Elementary Islamic School students in West Jakarta. This research uses an experimental method. The sample of this study used a random sampling technique. The experimental sample in this study was MIS grade V students Hidayatul Istiqomah. With experimental classes are classes V C and V D while the control class is class V A and V B. Data collected using questionnaires. The character of the students tested includes religious, nationalist, independent, mutual aid, and integrity values. Based on the results of research that has been done, it is known that the film My Diary has an influence on the character of students with a magnitude of 48% and has a significant effect.
... According to the findings, game-based learning (GBL) with teacher-created games was almost as effective as conventional or traditional teaching in terms of student knowledge acquisition; however, it was much more successful in terms of boosting student motivation (López-Fernández, 2021). This is supported by the study of Hartt et al. (2020), wherein they stated that the use of games in the classroom is becoming increasingly popular as a cutting-edge educational method that may boost students' levels of intrinsic motivation, emotional involvement, and overall enjoyment. Anastasiadis et al. (2018) stated that game-based learning encourages a learning environment that is centered on the student, one in which the student's health and well-being, as well as their "soft skills," are developed in a way that is dynamic, fun, and playful. ...
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As the educational system transcends to 21st-century learning, various methods in the teaching-learning process are used to motivate students, one of which is game-based learning. This study explores the effects of game-based learning in improving the grammar skills of grade 9 students at Regional Science High School-III, Philippines. The results from the 1st quarter item analysis elicited the least learned competency, which allowed researchers to examine and determine the effects of game-based learning in improving the English grammar proficiency of the 143 grade 9 students, particularly in the use of modals. The study used a quasi-experimental research design, where the researchers adopted an assessment tool to determine the students' English grammar proficiency level. The teachers assigned the experimental group with 8 game-based lessons and the control group who experienced the traditional lessons. The researchers used a paired sample t-test using the Jamovi software. The study found that there is a highly significant difference between the pre-test and post-test scores of the respondents before and after the integration of game-based learning lessons, resulting in the rejection of the null hypothesis. Furthermore, for English teachers, the intervention is perceived as beneficial in improving the English grammar skills of the learners. The study presented the description of various game-based lessons and determined the respondents' proficiency levels. It was found that students progressed from being developing proficient to proficient when game-based lessons were applied. Thus, game-based learning is effective as it also makes the learning environment fun, conducive, exciting, and learner-centered.
... Recent studies suggest a direct effect between gamification and student engagement. Hartt et al. (2020) revealed that gamified learning experiences could increase student motivation and participation. This increase in engagement is often attributed to the interactive nature of gamified elements, which encourage students to immerse themselves in the learning process, thereby enhancing their overall educational experience. ...
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This study aims to examine the impact of gamification on financial knowledge through student enjoyment and student engagement. This study employed a quantitative approach and used a survey to examine the relationships between variables. The sampling technique used was purposive sampling, with 289 students who have previously received financial education at a public university participating as respondents. The research instrument utilized a questionnaire developed based on prior studies. The results were tested using Variational Bayesian Structural Equation Modeling (VB-SEM) to analyze the influence between variables. The findings showed that gamification had a positive impact on student enjoyment and student engagement. This study demonstrates that gamification does not directly influence students' financial knowledge. Student engagement fully mediated the effect of gamification on students' financial knowledge, whereas enjoyment does not affect students' financial knowledge. This study underscores the importance of fostering student engagement in gamification to enhance financial knowledge. The implications of this research include strengthening student engagement through various strategies, such as apperception, motivation, and interaction during the use of gamification in financial education.
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Understanding deoxyribonucleic acid (DNA) transcription poses a substantial challenge in studying genetics, often due to lack of understanding and traditional teaching methods that fail to engage students. This study introduces GeneXPress, an innovative card game, aimed at enhancing the learning experience of DNA transcription for higher education biology students. Using the ADDIE model, this preliminary study assessed the usability of the GeneXPress card game through a survey of 169 biology education students at Universiti Pendidikan Sultan Idris, Malaysia. A quantitative approach was employed to analyze the survey data, evaluating the game’s usability using descriptive statistics, including mean scores and standard deviations. The findings reveal high usability and positive views of GeneXPress, covering various aspects such as goals, design, components and organization, playability and usefulness, with average scores of above 3.79. The positive perception of GeneXPress among students highlights its ability to engage and motivate learners, making the study of complex genetic concepts more accessible and enjoyable. In conclusion, it underscores the vital role of innovative teaching aids in enhancing student engagement and understanding, paving the way for future explorations into educational tools that cater to the evolving needs of learners and educators alike.
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Vocabulary is a basic component of language. Before learning English, students need to understand some components of the language, such as vocabulary. however, there are many students who have low vocabulary mastery with almost the same factors for each student. Therefore, the researcher conducted a study using the game method in a language teaching as an effort to increase students' ability in vocabulary mastery. in this study the researcher used grade 10 MA Muhammadiyah Banyutengah students as many as 21 students. In collecting data, the researcher conducted 5 meetings in the study, 1 pre-test, 3 treatments, and 1 post-test. It can be seen from the pre-test score is 43.62 and the posttest is 73.86 where the difference between the two tests is 30.44. After implementing the treatment, the researcher can solve the problem in improving students' vocabulary mastery. From this research it can be concluded that the use of the board racing game method is very effective in improving students' ability to master English vocabulary in class X MA Muhammadiyah 02 Banyutengah.
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Marketing education has undergone a significant shift toward experiential learning and interactive pedagogical approaches. This article demonstrates the potential of educational escape rooms (EERs) as a novel and innovative tool for enhancing student engagement in marketing education. Building on the literature on experiential learning, game-based learning, and EERs, this article presents a step-by-step guide for the design and implementation of a digital EER using Canvas, a learning technology platform. The digital EER is used for a cumulative concept review in a graduate marketing strategy course, leveraging technology to deliver an immersive and interactive learning environment. Student interviews were conducted to gain insights into the effectiveness of the digital EER, highlighting its impact on their learning experience, engagement, and motivation. The findings suggest that digital EERs have the potential to transform student learning, encouraging active participation, collaboration, and problem-solving skills. This research contributes to the growing body of scholarship of teaching and learning (SoTL) research in marketing education, offering valuable guidance for marketing educators seeking to integrate innovative teaching methods into their courses and paving the way for adoption and further exploration of digital EERs as an immersive pedagogical tool in marketing education.
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Digital transformations often struggle due to employee resistance and low engagement. Gamification, incorporating game elements into non-game settings, tackles these issues. This study explored gamification's impact on a news organization's digital transformation. A gamification technique implemented with 164 journalists for five months. Results showed a significant increase in digital transformation metrics, indicating successful behavior change. Points, rankings, and badges were the most effective elements. Surveys confirmed this, with 80% of participants finding it appealing and 83.7% more interested in learning new digital methods. This research shows gamification can be a powerful tool for successful digital transformation by driving positive behavior changes, increasing engagement, and reducing resistance to change. These findings offer valuable insights for organizations undergoing digital transformations.
Chapter
This study analyses how game-based learning motivates Malaysian ESL students. The mixed-method research employed questionnaires and semi-structured interviews with students and teachers. Students were in favour of the game-based lessons, suggesting that game-based learning might solve motivational issues. However, several obstacles prevented teachers from delivering a game-based lesson. The study stresses the need of motivation in ESL classes since disengaged students may hinder learning. To promote learning, teachers must inspire and meet student needs. The findings suggest that game-based learning may motivate and engage students, but educators must be flexible to overcome its challenges. This research helps educators, policymakers, and administrators improve ESL education and student motivation.
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This research aims to determine the needs for game-based learning in spatial design among undergraduate students at Suzhou University of Science and Technology in China. Teachers were deliberately selected as respondents and came from various backgrounds as subjects of needs analysis. Semi-structured interviews with three respondents selected through purposive sampling were used to collect data. Qualitative data obtained from interview sessions with teachers were analyzed into certain themes. Based on these findings, researchers categorized them into four themes, namely: (1) use of materials and sources to inspire learning about spatial design; (2) low utilization of game-based approaches; and (3) suitability of play-based activities. The analysis results indicate a lot of potential for developing game-based learning for spatial design so that instructors can actively engage undergraduate students in the subject. In addition to the four acknowledged principles, suggestions and specifics from our discussions with the educators would provide us with important information that we might use to expand the module's content. The module will be planned and constructed using the findings in the next step.
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Objetivo: Revisar a literatura sobre a utilização dos jogos digitais (JD) no contexto do Letramento em Saúde (LS). Revisão bibliográfica: O LS é um importante determinante da saúde e um objetivo central para a promoção da saúde pública, podendo ser realizado através de ferramentas, para capacitar os indivíduos na tomada de decisões ativas e informadas relacionadas à saúde, sendo fundamental para reduzir as desigualdades nesta área. Os JD são adequados para oferecer experiências instrucionais ativas e de resposta imediata, sendo considerados ferramentas importantes para o LS. Acredita-se que a aprendizagem baseada em JD é mais envolvente, resultando numa experiência de aprendizagem mais positiva que motiva o aprendizado. A maioria dos artigos revisados concluiu que os JD (com a sua natureza altamente interativa) podem tornar a aprendizagem mais interessante, envolvente e agradável, fazendo com que os jogadores avaliem a experiência de aprendizagem de forma mais positiva e aumentando a sua motivação intrínseca para aprender. Considerações finais: Os JD têm um valor educativo significativo, particularmente na área do LS e do empoderamento, tanto para as crianças, adolescentes e adultos. Apresentam-se como uma tecnologia educativa alternativa para acessar, avaliar, compreender e aplicar as informações em saúde contidas nos jogos.
Chapter
Diversity and inclusion (D&I) are pivotal in cultivating a favorable society, profoundly influencing both individual and collective welfare within educational and occupational contexts. Contemporary studies underscore the role of gaming as a potent medium for advancing D&I principles, thereby bolstering collaboration and personal growth. Furthermore, proficient management of diversity within work environments not only adheres to legal standards but also yields economic advantages, such as heightened job satisfaction. To explore significant dimensions of the D&I research domain related to the lens of pedagogical gaming, the authors propose (a) a comprehensive review of the literature, also considering a historical developmental overview of the concepts of diversity and gaming; (b) an empirical field study aimed at assessing the primary potentials, along with positive and negative perceptions, as well as critical challenges associated with pedagogical gaming methodologies.
Article
Background: The mastery of economic theory in societies immersed in a globalised world requires the formation of reflective and socially engaged students prepared to guide today’s economies. Game-based learning is a useful tool for learning economic theory due to the instruction of knowledge and skills training in an environment that simulates real-world situations. Aims: This study established university students’ perceptions of and reflections on non-digital learning activities based on long-term market games in the classroom. Sample: Participants were 192 undergraduate students. Methods: The Mercadito is a competitive classroom market game that invited students (household role) to lease their economic factors of production and, with their payment, consume the goods and services offered by other students (company role). A qualitative study was conducted (n =27). Data were collected through focus groups and in-depth semi-structured interviews. The information was transcribed, coded, and analysed by the saturation of information principle. Results: The students highlighted Mercadito as a dynamic and didactic learning activity that reflected the reality of the economy. Other reflections highlighted that (a) indebtedness allows access to consumption, while payment strategies are sought, (b) inequality is not only an economic issue, and (c) competition in the market must be ensured so that benefits are received by both households and companies. Conclusions: Students perceived behaviours such as solidarity, honesty, and collaboration, and other opposites such as collusion, cheating, and unbridled ambition. Mercadito also showed potential as a laboratory for predicting socio-economic behaviours both in local economies and in countries with different economic systems.
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The aim of this study was to explore the influence of applying a game-based learning approach to nutrition education. The quasi-experimental nonequivalent-control group design was adopted in a four-week learning activity. The participants included sixty-six third graders in two classes of an elementary school. One of the classes was assigned to be the experimental group and the other was the control group. The experimental group learned with computer games, while the control group learned with the traditional teaching approach. The result showed that the learning achievement of the students in the experimental group was significantly better than that of the students in the control group. Similar results were obtained in terms of the learning interest of the students. Moreover, most of the students revealed quite positive attitudes toward the use of the game-based learning approach in nutrition education. An in-depth analysis showed that there was no significant difference between genders in terms of nutrition knowledge and learning attitudes.
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Gamification is the use of game design elements in non-game contexts to encourage a desired type of behavior. In recent years gamification systems have been applied in marketing as well as non-business contexts such as politics, health, or interactive systems and education. Although gamification is a new concept, it is gaining momentum; technology industry research firm Gartner estimates that by 2015, some 50 % of large companies will use the techniques for at least one business process, and M2 Research estimates revenue from gamification software, consulting and marketing will reach 938millionby2014,upfromlessthan938 million by 2014, up from less than 100 million in 2011. The objective in this chapter is to form theoretical principles for gamification in practice. Based on the role of rewards and incentives on intrinsic and extrinsic motivation, we offer a framework for building feedback mechanisms. The chapter is built upon three components: a model of motivation in games; an overview of incentives and rewards used in games and their role in creating motivation, while tying these rewards into the motivation model; classifying game achievements according to their characteristics (tangibility, exchangeability etc.). Finally some future research directions are presented.
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Many courses require self-study to succeed. This is especially true of online courses. However, self-study activities, such as reading the textbook and completing the associated workbook, are not motivating and do not contribute directly to grades. As a result many students do not complete these activities and this may lead to a lower understanding of the material and a lower overall grade in the class. In this paper we present the prototype of a casual game, Reading Garden, which encourages self-study through casual gameplay.
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Significance The President’s Council of Advisors on Science and Technology has called for a 33% increase in the number of science, technology, engineering, and mathematics (STEM) bachelor’s degrees completed per year and recommended adoption of empirically validated teaching practices as critical to achieving that goal. The studies analyzed here document that active learning leads to increases in examination performance that would raise average grades by a half a letter, and that failure rates under traditional lecturing increase by 55% over the rates observed under active learning. The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning.
Conference Paper
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Gamification in education is being used as a way to increase the student's engagement and learning. While carrying a big promise, little is known about the influence of game elements and mechanics on different personalities, specifically extrovert and introverts, knowledge that is essential to ensure implementations that will not disengage part of the students. In a study performed in an academic course, students (n=102) were faced with several feedback related game mechanics. Immediate feedback mechanics such as points, rewards, badges and comparative feedback mechanics such leaderboards, and progress were used to examines the relations between these elements and the way they increase the perceived playfulness of a semester long project. A Partial Least Squares (PLS) analysis of the results based on personality trait of extroversion was performed to examine how extroverts and introverts perceive a specific implementation. Our results show there are significant differences in how these two types of personalities achieve the playfulness of the system and specifically the lack of playfulness of leaderboards. These results are significant for educators who plan to include game elements in their courses.
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Today's schools face major problems around student motivation and engagement. Gamification, or the incorporation of game elements into non-game settings, provides an opportunity to help schools solve these difficult problems. However, if gamification is to be of use to schools, we must better understand what gamification is, how it functions, and why it might be useful. This article addresses all three questions, exploring both the potential benefits and pitfalls of gamification.
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The chapter outlines a general model of intrinsic and extrinsic motivation, the Hierarchical model. This model serves two objectives. First, the model provides a framework to organize the literature on intrinsic and extrinsic motivation, as well as to identify the psychological mechanisms underlying motivational changes. Intrinsic and extrinsic motivation represents a substantial portion of people's experiences when involved in activities. Furthermore, conceptual and methodological advances are presented supporting a multidimensional approach to the study of motivational phenomena. Such an approach has been found useful—for instance, for distinguishing nonintrinsic but internalized motivational forces that promote adaptive consequences such as persisting at difficult tasks from other internalized forces that compromise adaptive adjustment. A second objective of the hierarchical model is to lead to novel and testable hypotheses. Moreover, other aspects of the model also appear as prime candidates for future research. Such a model serves to integrate the literature and points toward new research. It is within such a contextually situated perspective that the model shows its greatest promise of usefulness.
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ABSTRACT Four approaches to playing MUDs are identified and described. These approaches may arise from the inter-relationship of two dimensions of playing style: action versus interaction, and world-oriented versus player-oriented. An account of the dynamics of player populations is given in terms of these dimensions, with particular attention to how to promote balance or equilibrium. This analysis also offers an explanation for the labelling of MUDs as being either "social" or "gamelike".
Conference Paper
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Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.
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Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.
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This is the fourth in a series of articles on the debate about the skills required to address the ‘new urban agenda’. The previous articles and the editions in which they were published are: Nick Bailey, The Great Skills Debate: Defining and Delivering the Skills Required for Community Regeneration in England (20.3); Deborah Peel, Training Citizens for a Management Role in Regeneration (20.4); and Simon Pemberton, Skills to Deliver Regeneration—Building and Releasing Capacity (21.2).
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Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.
Chapter
Integrating games and game dynamics into the classroom has been shown to incentivize learner engagement and activate positive psychological arousal. In order to better understand students’ experiences of game-based learning, we designed and implemented game-based teaching techniques in both hard (computer science) and soft (urban planning) sciences. Our assessment of the effectiveness of game-based learning showed improvements in student perception of engagement, creativity, teamwork and enjoyment. In this exploration we outline the successes, challenges and limitations of designing game-based instructional research and assessing student perception.
Article
Game-based learning has received significant attention in educational pedagogy as an effective way of increasing student motivation and engagement. The majority of the work in this area has been focused on digital games or games involving technology. We focus on the use of traditional game design in improving student engagement and perception of learning in teaching computer science concepts in higher education. In addition, as part of an interdisciplinary effort, we discuss the interplay between game-based learning in higher education and disciplinary cultures, addressing the lack of empirical evidence on the impact of game design on learning outcomes, engagement, and students’ perception of learning.
Article
- This paper describes the process of inducting theory using case studies from specifying the research questions to reaching closure. Some features of the process, such as problem definition and construct validation, are similar to hypothesis-testing research. Others, such as within-case analysis and replication logic, are unique to the inductive, case-oriented process. Overall, the process described here is highly iterative and tightly linked to data. This research approach is especially appropriate in new topic areas. The resultant theory is often novel, testable, and empirically valid. Finally, framebreaking insights, the tests of good theory (e.g., parsimony, logical coherence), and convincing grounding in the evidence are the key criteria for evaluating this type of research.
Book
La profesion –formacion- docente es un tema crucial en los actuales debates educativos. La existencia de dos decretos y el desplazamiento del verdadero sentido del ser maestro reclaman de los analisis un ejercicio de comprension del orden discursivo oficial. La calidad es el sustrato de la sociedad de control. En este marco se agencia nuevas practicas de subjetivacion del maestro los cuales podriamos situar en la calidad, flexibilidad, adaptabilidad, eficiencia, eficacia. En cualquier caso, el esfuerzo por hacer del maestro un intelectual de la educacion fue borrado. La gran cuestion consiste en saber que discursos regula el saber del docente a la luz de la sociedad de control.
Conference Paper
This paper first examines the theoretical underpinnings of a number of popular gamification mechanics. Next, it examines the motivational and behavioral tendencies displayed by various personality types (based on the Myers-Briggs Type Indicator assessment) before attempting to pair them with the gamification techniques that most closely map to these tendencies. The specific gamification techniques were chosen due to their popularity and effectiveness in commonly used tools and applications, such as productivity tools and social games. The Myers-Briggs Type Indicator was chosen because of its relative popularity within corporate environments (as compared to other potential options, such as the Five Factor Model). This is seen as beneficial in order to facilitate the acceptance and utilization of the research within business-oriented settings, such as training programs or consumer applications.
Article
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.
Chapter
Gamification is the use of game mechanics and game dynamics to drive game-like engagements and actions in a non-game setting. As a teaching tool, gamification applies game mechanics, game dynamics, and frameworks to promote desired learning behaviors. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision making for problem solving in learning tasks. Effective gamification design should understand learners’ game personalities, social engagement styles, and intrinsic and extrinsic motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics to create ideal gamification instructions. This chapter proposes a Model for Constructing Gamification to assist educators in designing effective gamification to support their existing instructions. Critical issues in gamification integration are discussed.
Chapter
This chapter highlights the theoretical models of affect in students' learning. Circumplex models of affect differ from other current perspectives on affect in education. For instance, the control-value theory of emotions in education focuses specifically on emotions and does not consider more general mood states. In addition, rather than differentiating emotional states based on valence and activation, it categorizes emotions based on appraisal processes and highlights the dimensions of object focus and valence. Other research on students' affect in educational settings focuses on specific affective states, such as test anxiety, interest as an affective state, and shame rather than general models of affect. In contrast to these other approaches, the circumplex model presents a more comprehensive model that can be used to integrate a variety of affective states, including moods and emotions, in educational settings. Using a circumplex model of affect integrates research on achievement goal theory, affective states, and school engagement.
Book
In recent years, computer games have moved from the margins of popular culture to its center. Reviews of new games and profiles of game designers now regularly appear in the New York Times and the New Yorker, and sales figures for games are reported alongside those of books, music, and movies. They are increasingly used for purposes other than entertainment, yet debates about videogames still fork along one of two paths: accusations of debasement through violence and isolation or defensive paeans to their potential as serious cultural works. This book contends that such generalizations obscure the limitless possibilities offered by the medium’s ability to create complex simulated realities. This book explores the many ways computer games are used today: documenting important historical and cultural events; educating both children and adults; promoting commercial products; and serving as platforms for art, pornography, exercise, relaxation, pranks, and politics. Examining these applications in a series of short chapters, the book argues that together they make the medium broader, richer, and more relevant to a wider audience.
Article
In this study, a collaborative game-based learning environment is developed by integrating a grid-based Mindtool to facilitate the students to share and organize what they have learned during the game-playing process. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science course to examine the students' performance in terms of their learning attitudes, learning motivation, self-efficacy and learning achievements. From the experimental results, it is found that the Mindtool-integrated collaborative educational game not only benefits the students in promoting their learning attitudes and learning motivation, but also improves their learning achievement and self-efficacy owing to the provision of the knowledge organizing and sharing facility embedded in the collaborative gaming environment.
Article
The phenomenal growth of social network games in the last five years has left many game designers, game scholars, and long-time game players wondering how these games so effectively engage their audiences. Without a strong understanding of the sources of appeal of social network games, and how they relate to the appeal of past games and other human activities, it has proven difficult to interpret the phenomenon accurately or build upon its successes. In this paper we propose and employ a particular approach to this challenge, analyzing the motivational game design patterns in the popular 'Ville style of game using the lenses of behavioral economics and behavioral psychology, explaining ways these games engage and retain players. We show how such games employ strategies in central, visible ways that are also present (if perhaps harder to perceive) in games with very different mechanics and audiences. Our conclusions point to lessons for game design, game interpretation, and the design of engaging software of any type.
Article
We propose a model to explain the dynamics of affective states that emerge during deep learning activities. The model predicts that learners in a state of engagement/flow will experience cognitive disequilibrium and confusion when they face contradictions, incongruities, anomalies, obstacles to goals, and other impasses. Learners revert into the engaged/flow state if equilibrium is restored through thought, reflection, and problem solving. However, failure to restore equilibrium as well as obstacles that block goals trigger frustration, which, if unresolved, will eventually lead to boredom. The major hypotheses of the model were supported in two studies in which participants completed a 32–35min tutoring session with a computer tutor. Their affective states were tracked at approximately 110 points in their tutoring sessions via a retrospective affect judgment protocol. Time series analyses confirmed the presence of confusion–engagement/flow, boredom–frustration, and confusion–frustration oscillations. We discuss enhancements of the model to address individual differences and pedagogical and motivational strategies that are inspired by the model.
Article
Teaching with the computer simulation game “SimCity” is one way faculty can achieve some of their decision-based learning objectives. The research on attainable (and not attainable) teaching outcomes with computer simulations is now fairly clear. SimCity provides a dynamic decision-making environment in which students can learn such teaching objectives as (1) systems thinking, (2) problem-solving skills, and (3) “craft” in the planning profession. However, SimCity has inherent weaknesses that prevent it from being a one-size-fits-all teaching tool for all students. The article concludes with a discussion on which type of students do better with SimCity.
Article
Globalization poses new challenges for planning education. For this, a global, one-world approach to planning education is proposed using mutual learning and the comparative method. This is relevant for students with both domestic and international careers. A review of practitioners’ and educators’ views reveals broad support. However, small schools in particular have difficulty adopting this approach. The planning school at the University of Guelph is a work in progress about how such schools can do so. It has globalized despite small size and resource cutbacks. Challenges remain. Fitting adequate content into a two-year program is a struggle. North-south inequities undermine mutual learning. The global relevance of the approach is untested.
Article
The urban and regional planning profession demands the training of practical planners who have some experience with community development, citizen participation modules, and conflict resolution skills. Community outreach in curricula provides needed exposure to practical applications of textbook lessons and exposure to group dynamics, community clients, and complex problems. The recognised need for practical training in any planning curriculum is most often addressed through community outreach-based courses such as planning studios, practicum or in lectures interwoven into seminar courses. The basic structure of all of these classes typically supports teams of students working with a particular community on a specific planning-related activity. These outreach courses, however, pose some of the greatest teaching and learning challenges in the entire curriculum. This paper assesses the challenges and successes in teaching the practicum course and provides insights for others teaching similar courses.
Article
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.
Article
This annotated bibliography provides an overview of the literature on planning education addressing issues ranging from curriculum content to pedagogy and program accreditation to nation-specific planning education. Its focus is on academic, English language journal texts; however, some key books and Web sites with significant sections devoted to planning education were also included. It was compiled as part of the author’s work at the Subject Centre for Education in the Built Environment (CEBE) in the School of City and Regional Planning, Cardiff University with the principal goal to develop a subject-specific educational resource for academics. As such, the bibliography seeks to facilitate informed discussion, the identification of themes and knowledge gaps for further research, and to support the development of a research culture in planning education. Spanning a period of thirty plus years, the compilation offers an opportunity to link change in education to those in planning practice and higher education.
Article
This book draws on classroom experiences and faculty suggestions in providing a practical guide to teaching strategies to encourage active learning in the college classroom. A wide range of teaching tools which ask students to apply what they are learning are considered, including problem-solving exercises, cooperative student projects, informal group work, simulations, case studies, and role playing. Additionally, the book discusses how various small-group exercises, simulations, and case studies can be blended with the technological and human resources available outside the classroom. The book is divided into three parts. Part 1 surveys the general subject of active learning and why it makes sense as a teaching strategy. Part 2 considers four major active-learning teaching strategies in more depth: informal small groups, cooperative student projects, simulations, and case studies. Part 3 explores how reading assignments, outside resource persons, and electronic media can be successfully integrated with active-learning strategies in the classroom. Contains approximately 150 references and an index. (GLR)
Article
This article addresses the current identity crisis in the field of planning and offers a new vision of how it can be reconciled. Rather than retrench the profession and academia to a single paradigm of planning practice, we advocate expanding the domain of planning to reflect the rich variety of planning activities pursued by practitioners today. Key distinctions are proposed among three domains of planning-the organized profession, practice at large, and the academic field. Burgeoning activity within the realm of planning often occurs without the guidance of professional planners or academics. Working together, and following their distinctive missions, academia and the profession can better address emerging opportunities.
Article
With the growing interest in the role of emotions in education, it is important to consider both the theoretical background for current work and existing empirical findings. In the current chapter I focus on the development of a dynamic model of motivation, affect, and engagement. For the purposes of this chapter, I use achievement goal theory as the theoretical lens through which to consider motivation. The intent of this chapter is to highlight the theoretical basis of the proposed model and to discuss the empirical support for this model, based on a series of experimental and correlational studies conducted in laboratory and classroom settings. I begin by briefly discussing the theoretical model of affect that I use to frame this work. I then turn to the integration of affect and motivation, followed by a discussion of affect and engagement in schooling. Finally, I consider whether affect mediates the relation between motivation and engagement, and make suggestions for future research and educational practice based on these findings. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The silent epidemic: perspectives of high school dropouts
  • J M Bridgeland
  • J J Dilulio
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Bridgeland, J. M., Dilulio, J. J., & Morison, K. B. 2006. "The silent epidemic: perspectives of high school dropouts." https://docs.gatesfoundation.org/documents/thesilentepidemic3-06final.pdf
Learning in Immersive Worlds: A Review of Game-Based Learning
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de Freitas, S. (2007) Learning in Immersive Worlds: A Review of Game-Based Learning, (Bristol, UK: Coventry University).
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Giannetto, D., Chao, J., & Fontana, A. 2013 Gamification in a Social Learning Environment, in: E.
Preparing planners for economic decline and population loss: an assessment of North American planning curricula, Planning Forum
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Hartt, M. (2015) Preparing planners for economic decline and population loss: an assessment of North American planning curricula, Planning Forum, 16(Spring 2015), pp. 33-45.
From the players point of view
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Hartt, M., & Hosseini, H. (19 2019) From the players point of view, in: A. James & C. Nerantzi (Eds) The Power of Play in Higher Education: Creativity in Tertiary Learning, pp. 263-272 (Cham, Switzerland: Palgrave Macmillan).
Virtual planning: second life and the online studio
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Playing with urban life: how simcity influences planning culture
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Lobo, D. G. (19 2007) Playing with urban life: how simcity influences planning culture, in: F. V. Borries, S. P. Walz, & M. Böttger (Eds) Space Time Play: Computer Games, Architecture, and Urbanism: The Next Level, pp. 206-213 (Boston, MA: Birkhauser Verlag AG).