No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Learning Models in Educational Game Interactions: A Review
Abstract
Educational games have now been used as innovative media and teaching strategies to achieve more effective learning and have an impact that tends to be very good in the learning process. However, it is important to know and systematically prove that the application of the learning model in the interaction of educational games is indeed feasible to be adopted and has an effect. This paper aims to present empirical evidence of the current situation regarding the application of learning models in the flow of educational game interactions. The method used is a systematic literature review by adopting three main stages, namely: 1) Planning; 2) Implementation; 3) Reporting. Then recommend the ten steps in the systematic literature review process along with the selection process through the test-retest approach. The initial search obtained 1,405,310 papers, then go through the selection stage. The selection process took place at stage B1 with the number of papers that successfully passed 198, at the B2 selection stage there were 102 papers, and we focus 75 papers that have passed a fairly rigorous screening and selection process on the quality assessment process for primary studies, used to answer research objectives and questions. We can confirm and conclude that 75 papers have applied the learning model in educational game interactions. The dominating domain is Education, the type of game that dominates is Educational Game, for the most dominating subjects are Programming, Student Learning Motivation as the most dominating impact, Experimental Design as a trial technique, the most widely used evaluation instruments are Questionnaires and Tests, a population that dominates between 79-2,645 people, and 8 papers to support learning in vocational education.
... Educational games have been utilized as a creative teaching strategy to attain more effective learning. In simple terms, Whitton defines educational games as learning that is eased through the use of games, and the development of educational games is an innovative form of interactive multimedia that combines educational content (Syahidi et al., 2021). Games may be used as educational media that can reserve teaching tools. ...
In today's development, many games are played by all groups, from small children to adults and older people. This game can be used for fun or as a learning medium. This game can also be used to increase public knowledge, one of which is regarding occupational safety and health. There is a game that can be used to improve understanding in society, namely monopoly. Therefore, this research aims to determine the effectiveness of monopoly learning media, which contains occupational safety and health "safetypoly", in increasing public knowledge regarding Occupational Safety and Health. This study used a quantitative research approach with a pre-experimental type of research. The research design used in this study was the One Group Pretest-Posttest Control Design. Data collection methods include questionnaires, observation, and interviews. The data analysis methods used in this research are the Validity Test, Reliability Test, Normality Test, and Wilcoxon Test. The "Test Statistics" output is known as Asymp based on the research results.Sig. (2-tailed) is worth 0,000. The value of 0.000 is smaller than <0.05, so there is a difference between the pre-test and post-test results. Apart from that, there was an increase in workers from 20% to 80%. It can be concluded that the safetypoly game influences students' level of knowledge regarding the dangers of chemicals, so this game is effectively used as an educational medium related to occupational safety and health.
... This platform displays lecture material presentations, but in an attractive format accompanied by pictures, videos, and descriptions of the working principles of the tool. This platform has support features that provide opportunities for students to learn interactively and maximize the learning experience as in field practice [6,12,[18][19][20]. ICEMSIT ...
Since the COVID-19 pandemic, education shifted to application-based and online lectures. In observations made until after the pandemic ended, the use of digital platforms in teaching and learning activities continued in a combined face-to-face and virtual mode. In engineering technology-based learning models, the use of digital platforms was often used. For example, in presenting PowerPoint presentation materials and similar applications. Students were able to absorb lecture material well as long as they didn’t go through boring lectures. Engineering lectures in classrooms and online classes based on presentation platforms were often viewed as boring. Due to this, teachers need to deliver lectures face-to-face in class and deliver material available in books and lectures. Online, the material presented was less attractive to students and was ignored. This study aimed to introduce interactive learning media in the form of a digital platform which contains material about hybrid engines, working principles and components and provides examples of their application in modern vehicle technology. The interactive learning media was used to support the material in lectures so that when attending lectures in class and practicing the material, students could follow them well and optimize learning outcomes. Interactive learning media was made as attractive as possible, informative, and easy to reach because it was accompanied by pictures and videos and had the advantage of being low-cost. The research method used was Research and Development conducted through direct observation of student behavior, then conducting interviews with relevant lecturers and distributing questionnaires to students to obtain valid results. The research continued with the development of a digital platform-based interactive learning media. The final results of the study stated that students and teachers agreed that digital platform-based learning media can be used as media support in teaching techniques. The resulting digital platform-based interactive learning media can be operated online on a laptop or smartphone. It is hoped that the results of this research can help the teaching and learning process in lecture techniques, especially material regarding hybrid engines. Keywords: interactive learning media, digital platform, COVID-19.
... With learning media, the meaning or message conveyed by educators becomes clearer (Ilmiani et al., 2020). Learning media can be game-based, games can increase understanding of the material and motivate students to improve learning achievement so that they can make game-based learning media as an alternative for students who feel not interested in learning (Syahidi et al., 2021). ...
This study aims to produce the Flappy Chem game as a learning media on electron configuration material referring to the feasibility indicators, namely the validity, practicality, and effectiveness of the developed game media. This study uses a 4D development model. The instrument used is a validation sheet, student response questionnaire sheet, student happiness level questionnaire sheet, pretest, and posttest. The limited trial was conducted at SMA Negeri 3 Sidoarjo with a total of 30 students. The results of the validity test got a score of more than 3 with good categories. Practicality scores get an average percentage of 85% for each goal with a very practical category. The effectiveness score can be seen through the learning outcomes of students and the level of happiness. Classical completeness achieved is 87% and the level of happiness of students is 83% with a very effective category. Based on this explanation, it can be concluded that the Flappy Chem game media has met the feasibility indicators, namely validity, practicality, and effectiveness so that it can be used as a game-based learning media.
... Generally, game design without EDM is not considered to student problem. That is the reason for insignificant improvements in students' knowledge and skills even though using the game, this is following in the review, Akhrian et al. discussed trends that impact and affect using games is to improve motivation learning [32]. Analysis EDM is useful to improve in game design and data periodic game make analysis meaningful. ...
This study reviews techniques and algorithm models often used in the analysis of educational data mining. The review in this study is based on previous studies to provide researchers knowledge about trends and challenges analysis Educational data mining in game design meaningful. However, there is a lot of games design developed without analysis Educational data mining which then will not answer the student problem. The analysis needed periodic data and developing the game required actual student conditions, this is a combination inseparable. Determine Research questions, Search Terms, and filtering for the selection and analysis of the article review. There are some student problems on analysis review, namely prediction student performance, student behavior, student at-riks, and student dropout. The number of Articles in the study was 33 with 21 Articles of research and 12 of Article review. The number of studies 8 with percent 38% used techniques Confusion matric with 33% percent used algorithms Decision Tree in 7 of studies. The section in this study consists of techniques evaluation, model selection, outcome, subject, and algorithm method. Which are recommended techniques and algorithms for analysis Educational data mining and in ideal game design to further research.
The rapid evolution of educational technology (EdTech) has transformed learning environments, offering unprecedented opportunities for personalized, adaptive, and immersive education. Despite the increasing adoption of these innovations, the EdTech field lacks comprehensive, data-driven analyses to systematically categorize proprietary technologies and assess their developmental trajectories. Addressing this gap, this study employs a dataset of 85,267 patents to map the technological landscape of EdTech through patent mining, clustering, and technology life cycle analysis. Using natural language processing and clustering techniques, 15 distinct technology clusters were identified, including Learning Management Systems, Virtual and Augmented Reality, Adaptive Learning Systems, and Educational Robotics. Each cluster was further analyzed using logistic regression to determine its stage within the technology life cycle—emerging, growth, maturity, or saturation. Key findings indicate that Interactive Display Technologies have reached saturation, while Adaptive Learning Systems and Virtual and Augmented Reality are in active growth, highlighting their transformative potential for future innovations. The study also integrates the SAMR model to evaluate how these technologies align with pedagogical goals, distinguishing between those that enhance existing practices and those that redefine educational experiences.
Learning activities are an indicator of the learner's desire to learn during the learning process. The pattern of learner action is related to learning activities. In this case, in extracting the learning process, it is necessary to collect a lot of data through analysis of the learning process. The purpose of this study is to recommend and report the performance of an activity tracking system equipped with visual artifacts as an educational data mining approach to analyze action patterns when learners complete the arrangement of program code lines in each programming problem. In this study, data were taken from activity recordings when learners used interactive learning media for a basic programming subject called TOLSYASUPI-EduMed which had problem-solving learning models embedded in their interactions. Learning Analytics is used as a method of this research and data relationships from learner actions during the learning process using the “if-then” rule. Log data is used for recording and detecting activities carried out by learners. We confirm that the results of the study are based on the findings of the data relationship that if the lines of program code are too long (more than five lines) then almost all learners experience a bottleneck condition. The completion time of each question and the number of iterations in completing the program code lines for each question have also been recorded and have a pattern of connection between the data. The information that has been obtained is then forwarded to teachers or stakeholders as key information to make appropriate feedback to learners based on the results as a means of analyzing and evaluating the programming learning process.
Games-based learning has captured the interest of educationalists and industrialists who seek to reveal the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies context of gaming and education in third world countries. This study investigated the effects of game playing on performance and attitudes of students towards mathematics of Grade VIII. The study was undergone by implementing TGT technique for the experimental group and typical lecture-based approach for the control group. A same achievement test was employed as in both pretest and posttest, an inventory of attitudes towards mathematics were applied for the pretest and posttest on TGT experimental and control group, an attitude scale on computer games was employed for the TGT experimental group, a semi-structured interview for teacher and an FGD guideline for students were applied to serving the purpose of research objectives. After three-weeks of intervention, it had been found out that TGT experimental group students had achieved a significant learning outcome than lecture based control group students. Attitude towards mathematics were differed to a certain positive extent on TGT experimental group. On the basis of findings of this study, some recommendations were made to overcome the barriers of integrating web-based game playing in a classroom.
This study aims to investigate the effects of using scientific educational games in teaching Kingdoms of Living Things on students’ academic achievement and retention of knowledge. The study also assessed students’ perceptions of these educational games. 68 ninth grade students constitute the study group of this research. In the school in which the instruction was carried out two ninth grade classes were randomly assigned as experimental group and control group. The implementation of the study lasted seven weeks as three lesson hours per week. The same method of lecturing was carried out in the experimental and control groups. Review of the topics was made by researcher through the question-answer method and giving the activities in the textbook as homework in the control group. In the experimental group, educational games were used to review, reinforce and assess the topics. At the end of the study the score of posttest and the retention test implemented six month after showed a significant difference in favor of experimental group. The results put forth that educational games enhance students’ achievement and are an effective tool in providing the retention of new knowledge. Within the scope of the study, the experimental group students’ views on the use of educational games were obtained at the end of implementation, which were generally positive. The students found the games informative, entertaining and reinforcing their learning, and stated that they are effective in enabling the retention of new knowledge, promoting collaboration with their peers, and increasing their interest and motivation for learning.
Developing adaptive expertise with arithmetic problem solving is a much desired aim of primary school mathematics education. However, there are very few practical tools for teachers that would aid reaching this complex mathematical learning goal. The aim of the present study was to test the effects of a game-based learning environment in supporting primary school students' adaptive number knowledge and related arithmetic skills. Participants were 1168 students in grades four, five, and six. Classes were randomized in two conditions: in the experimental group regular mathematics teaching was enriched with gameplay using the Number Navigation Game (NNG), and in the control group students continued according to their regular math curriculum. An experimental design with pre- and post-test was used to measure students' adaptive number knowledge, arithmetic fluency, and pre-algebra knowledge. Overall, results showed that the experimental group outperformed the control group on adaptive number knowledge and math fluency. Results showed varying effects of the training in different grade levels, with more pronounced improvement of students' adaptive number knowledge in grade five. Game performance was related to the experimental group's post-test scores even after controlling for pre-test scores and grade. Results suggest that the NNG is effective in enhancing different types of arithmetic skills and knowledge in different grades of primary school education and can provide teachers with a practical and flexible tool to extend their regular classroom practice.
In recent years, increasing academic attention has been focused on the educational potential of video games. Serious games for heritage applications have received much interest, and many examples are well documented in the literature. Many frameworks and methodologies have been proposed for how to design serious games, yet there is a lack of guidance for how to embed heritage information in the mechanics and content of these games. There are also many examples of commercial (non-serious) games that contain heritage content, and there is interest in how these games can be used in educational contexts. However, these games are designed primarily for entertainment purposes, without pedagogical foundations and with limited historical accuracy. There is currently a lack of a rigorous, scientific approach to support the critical analysis of the content of these games and to inform their use within learning settings. In this paper, we propose that the above issues are related by a lack of definitions of heritage content in the video game medium. We describe a model that defines how historical information can be presented in a video game at a content level and demonstrate how it can be applied to the analysis of the content in a commercial historical game. Finally, we propose a novel methodology based on activity theory to guide the design of serious games, based on pre-defined heritage instructional content. The findings are relevant both to educators who wish to use heritage video games, and to designers of serious games for heritage.
Introduction
Serious Games are increasingly being used in undergraduate medical education. They are usually intended to enhance learning with a focus on knowledge acquisition and skills development. According to the current literature, few studies have assessed their effectiveness regarding clinical reasoning (CR). The aim of this prospective study was to compare a Serious Game, the virtual Accident & Emergency department ‘EMERGE’ to small-group problem-based learning (PBL) regarding student learning outcome on clinical reasoning in the short term.
Methods
A total of 112 final-year medical students self-selected to participate in ten 90-minute sessions of either small-group PBL or playing EMERGE. CR was assessed in a formative examination consisting of six key feature cases and a final 45-minute EMERGE session.
Results
Overall, the EMERGE group (n = 78) scored significantly higher than the PBL group (n = 34) in the key feature examination (62.5 (IQR: 17.7)% vs. 54.2 (IQR: 21.9)%; p = 0.015). There was no significant difference in performance levels between groups regarding those cases which had been discussed in both instructional formats during the training phase. In the final EMERGE session, the EMERGE group achieved significantly better results than the PBL group in all four cases regarding the total score as well as in three of four cases regarding the final diagnosis and the correct therapeutic interventions.
Conclusion
EMERGE can be used effectively for CR training in undergraduate medical education. The difference in key feature exam scores was driven by additional exposure to more cases in EMERGE compared to PBL despite identical learning time in both instructional formats. EMERGE is a potential alternative to intensive small-group teaching. Further work is needed to establish how Serious Games enhance CR most effectively.
p class="0abstractCxSpFirst"> Understanding engagement in games provides great opportunities for developing motivating educational games. However, even good games may induce disturbances on the learner. Therefore, we go further than presenting only results and discussion related to the motivation aspects and disturbance factors of the playing experience in UFractions (Ubiquitous fractions) storytelling mobile game. Namely, we define the dynamics between these two important game features. Sample of the case study was 305 middle school pupils in South Africa, Finland, and Mozambique.
Guidelines for game developers, users and educators were derived from the interplay of disturbance factors and motivations. Furthermore, we defined six different learning zones deriving from disturbances the player is facing and the player’s motivation level. </p
In this study a game-based learning approach was introduced among students and teachers. Several chemistry games and a survey method were used as a tool to obtain insight into students’ knowledge about ionic bonding, to learn about the students’ and teachers’ perceptions related to this teaching method and to get insights into the misunderstanding and misconceptions that students might have. Students were tested on the ionic bonding test and both students and teachers anonymously filled in a questionnaire to express their perceptions about the game-based learning approach. Students achievements on the test were satisfactory; the mean score was 11.31 out of 15 (or 75.33 %). Most comments regarding the lesson itself were positive, stating that the lesson was well planned, interesting and very helpful. The usage of games in chemistry classroom was proven to be an excellent way to motivate students, to provide active engagement and discussion among students and to develop skills to solve problems.
Keywords: Ionic bonding; Game-Based Learning; Chemistry Teaching; Interactive Learning Environment; Cooperative Learning; Educational Games.
Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore , this review also identifies three topic areas specific to vocational learning (collab-orative writing-to-learn, simulations and game-like solutions, and tangible objects) and enumerates desirable lines for future research.
This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students’ use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers’ individual advancement in developing a designer language, mindset, and use of computational thinking skills. Three strands of findings were extrapolated from analyzing observational data, participant-generated written responses and artifacts: Understanding games as systems and how components work together in meaningful relationships in game design; Developing growing sophistication in communicating with other novice game designers using language germane to game design; Improving understanding and application of computational thinking skills through game design activities. Extended discussions on three focal cases revealed that using design pedagogy, participants operationalized computational thinking skills in design tasks. Promises and pitfalls of using game design to facilitate computational thinking skills are discussed.
Programming tools are being used in education to teach computer science to children as young as 5 years old. This research aims to explore young children's approaches to programming in two tools with contrasting programming interfaces, ScratchJr and Lightbot, and considers the impact of programming approaches on developing computational thinking. A study was conducted using two versions of a Lightbot-style game, either using a ScratchJr-like or Lightbot style programming interface. A test of non-verbal reasoning was used to perform a matched assignment of 40, 6 and 7-year-olds to the two conditions. Each child then played their version of the game for 30 minutes. The results showed that both groups had similar overall performance, but as expected, the children using the ScratchJr-like interface performed more program manipulation or 'tinkering'. The most interesting finding was that non-verbal reasoning was a predictor of program manipulation, but only for the ScratchJr-like condition. Children approached the ScratchJr-like program differently depending on prior ability. More research is required to establish how children use programming tools and how these approaches influence computational thinking.
This paper investigated students' achievement for learning American Sign Language (ASL), using two different methods. There were two groups of samples. The first experimental group (Group A) was the game-based learning for ASL, using Kinect. The second control learning group (Group B) was the traditional face-to-face learning method, generally used in sign language skill training for students with hearing impairments. This study was separated into two phases. In Phase I: 3D trajectory matching measurement algorithm, the Euclidean distance algorithm was employed to present the similarity between teacher and student datasets. Then, Phase II: Effectiveness of the Game-Based Learning system, showed the proposed framework of the game-based learning for sign language. Moreover, knowledge of sign language together with the corresponding actions were captured from three sign language experts using the knowledge engineering method. Then, the proposed game-based system would be analysed to provide students immediate feedbacks and suggestions based on the knowledge transfer from ASL experts. In the experiment, the students (N=31) were divided into two groups. The first group, Group A (N=17), learnt with the game-based learning while the second group, Group B (N=14), learnt with the traditional face to face learning method. The study result showed a significant difference (p<0.05) on the mean score of the post-tests for both Group A and Group B. It also presented that the game-based learning approach provided a better performance of ASL vocabularies than the traditional face-to-face learning approach. Finally, in the section of Discussion and Conclusion, the effectiveness and the future work opportunity of the proposed game-based learning system were discussed for the improvement of sign language actions.
The use of educational games for pedagogical practice can provide new conceptions of teaching-learning in an interactive environment stimulating the acquisition of new knowledge. The so-called serious games are focused on the goal of transmitting educational content or training to the user. In the context of entrepreneurship, serious games appear to have greater importance due to the multidisciplinary of the knowledge needed. Therefore, we propose the adoption of the Entrexplorer game in the context of a university classroom. The game is a cloud-based serious game about the theme of entrepreneurship where users can access learning contents that will assist them in the acquisition of entrepreneurial skills. The organization of the game in eight levels with six additional floors let students learn the different dimensions of an entrepreneurship project while progressing during the gameplay.
This report presents an overview of gaming consoles and a comparison of consoles and the PC. Benefits of games to learning and the learning environment are touched on, as is the use of games consoles in research and teaching. Issues pertaining to potential future applications of games and consoles to learning and teaching, especially through the enhanced functionality of consoles, are addressed. The report concludes with an overview of other gaming platforms, and a summary of key points and trends to monitor.
To assist in the compilation of this report, an email survey was undertaken of various computer and video game researchers in UK academia, and video game companies worldwide, in 2002. This survey was useful in discovering trends, perceptions and examples of non-gaming uses of video games and gaming consoles.
This study developed an online system of digital game-based learning (DGBL) for Unity Programming by WebGL technology, and then incorporated this learning system into a flipped-classroom curriculum. Our aim was to increase students' interest in and motivation to learn computer programming and achieve higher levels of performance. We formulated the course's structure based on Bergmann and Sams (2012) conception of a flipped classroom, and further included strategies of problem-based learning, with the goal of encouraging students to engage in autonomous exploration and cooperative learning. For the seven-week course, participating students were split into two groups. The experimental group(EG) engaged in a DGBL experience, whilst the control group(CG) were taught the same material through a video-based learning (VBL) approach. Pre-and post-tests measuring self-regulation, MSLQ (Motivated Strategies for Learning Questionnaire) and the performance of programming were conducted. We conducted ANCOVA to determine the influence of DGBL and VBL environments. We also sought to understand how self-regulation and learning motivation affect the efficiency of a flipped classroom with DGBL, and also explored details related to learning hours and mission completion in the back-end database.
In this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self-care practices in dealing with viral contagious diseases, using a social networking interface to integrate both serious games and game-like multimodal design projects. Epidemic invites a playful approach to its deadly serious core concern – communicable disease – in order to see what happens when students are encouraged to critically approach information from multiple or contradictory perspectives. To identify what participants learned while interacting within Epidemic, we deployed two instructional and assessment models, noting the differences each instructional approach could potentially make, and what approach to assessment might help us evaluate game-based learning. We found that each approach provided importantly different perspectives on what and how students learned, and on the very meaning of student success. Recognizing that traditional assessment tools based in print-cultural literacy may prove increasingly ill-suited for assessing emergent multimodal literacies in game-based learning environments, this study seeks to contribute to a growing body of work on the development of novel assessments for learning.
Learning by problem-posing is promising activity in learning mathematics and considered to contribute the understanding of the problem’s structure. If we can clarify how learners are thinking in steps of problem-posing, we will support learning by problem-posing more. This study investigates what learners think during problem-posing as sentence-integration in terms of intermediate products as well as the posed problems as the resultant product. Problem-posing as sentence-integration defines that arithmetic word problems have a structure and problem-posing are a task to satisfy all the constraints and the requirements to build a valid structure. A previous study show, in problem-posing of arithmetic word problems as sentence-integration, learners try to satisfy a relatively large number of the constraints in the posed problems. This study focuses on the violation of constraints in the intermediate products during problem-posing as sentence-integration. If learners have a concern with the structure, they will try to avoid a relatively larger number of the violated constraints on the way to the resultant posed problems. We conducted Pearson’s correlation test between the occurrence frequency of intermediate products and the number of violated constraints of them. The result shows the negative correlation between them. We consider those learners had an inclination to avoid as many violated constraints as possible throughout the problem-posing activity.
Educational games have been used as an innovative instructional strategy in order to achieve learning more effectively. However, it is essential to systematically evaluate such games in order to obtain sound evidence on their impact. Thus, the objective of this article is to present the state of the art on how to systematically evaluate educational games. Therefore, we performed a systematic literature review with an initial sample of 21,291 articles from which 11 relevant articles have been identified, describing 7 approaches to systematically evaluate educational games. Based on these studies we analyze how the approaches are defined (quality factors, theoretical constructs), operationalized (research designs, data collection instruments, data analysis methods), how they have been developed (development methodology) and evaluated (evaluated aspects, number of applications & data points and data analysis methods). As a result, we can confirm that exist few approaches to systematically evaluate educational games. The majority of the approaches are developed in an ad-hoc manner, not providing an explicit definition of the study, its execution and data analysis. We also observed that among the few encountered approaches no clear pattern emerges on which quality factors to evaluate. This shows that there exists a need for research on the definition and operationalization of educational game evaluations in order to obtain more valid and uniform results.
The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
Language learning increasingly takes place beyond the language classroom in learners’ own environments. Alongside this the recent technological developments and widespread use of mobile technologies challenge traditional knowledge and skills. The paper presents the ImparApp study that focuses on a pervasive and gamified approach to language teaching and learning. The study, conducted at Coventry University in Coventry, UK between Spring and Autumn 2016 terms, investigated language learning with mobile devices as an approach to augmenting language learning by taking learning outside the classroom into the real-world context.
This paper reports on the design, development and testing of an introductory Italian Language Learning game, i.e. ImparApp, that was developed with the use of MIT’s TaleBlazer authoring tool. Key findings of the pilot of the game prototype are presented in this paper drawing on data collected through participant observation of the play-test phase of the study, followed by a focus groups with students (N=7), as well as through a blind-test phase of the game. Essentially the paper contributes to the field of mobile-assisted language learning with insights on pervasive and gamified approaches to teaching and learning a foreign language.
The ultimate goals of serious educational games (SEG) are to facilitate learning and maximizing enjoyment during playing SEGs. In SEG development, there are normally two spaces to be taken into account: knowledge space regarding learning materials and content space regarding games to be used to convey learning materials. How to deploy the learning materials seamlessly and effectively into game content becomes one of the most challenging problems in SEG development. Unlike previous work where experts in education have to be involved heavily, we proposed a novel approach that works toward minimizing the efforts of education experts in mapping learning materials to content space. For a proof-of-concept, we apply the proposed approach in developing a SEG game, named Chem Dungeon, as a case study in order to demonstrate the effectiveness of our proposed approach. This SEG game has been tested with a number of users, and the user survey suggests our method works reasonably well.
The interest towards research on learning games is continuously growing, however, the integration of games in teaching is still a somewhat unexplored area of study. In this qualitative literature review, we were interested in the pedagogical foundations that underpin empirical studies and especially in the teacher’s role/activities regarding the use of games in education. The data collection method was based on the systematic literature review models. The data consisted of 35 articles that were coded by using interpretive approach. The results indicate that the teacher’s role was pedagogically active in 21 articles. The teacher’s pedagogical activities became evident in various game-based learning processes: in planning, in orientation, during the gaming, and after the game-play sessions.
The objective of this report is to propose comprehensive guidelines for systematic literature reviews appropriate for software engineering researchers, including PhD students. A systematic literature review is a means of evaluating and interpreting all available research relevant to a particular research question, topic area, or phenomenon of interest.
Systematic reviews aim to present a fair evaluation of a research topic by using a trustworthy, rigorous, and auditable methodology. The guidelines presented in this report were derived from three existing guidelines used by medical researchers, two books produced by researchers with social science backgrounds and discussions with researchers from other disciplines who are involved
in evidence-based practice. The guidelines have been adapted to reflect the specific problems of software engineering research.
The guidelines cover three phases of a systematic literature review: planning the review, conducting the review and reporting the review. They provide a relatively high level description. They do not consider the impact of the research questions on the review procedures, nor do they specify in detail the mechanisms needed to perform meta-analysis.
Despite its potential, empirical evidence of the educational effectiveness of Digital Game-based Learning (DGBL) for manufacturing education is still limited. To this respect, the Life Cycle Assessment (LCA) Game was developed in order to explain in an interactive way to university students life cycle assessment, a tool which is becoming increasingly important for sustainable manufacturing. The study was based on a two-group pretest-posttest quasi-experimental design involving 62 participants and was aiming at understanding the impact of LCA Game on both learning and motivation of university students. The results show that students using LCA Game performed significantly better on procedural knowledge while students involved in the non-gamified activity performed significantly better on factual knowledge. In addition, while higher levels of usability and enjoyment were associated to the LCA Game group, no particular differences were found on the other motivational dimensions. Thus, this study provides important insights about the specific educational benefits that can be obtained through DGBL in manufacturing education.
Assessment is a crucial aspect of any teaching and learning process. Educational games offer promising advantages for assessment; personalised feedback to students and automated assessment process. However, while many teachers agree that educational games increase motivation, learning and retention, few of them are ready to fully trust them as an assessment tool. We believe there are two main reasons for this lack of trust: educators are not given sufficient information about the gameplays, and many educational games are distributed as black-boxes, unmodifiable by teachers. This paper presents an assessment engine designed to separate a game and its assessment. It allows teachers to modify a game's assessment after distribution and visualise gameplay data via a learning analytics dashboard. The engine was evaluated quantitatively by 31 educators. Findings were overall very positive: both the assessment editor and the learning analytics dashboard were rated useful and easy to use. The evaluation also indicates that, having access to EngAGe, educators would be more likely to trust a game's assessment. This paper concludes that EngAGe can be used by educators effectively to modify educational games' assessment and visualise gameplay data, and that it contributes to increasing their trust in educational games as an assessment tool.
The integration of programming into the school
curriculum has become increasingly important, especially in
places and class levels where computer science is not yet
available as a subject of its own. In this paper we investigate
the performance of a class of sixth grade students who were
trained in programming as part of their regular mathematics
curriculum following the method of Forster [ACM SIGITE’16], ¨
which uses programming as a teaching tool for geometry skills.
As a final project the students were tasked to program a
computer game in Scratch, by which we gauge the students
programming skills using the methodology proposed by Funke
et al. [IEEE EDUCON’17], as well as the automatic quality
assessment tool Dr. Scratch. We compare our results with the
results reported by Funke et al. from over 50 students, and with
the automatic quality assessment scores of a data set of 250K
Scratch programs published by Aivaloglou et al. [MSR’17]. Our
pilot study shows that introductory programming skills taught
as part of mathematics classes, aiming at the improvement of
geometry skills, also satisfy the computer science requirements
of an introductory programming course.
The study was conducted to find out what impact a digital game had on students' learning performance and motivation. A quasi-experimental study was performed with two groups of students. The experimental group was taught using the digital game Kahoot whereas the control group was taught with the conventional method. Pre-tests, post-tests, and questionnaires on the students' motivation and attitudes toward gamification in language learning were the instruments used in this study. The data were analyzed using Independent t-tests and One-way Analysis of Covariance. The results revealed statistically significant differences with regard to learning performance and motivation at 0.05. The experimental group obtained higher scores than the control group, and the motivation of students in the experimental group was much higher than that of the control group. In addition, the results of a survey indicated that students had positive attitudes towards application of digital games in language learning.
Nowadays, programming skills are receiving widespread attention for different age groups alongside occupational education programs to better prepare individuals for their future careers. However, introducing programming concepts in an appropriate manner is a challenge in higher education. The main assumption of this study is that enhancing the classical introduction to programming courses through real-life problem-based game development with Scratch programming environment potentially improves the learners' programming skills and motivation. Accordingly, in this study, during one academic semester period, the Introduction to Programming course for engineering students is enriched up to a certain level through real-life game development projects with Scratch. The students are followed within a four-year period starting from freshman until their graduation. The progress of the students who have taken the Introduction to Programming course in enriched or classical form in the fourth year Senior-project course are evaluated. The results show that by slightly improving the course curriculum through real-life game development projects in the Scratch environment, students’ performance on the graduation projects improved significantly. As a conclusion, game-based learning, problem-based learning, visual programming and projects are technologies that can potentially help learners to perform better in the introduction to programming course, in turn affecting their performances in projects.
The emerging trend of teaching computer programming to more and younger people has led to the development of game-based learning and teaching approaches. In this context, educational games are considered as a promising learning platform. However, research in the field of programming games has mainly focused on what is being taught in these games. Less is known, however, about how programming games afford learning and playing by design. To address this, we performed a qualitative, comparative analysis of 19 programming games from an instructional and game attributes perspective. The findings showed that a majority of programming games presents only a moderate alignment with established instructional principles. Furthermore, significant differences in the presence and prevalence of their game attributes were found. Our analysis resulted in a systematic classification of programming games according to their alignment with instructional principles and their positioning on a playing-versus-programming spectrum. Informed by this two-fold classification, we explored whether particular programming games can still be conceptualized as games, as opposed to learning or programming environments. Accordingly, we formulated opportunities and restrictions towards their potential context-of-use.
Our students taking the Artificial Intelligence and Knowledge Engineering courses often encounter a large number of problems to solve which are not directly related to the subject to be learned. To solve this problem, we have developed a game based e-learning system. The elected game, that has been implemented as an e-learning system, allows to develop Artificial Intelligence Decision Making Systems of very diverse complexity level. The e-learning system discharges the students of doing work not directly related with the Artificial Intelligence and Knowledge Engineering problems. This way, students can try their development and self-evaluate their progression level. The results obtained after using this e-learning system with the students (during the Artificial Intelligence and Knowledge Engineering course) show a substantial improvement in students’ learning outcomes.
Students’ preparation for professional career needs
to consider practical placements in the industry workplace. Paper
reports project based learning where interdisciplinary team of
students designed educational tablet games in university-industry
environment. Students were involved in full product development
life-cycle enhancing their technical and professional skills.
Interdisciplinary team of education, multimedia communications
and design students implemented educational tablet games for
primary school classroom use.
In the past, computer programming was perceived as a task only carried out by computer scientists; in the 21st century, however, computer programming is viewed as a critical and necessary skill that everyone should learn. In order to improve teaching of problem-solving abilities in a computing environment, extensive research is being done on teaching-learning methods, types of teaching software, the educational environment, and related tools. This paper, based on diverse experimental results, proposes an environment where elementary students can easily learn and practice computer programming. The proposed robot game environment used a tangible programming tool with which students can easily create robot programs, without learning syntax, and then validate their programming results; it can also provide various game activities to incite students' interest. Observation of elementary school students placed in the robot game environment confirmed the tool's usability and entertainment aspects, and students' attitudes toward programming and their understanding of programming concepts improved.
This paper presents the process and the result of a systematic literature review about educational games in which the main theme is electricity consumption, executed from January to March 2014. The systematic review is characterized by the use of a method that aims to answer the questions of the researcher with rigor in the search, making trends and biases of the researcher interfere as little as possible on the results. The research questions raised were: 1) Are there educational games about electric power consumption? 2) How were these games used? The theme choice was made as a result of the environmental issues assigned to it and the consequences that consumption can generate. The result of the work, obtained from a survey in the ACM Digital Library, Elsevier (Science Direct) and Springer scientific research bases, revealed the existence of seven papers, which responded the questions made. The results indicate a lack of papers in which use approaches of the games are reported — highlighting the need for further investigation and share. It is believed that this work contributes to the academic community by presenting a list of games and their uses, and the knowledge from this type of research serves as an incentive for new games and different approaches to be designed and created.
The use of educational games in an academic context seems to be a superb alternative to traditional learning activities, such as drill-type exercises, in order to engage 21 st -century students. Consequently, this work tries to raise the following objectives: analyze the effectiveness of game-based learning, characterize game elements that may contribute to create playing experiences, comprehend how different player types interact with games and, finally, design interactive games which may create challenges, set goals and provide feedback on progress while motivating learners to study physics and chemistry in a foreign language in the second cycle of Secondary Education (4 th E.S.O. that corresponds to the age of 15–16 years old). Specifically, we have used several Web 2.0 tools (Hot Potatoes, Scratch, What2Learn and SMART Notebook 11) and applications (Microsoft PowerPoint and Microsoft Excel) in order to create the games; and these games are based on the successive contents: laboratory safety, laboratory equipment, stoichiometry, atomic structure, electronic configuration, the periodic table, forces, motion and energy.
In recent years, customization and personalization were widely applied to accommodate the needs of different cognitive style groups. Such two approaches have different advantages and disadvantages but there is a lack of studies to compare these two approaches from the perspective of game-based learning, which is currently popular in educational settings. To this end, we developed a customized game-based learning system and a personalized game-based learning system and conducted two empirical studies to examine how cognitive styles affected learner's reactions to these two game-based learning systems. The results from the customized game-based learning system showed that Holists might not always favor to listen to music because they frequently switched on/off music. On the other hand, Serialists did not prefer to use hints. In addition, learners with the customized game-based learning system had more positive perceptions while learners with the personalized game-based learning system had more negative perceptions though both systems were useful to enhance learners' learning performance, regardless of their cognitive styles.
Curriculum 2013 was designed as a multidisciplinary thematic curriculum with learning process more focus on student activity. But in fact, the implementation of curriculum is not fully implemented in accordance with the concept that has been made. The teachers feel a lot of obstacles in implementing the curriculum 2013 which are related to the learning approach, learning methods, the creation of learning tools, the use of instructional materials, implementation of assessment, and other aspects. In addition, the constraints stemming from the students is the lack of student motivation in implementing the learning process, especially mathematics. This causes the level of student understanding becomes not meet the standards expected. To overcome this problem, the authors design and develop learning activities that focus on student activity, can motivate students to learn math and give them gradual understanding in math and reduce the workload of the teacher. Learning activity consists of playing educational games that are integrated with field activities and daily activities at home. The design of game content is based on a theme that developed into a mission or objective games. Mathematics topic that became the case study is the connection between numbers and social arithmetic in everyday life. Games built using storyline, the challenge level and reward systems. The game is intended for 7th-grade junior high school students. The design of game using model Three Layered Thinking. This model integrates gaming goals into the curriculum goal and design game by reducing the complexity of design tasks and improving four factors: the ability (skill), challenge, concentration and pleasure. The conclusion from this research are (1) the use of educational games in the learning process does not have a significant impact toward the enhancement of student learning outcomes. (2) But, the student gives positive feedback about the use of the game to support their learning process in the school. (3) The design of learning activity which is using game integrated with field activity (outside classroom) and daily activities at home have a potential to improve the capacity of education, reduce student lesson hour in the school and teacher's work hours.
In the world of education today learning system needed a system which is more interesting and fun. But the material presented can be understood by students. The curriculum currently used in Indonesia is curriculum 2013 has many obstacles in its application. The constraints are teachers who are not qualified enough to teach and also the number of teachers less. Author designing and build educational game using educational games design model for game design and using thematic methods for learning design. The game design is done by reviewing the material on the curriculum 2013 that adapted to the design of the game story. The results showed that the group of students who play games have increased in speed and correctness in answer the questions with a gain value of 0.6. Results of a questionnaire from 32 correspondent students gained an average of 3.3 at scale 4, it can be concluded that this educational game system learning can improve student understanding.
