Integration and Deployment of Educational Games in e-Learning Environments: The Learning Object Model Meets Educational Gaming

ERIC Educational Resources Information Center

Torrente, Javier; Moreno-Ger, Pablo; Martinez-Ortiz, Ivan; Fernandez-Manjon, Baltasar

2009-01-01

Game-based learning is becoming popular in the academic discussion of Learning Technologies. However, even though the educational potential of games has been thoroughly discussed in the literature, the integration of the games into educational processes and how to efficiently deliver the games to the students are still open questions. This paper…

Developing and Evaluating Gamifying Learning System by Using Flow-Based Model

ERIC Educational Resources Information Center

Su, Chung-Ho; Hsaio, Kai-Chong

2015-01-01

Game-based learning is an effective learning method, whose performance depends on the quality of the educational game. Due to versatile game environments with complex backgrounds, evaluations are not easy to implement. Consequently, it is difficult for educators to determine to what degree a game may be qualified. This study proposes a novel,…

A Teachable Agent Game Engaging Primary School Children to Learn Arithmetic Concepts and Reasoning

ERIC Educational Resources Information Center

Pareto, Lena

2014-01-01

In this paper we will describe a learning environment designed to foster conceptual understanding and reasoning in mathematics among younger school children. The learning environment consists of 48 2-player game variants based on a graphical model of arithmetic where the mathematical content is intrinsically interwoven with the game idea. The…

A Development of Game-Based Learning Environment to Activate Interaction among Learners

NASA Astrophysics Data System (ADS)

Takaoka, Ryo; Shimokawa, Masayuki; Okamoto, Toshio

Many studies and systems that incorporate elements such as “pleasure” and “fun” in the game to improve a learner's motivation have been developed in the field of learning environments. However, few are the studies of situations where many learners gather at a single computer and participate in a game-based learning environment (GBLE), and where the GBLE designs the learning process by controlling the interactions between learners such as competition, collaboration, and learning by teaching. Therefore, the purpose of this study is to propose a framework of educational control that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our GBLE called “Who becomes the king in the country of mathematics?” from a game viewpoint and describe the method of learning support control in the learning environment. In addition, we report the results of the learning experiment with our GBLE, which we carried out in a junior high school, and include some comments by a principal and a teacher. From the results of the experiment and some comments, we noticed that a game may play a significant role in weakening the learning relationship among students and creating new relationships in the world of the game. Furthermore, we discovered that learning support control of the GBLE has led to activation of the interaction between learners to some extent.

Self-Regulation and Gender within a Game-Based Learning Environment

ERIC Educational Resources Information Center

Nietfeld, John L.; Shores, Lucy R.; Hoffmann, Kristin F.

2014-01-01

In this study, we examined how self-regulated learning (SRL) and gender influences performance in an educational game for 8th-grade students (N = 130). Crystal Island--Outbreak is an immersive, inquiry-based, narrative-centered learning environment featuring a microbiology science mystery aligned with 8th-grade science curriculum. SRL variables…

Examining the Characteristics of Digital Learning Games Designed by In-Service Teachers

ERIC Educational Resources Information Center

An, Yun-Jo; Cao, Li

2017-01-01

In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based…

Remote Labs and Game-Based Learning for Process Control

ERIC Educational Resources Information Center

Zualkernan, Imran A.; Husseini, Ghaleb A.; Loughlin, Kevin F.; Mohebzada, Jamshaid G.; El Gaml, Moataz

2013-01-01

Social networking platforms and computer games represent a natural informal learning environment for the current generation of learners in higher education. This paper explores the use of game-based learning in the context of an undergraduate chemical engineering remote laboratory. Specifically, students are allowed to manipulate chemical…

Comparing 2D and 3D Game-Based Learning Environments in Terms of Learning Gains and Student Perceptions

ERIC Educational Resources Information Center

Ak, Oguz; Kutlu, Birgul

2017-01-01

The aim of this study was to investigate the effectiveness of traditional, 2D and 3D game-based environments assessed by student achievement scores and to reveal student perceptions of the value of these learning environments. A total of 60 university students from the Faculty of Education who were registered in three sections of a required…

Investigating Science Interest in a Game-Based Learning Project

ERIC Educational Resources Information Center

Annetta, Leonard; Vallett, David; Fusarelli, Bonnie; Lamb, Richard; Cheng, Meng-Tzu; Holmes, Shawn; Folta, Elizabeth; Thurmond, Brandi

2014-01-01

The purpose of this study was to examine the effect Serious Educational Games (SEGs) had on student interest in science in a federally funded game-based learning project. It can be argued that today's students are more likely to engage in video games than they are to interact in live, face-to-face learning environments. With a keen eye on…

Evaluating Listening and Speaking Skills in a Mobile Game-Based Learning Environment with Situational Contexts

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Shih, Timothy K.; Ma, Zhao-Heng; Shadiev, Rustam; Chen, Shu-Yu

2016-01-01

Game-based learning activities that facilitate students' listening and speaking skills were designed in this study. To participate in learning activities, students in the control group used traditional methods, while students in the experimental group used a mobile system. In our study, we looked into the feasibility of mobile game-based learning…

A Multi-Modal Digital Game-Based Learning Environment for Hospitalized Children with Chronic Illnesses.

ERIC Educational Resources Information Center

Chin, Jui-Chih; Tsuei, Mengping

2014-01-01

The aim of this study was to explore the digital game-based learning for children with chronic illnesses in the hospital settings. The design-based research and qualitative methods were applied. Three eight-year-old children with leukemia participated in this study. In the first phase, the multi-user game-based learning system was developed and…

Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

ERIC Educational Resources Information Center

Zheng, Meixun

2012-01-01

This mixed methods study examined the flow experience of 5th graders in the CRYSTAL ISLAND game-based science learning environment. Participants were 73 5th graders from a suburban public school in the southeastern US. Quantitative data about students' science content learning and attitudes towards science was collected via pre-and post surveys.…

Teaching with Game-Based Learning Management Systems: Exploring a Pedagogical Dungeon

ERIC Educational Resources Information Center

Carron, Thibault; Marty, Jean-Charles; Heraud, Jean-Mathias

2008-01-01

The work reported here takes place in the educational domain. The authors propose a learning environment based on a graphical representation of a course. The emergence of online multiplayer games led the authors to apply the following metaphor to the digital work environments: The method of acquiring knowledge during a learning session is similar…

Using Instructional Pervasive Game for School Children's Cultural Learning

ERIC Educational Resources Information Center

Chen, Cheng-Ping; Shih, Ju-Ling; Ma, Yi-Chun

2014-01-01

In the past ten years, mobile learning (m-learning) has created a new learning environment that enables learners, through active learning aids. Instructional pervasive gaming (IPG) seems to be an innovative way introduced to enhance m-learning. This study employed a theoretical IPG model to construct a cultural-based pervasive game. Individual and…

Creative and Playful Learning: Learning through Game Co-Creation and Games in a Playful Learning Environment

ERIC Educational Resources Information Center

Kangas, Marjaana

2010-01-01

This paper reports on a pilot study in which children aged 7-12 (N = 68) had an opportunity to study in a novel formal and informal learning setting. The learning activities were extended from the classroom to the playful learning environment (PLE), an innovative playground enriched by technological tools. Curriculum-based learning was intertwined…

Motivation and Performance in a Game-Based Intelligent Tutoring System

ERIC Educational Resources Information Center

Jackson, G. Tanner; McNamara, Danielle S.

2013-01-01

One strength of educational games stems from their potential to increase students' motivation and engagement during educational tasks. However, game features may also detract from principle learning goals and interfere with students' ability to master the target material. To assess the potential impact of game-based learning environments, in this…

D.E.E.P. Learning: Promoting Informal STEM Learning through a Popular Gaming Platform

NASA Astrophysics Data System (ADS)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.

2011-12-01

The research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind efforts for games created for the purpose of entertainment. But evidence suggests that digital simulations and games have the "potential to advance multiple science learning goals, including motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning." (NRC, 2011). It is also generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). Video games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, making them a potentially valuable tool for Science, Technology, Engineering and Mathematics (STEM) learning among the diverse audiences associated with informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). We are attempting to capitalize on this potential by developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit. The games, collectively known as Deep-sea Extreme Environment Pilot (D.E.E.P.), engage ISEI visitors in the exploration and understanding of the otherwise remote deep-sea environment. Players assume the role of piloting a remotely-operated vehicle (ROV) to explore ocean observing systems and hydrothermal vent environments, and are challenged to complete science-based objectives in order to earn points under timed conditions. The current games are intended to be relatively brief visitor experiences (on the order of several minutes) that support complementary exhibits and programming, and promote interactive visitor experiences. In addition to creating a unique educational product, our efforts are intended to inform the broader understanding of the key elements of a successful STEM-based game experience at an ISEI. Which characteristics of the ISEI environment (e.g., age and cultural diversity, limited time of engagement) are conducive or inhibitive to learning via digital gaming? Which aspects of game design (e.g., challenge, curiosity, fantasy, personal recognition) are most effective at maximizing both learning and enjoyment? We will share our progress and assessment results to date, and discuss the potential benefits and challenges to interactive gaming as a tool to support STEM literacy at ISEIs.

Agent Supported Serious Game Environment

ERIC Educational Resources Information Center

Terzidou, Theodouli; Tsiatsos, Thrasyvoulos; Miliou, Christina; Sourvinou, Athanasia

2016-01-01

This study proposes and applies a novel concept for an AI enhanced serious game collaborative environment as a supplementary learning tool in tertiary education. It is based on previous research that investigated pedagogical agents for a serious game in the OpenSim environment. The proposed AI features to support the serious game are the…

Development and Assessment of a Chemistry-Based Computer Video Game as a Learning Tool

ERIC Educational Resources Information Center

Martinez-Hernandez, Kermin Joel

2010-01-01

The chemistry-based computer video game is a multidisciplinary collaboration between chemistry and computer graphics and technology fields developed to explore the use of video games as a possible learning tool. This innovative approach aims to integrate elements of commercial video game and authentic chemistry context environments into a learning…

The Effects of Students' Learning Anxiety and Motivation on the Learning Achievement in the Activity Theory Based Gamified Learning Environment

ERIC Educational Resources Information Center

Su, Chung-Ho

2017-01-01

The advancement of mobile game-based learning has encouraged many related studies, which has enabled students to learn more and faster. To enhance the clinical path of cardiac catheterization learning, this paper has developed a mobile 3D-CCGBLS (3D Cardiac Catheterization Game-Based Learning System) with a learning assessment for cardiac…

An Investigation of Gender Differences in a Game-Based Learning Environment with Different Game Modes

ERIC Educational Resources Information Center

Tsai, Fu-Hsing

2017-01-01

This study aimed to explore the gender differences of participants' learning results, perceptions and gaming behaviors related to an energy quiz game with both single-player and multiplayer game modes simultaneously provided for participants. Seventy-four ninth-grade students played the game in six classes over three weeks. The pretest-posttest on…

The Place of Game-Based Learning in an Age of Austerity

ERIC Educational Resources Information Center

Whitton, Nicola

2012-01-01

Digital games have the potential to create active and engaging environments for learning, supporting problem-solving, communication and group activities, as well as providing a forum for practice and learning through failure. The use of game techniques such as gradually increasing levels of difficulty and contextual feedback support learning, and…

Three Dialogs: A Framework for the Analysis and Assessment of Twenty-First-Century Literacy Practices, and Its Use in the Context of Game Design within "Gamestar Mechanic"

ERIC Educational Resources Information Center

Games, Ivan Alex

2008-01-01

This article discusses a framework for the analysis and assessment of twenty-first-century language and literacy practices in game and design-based contexts. It presents the framework in the context of game design within "Gamestar Mechanic", an innovative game-based learning environment where children learn the Discourse of game design. It…

Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students' Game-Based Learning

ERIC Educational Resources Information Center

Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse

2016-01-01

Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also…

Learning in a game-based virtual environment: a comparative evaluation in higher education

NASA Astrophysics Data System (ADS)

Mayer, Igor; Warmelink, Harald; Bekebrede, Geertje

2013-03-01

The authors define the requirements and a conceptual model for comparative evaluation research of simulation games and serious games (SGs) in a learning context. A first operationalisation of the model was used to comparatively evaluate a suite of 14 SGs on varying topics played between 2004 and 2009 in 13 institutes of higher education in the Netherlands. The questions in this research were: what is the perceived learning effectiveness of the games and what factors explain it? How can we comparatively evaluate games for learning? Data were gathered through pre- and post-game questionnaires among 1000 students, leading to 500 useful datasets and 230 complete datasets for analysis (factor analysis, scaling, t-test and correlation analysis) to give an explorative, structural model. The findings are discussed and a number of propositions for further research are formulated. The conclusion of the analysis is that the students' motivation and attitudes towards game-based learning before the game, their actual enjoyment, their efforts during the game and the quality of the facilitator/teacher are most strongly correlated with their learning satisfaction. The degree to which the experiences during the game were translated back into the underlying theories significantly determines the students' learning satisfaction. The quality of the virtual game environment did not matter so much. The authors reflect upon the general methodology used and offer suggestions for further research and development.

Fifth Graders' Flow Experience in a Digital Game-Based Science Learning Environment

ERIC Educational Resources Information Center

Zheng, Meixun; Spires, Hiller A.

2014-01-01

This mixed methods study examined 73 5th graders' flow experience in a game-based science learning environment using two gameplay approaches (solo and collaborative gameplay). Both survey and focus group interview findings revealed that students had high flow experience; however, there were no flow experience differences that were contingent upon…

Selene: A Videogame for Learning about the Moon

NASA Astrophysics Data System (ADS)

Wood, C. A.; Reese, D. D.

2008-06-01

The Selene game-based, metaphor-enhanced (GaME) learning object prepares players with concrete knowledge of basic lunar geology processes. Selene is embedded within an online research environment studying learning and assessment within videogames.

Evaluating the efficacy of a chemistry video game

NASA Astrophysics Data System (ADS)

Shapiro, Marina

A quasi-experimental design pre-test/post-test intervention study utilizing a within group analysis was conducted with 45 undergraduate college chemistry students that investigated the effect of implementing a game-based learning environment into an undergraduate college chemistry course in order to learn if serious educational games (SEGs) can be used to achieve knowledge gains of complex chemistry concepts and to achieve increase in students' positive attitude toward chemistry. To evaluate if students learn chemistry concepts by participating in a chemistry game-based learning environment, a one-way repeated measures analysis of variance (ANOVA) was conducted across three time points (pre-test, post-test, delayed post-test which were chemistry content exams). Results showed that there was an increase in exam scores over time. The results of the ANOVA indicated a statistically significant time effect. To evaluate if students' attitude towards chemistry increased as a result of participating in a chemistry game-based learning environment a paired samples t-test was conducted using a chemistry attitudinal survey by Mahdi (2014) as the pre- and post-test. Results of the paired-samples t-test indicated that there was no significant difference in pre-attitudinal scores and post-attitudinal scores.

The Overlapping Worlds View: Analvzing Identity Transformation in Real and Virtual Worlds and the Effects on Learning

ERIC Educational Resources Information Center

Evans, Michael A.; Wang, Feihong

2008-01-01

Of late, digital game-based learning has attracted game designers, researchers and educators alike. Immersion in the virtual 3D environment of a game may have positive effects on K-12 students' cultivation of self (Dodge et al., 2006). Currently, two opposing views related to game-based identity formation are presented in the literature: the…

Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment

NASA Astrophysics Data System (ADS)

Cariaga, Ada Angeli; Salvador, Jay Andrae; Solamo, Ma. Rowena; Feria, Rommel

Various approaches in learning are commonly classified into visual, auditory and kinesthetic (VAK) learning styles. One way of addressing the VAK learning styles is through game-based learning which motivates learners pursue knowledge holistically. The paper presents Kinespell, an unconventional method of learning through digital game-based learning. Kinespell is geared towards enhancing not only the learner’s spelling abilities but also the motor skills through utilizing wireless controllers. It monitors player’s performance through integrated assessment scheme. Results show that Kinespell may accommodate the VAK learning styles and is a promising alternative to established methods in learning and assessing students’ performance in Spelling.

Teachers' Concerns about Adopting Constructivist Online Game-Based Learning in Formal Curriculum Teaching: The VISOLE Experience

ERIC Educational Resources Information Center

Jong, Morris S. Y.

2016-01-01

Our work is set against the backdrop of the pervasive discussion of harnessing online games to provide students with new constructivist learning opportunities. Upon the theoretical foundation, we have developed Virtual Interactive Student-Oriented Learning Environment (VISOLE), a teaching framework for implementing constructivist online game-based…

Teachers and Game-Based Learning: Improving Understanding of How to Increase Efficacy of Adoption

ERIC Educational Resources Information Center

Ketelhut, Diane Jass; Schifter, Catherine C.

2011-01-01

Interest in game-based learning for K-12 is growing. Thus, helping teachers understand how to use these new pedagogies is important. This paper presents a cross-case study of the development of teacher professional development for the River City project, a games-based multi-user virtual environment science curriculum project for middle school…

A Platform Independent Game Technology Model for Model Driven Serious Games Development

ERIC Educational Resources Information Center

Tang, Stephen; Hanneghan, Martin; Carter, Christopher

2013-01-01

Game-based learning (GBL) combines pedagogy and interactive entertainment to create a virtual learning environment in an effort to motivate and regain the interest of a new generation of "digital native" learners. However, this approach is impeded by the limited availability of suitable "serious" games and high-level design…

Ice Flows: A Game-based Learning approach to Science Communication

NASA Astrophysics Data System (ADS)

Le Brocq, Anne

2017-04-01

Game-based learning allows people to become immersed in an environment, and learn how the system functions and responds to change through playing a game. Science and gaming share a similar characteristic: they both involve learning and understanding the rules of the environment you are in, in order to achieve your objective. I will share experiences of developing and using the educational game "Ice Flows" for science communication. The game tasks the player with getting a penguin to its destination, through controlling the size of the ice sheet via ocean temperature and snowfall. Therefore, the game aims to educate the user about the environmental controls on the behaviour of the ice sheet, whilst they are enjoying playing a game with penguins. The game was funded by a NERC Large Grant entitled "Ice shelves in a warming world: Filchner Ice Shelf system, Antarctica", so uses data from the Weddell Sea sector of the West Antarctic Ice Sheet to generate unique levels. The game will be easily expandable to other regions of Antarctica and beyond, with the ultimate aim of giving a full understanding to the user of different ice flow regimes across the planet.

Nursing Students' Experiential Learning Processes Using an Online 3D Simulation Game

ERIC Educational Resources Information Center

Koivisto, Jaana-Maija; Niemi, Hannele; Multisilta, Jari; Eriksson, Elina

2017-01-01

The growing use of game-based simulation in healthcare education reflects the opportunities afforded to learners by serious games, which simulate real-world situations and enable students to emulate the roles of healthcare professionals in a safe and engaging learning environment. As part of a design-based research project to design, test, and…

RELM: developing a serious game to teach evidence-based medicine in an academic health sciences setting.

PubMed

Gleason, Ann Whitney

2015-01-01

Gaming as a means of delivering online education continues to gain in popularity. Online games provide an engaging and enjoyable way of learning. Gaming is especially appropriate for case-based teaching, and provides a conducive environment for adult independent learning. With funding from the National Network of Libraries of Medicine, Pacific Northwest Region (NN/LM PNR), the University of Washington (UW) Health Sciences Library, and the UW School of Medicine are collaborating to create an interactive, self-paced online game that teaches players to employ the steps in practicing evidence-based medicine. The game encourages life-long learning and literacy skills and could be used for providing continuing medical education.

Minigames for Mental Health: Improving Warfighters' Coping Skills and Awareness of Mental Health Resources.

PubMed

Procci, Katelyn; Bowers, Clint; Wong, Christopher; Andrews, Anya

2013-08-01

Providing resources and stress management techniques is vital to the improvement of mental health outcomes of deploying warfighters. Despite the large amount of resources available, they are largely ineffective owing in part to lack of familiarity and knowledge of the resources themselves. This may be ameliorated through game-based practice environments. The objective of this study was to develop and evaluate a serious game to teach deploying military personnel about available mental health resources and coping skills, as well as to determine whether the inclusion of minigames improved learning outcomes. Participants played the serious game "Walk in My Shoes" (Novonics Corp., Orlando, FL) to learn about mental health resources and coping skills. Half of the participants applied this knowledge during the game by playing minigames, whereas the other half played minigames featuring irrelevant content. This study was conducted both in-person and online. Participants who practiced the content by playing relevant minigames had positive learning gains, whereas those who played minigames with irrelevant content did not improve from baseline. There were no differences with respect to whether the game was played in the laboratory or in a more naturalistic environment. Web-based serious games can be effective in providing information about resources and skills to deploying warfighters. Including minigames to provide practice in a game-based training environment such as a serious game improves learning outcomes. Such a serious game, regardless of the inclusion of minigames, also increases self-reports of deployment self-efficacy.

From Play to Thoughtful Learning: A Design Strategy to Engage Children with Mathematical Representations

ERIC Educational Resources Information Center

Sedig, Kamran

2008-01-01

Many children do not like learning mathematics. They do not find mathematics fun, motivating, and engaging, and they think it is difficult to learn. Computer-based games have the potential and possibility of addressing this problem. This paper proposes a strategy for designing game-based learning environments that takes advantage of the…

The Effects of Participation, Performance, and Interest in a Game-Based Writing Environment

ERIC Educational Resources Information Center

Liao, Calvin C. Y.; Chang, Wan-Chen; Chan, Tak-Wai

2018-01-01

We have observed that many computer-supported writing environments based on pedagogical strategies have only been designed to incorporate the cognitive aspects, but motivational aspects should also be included. Hence, we theorize that integrating game-based learning into the writing environment may be a practical approach that can facilitate…

Authentic Game-Based Learning and Teachers' Dilemmas in Reconstructing Professional Practice

ERIC Educational Resources Information Center

Chee, Yam San; Mehrotra, Swati; Ong, Jing Chuan

2015-01-01

Teachers who attempt pedagogical innovation with authentic digital games face significant challenges because such games instantiate open systems of learner activity, inviting enquiry learning rather than knowledge acquisition. However, school environments are normatively sanctioned cultural spaces where direct instruction and high-stakes tests are…

From boring to scoring - a collaborative serious game for learning and practicing mathematical logic for computer science education

NASA Astrophysics Data System (ADS)

Schäfer, Andreas; Holz, Jan; Leonhardt, Thiemo; Schroeder, Ulrik; Brauner, Philipp; Ziefle, Martina

2013-06-01

In this study, we address the problem of low retention and high dropout rates of computer science university students in early semesters of the studies. Complex and high abstract mathematical learning materials have been identified as one reason for the dropout rate. In order to support the understanding and practicing of core mathematical concepts, we developed a game-based multitouch learning environment in which the need for a suitable learning environment for mathematical logic was combined with the ability to train cooperation and collaboration in a learning scenario. As application domain, the field of mathematical logic had been chosen. The development process was accomplished along three steps: First, ethnographic interviews were run with 12 students of computer science revealing typical problems with mathematical logic. Second, a multitouch learning environment was developed. The game consists of multiple learning and playing modes in which teams of students can collaborate or compete against each other. Finally, a twofold evaluation of the environment was carried out (user study and cognitive walk-through). Overall, the evaluation showed that the game environment was easy to use and rated as helpful: The chosen approach of a multiplayer game supporting competition, collaboration, and cooperation is perceived as motivating and "fun."

Impeding Phenomena Emerging from Students' Constructivist Online Game-Based Learning Process: Implications for the Importance of Teacher Facilitation

ERIC Educational Resources Information Center

Jong, Morris Siu-yung; Shang, Junjie

2015-01-01

"Virtual Interactive Student-Oriented Learning Environment" ("VISOLE") is a pedagogical approach to integrating constructivist online game-based learning (COGBLe) into formal teaching in school education. This paper reports a qualitative case study on the implementation of VISOLE (in secondary Geography education) in which we…

No Student Left Behind: A Collaborative and Competitive Game-Based Learning Environment to Reduce the Achievement Gap of EFL Students in Taiwan

ERIC Educational Resources Information Center

Hung, Hui-Chun; Young, Shelley Shwu-Ching; Lin, Chiu-Pin

2015-01-01

How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword…

Student Reflections as Artifacts of Self-Regulatory Behaviors for Learning: A Tale of Two Courses

ERIC Educational Resources Information Center

Bigenho, Christopher William

2011-01-01

The rapid growth of online and blended learning environments in both higher education and K-12, along with the development of innovative game based, narrative driven, problem-based learning (PBL) systems known as Alternate Reality Games (AltRG), has led to the need to understand student's abilities to self-regulate their learning behaviors…

Content Integration as a Factor in Math-Game Effectiveness

ERIC Educational Resources Information Center

Vandercruysse, Sylke; ter Vrugte, Judith; de Jong, Ton; Wouters, Pieter; van Oostendorp, Herre; Verschaffel, Lieven; Elen, Jan

2017-01-01

In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core…

Effects of Game-Based Learning in an Opensim-Supported Virtual Environment on Mathematical Performance

ERIC Educational Resources Information Center

Kim, Heesung; Ke, Fengfeng

2017-01-01

This experimental study was intended to examine whether the integration of game characteristics in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement for elementary school students. In this pre- and posttest experimental comparison study, data were collected from 132 fourth graders through an…

Between Learning and Playing? Exploring Learners' Perceptions of Corrective Feedback in an Immersive Game for English Pragmatics

ERIC Educational Resources Information Center

Cornillie, Frederik; Clarebout, Geraldine; Desmet, Piet

2012-01-01

This paper aims to provide a rationale for the utility of corrective feedback (CF) in digital games designed for language learning, with specific reference to learners' perceptions. Explicit and elaborate CF has the potential to increase learners' understanding of language, but might not be found useful in a game-based learning environment where…

Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches.

PubMed

Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B

2014-01-01

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive and immersive exploration of the virtual environment greatly engages a blind user to develop skills akin to positive near transfer of learning. Learning through a game play strategy appears to confer certain behavioral advantages with respect to how spatial information is acquired and ultimately manipulated for navigation.

Virtual environments for the transfer of navigation skills in the blind: a comparison of directed instruction vs. video game based learning approaches

PubMed Central

Connors, Erin C.; Chrastil, Elizabeth R.; Sánchez, Jaime; Merabet, Lotfi B.

2014-01-01

For profoundly blind individuals, navigating in an unfamiliar building can represent a significant challenge. We investigated the use of an audio-based, virtual environment called Audio-based Environment Simulator (AbES) that can be explored for the purposes of learning the layout of an unfamiliar, complex indoor environment. Furthermore, we compared two modes of interaction with AbES. In one group, blind participants implicitly learned the layout of a target environment while playing an exploratory, goal-directed video game. By comparison, a second group was explicitly taught the same layout following a standard route and instructions provided by a sighted facilitator. As a control, a third group interacted with AbES while playing an exploratory, goal-directed video game however, the explored environment did not correspond to the target layout. Following interaction with AbES, a series of route navigation tasks were carried out in the virtual and physical building represented in the training environment to assess the transfer of acquired spatial information. We found that participants from both modes of interaction were able to transfer the spatial knowledge gained as indexed by their successful route navigation performance. This transfer was not apparent in the control participants. Most notably, the game-based learning strategy was also associated with enhanced performance when participants were required to find alternate routes and short cuts within the target building suggesting that a ludic-based training approach may provide for a more flexible mental representation of the environment. Furthermore, outcome comparisons between early and late blind individuals suggested that greater prior visual experience did not have a significant effect on overall navigation performance following training. Finally, performance did not appear to be associated with other factors of interest such as age, gender, and verbal memory recall. We conclude that the highly interactive and immersive exploration of the virtual environment greatly engages a blind user to develop skills akin to positive near transfer of learning. Learning through a game play strategy appears to confer certain behavioral advantages with respect to how spatial information is acquired and ultimately manipulated for navigation. PMID:24822044

ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment.

PubMed

Fjællingsdal, Kristoffer S; Klöckner, Christian A

2017-01-01

Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM) and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games) was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game's general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined.

D.E.E.P. Learning: Promoting Informal STEM Learning through Ocean Research Simulation Games

NASA Astrophysics Data System (ADS)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.; Keen, C. S.; Matthews, J.; Nsf Ooi-Ci Education; Public Engagement Team

2010-12-01

It is generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). But the research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind the same efforts for games created for the purpose of entertainment. Our group is attempting to capitalize on the facts that games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, by developing effective and engaging simulation games that promote Science, Technology, Engineering and Mathematics (STEM) literacy in informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). In particular, we are developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit, which engage ISEI visitors in the exploration and understanding of the deep-sea environment. Known as Deep-sea Extreme Environment Pilot (D.E.E.P.), the games place players in the role of piloting a remotely-operated vehicle (ROV) to complete science-based objectives associated with the exploration of ocean observing systems and hydrothermal vent environments. In addition to creating a unique educational product, our efforts are intended to identify 1) the key elements of a successful STEM-based simulation game experience in an informal science education institution, and 2) which aspects of game design (e.g., challenge, curiosity, fantasy, personal recognition) are most effective at maximizing both learning and enjoyment. We will share our progress to date, including formative assessment results from testing the game prototypes at Birch Aquarium at Scripps, and discuss the potential benefits and challenges to interactive gaming as a tool to support STEM literacy.

Effects of the Badge Mechanism on Self-Efficacy and Learning Performance in a Game-Based English Learning Environment

ERIC Educational Resources Information Center

Yang, Jie Chi; Quadir, Benazir; Chen, Nian-Shing

2016-01-01

A growing number of studies have been conducted on digital game-based learning (DGBL). However, there has been a lack of attention paid to individuals' self-efficacy and learning performance in the implementation of DGBL. This study therefore investigated how the badge mechanism in DGBL enhanced users' self-efficacy in the subject domain of…

The Effects of Peer Competition-Based Science Learning Game on Secondary Students' Performance, Achievement Goals, and Perceived Ability

ERIC Educational Resources Information Center

Chen, Ching-Huei; Law, Victor; Chen, Wei-Yu

2018-01-01

The purpose of this study is to examine the effects of different modes of competition on science learning in a game-based learning (GBL) environment. Some key motivational constructs such as learning goals, performance goals, and perceived ability were also investigated. One hundred ninety-five students from a secondary school in Taiwan were…

Personalized Messages That Promote Science Learning in Virtual Environments

ERIC Educational Resources Information Center

Moreno, Roxana; Mayer, Richard E.

2004-01-01

College students learned how to design the roots, stem, and leaves of plants to survive in five different virtual reality environments through an agent-based multimedia educational game. For each student, the agent used personalized speech (e.g., including I and you) or nonpersonalized speech (e.g., 3rd-person monologue), and the game was…

Students' Perceptions of the Learning Environment and Attitudes in Game-Based Mathematics Classrooms

ERIC Educational Resources Information Center

Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.; Khine, Myint Swe

2013-01-01

We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students' perceptions of the learning environment and their attitudes towards of mathematics. A pre-post design involved the administration of English and Arabic versions of two surveys (one…

Mixed Reality Games

ERIC Educational Resources Information Center

Marty, Jean-Charles; Carron, Thibault; Pernelle, Philippe; Talbot, Stéphane; Houzet, Gregory

2015-01-01

The authors' research work deals with the development of new game-based learning (gbl) environments. They think that the way of acquiring knowledge during a learning session is similar to following an adventure in a role-playing game and they apply the metaphor of exploring a virtual world, where each student embarks on a quest in order to collect…

Supporting online learning with games

NASA Astrophysics Data System (ADS)

Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

2007-04-01

This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

Action video game play and transfer of navigation and spatial cognition skills in adolescents who are blind.

PubMed

Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B

2014-01-01

For individuals who are blind, navigating independently in an unfamiliar environment represents a considerable challenge. Inspired by the rising popularity of video games, we have developed a novel approach to train navigation and spatial cognition skills in adolescents who are blind. Audio-based Environment Simulator (AbES) is a software application that allows for the virtual exploration of an existing building set in an action video game metaphor. Using this ludic-based approach to learning, we investigated the ability and efficacy of adolescents with early onset blindness to acquire spatial information gained from the exploration of a target virtual indoor environment. Following game play, participants were assessed on their ability to transfer and mentally manipulate acquired spatial information on a set of navigation tasks carried out in the real environment. Success in transfer of navigation skill performance was markedly high suggesting that interacting with AbES leads to the generation of an accurate spatial mental representation. Furthermore, there was a positive correlation between success in game play and navigation task performance. The role of virtual environments and gaming in the development of mental spatial representations is also discussed. We conclude that this game based learning approach can facilitate the transfer of spatial knowledge and further, can be used by individuals who are blind for the purposes of navigation in real-world environments.

Action video game play and transfer of navigation and spatial cognition skills in adolescents who are blind

PubMed Central

Connors, Erin C.; Chrastil, Elizabeth R.; Sánchez, Jaime; Merabet, Lotfi B.

2014-01-01

For individuals who are blind, navigating independently in an unfamiliar environment represents a considerable challenge. Inspired by the rising popularity of video games, we have developed a novel approach to train navigation and spatial cognition skills in adolescents who are blind. Audio-based Environment Simulator (AbES) is a software application that allows for the virtual exploration of an existing building set in an action video game metaphor. Using this ludic-based approach to learning, we investigated the ability and efficacy of adolescents with early onset blindness to acquire spatial information gained from the exploration of a target virtual indoor environment. Following game play, participants were assessed on their ability to transfer and mentally manipulate acquired spatial information on a set of navigation tasks carried out in the real environment. Success in transfer of navigation skill performance was markedly high suggesting that interacting with AbES leads to the generation of an accurate spatial mental representation. Furthermore, there was a positive correlation between success in game play and navigation task performance. The role of virtual environments and gaming in the development of mental spatial representations is also discussed. We conclude that this game based learning approach can facilitate the transfer of spatial knowledge and further, can be used by individuals who are blind for the purposes of navigation in real-world environments. PMID:24653690

ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment

PubMed Central

Fjællingsdal, Kristoffer S.; Klöckner, Christian A.

2017-01-01

Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM) and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games) was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game’s general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined. PMID:28701988

Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

ERIC Educational Resources Information Center

Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2013-01-01

Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…

Learning in Transformational Computer Games: Exploring Design Principles for a Nanotechnology Game

ERIC Educational Resources Information Center

Masek, Martin; Murcia, Karen; Morrison, Jason; Newhouse, Paul; Hackling, Mark

2012-01-01

Transformational games are digital computer and video applications purposefully designed to create engaging and immersive learning environments for delivering specified learning goals, outcomes and experiences. The virtual world of a transformational game becomes the social environment within which learning occurs as an outcome of the complex…

Teaching the blind to find their way by playing video games.

PubMed

Merabet, Lotfi B; Connors, Erin C; Halko, Mark A; Sánchez, Jaime

2012-01-01

Computer based video games are receiving great interest as a means to learn and acquire new skills. As a novel approach to teaching navigation skills in the blind, we have developed Audio-based Environment Simulator (AbES); a virtual reality environment set within the context of a video game metaphor. Despite the fact that participants were naïve to the overall purpose of the software, we found that early blind users were able to acquire relevant information regarding the spatial layout of a previously unfamiliar building using audio based cues alone. This was confirmed by a series of behavioral performance tests designed to assess the transfer of acquired spatial information to a large-scale, real-world indoor navigation task. Furthermore, learning the spatial layout through a goal directed gaming strategy allowed for the mental manipulation of spatial information as evidenced by enhanced navigation performance when compared to an explicit route learning strategy. We conclude that the immersive and highly interactive nature of the software greatly engages the blind user to actively explore the virtual environment. This in turn generates an accurate sense of a large-scale three-dimensional space and facilitates the learning and transfer of navigation skills to the physical world.

Designing and Deploying 3D Collaborative Games in Education

ERIC Educational Resources Information Center

Mavridis, Apostolos; Tsiatsos, Thrasyvoulos; Terzidou, Theodouli

2016-01-01

This paper focuses on methodologies of serious games deployment and evaluation. Particularly, this study will present a specific category of serious games that are based on Collaborative Virtual Environments and they aim to support Collaborative Learning. We call these serious games Collaborative Virtual Educational Games (CVEG). The paper aims to…

Gender and Cultural Differences in Game-Based Learning Experiences

ERIC Educational Resources Information Center

Lukosch, Heide; Kurapati, Shalini; Groen, Daan; Verbraeck, Alexander

2017-01-01

Games have been successfully used in educational settings for many years. Still, it is not known in detail which factors influence the use and effectiveness of educational games. The game environment, its technology, and other game mechanics are factors directly linked to the game itself. The player's experience with the subject of the game and/or…

Does Online Game-Based Learning Work in Formal Education at School? A Case Study of VISOLE

ERIC Educational Resources Information Center

Jong, Morris S. Y.

2015-01-01

VISOLE (Virtual Interactive Student-Oriented Environment) is a teacher-facilitated pedagogical approach to integrating constructivist online game-based learning into formal curriculum teaching in school education. This paper reports a case study on the implementation of VISOLE in secondary Geography education. We compared the pedagogical…

The Influence of Trainee Gaming Experience and Computer Self-Efficacy on Learner Outcomes of Videogame-Based Learning Environments

DTIC Science & Technology

2005-06-01

videogame-based training environment. In this research, 413 participants played a first-person-perspective videogame that began with a single- player ...section to introduce game-specific tasks, followed by a multi- player section where participants formed small teams to conduct several collaborative...with over four million registered players . In Janurary 2004, America’s Army was used during a four-day inter-semester game- based training exercise at

Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class

NASA Astrophysics Data System (ADS)

Dowling, Angie

This study investigated the effects of a game-like environment on instructional activity design and the use of student mentors on learning outcomes in a middle school general science class. The participants for this study were 165 students, ages 13-14 years old, who were enrolled in 8th grade at a mid-Atlantic middle school. Two research questions were used to conduct the research: 1. Can science content be designed and successfully delivered instructionally using a game-like learning environment? 2. Does the use of student mentors/assistants help direct and maintain the flow of the class away from the technological issues toward the necessary learning outcomes while also increasing the science content understanding acquired by the mentors while also increasing class and student engagement? For this study an introductory biology unit was designed using a game-like curricular structure. Student mentors were utilized in order to aid focus on the content and not the technology. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning. The mentor students were instrumental in steering their fellow students away from the “Siren’s Call” of the instrument (in this case StarLogo) and enabled increased focus on the content. Keywords: Trivial games, Serious Games, Epistemic Games, Student Mentors, StarLogo, Elaboration Theory.

Supporting Conceptual Understanding of the Associative and Distributive Properties through Digital Gameplay

ERIC Educational Resources Information Center

Denham, A. R.

2015-01-01

There has been a steady rise in the support for games as learning environments. This support is largely based on the strong levels of engagement and motivation observed during gameplay. What has proven difficult is the ability to consistently design and develop learning games that are both engaging and educationally viable. Those in the game-based…

Computer Programming Games and Gender Oriented Cultural Forms

NASA Astrophysics Data System (ADS)

AlSulaiman, Sarah Abdulmalik

I present the design and evaluation of two games designed to help elementary and middle school students learn computer programming concepts. The first game was designed to be "gender neutral", aligning with might be described as a consensus opinion on best practices for computational learning environments. The second game, based on the cultural form of dress up dolls was deliberately designed to appeal to females. I recruited 70 participants in an international two-phase study to investigate the relationship between games, gender, attitudes towards computer programming, and learning. My findings suggest that while the two games were equally effective in terms of learning outcomes, I saw differences in motivation between players of the two games. Specifically, participants who reported a preference for female- oriented games were more motivated to learn about computer programming when they played a game that they perceived as designed for females. In addition, I describe how the two games seemed to encourage different types of social activity between players in a classroom setting. Based on these results, I reflect on the strategy of exclusively designing games and activities as "gender neutral", and suggest that employing cultural forms, including gendered ones, may help create a more productive experience for learners.

Investigating the Contextual Interference Effect Using Combination Sports Skills in Open and Closed Skill Environments

PubMed Central

Cheong, Jadeera P.G.; Lay, Brendan; Razman, Rizal

2016-01-01

This study attempted to present conditions that were closer to the real-world setting of team sports. The primary purpose was to examine the effects of blocked, random and game-based training practice schedules on the learning of the field hockey trap, close dribble and push pass that were practiced in combination. The secondary purpose was to investigate the effects of predictability of the environment on the learning of field hockey sport skills according to different practice schedules. A game-based training protocol represented a form of random practice in an unstable environment and was compared against a blocked and a traditional random practice schedule. In general, all groups improved dribble and push accuracy performance during the acquisition phase when assessed in a closed environment. In the retention phase, there were no differences between the three groups. When assessed in an open skills environment, all groups improved their percentage of successful executions for trapping and passing execution, and improved total number of attempts and total number of successful executions for both dribbling and shooting execution. Between-group differences were detected for dribbling execution with the game-based group scoring a higher number of dribbling successes. The CI effect did not emerge when practicing and assessing multiple sport skills in a closed skill environment, even when the skills were practiced in combination. However, when skill assessment was conducted in a real-world situation, there appeared to be some support for the CI effect. Key points The contextual interference effect was not supported when practicing several skills in combination when the sports skills were assessed in a closed skill environment. There appeared to be some support for the contextual interference effect when sports skills were assessed in an open skill environment, which were similar to a real game situation. A game-based training schedule can be used as an alternative practice schedule as it displayed superior learning compared to a blocked practice schedule when assessed by the game performance test (real-world setting). The game-based training schedule also matched the blocked and random practice schedules in the other tests. PMID:26957940

Investigating the Contextual Interference Effect Using Combination Sports Skills in Open and Closed Skill Environments.

PubMed

Cheong, Jadeera P G; Lay, Brendan; Razman, Rizal

2016-03-01

This study attempted to present conditions that were closer to the real-world setting of team sports. The primary purpose was to examine the effects of blocked, random and game-based training practice schedules on the learning of the field hockey trap, close dribble and push pass that were practiced in combination. The secondary purpose was to investigate the effects of predictability of the environment on the learning of field hockey sport skills according to different practice schedules. A game-based training protocol represented a form of random practice in an unstable environment and was compared against a blocked and a traditional random practice schedule. In general, all groups improved dribble and push accuracy performance during the acquisition phase when assessed in a closed environment. In the retention phase, there were no differences between the three groups. When assessed in an open skills environment, all groups improved their percentage of successful executions for trapping and passing execution, and improved total number of attempts and total number of successful executions for both dribbling and shooting execution. Between-group differences were detected for dribbling execution with the game-based group scoring a higher number of dribbling successes. The CI effect did not emerge when practicing and assessing multiple sport skills in a closed skill environment, even when the skills were practiced in combination. However, when skill assessment was conducted in a real-world situation, there appeared to be some support for the CI effect. Key pointsThe contextual interference effect was not supported when practicing several skills in combination when the sports skills were assessed in a closed skill environment.There appeared to be some support for the contextual interference effect when sports skills were assessed in an open skill environment, which were similar to a real game situation.A game-based training schedule can be used as an alternative practice schedule as it displayed superior learning compared to a blocked practice schedule when assessed by the game performance test (real-world setting). The game-based training schedule also matched the blocked and random practice schedules in the other tests.

Development of Children's Creativity and Manual Skills within Digital Game-Based Learning Environment

ERIC Educational Resources Information Center

Hsiao, H-S.; Chang, C-S.; Lin, C-Y.; Hu, P-M.

2014-01-01

In this study, we developed a digital game-based learning (DGBL) system, called the ToES, to foster students' creativity. Fifty-one fifth-grade students from two classes in a public school in Taipei, Taiwan, were recruited and consented to participate. Both classes consisted of students with mixed abilities studying a foundation unit entitled…

Creating Electronic Learning Environments: Games, Flow, and the User Interface.

ERIC Educational Resources Information Center

Jones, Marshall G.

A difficult task in creating rich, exploratory interactive learning environments is building an environment that is truly engaging. Engagement can be defined as the nexus of intrinsic knowledge and/or interest and external stimuli that promote the initial interest in, and continued use of a computer-based learning environment. Complete and total…

PlayPhysics: An Emotional Games Learning Environment for Teaching Physics

NASA Astrophysics Data System (ADS)

Muñoz, Karla; Kevitt, Paul Mc; Lunney, Tom; Noguez, Julieta; Neri, Luis

To ensure learning, game-based learning environments must incorporate assessment mechanisms, e.g. Intelligent Tutoring Systems (ITSs). ITSs are focused on recognising and influencing the learner's emotional or motivational states. This research focuses on designing and implementing an affective student model for intelligent gaming, which reasons about the learner's emotional state from cognitive and motivational variables using observable behaviour. A Probabilistic Relational Models (PRMs) approach is employed to derive Dynamic Bayesian Networks (DBNs). The model uses the Control-Value theory of 'achievement emotions' as a basis. A preliminary test was conducted to recognise the students' prospective-outcome emotions with results presented and discussed. PlayPhysics is an emotional games learning environment for teaching Physics. Once the affective student model proves effective it will be incorporated into PlayPhysics' architecture. The design, evaluation and postevaluation of PlayPhysics are also discussed. Future work will focus on evaluating the affective student model with a larger population of students, and on providing affective feedback.

Teachers' Implementation of a Game-Based Biotechnology Curriculum

ERIC Educational Resources Information Center

Eastwood, Jennifer L.; Sadler, Troy D.

2013-01-01

Research in education suggests that computer games can serve as powerful learning environments, however, teachers perceive many obstacles to using games as teaching tools. In this study, we examine three science teachers' implementation and perceptions of a curriculum unit incorporating the game, Mission Biotech (MBt) and a set of supporting…

Glitch game testers: The design and study of a learning environment for computational production with young African American males

NASA Astrophysics Data System (ADS)

DiSalvo, Elizabeth Betsy

The implementation of a learning environment for young African American males, called the Glitch Game Testers, was launched in 2009. The development of this program was based on formative work that looked at the contrasting use of digital games between young African American males and individuals who chose to become computer science majors. Through analysis of cultural values and digital game play practices, the program was designed to intertwine authentic game development practices and computer science learning. The resulting program employed 25 African American male high school students to test pre-release digital games full-time in the summer and part-time in the school year, with an hour of each day dedicated to learning introductory computer science. Outcomes for persisting in computer science education are remarkable; of the 16 participants who had graduated from high school as of 2012, 12 have gone on to school in computing-related majors. These outcomes, and the participants' enthusiasm for engaging in computing, are in sharp contrast to the crisis in African American male education and learning motivation. The research presented in this dissertation discusses the formative research that shaped the design of Glitch, the evaluation of the implementation of Glitch, and a theoretical investigation of the way in which participants navigated conflicting motivations in learning environments.

Learning Competencies Used In the U.S. Navy’s Virtual Schoolhouse Learning Environment

DTIC Science & Technology

2016-12-01

military applications. Most studies still focus on synchronous gaming in the virtual world and not an academic setting. Given this lack of research...Played a PC based video game ? Never Seldom Sometimes Frequently Often 2. Played a console video game system (e.g., XBox, PlayStation 3, Wii...etc…)? Never Seldom Sometimes Frequently Often 3. During an average week, how many hours will you spend playing video games ? < 1

The Development and Evaluation of an Online Formative Assessment upon Single-Player Game in E-Learning Environment

ERIC Educational Resources Information Center

Tsai, Fu-Hsing

2013-01-01

This study developed a game-based formative assessment, called tic-tac-toe quiz for single-player version (TRIS-Q-SP), in an energy education e-learning system. This assessment game combined tic-tac-toe with online assessment, and revised the rule of tic-tac-toe for stimulating students to use online formative assessment actively. Additionally, to…

Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

NASA Astrophysics Data System (ADS)

Fung, M. K.; Tedesco, L.; Katz, M. E.

2013-12-01

As part of RPI's GK-12 graduate fellowship program (which involves graduate STEM fellows in K-12 education) a climate change board game activity was developed and implemented at inner city Troy High School in Troy, New York. The goal was to engage and teach two classes of the Earth Science General Repeat (GR) tenth grade students about climate change through a game-based leaning module. Students placed in the GR course had previously failed Earth Science, and had never passed a general science class in high school. In the past, these students have responded positively to hands-on activities. Therefore, an interactive board game activity was created to teach students about climate, explore how humans impact our environment, and address the future of climate change. The students are presented with a draft version of the game, created by the graduate fellow, and are asked to redesign the game for their peers in the other GR class. The students' version of the game is required to include certain aspects of the original game, for example, the climate change Trivia and Roadblock cards, but the design, addition of rules and overall layout are left to the students. The game-based learning technique allows the students to learn through a storyline, compete against each other, and challenge themselves to perfect their learning and understanding of climate change. The climate change board game activity also incorporates our cascade learning model, in which the graduate fellow designs the activity, works with a high school teacher, and implements the game with high school students. In addition, the activity emphasizes peer-to-peer learning, allowing each classroom to design the game for a different group of students. This allows the students to take leadership and gives them a sense of accomplishment with the completed board game. The nature of a board game also creates a dynamic competitive atmosphere, in which the students want to learn and understand the material to succeed in the overall game. Although this board game activity was designed for high school students, it could easily be adapted for all K-12 levels as an interactive, informative and successful way of teaching students about climate literacy.

Taking Control: Stealth Assessment of Deterministic Behaviors within a Game-Based System

ERIC Educational Resources Information Center

Snow, Erica L.; Likens, Aaron D.; Allen, Laura K.; McNamara, Danielle S.

2016-01-01

Game-based environments frequently afford students the opportunity to exert agency over their learning paths by making various choices within the environment. The combination of log data from these systems and dynamic methodologies may serve as a stealth means to assess how students behave (i.e., deterministic or random) within these learning…

Taking Control: Stealth Assessment of Deterministic Behaviors within a Game-Based System

ERIC Educational Resources Information Center

Snow, Erica L.; Likens, Aaron D.; Allen, Laura K.; McNamara, Danielle S.

2015-01-01

Game-based environments frequently afford students the opportunity to exert agency over their learning paths by making various choices within the environment. The combination of log data from these systems and dynamic methodologies may serve as a stealth means to assess how students behave (i.e., deterministic or random) within these learning…

Teaching the Blind to Find Their Way by Playing Video Games

PubMed Central

Merabet, Lotfi B.; Connors, Erin C.; Halko, Mark A.; Sánchez, Jaime

2012-01-01

Computer based video games are receiving great interest as a means to learn and acquire new skills. As a novel approach to teaching navigation skills in the blind, we have developed Audio-based Environment Simulator (AbES); a virtual reality environment set within the context of a video game metaphor. Despite the fact that participants were naïve to the overall purpose of the software, we found that early blind users were able to acquire relevant information regarding the spatial layout of a previously unfamiliar building using audio based cues alone. This was confirmed by a series of behavioral performance tests designed to assess the transfer of acquired spatial information to a large-scale, real-world indoor navigation task. Furthermore, learning the spatial layout through a goal directed gaming strategy allowed for the mental manipulation of spatial information as evidenced by enhanced navigation performance when compared to an explicit route learning strategy. We conclude that the immersive and highly interactive nature of the software greatly engages the blind user to actively explore the virtual environment. This in turn generates an accurate sense of a large-scale three-dimensional space and facilitates the learning and transfer of navigation skills to the physical world. PMID:23028703

Competition and Students' Perceptions in a Game-Based Language Learning Environment

ERIC Educational Resources Information Center

Vandercruysse, Sylke; Vandewaetere, Mieke; Cornillie, Frederik; Clarebout, Geraldine

2013-01-01

Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games. While numerous claims have been made about the effectiveness of games, the studies that examine educational effectiveness often contain flaws resulting in unclear conclusions. One possible…

[Applying Game-Based Learning in Nursing Education: Empathy Board Game Learning].

PubMed

Lu, Chueh-Fen; Wu, Shu-Mei; Shu, Ying-Mei; Yeh, Mei-Yu

2018-02-01

Attending lectures and reading are two common approaches to acquiring knowledge, while repetitive practice is a common approach to acquiring skills. Nurturing proper attitudes in students is one of the greatest challenges for educators. Health professionals must incorporate empathy into their practice. Creative teaching strategies may offer a feasible approach to enhancing empathy-related competence. The present article focuses on analyzing current, empathy-related curriculums in nursing education in Taiwan, exploring the concepts of empathy and game-based learning, presenting the development of an empathy board game as a teaching aid, and, finally, evaluating the developed education application. Based on the learner-centered principle, this aid was designed with peer learning, allowing learners to influence the learning process, to simulate the various roles of clients, and to develop diverse interpersonal dialogues. The continuous learning loops were formed using the gamification mechanism and transformation, enabling students to connect and practice the three elements of empathy ability: emotion, cognition and expression. Via the game elements of competition, interaction, storytelling, real-time responses, concretizing feedback, integrated peer learning, and equality between teachers and students, students who play patient roles are able to perceive different levels of comfort, which encourages the development of insight into the meaning of empathy. Thereby, the goals of the empathy lesson is achievable within a creative game-based learning environment.

Investigating the Impact on Student Learning and Outdoor Science Interest through Modular Serious Educational Games: A Design-Based Research Study

ERIC Educational Resources Information Center

Folta, Elizabeth Eason

2010-01-01

In an effort to get children back outdoors and exploring the natural environment, a Modular Serious Educational Game (mSEG), Red Wolf Caper, was created as part of a design-based research study. Red Wolf Caper uses a combination of an augmented reality (AR) game and a serious educational game (SEG) to capture the students' interest in the natural…

The effects of types of reflective scaffolding and language proficiency on the acquisition of physics knowledge in a game-based learning environment

NASA Astrophysics Data System (ADS)

Huang, Tsu-Ting

With the capability of creating a situated and engaging learning environment, video games have been considered as a powerful tool to enhance students' learning outcomes and interest in learning. Yet, little empirical evidence exists to support the effectiveness of video games in learning. Particularly, little attention has been given to the design of specific game elements. Focusing on middle school students, the goal of this study was to investigate the effects of two types of representations of reflective scaffolds (verbal and visual) on students' learning outcomes, game performance, and level of engagement in a video game for physics learning. In addition, the role of students' level of English proficiency was examined to understand whether the effects of reflective scaffolds were influenced by students' language proficiency. Two studies were conducted. Study 1 playtested the game with target players and led to game modification for its use in Study 2, which focused on the effects of different types of reflective scaffolds and level of English proficiency. The results of Study 2 showed that students who received both verbal and visual reflective scaffolds completed the most levels compared to the other groups in the given time. No significant effect of type of reflective scaffolds were found on learning outcomes despite the fact that the pattern of the learning outcomes across conditions was close to prediction. Participants' engagement in gameplay was high regardless of the type of scaffolds they received, their interest in learning physics, and their prior knowledge of physics. The results of video analysis also showed that the game used in this study was able to engage students not only in gameplay but also in learning physics. Finally, English proficiency functioned as a significant factor moderating the effects of scaffolds, learning outcomes and game performance. Students with limited English proficiency benefited more from visual reflective scaffolds than verbal ones.

Development and assessment of a chemistry-based computer video game as a learning tool

NASA Astrophysics Data System (ADS)

Martinez-Hernandez, Kermin Joel

The chemistry-based computer video game is a multidisciplinary collaboration between chemistry and computer graphics and technology fields developed to explore the use of video games as a possible learning tool. This innovative approach aims to integrate elements of commercial video game and authentic chemistry context environments into a learning experience through gameplay. The project consists of three areas: development, assessment, and implementation. However, the foci of this study were the development and assessment of the computer video game including possible learning outcomes and game design elements. A chemistry-based game using a mixed genre of a single player first-person game embedded with action-adventure and puzzle components was developed to determine if students' level of understanding of chemistry concepts change after gameplay intervention. Three phases have been completed to assess students' understanding of chemistry concepts prior and after gameplay intervention. Two main assessment instruments (pre/post open-ended content survey and individual semi-structured interviews) were used to assess student understanding of concepts. In addition, game design elements were evaluated for future development phases. Preliminary analyses of the interview data suggest that students were able to understand most of the chemistry challenges presented in the game and the game served as a review for previously learned concepts as well as a way to apply such previous knowledge. To guarantee a better understanding of the chemistry concepts, additions such as debriefing and feedback about the content presented in the game seem to be needed. The use of visuals in the game to represent chemical processes, game genre, and game idea appear to be the game design elements that students like the most about the current computer video game.

Examining Feedback in an Instructional Video Game Using Process Data and Error Analysis. CRESST Report 817

ERIC Educational Resources Information Center

Buschang, Rebecca E.; Kerr, Deirdre S.; Chung, Gregory K. W. K.

2012-01-01

Appropriately designed technology-based learning environments such as video games can be used to give immediate and individualized feedback to students. However, little is known about the design and use of feedback in instructional video games. This study investigated how feedback used in a mathematics video game about fractions impacted student…

The Use of Gaming in a Dental Hygiene Review Course.

ERIC Educational Resources Information Center

Peterson, Charlotte A.; Mauriello, Sally M.; Caplan, Daniel J.

2000-01-01

Evaluated the effectiveness of gaming to create an interactive, stimulating learning environment as a review format for the Dental Hygiene National Board examination. Students (n=28) participated in either the gaming or a lecture review format. The gaming group scored higher on the exam on eight of 12 topics as well as on the case-based learning…

Z-DOC: a serious game for Z-plasty procedure training.

PubMed

Shewaga, Robert; Knox, Aaron; Ng, Gary; Kapralos, Bill; Dubrowski, Adam

2013-01-01

We present Z-DOC, a (prototype) serious game for training plastic surgery residents the steps comprising the Z-plasty surgical procedure. Z-DOC employs touch-based interactions and promotes competition amongst multiple players/users thus promote engagement and motivation. It is hypothesized that by learning the Z-plasty procedure in an interactive, engaging, and fun gaming environment, trainees will have a much better understanding of the procedure than by traditional learning modalities.

An Exploratory Review of Design Principles in Constructivist Gaming Learning Environments

ERIC Educational Resources Information Center

Rosario, Roberto A. Munoz; Widmeyer, George R.

2009-01-01

Creating a design theory for Constructivist Gaming Learning Environment necessitates, among other things, the establishment of design principles. These principles have the potential to help designers produce games, where users achieve higher levels of learning. This paper focuses on twelve design principles: Probing, Distributed, Multiple Routes,…

Digital Games for Learning Mathematics: Possibilities and Limitations

ERIC Educational Resources Information Center

Jorgensen, Robyn; Lowrie, Tom

2012-01-01

Drawing from Gee's learning principles developed from the digital games environment, we provide a critical analysis of the difference between using these principles in a literacy environment as opposed to a mathematical environment. Using stimulated recall, primary school-aged students played with a number of contemporary digital games. Feedback…

What Can K-12 School Leaders Learn from Video Games and Gaming?

ERIC Educational Resources Information Center

Halverson, Richard

2005-01-01

Schools have much to learn from video games and the gaming community. By providing compelling activities for motivating otherwise indifferent learners, video games can potentially help teachers improve the design of learning environments. However, there are considerable rhetorical and practical barriers between the schooling and gaming communities…

Learning Intercultural Communication Skills with Virtual Humans: Feedback and Fidelity

ERIC Educational Resources Information Center

Lane, H. Chad; Hays, Matthew Jensen; Core, Mark G.; Auerbach, Daniel

2013-01-01

In the context of practicing intercultural communication skills, we investigated the role of fidelity in a game-based, virtual learning environment as well as the role of feedback delivered by an intelligent tutoring system. In 2 experiments, we compared variations on the game interface, use of the tutoring system, and the form of the feedback.…

Visual Perspectives within Educational Computer Games: Effects on Presence and Flow within Virtual Immersive Learning Environments

ERIC Educational Resources Information Center

Scoresby, Jon; Shelton, Brett E.

2011-01-01

The mis-categorizing of cognitive states involved in learning within virtual environments has complicated instructional technology research. Further, most educational computer game research does not account for how learning activity is influenced by factors of game content and differences in viewing perspectives. This study is a qualitative…

Experimenting with Educational Games using the Xbox, PC, and iPad

NASA Astrophysics Data System (ADS)

Rohrlick, D.; Kilb, D. L.; Peach, C. L.; Simms, E.; Yang, A.; Layman, C.; Deutscher, R.

2012-12-01

Daniel Rohrlick, Alan Yang, Eric Simms, Debi Kilb, Cheryl Peach, Charina Layman, Rebecca Deutscher 1. Scripps Institution of Oceanography, La Jolla, CA, USA 2. Harvard University Center for the Environment, Cambridge, MA, USA 3. Birch Aquarium at Scripps, La Jolla, CA, USA 4. The Lawrence Hall of Science, University of California Berkeley, Berkeley, CA, USA As videogames continue to grow in popularity, especially with today's youth, it is becoming clear that gaming can be a potent learning tool. But what is the best way to engage a player in learning from a videogame? Based on our five years of developing and testing our own educational games, we experimented with various forms of gaming techniques and player interaction. Our first game, "Deep-sea Extreme Environment Pilot (DEEP)", is an Xbox 360 game where players learn about deep-sea environments while controlling a Remotely Operated Vehicle (ROV). DEEP is a "traditional" videogame where players interact with a controller and a TV screen. The second game we developed for the PC is called the "Quake Catcher Network (QCN)" game. With the gameplay focused on earth sciences, players must quickly deploy seismic sensors to record aftershocks from a large earthquake. Instead of using a game controller to play the QCN game, we instead incorporate the Microsoft Kinect motion sensor for the game input. Finally, the "Glider Game" is our third and most recent game designed for use on the mobile device platform such as iPods and iPads. In this game players control ocean gliders and must complete missions while battling ocean currents, power consumption, and other unanticipated problems. Here, the gameplay is aimed toward the casual gamer using touch-screen based controls in the hope that players can easily pick up and play this game with little gaming experience. After testing our games numerous times in museums, informal science learning centers, and classrooms we have been able to track qualitatively which educational gaming techniques work and which do not. We have discovered how simple concepts such as audio queues and voice-overs play a powerful role in obtaining and holding a player's attention. We have also found having the learning goals built into the gameplay is often more effective than directly quizzing the player's knowledge. By adding surprises to the gameplay, a game does a better job keeping the player's attention. Also, presenting non-traditional physical interactions with the game through motion controls or touch-screens help spur the player's interest. The duration of the game is another important factor. Depending on how much interactivity there is available to the player, the game's duration can either lead to overwhelming frustration if too short, or repetitive boredom if the game is too long. Overall, we find one of the most important parts of the learning gaming experience is making sure players are having fun while learning. After creating our games on various formats and software suites, we are working toward understanding the efficacy of our gaming approaches in not only holding players interest, but also in achieving specific learning goals related to the science behind the gameplay. We hope to encourage educators to view educational games as a useful addition to the range of approaches they use to engage students in science. Perhaps this can even motivate some educators to create their own games.

Development and Design of Problem Based Learning Game-Based Courseware

ERIC Educational Resources Information Center

Chang, Chiung-Sui; Chen, Jui-Fa; Chen, Fei-Ling

2015-01-01

In an educational environment, instructors would always think of ways to provide students with motivational learning materials and efficient learning strategies. Hence, many researchers have proposed that students' problem-solving ability enhances their learning. Problem-solving ability plays an important role for users in dealing with problems…

Assessment in Immersive Virtual Environments: Cases for Learning, of Learning, and as Learning

ERIC Educational Resources Information Center

Code, Jillianne; Zap, Nick

2017-01-01

The key to education reform lies in exploring alternative forms of assessment. Alternative performance assessments provide a more valid measure than multiple-choice tests of students' conceptual understanding and higher-level skills such as problem solving and inquiry. Advances in game-based and virtual environment technologies are creating new…

Digital Games in Education: The Design of Games-Based Learning Environments

ERIC Educational Resources Information Center

Gros, Begona

2007-01-01

In recent years, electronic games have assumed an important place in the lives of children and adolescents. Children acquire digital literacy informally, through play, and neither schools nor other educational institutions take sufficient account of this important aspect. We consider that multimedia design for training and education should combine…

Virtual Simulations and Serious Games in a Laptop-Based University: Gauging Faculty and Student Perceptions

ERIC Educational Resources Information Center

Kapralos, Bill; Hogan, Michelle; Pribetic, Antonin I.; Dubrowski, Adam

2011-01-01

Purpose: Gaming and interactive virtual simulation environments support a learner-centered educational model allowing learners to work through problems acquiring knowledge through an active, experiential learning approach. To develop effective virtual simulations and serious games, the views and perceptions of learners and educators must be…

Global Channels of Evidence for Learning and Assessment in Complex Game Environments

ERIC Educational Resources Information Center

Nelson, Brian C.; Erlandson, Benjamin; Denham, Andre

2011-01-01

In this paper, we take a designer's look at how the activities and data of learning and assessment can be structured in immersive virtual game environments called Massively Multi-Player Online Games (MMOG). In doing so, we examine the channels of evidence through which learning and assessment activities are derived in MMOGs, offering examples of…

Going International: What We Can Learn about International Strategy, Market Entry, and Resource Allocation from the Game of Go

ERIC Educational Resources Information Center

Watson, Andrew; Chatterjee, Sangit

2006-01-01

We identify three aspects of management particularly crucial in the environment of globalization: the formulation of international strategy; entry into foreign markets; and resource allocation. We advocate the board game Go as an aid to learning management amidst globalization. Our advocacy is based on drawing links between Go and each of the…

From Users to Designers: Building a Self-Organizing Game-Based Learning Environment

ERIC Educational Resources Information Center

Squire, Kurt; Giovanetto, Levi; Devane, Ben; Durga, Shree

2005-01-01

The simultaneous publication of Steven Johnson's Everything Bad is Good for You and appearance of media reports of X-rated content in the popular game Grand Theft Auto has renewed controversies surrounding the social effects of computer and video games. On the one hand, videogames scholars argue that videogames are complex, cognitively challenging…

A Simulated Learning Environment of History Games for Enhancing Players' Cultural Awareness

ERIC Educational Resources Information Center

Shih, Ju-Ling; Jheng, Shun-Cian; Tseng, Jia-Jiun

2015-01-01

This research attempted to create the historical context of Southern Taiwan in the late nineteenth century based on the martial art novel "Xiao-Mao" (Pussy) by designing a role-play digital game "Taiwan Epic Game" about the war time; in which, Taiwanese history, geography, and culture are presented in an innovative way with…

Using Educational Design Research Methods to Examine the Affordances of Online Games for Teacher Learning

ERIC Educational Resources Information Center

Vrasidas, Charalambos; Solomou, Maria

2013-01-01

The purpose of this research was to examine the affordances and opportunities from using online games in teacher professional development. Following an educational design research approach, we developed an environment to provide opportunities for in-service teachers to engage in-game-based activities. Our work presented in this manuscript was of…

Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments

ERIC Educational Resources Information Center

Dickey, Michele D.

2006-01-01

The purpose of this conceptual analysis is to investigate how contemporary video and computer games might inform instructional design by looking at how narrative devices and techniques support problem solving within complex, multimodal environments. Specifically, this analysis presents a brief overview of game genres and the role of narrative in…

Deal or No Deal: using games to improve student learning, retention and decision-making

NASA Astrophysics Data System (ADS)

Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-03-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve learned retention with meaningful repetition. In this case study, we investigate using an online version of the television game show, 'Deal or No Deal', to enhance student understanding and retention by playing the game to learn expected value in an introductory statistics course, and to foster development of critical thinking skills necessary to succeed in the modern business environment. Enhancing the thinking process of problem solving using repetitive games should also improve a student's ability to follow non-mathematical problem-solving processes, which should improve the overall ability to process information and make logical decisions. Learning and retention are measured to evaluate the success of the students' performance.

Broad-based visual benefits from training with an integrated perceptual-learning video game.

PubMed

Deveau, Jenni; Lovcik, Gary; Seitz, Aaron R

2014-06-01

Perception is the window through which we understand all information about our environment, and therefore deficits in perception due to disease, injury, stroke or aging can have significant negative impacts on individuals' lives. Research in the field of perceptual learning has demonstrated that vision can be improved in both normally seeing and visually impaired individuals, however, a limitation of most perceptual learning approaches is their emphasis on isolating particular mechanisms. In the current study, we adopted an integrative approach where the goal is not to achieve highly specific learning but instead to achieve general improvements to vision. We combined multiple perceptual learning approaches that have individually contributed to increasing the speed, magnitude and generality of learning into a perceptual-learning based video-game. Our results demonstrate broad-based benefits of vision in a healthy adult population. Transfer from the game includes; improvements in acuity (measured with self-paced standard eye-charts), improvement along the full contrast sensitivity function, and improvements in peripheral acuity and contrast thresholds. The use of this type of this custom video game framework built up from psychophysical approaches takes advantage of the benefits found from video game training while maintaining a tight link to psychophysical designs that enable understanding of mechanisms of perceptual learning and has great potential both as a scientific tool and as therapy to help improve vision. Copyright © 2014 Elsevier B.V. All rights reserved.

Changing the Game: What Happens when Video Games Enter the Classroom?

ERIC Educational Resources Information Center

Squire, Kurt

2005-01-01

Over the past few years, games have gone from social pariahs to the darlings of the media, technology, and now educational industries. E-learning educators in particular stand to learn a lot about building next-generation learning environments from games. While online courses are usually little more than "online course notes," games offer entire…

The Tragedy of the Commons

ERIC Educational Resources Information Center

Short, Daniel

2016-01-01

The tragedy of the commons is one of the principal tenets of ecology. Recent developments in experiential computer-based simulation of the tragedy of the commons are described. A virtual learning environment is developed using the popular video game "Minecraft". The virtual learning environment is used to experience first-hand depletion…

The Use of Mobile Games in Formal and Informal Learning Environments: A Review of the Literature

ERIC Educational Resources Information Center

Koutromanos, George; Avraamidou, Lucy

2014-01-01

Our purpose in this paper is to review studies that explored the impact of the use of mobile games in both formal and informal learning environments. Through a review of studies on mobile learning that have been published between 2000 and 2013, we aim to identify the ways in which researchers used mobile games in a variety of learning…

Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game

ERIC Educational Resources Information Center

Xhembulla, Jetmir; Rubino, Irene; Barberis, Claudia; Malnati, Giovanni

2014-01-01

The use of portable devices to explore informal learning environments has recently exposed museums to a mobile learning (m-learning) scenario. In particular, location-based mobile applications that take into account not only a specific physical venue, but also the personal and social context can be valuable resources to enhance the visitor…

Games as an educational resource in the teaching and learning of mathematics: an educational experiment in Portuguese middle schools

NASA Astrophysics Data System (ADS)

Campos, Helena; Moreira, Rute

2016-04-01

This article is based on an experiment using the game 'Caminhando e Calculando' (Moving and Calculating) in order to analyse the potential of the game as an educational resource for the teaching and learning of mathematics in Portuguese middle schools, where most students are 10 or 11 years old. Students' data obtained during the games will be used to analyse the different options used for solving the game, identifying its potential and its weaknesses. We start with a theoretical analysis of games as an inherent element of human culture. Combining our innate desire for fun with the different types of teaching and learning styles allows for fun and knowledge to be combined into more efficient and meaningful types of knowledge. Playing games are a primordial aspect of what it means to be a child and they develop within a motivating environment; therefore, not to take advantage of games as a learning resource would be to neglect an important asset. With regard to mathematics, emphasis will be given to the advantages that this teaching and learning tool provides for certain mathematical processes, such as problem-solving.

Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment

ERIC Educational Resources Information Center

Matsuda, Noboru; Yarzebinski, Evelyn; Keiser, Victoria; Raizada, Rohan; Stylianides, Gabriel J.; Koedinger, Kenneth R.

2013-01-01

In this paper we investigate how competition among tutees in the context of learning by teaching affects tutors' engagement as well as tutor learning. We conducted this investigation by incorporating a competitive Game Show feature into an online learning environment where students learn to solve algebraic equations by teaching a synthetic…

The Application of Modeling and Simulation to the Behavioral Deficit of Autism

NASA Technical Reports Server (NTRS)

Anton, John J.

2010-01-01

This abstract describes a research effort to apply technological advances in virtual reality simulation and computer-based games to create behavioral modification programs for individuals with Autism Spectrum Disorder (ASD). The research investigates virtual social skills training within a 3D game environment to diminish the impact of ASD social impairments and to increase learning capacity for optimal intellectual capability. Individuals with autism will encounter prototypical social contexts via computer interface and will interact with 3D avatars with predefined roles within a game-like environment. Incremental learning objectives will combine to form a collaborative social environment. A secondary goal of the effort is to begin the research and development of virtual reality exercises aimed at triggering the release of neurotransmitters to promote critical aspects of synaptic maturation at an early age to change the course of the disease.

A Survey of Educational Games as Interaction Design Tools for Affective Learning: Thematic Analysis Taxonomy

ERIC Educational Resources Information Center

Yusoff, Zarwina; Kamsin, Amirrudin; Shamshirband, Shahaboddin; Chronopoulos, Anthony T.

2018-01-01

A Computer game is the new platform in generating learning experiences for educational purposes. There are many educational games that have been used as an interaction design tool in a learning environment to enhance students learning outcomes. However, research also claims that playing video games can have a negative impact on student behavior,…

Gaming in Nursing Education: A Literature Review.

PubMed

Pront, Leeanne; Müller, Amanda; Koschade, Adam; Hutton, Alison

The aim of this research was to investigate videogame-based learning in nursing education and establish how videogames are currently employed and how they link to the development of decision-making, motivation, and other benefits. Although digital game-based learning potentially offers a safe and convenient environment that can support nursing students developing essential skills, nurse educators are typically slow to adopt such resources. A comprehensive search of electronic databases was conducted, followed by a thematic analysis of the literature. Evaluations of identified games found generally positive results regarding usability and effectiveness of videogames in nursing education. Analysis of advantages of videogames in nursing education identified potential benefits for decision-making, motivation, repeated exposure, logistical, and financial value. Despite the paucity of games available and the methodological limitations identified, findings provide evidence to support the potential effectiveness of videogames as a learning resource in nursing education.

Learning English with "The Sims": Exploiting Authentic Computer Simulation Games for L2 Learning

ERIC Educational Resources Information Center

Ranalli, Jim

2008-01-01

With their realistic animation, complex scenarios and impressive interactivity, computer simulation games might be able to provide context-rich, cognitively engaging virtual environments for language learning. However, simulation games designed for L2 learners are in short supply. As an alternative, could games designed for the mass-market be…

Can Massively Multiplayer Online Gaming Environments Support Team Training?

ERIC Educational Resources Information Center

O'Connor, Debra L.; Menaker, Ellen S.

2008-01-01

Instructional games are created when training is deliberately added to a gaming environment or when gaming aspects are deliberately incorporated into training. One type of game that is currently attracting the attention of the education and training field is the massively multiplayer online game (MMOG). Because evidence about learning outcomes…

eMedOffice: a web-based collaborative serious game for teaching optimal design of a medical practice.

PubMed

Hannig, Andreas; Kuth, Nicole; Özman, Monika; Jonas, Stephan; Spreckelsen, Cord

2012-10-31

Preparing medical students for the takeover or the start-up of a medical practice is an important challenge in Germany today. Therefore, this paper presents a computer-aided serious game (eMedOffice) developed and currently in use at the RWTH Aachen University Medical School. The game is part of the attempt to teach medical students the organizational and conceptual basics of the medical practice of a general practitioner in a problem-based learning environment. This paper introduces methods and concepts used to develop the serious game and describes the results of an evaluation of the game's application in curricular courses at the Medical School. Results of the conducted evaluation gave evidence of a positive learning effect of the serious game. Educational supervisors observed strong collaboration among the players inspired by the competitive gaming aspects. In addition, an increase in willingness to learn and the exploration of new self-invented ideas were observed and valuable proposals for further prospective enhancements were elicited. A statistical analysis of the results of an evaluation provided a clear indication of the positive learning effect of the game. A usability questionnaire survey revealed a very good overall score of 4.07 (5=best, 1=worst). We consider web-based, collaborative serious games to be a promising means of improving medical education. The insights gained by the implementation of eMedOffice will promote the future development of more effective serious games for integration into curricular courses of the RWTH Aachen University Medical School.

eMedOffice: A web-based collaborative serious game for teaching optimal design of a medical practice

PubMed Central

2012-01-01

Background Preparing medical students for the takeover or the start-up of a medical practice is an important challenge in Germany today. Therefore, this paper presents a computer-aided serious game (eMedOffice) developed and currently in use at the RWTH Aachen University Medical School. The game is part of the attempt to teach medical students the organizational and conceptual basics of the medical practice of a general practitioner in a problem-based learning environment. This paper introduces methods and concepts used to develop the serious game and describes the results of an evaluation of the game's application in curricular courses at the Medical School. Results Results of the conducted evaluation gave evidence of a positive learning effect of the serious game. Educational supervisors observed strong collaboration among the players inspired by the competitive gaming aspects. In addition, an increase in willingness to learn and the exploration of new self-invented ideas were observed and valuable proposals for further prospective enhancements were elicited. A statistical analysis of the results of an evaluation provided a clear indication of the positive learning effect of the game. A usability questionnaire survey revealed a very good overall score of 4.07 (5=best, 1=worst). Conclusions We consider web-based, collaborative serious games to be a promising means of improving medical education. The insights gained by the implementation of eMedOffice will promote the future development of more effective serious games for integration into curricular courses of the RWTH Aachen University Medical School. PMID:23110606

Games as Distributed Teaching and Learning Systems

ERIC Educational Resources Information Center

Gee, Elisabeth; Gee, James Paul

2017-01-01

Background: Videogames and virtual worlds have frequently been studied as learning environments in isolation; that is, scholars have focused on understanding the features of games or virtual worlds as separate from or different than "real world" environments for learning. Although more recently, scholars have explored the teaching and…

Maker Culture and "Minecraft": Implications for the Future of Learning

ERIC Educational Resources Information Center

Niemeyer, Dodie J.; Gerber, Hannah R.

2015-01-01

Collaborative learning environments found with gaming communities can provide excellent structures to study the way that learners act within informal learning environments. For example, many of these gaming communities encourage gamers to create videogames and virtual world walkthroughs and commentaries. Walkthroughs and commentaries provide…

Evaluating Technology-Based Educational Interventions: A Review of Two Projects

ERIC Educational Resources Information Center

Adamo-Villani, Nicoletta; Dib, Hazar

2013-01-01

The article discusses current evaluation methodologies used to assess the usability, user enjoyment, and pedagogical efficacy of virtual learning environments (VLEs) and serious games. It also describes the evaluations of two recently developed projects: a virtual learning environment that employs a fantasy 3D world to engage deaf and hearing…

Integrating Augmented Reality Technology to Enhance Children's Learning in Marine Education

ERIC Educational Resources Information Center

Lu, Su-Ju; Liu, Ying-Chieh

2015-01-01

Marine education comprises rich and multifaceted issues. Raising general awareness of marine environments and issues demands the development of new learning materials. This study adapts concepts from digital game-based learning to design an innovative marine learning program integrating augmented reality (AR) technology for lower grade primary…

Evaluating the Usability of Authoring Environments for Serious Games.

PubMed

Slootmaker, Aad; Hummel, Hans; Koper, Rob

2017-08-01

Background . The EMERGO method and online platform enable the development and delivery of scenario-based serious games that foster students to acquire professional competence. One of the main goals of the platform is to provide a user-friendly authoring environment for creating virtual environments where students can perform authentic tasks. Aim . We present the findings of an in-depth qualitative case study of the platform's authoring environment and compare our findings on usability with those found for comparable environments in literature. Method . We carried out semi-structured interviews, with two experienced game developers who have authored a game for higher education, and a literature review of comparable environments. Findings . The analysis shows that the usability of the authoring environment is problematic, especially regarding understandability and learnability , which is in line with findings of comparable environments. Other findings are that authoring is well integrated with the EMERGO method and that functionality and reliability of the authoring environment are valued. Practical implications . The lessons learned are presented in the form of general guidelines to improve the understandability and learnability of authoring environments for serious games .

Evaluating the Usability of Authoring Environments for Serious Games

PubMed Central

Slootmaker, Aad; Hummel, Hans; Koper, Rob

2017-01-01

Background. The EMERGO method and online platform enable the development and delivery of scenario-based serious games that foster students to acquire professional competence. One of the main goals of the platform is to provide a user-friendly authoring environment for creating virtual environments where students can perform authentic tasks. Aim. We present the findings of an in-depth qualitative case study of the platform’s authoring environment and compare our findings on usability with those found for comparable environments in literature. Method. We carried out semi-structured interviews, with two experienced game developers who have authored a game for higher education, and a literature review of comparable environments. Findings. The analysis shows that the usability of the authoring environment is problematic, especially regarding understandability and learnability, which is in line with findings of comparable environments. Other findings are that authoring is well integrated with the EMERGO method and that functionality and reliability of the authoring environment are valued. Practical implications. The lessons learned are presented in the form of general guidelines to improve the understandability and learnability of authoring environments for serious games. PMID:29081638

Online Computer Games as Collaborative Learning Environments: Prospects and Challenges for Tertiary Education

ERIC Educational Resources Information Center

Papastergiou, Marina

2009-01-01

This study is aimed at presenting a critical overview of recent research studies on the use of educational online games as collaborative learning environments in Tertiary Education (TE), namely higher education and vocational training, with a view to identifying: a) the elements that online games should include in order to support fruitful and…

The Effect of Instructional Gaming upon Absenteeism: The First Step.

ERIC Educational Resources Information Center

Allen, Layman E.; Main, Dana B.

This study focuses on the affective dimension of learning as influenced by a learning environment organized around instructional gaming. Experimental and control classes of seventh- and eighth-grade students taught by the same teachers for both semesters participated in the 1972-73 study. The experimental learning environment contained three…

Making Learning Fun: Quest Atlantis, A Game Without Guns

ERIC Educational Resources Information Center

Barab, Sasha; Thomas, Michael; Dodge, Tyler; Carteaux, Robert; Tuzun, Hakan

2005-01-01

This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9-12, in educational tasks. QA combines strategies used in commercial gaming environments with lessons from educational research on learning and motivation. It allows users at participating…

Using Ubiquitous Games in an English Listening and Speaking Course: Impact on Learning Outcomes and Motivation

ERIC Educational Resources Information Center

Liu, Tsung-Yu; Chu, Yu-Ling

2010-01-01

This paper reports the results of a study which aimed to investigate how ubiquitous games influence English learning achievement and motivation through a context-aware ubiquitous learning environment. An English curriculum was conducted on a school campus by using a context-aware ubiquitous learning environment called the Handheld English Language…

Bringing your a-game: Educational gaming for student success.

PubMed

Strickland, Haley P; Kaylor, Sara K

2016-05-01

The purpose of this article is to describe the theoretical basis for the integration of gaming in nursing education and discuss aspects related to the implementation of "The Race for Nursing Student Success" game. This game was designed for 112 junior-level baccalaureate nursing students enrolled in a fundamentals nursing course. Students were divided into groups of 5-8 and rotated through ten specific learning activities that took place in various locations throughout the nursing building. Student and faculty feedback indicated positive responses to this instructional strategy and also promoted a learner-centered teaching environment. This learning activity supports the use of educational gaming as a means to develop learner-centered environments that provide experiential experiences, enhance learning, and stimulate interest, and motivation for students to learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

Game-Based Learning in Science Education: A Review of Relevant Research

NASA Astrophysics Data System (ADS)

Li, Ming-Chaun; Tsai, Chin-Chung

2013-12-01

The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students' problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.

An Infinite Game in a Finite Setting: Visualizing Foreign Language Teaching and Learning in America.

ERIC Educational Resources Information Center

Mantero, Miguel

According to contemporary thought and foundational research, this paper presents various elements of the foreign language teaching profession and language learning environment in the United States as either product-driven or process-based. It is argued that a process-based approach to language teaching and learning benefits not only second…

A Virtual Reality Simulator Prototype for Learning and Assessing Phaco-sculpting Skills

NASA Astrophysics Data System (ADS)

Choi, Kup-Sze

This paper presents a virtual reality based simulator prototype for learning phacoemulsification in cataract surgery, with focus on the skills required for making a cross-shape trench in cataractous lens by an ultrasound probe during the phaco-sculpting procedure. An immersive virtual environment is created with 3D models of the lens and surgical tools. Haptic device is also used as 3D user interface. Phaco-sculpting is simulated by interactively deleting the constituting tetrahedrons of the lens model. Collisions between the virtual probe and the lens are effectively identified by partitioning the space containing the lens hierarchically with an octree. The simulator can be programmed to collect real-time quantitative user data for reviewing and assessing trainee's performance in an objective manner. A game-based learning environment can be created on top of the simulator by incorporating gaming elements based on the quantifiable performance metrics.

Using Game-Based Cooperative Learning to Improve Learning Motivation: A Study of Online Game Use in an Operating Systems Course

ERIC Educational Resources Information Center

Jong, Bin-Shyan; Lai, Chien-Hung; Hsia, Yen-Teh; Lin, Tsong-Wuu; Lu, Cheng-Yu

2013-01-01

Many researchers have studied the use of game-based learning. Game-based learning takes many forms, including virtual reality, role playing, and performing tasks. For students to learn specific course content, it is important that the selected game be suited to the course. Thus far, no studies have investigated the use of game-based cooperative…

STEM@School: an engaging Serious Game!

NASA Astrophysics Data System (ADS)

terracina, annalisa; mecella, massimo

2016-04-01

Over the last ten years, the way in which education and training is delivered has changed considerably with the advent of new technologies. Thus, technology should be a prominent part of the learning process and should be intended as a support for teachers and learners. One new technology that holds considerable promise for helping to engage learners is Games-Based Learning (GBL). The term game is quite ambiguous, that means that researchers, game designers, parents, students, teachers, etc. have a different concept of games. In this research, we intend games as inquiry based laboratories in which participants are able to imagine, engage with, and reflect upon their experiences. Gaming and schooling have developed into two distinct "knowledge traditions" that often rely on opposing validity criteria for determining what counts and what does not count as relevant knowledge. To avoid that dichotomy, GBL should integrate different aspects that are related to the knowledge itself, to pedagogical aspects, to scenario-based and every day practice. In the above scenario we matured the idea to develop a serious game that integrates the most up-to-date technologies in new teaching trends: Virtual Learning Environments (VLEs) and Intelligent Pedagogical Agents (IPAs). The main idea of our research is a VLE that in turn is a role playing game. The role playing game is a social game in which each student becomes a player with her abilities and her tasks. In order to succeed, all the players should work to achieve a common objective/goal. The storyboard is designed in a way that there is an evolution in the role playing game and a progress in the level of learning as well. The idea of helping students in the process of learning in a different way with respect to the classical approach finds support in many psychological studies and previous work, in particular we refer to Howard Gardner theory (1983): "We might think of the topic as a room with at least five doors or entry points into it. Students vary as to which entry point is most appropriate for them and which routes are most comfortable to follow once they have gained initial access to the room. Awareness of these entry points can help the teacher to introduce new materials in ways in which they can be easily grasped by a range of students; then, as students explore other entry points, they have the chance to develop those multiple perspectives that are the best antidote to stereotypical thinking". In the above scenario, students face with numerous learning opportunities and therefore require intelligent support and guidance. The use of IPAs is proposed as support during the game evolution and each student has its own IPA: they act as learning facilitators and guide the learners in the virtual environment, by explaining topics, answering questions, giving feedbacks, helping the learners to collaborate with others, providing personalized learning support.

Transforming Physical Educators through Adventure-Based Learning

ERIC Educational Resources Information Center

Ressler, James Donald

2012-01-01

Adventure-based Learning (ABL) is the purposeful use of activities in sequence to improve personal and social development of participants (Cosgriff, 2000). ABL goes beyond instant activities (i.e. ice-breakers, cooperative games) to create an environment in which students enjoy the challenge while developing emotional and social competencies…

Teaching Vectors Through an Interactive Game Based Laboratory

NASA Astrophysics Data System (ADS)

O'Brien, James; Sirokman, Gergely

2014-03-01

In recent years, science and particularly physics education has been furthered by the use of project based interactive learning [1]. There is a tremendous amount of evidence [2] that use of these techniques in a college learning environment leads to a deeper appreciation and understanding of fundamental concepts. Since vectors are the basis for any advancement in physics and engineering courses the cornerstone of any physics regimen is a concrete and comprehensive introduction to vectors. Here, we introduce a new turn based vector game that we have developed to help supplement traditional vector learning practices, which allows students to be creative, work together as a team, and accomplish a goal through the understanding of basic vector concepts.

Why Students Engage in "Gaming the System" Behavior in Interactive Learning Environments

ERIC Educational Resources Information Center

Baker, Ryan; Walonoski, Jason; Heffernan, Neil; Roll, Ido; Corbett, Albert; Koedinger, Kenneth

2008-01-01

In recent years there has been increasing interest in the phenomena of "gaming the system," where a learner attempts to succeed in an educational environment by exploiting properties of the system's help and feedback rather than by attempting to learn the material. Developing environments that respond constructively and effectively to…

Task Difficulty and Prior Videogame Experience: Their Role in Performance and Motivation in Instructional Videogames

DTIC Science & Technology

2007-06-01

Video game -based environments are an increasingly popular medium for training Soldiers. This research investigated how various strategies for...modifying task difficulty over the progression of an instructional video game impact learner performance and motivation. Further, the influence of prior... video game experience on these learning outcomes was examined, as well as the role prior experience played in determining the optimal approach for

Engaging Environments Enhance Motor Skill Learning in a Computer Gaming Task.

PubMed

Lohse, Keith R; Boyd, Lara A; Hodges, Nicola J

2016-01-01

Engagement during practice can motivate a learner to practice more, hence having indirect effects on learning through increased practice. However, it is not known whether engagement can also have a direct effect on learning when the amount of practice is held constant. To address this question, 40 participants played a video game that contained an embedded repeated sequence component, under either highly engaging conditions (the game group) or mechanically identical but less engaging conditions (the sterile group). The game environment facilitated retention over a 1-week interval. Specifically, the game group improved in both speed and accuracy for random and repeated trials, suggesting a general motor-related improvement, rather than a specific influence of engagement on implicit sequence learning. These data provide initial evidence that increased engagement during practice has a direct effect on generalized learning, improving retention and transfer of a complex motor skill.

Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review

ERIC Educational Resources Information Center

Abdul Jabbar, Azita Iliya; Felicia, Patrick

2015-01-01

In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general…

Effects of Anxiety Levels on Learning Performance and Gaming Performance in Digital Game-Based Learning

ERIC Educational Resources Information Center

Yang, J. C.; Lin, M. Y. D.; Chen, S. Y.

2018-01-01

Anxiety plays an influential role in foreign language learning. However, a lack of attention was paid to examining the effects of anxiety levels on learning performance and gaming performance in digital game-based learning. To this end, this study developed a game-based English learning system and investigated how different levels of anxiety…

Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations

ERIC Educational Resources Information Center

van der Pal, Jelke; Roos, Christopher; Sewnath, Ghanshaam; Rosheuvel, Christian

2016-01-01

The prospective use of low fidelity simulation and gaming in aviation training is high, and may facilitate individual, personal training needs in usually asynchronous training setting. Without direct feedback from, or intervention by, an instructor, adaptivity of the training environment is in high demand to ensure training sessions maintain an…

Virtual gaming to develop students' pediatric nursing skills: A usability test.

PubMed

Verkuyl, Margaret; Atack, Lynda; Mastrilli, Paula; Romaniuk, Daria

2016-11-01

As competition for specialty clinical placements increases, there is an urgent need to create safe, stimulating, alternative learning environments for students. To address that clinical gap, our team developed a virtual game-based simulation to help nursing students develop their pediatric nursing skills. A usability study was conducted using the Technology Acceptance Model as a research framework. The study was conducted at a community college and included nursing students, nursing faculty/clinicians and two gaming experts. The two experts evaluated the game using a heuristic checklist after playing the game. Participants engaged in a think-aloud activity while playing the game and completed a survey and interview based on the Technology Acceptance Model to explore ease of use and utility of the game. We found a high degree of user satisfaction with the game. Students reported that they had learned about pediatric care, they had become immersed in the game and they were keen to keep playing. Several design changes were recommended. Usability testing is critical in the early stages of simulation development and the study provided useful direction for the development team in the next stage of game development. Copyright © 2016 Elsevier Ltd. All rights reserved.

Agriscience Teachers' Implementation of Digital Game-based Learning in an Introductory Animal Science Course

NASA Astrophysics Data System (ADS)

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.

2015-12-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.

The Time Factor: Leveraging Intelligent Agents and Directed Narratives in Online Learning Environments

ERIC Educational Resources Information Center

Jones, Greg; Warren, Scott

2009-01-01

Using video games, virtual simulations, and other digital spaces for learning can be a time-consuming process; aside from technical issues that may absorb class time, students take longer to achieve gains in learning in virtual environments. Greg Jones and Scott Warren describe how intelligent agents, in-game characters that respond to the context…

Examination of the Effects of Dimensionality on Cognitive Processing in Science: A Computational Modeling Experiment Comparing Online Laboratory Simulations and Serious Educational Games

NASA Astrophysics Data System (ADS)

Lamb, Richard L.

2016-02-01

Within the last 10 years, new tools for assisting in the teaching and learning of academic skills and content within the context of science have arisen. These new tools include multiple types of computer software and hardware to include (video) games. The purpose of this study was to examine and compare the effect of computer learning games in the form of three-dimensional serious educational games, two-dimensional online laboratories, and traditional lecture-based instruction in the context of student content learning in science. In particular, this study examines the impact of dimensionality, or the ability to move along the X-, Y-, and Z-axis in the games. Study subjects ( N = 551) were randomly selected using a stratified sampling technique. Independent strata subsamples were developed based upon the conditions of serious educational games, online laboratories, and lecture. The study also computationally models a potential mechanism of action and compares two- and three-dimensional learning environments. F test results suggest a significant difference for the main effect of condition across the factor of content gain score with large effect. Overall, comparisons using computational models suggest that three-dimensional serious educational games increase the level of success in learning as measured with content examinations through greater recruitment and attributional retraining of cognitive systems. The study supports assertions in the literature that the use of games in higher dimensions (i.e., three-dimensional versus two-dimensional) helps to increase student understanding of science concepts.

Casual Games and Casual Learning about Human Biological Systems

ERIC Educational Resources Information Center

Price, C. Aaron; Gean, Katherine; Christensen, Claire G.; Beheshti, Elham; Pernot, Bryn; Segovia, Gloria; Person, Halcyon; Beasley, Steven; Ward, Patricia

2016-01-01

Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human…

Mobile Learning with a Mobile Game: Design and Motivational Effects

ERIC Educational Resources Information Center

Schwabe, Gerhard; Goth, Christoph

2005-01-01

Mobile technologies offer the opportunity to embed learning in a natural environment. This paper describes the design of the MobileGame prototype, exploring the opportunities to support learning through an orientation game in a university setting. The paper first introduces the scenario and then describes the general architecture of the prototype.…

The 3D LAOKOON--Visual and Verbal in 3D Online Learning Environments.

ERIC Educational Resources Information Center

Liestol, Gunnar

This paper reports on a project where three-dimensional (3D) online gaming environments were exploited for the purpose of academic communication and learning. 3D gaming environments are media and meaning rich and can provide inexpensive solutions for educational purposes. The experiment with teaching and discussions in this setting, however,…

An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

ERIC Educational Resources Information Center

Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

2013-01-01

This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

Learning Entrepreneurship with Serious Games--A Classroom Approach

ERIC Educational Resources Information Center

Almeida, Fernando L. F.

2017-01-01

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…

Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

ERIC Educational Resources Information Center

Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong

2017-01-01

Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA…

Computer Class Role Playing Games, an innovative teaching methodology based on STEM and ICT: first experimental results

NASA Astrophysics Data System (ADS)

Maraffi, S.

2016-12-01

Context/PurposeWe experienced a new teaching and learning technology: a Computer Class Role Playing Game (RPG) to perform educational activity in classrooms through an interactive game. This approach is new, there are some experiences on educational games, but mainly individual and not class-based. Gaming all together in a class, with a single scope for the whole class, it enhances peer collaboration, cooperative problem solving and friendship. MethodsTo perform the research we experimented the games in several classes of different degrees, acquiring specific questionnaire by teachers and pupils. Results Experimental results were outstanding: RPG, our interactive activity, exceed by 50% the overall satisfaction compared to traditional lessons or Power Point supported teaching. InterpretationThe appreciation of RPG was in agreement with the class level outcome identified by the teacher after the experimentation. Our work experience get excellent feedbacks by teachers, in terms of efficacy of this new teaching methodology and of achieved results. Using new methodology more close to the student point of view improves the innovation and creative capacities of learners, and it support the new role of teacher as learners' "coach". ConclusionThis paper presents the first experimental results on the application of this new technology based on a Computer game which project on a wall in the class an adventure lived by the students. The plots of the actual adventures are designed for deeper learning of Science, Technology, Engineering, Mathematics (STEM) and Social Sciences & Humanities (SSH). The participation of the pupils it's based on the interaction with the game by the use of their own tablets or smartphones. The game is based on a mixed reality learning environment, giving the students the feel "to be IN the adventure".

Ethical Issues Associated with the Use of Interactive Technology in Learning Environments.

ERIC Educational Resources Information Center

Bork, Alfred

1988-01-01

Discusses general social, moral, and ethical issues connected with computers in education; considers ethical issues related to the development of computer-based learning materials; and examines the use of the computer as a medium for ethical and moral education. Highlights include equity of access, games and learning, and cultural bias. (seven…

Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial.

PubMed

Tan, Apphia Jia Qi; Lee, Cindy Ching Siang; Lin, Patrick Yongxing; Cooper, Simon; Lau, Lydia Siew Tiang; Chua, Wei Ling; Liaw, Sok Ying

2017-08-01

Preparing nursing students for the knowledge and skills required for the administration and monitoring of blood components is crucial for entry into clinical practice. Serious games create opportunities to develop this competency, which can be used as a self-directed learning strategy to complement existing didactic learning and simulation-based strategies. To describe the development and evaluation of a serious game to improve nursing students' knowledge, confidence, and performance in blood transfusion. An experiential gaming model was applied to guide the design of the serious game environment. A clustered, randomized controlled trial was conducted with 103 second-year undergraduate nursing students who were randomized into control or experimental groups. After a baseline evaluation of the participants' knowledge and confidence on blood transfusion procedure, the experimental group undertook a blood transfusion serious game and completed a questionnaire to evaluate their learning experience. All participants' clinical performances were evaluated in a simulated environment. The post-test knowledge and confidence mean scores of the experimental group improved significantly (p<0.001) after the serious game intervention compared to pre-test mean scores and to post-test mean scores of the control group (p<0.001). However, no significance difference (p=0.11) was found between the experimental and control groups on the post-test performance mean scores. The participants evaluated the serious game positively. The study provided evidence on the effectiveness of a serious game in improving the knowledge and confidence of nursing students on blood transfusion practice. The features of this serious game could be further developed to incorporate additional scenarios with repetitive exercises and feedback to enhance the impact on clinical performance. Given the flexibility, practicality, and scalability of such a game, they can serve as a promising approach to optimize learning when blended with high-fidelity simulation. Copyright © 2017. Published by Elsevier Ltd.

Games and Learning Come Together to Maximise Effectiveness: The Challenge of Bridging the Gap

ERIC Educational Resources Information Center

Pannese, Lucia; Carlesi, Maria

2007-01-01

The authors are designing and carrying out some training sessions based on serious games with customers from different business environments and with some university student groups, both in northern Italy. Some business case studies are described in this article specifying the context, the training goal, the adopted training solution and the main…

Wireless Adaptive Therapeutic TeleGaming in a Pervasive Computing Environment

NASA Astrophysics Data System (ADS)

Peters, James F.; Szturm, Tony; Borkowski, Maciej; Lockery, Dan; Ramanna, Sheela; Shay, Barbara

This chapter introduces a wireless, pervasive computing approach to adaptive therapeutic telegaming considered in the context of near set theory. Near set theory provides a formal basis for observation, comparison and classification of perceptual granules. A perceptual granule is defined by a collection of objects that are graspable by the senses or by the mind. In the proposed pervasive computing approach to telegaming, a handicapped person (e.g., stroke patient with limited hand, finger, arm function) plays a video game by interacting with familiar instrumented objects such as cups, cutlery, soccer balls, nozzles, screw top-lids, spoons, so that the technology that makes therapeutic exercise game-playing possible is largely invisible (Archives of Physical Medicine and Rehabilitation 89:2213-2217, 2008). The basic approach to adaptive learning (AL) in the proposed telegaming environment is ethology-inspired and is quite different from the traditional approach to reinforcement learning. In biologically-inspired learning, organisms learn to achieve some goal by durable modification of behaviours in response to signals from the environment resulting from specific experiences (Animal Behavior, 1995). The term adaptive is used here in an ethological sense, where learning by an organism results from modifying behaviour in response to perceived changes in the environment. To instill adaptivity in a video game, it is assumed that learning by a video game is episodic. During an episode, the behaviour of a player is measured indirectly by tracking the occurrence of gaming events such as a hit or a miss of a target (e.g., hitting a moving ball with a game paddle). An ethogram provides a record of behaviour feature values that provide a basis a functional registry for handicapped players for gaming adaptivity. An important practical application of adaptive gaming is therapeutic rehabilitation exercise carried out in parallel with playing action video games. Enjoyable and engaging interactive gaming will motivate patients to complete the rehabilitation process. Adaptivity is seen as a way to make action games more accessible to those who have physical and cognitive impairments. The telegaming system connects to the internet and implements a feed-and-forward mechanism that transmits gaming session tables after each gaming session to a remote registry accessible to therapists and researchers. The contribution of this chapter is the introduction of a framework for wireless telegaming useful in therapeutic rehabilitation.

Deal or No Deal: Using Games to Improve Student Learning, Retention and Decision-Making

ERIC Educational Resources Information Center

Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-01-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve…

Digital Games as Multirepresentational Environments for Science Learning: Implications for Theory, Research, and Design

ERIC Educational Resources Information Center

Virk, Satyugjit; Clark, Douglas; Sengupta, Pratim

2015-01-01

Environments in which learning involves coordinating multiple external representations (MERs) can productively support learners in making sense of complex models and relationships. Educational digital games provide an increasing popular medium for engaging students in manipulating and exploring such models and relationships. This article applies…

Incorporating Relevance and Rigor in a Game Environment: Barracuda Cove Investment Game

ERIC Educational Resources Information Center

Hall, Susan E.

2014-01-01

Achieving student learning outcomes in a "gamelike" environment allows students to connect real-world activities to marketing and business concepts presented in a relevant and authentic manner. The innovative game, Barracuda Cove Investment Game, can be incorporated into any marketing-related course that would require a marketing or…

Gaming as Extramural English L2 Learning and L2 Proficiency among Young Learners

ERIC Educational Resources Information Center

Sylven, Liss Kerstin; Sundqvist, Pia

2012-01-01

Today, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as…

Improving Video Game Development: Facilitating Heterogeneous Team Collaboration through Flexible Software Processes

NASA Astrophysics Data System (ADS)

Musil, Juergen; Schweda, Angelika; Winkler, Dietmar; Biffl, Stefan

Based on our observations of Austrian video game software development (VGSD) practices we identified a lack of systematic processes/method support and inefficient collaboration between various involved disciplines, i.e. engineers and artists. VGSD includes heterogeneous disciplines, e.g. creative arts, game/content design, and software. Nevertheless, improving team collaboration and process support is an ongoing challenge to enable a comprehensive view on game development projects. Lessons learned from software engineering practices can help game developers to increase game development processes within a heterogeneous environment. Based on a state of the practice survey in the Austrian games industry, this paper presents (a) first results with focus on process/method support and (b) suggests a candidate flexible process approach based on Scrum to improve VGSD and team collaboration. Results showed (a) a trend to highly flexible software processes involving various disciplines and (b) identified the suggested flexible process approach as feasible and useful for project application.

Designing Digital Game-Based Learning Environments

ERIC Educational Resources Information Center

An, Yun-Jo; Bonk, Curtis J.

2009-01-01

With the emergence of the Web 2.0 and other technologies for learning, there are a variety of special places that did not exist previously in which to pursue learning. Not just a few dozen more but millions more. Many of these are not the physical learning spaces one might envision but entirely virtual or digital ones. As an example, the area of…

Access point selection game with mobile users using correlated equilibrium.

PubMed

Sohn, Insoo

2015-01-01

One of the most important issues in wireless local area network (WLAN) systems with multiple access points (APs) is the AP selection problem. Game theory is a mathematical tool used to analyze the interactions in multiplayer systems and has been applied to various problems in wireless networks. Correlated equilibrium (CE) is one of the powerful game theory solution concepts, which is more general than the Nash equilibrium for analyzing the interactions in multiplayer mixed strategy games. A game-theoretic formulation of the AP selection problem with mobile users is presented using a novel scheme based on a regret-based learning procedure. Through convergence analysis, we show that the joint actions based on the proposed algorithm achieve CE. Simulation results illustrate that the proposed algorithm is effective in a realistic WLAN environment with user mobility and achieves maximum system throughput based on the game-theoretic formulation.

Access Point Selection Game with Mobile Users Using Correlated Equilibrium

PubMed Central

Sohn, Insoo

2015-01-01

One of the most important issues in wireless local area network (WLAN) systems with multiple access points (APs) is the AP selection problem. Game theory is a mathematical tool used to analyze the interactions in multiplayer systems and has been applied to various problems in wireless networks. Correlated equilibrium (CE) is one of the powerful game theory solution concepts, which is more general than the Nash equilibrium for analyzing the interactions in multiplayer mixed strategy games. A game-theoretic formulation of the AP selection problem with mobile users is presented using a novel scheme based on a regret-based learning procedure. Through convergence analysis, we show that the joint actions based on the proposed algorithm achieve CE. Simulation results illustrate that the proposed algorithm is effective in a realistic WLAN environment with user mobility and achieves maximum system throughput based on the game-theoretic formulation. PMID:25785726

Digital Game-Based Learning: What's Literacy Got to Do With It?

ERIC Educational Resources Information Center

Spires, Hiller A.

2015-01-01

Just as literacy practices are contextualized in social situations and relationships, game players establish shared language and understandings within a game; in essence, they gain fluency in specialized languages. This commentary explores the importance of digital game-based learning for schooling, the relationship between game-based learning,…

Game-Informed Learning: Applying Computer Game Processes to Higher Education

ERIC Educational Resources Information Center

Begg, Michael; Dewhurst, David; Macleod, Hamish

2005-01-01

The term "game-based learning" has emerged as a general name for the use of computer games in education. Despite early work showing rich inferential learning taking place as a result of gameplay, most game-based learning has been geared towards using a game as a host into which curricular content can be embedded. This approach can be problematic,…

The Role of Cognitive Apprenticeship in Learning Science in a Virtual World

ERIC Educational Resources Information Center

Ramdass, Darshanand

2012-01-01

This article extends the discussion started by Margaret Beier, Leslie Miller, and Shu Wang's (2012) paper, "Science games and the development of possible selves". In this paper, I suggest that a theoretical framework based on a sociocultural theory of learning is critical in learning in a virtual environment. I will discuss relevant research on…

Designing After-School Learning Using the Massively Multiplayer Online Role-Playing Game

ERIC Educational Resources Information Center

King, Elizabeth M.

2015-01-01

Digital games have become popular for engaging students in a range of learning goals, both in the classroom and the after-school space. In this article, I discuss a specific genre of video game, the massively multiplayer online role-playing game (MMO), which has been identified as a dynamic environment for encountering 21st-century workplace…

Epistemic Frames for Epistemic Games

ERIC Educational Resources Information Center

Shaffer, David W.

2006-01-01

This paper, develops the concept of "epistemic frames" as a mechanism through which students can use experiences in video games, computer games, and other interactive learning environments to help them deal more effectively with situations outside of the original context of learning. Building on ideas of "islands of expertise" [Crowley, K., &…

Computer Games: Increase Learning in an Interactive Multidisciplinary Environment.

ERIC Educational Resources Information Center

Betz, Joseph A.

1996-01-01

Discusses the educational uses of computer games and simulations and describes a study conducted at the State University of New York College at Farmingdale that used the computer game "Sim City 2000." Highlights include whole systems learning, problem solving, student performance, nonparametric statistics, and treatment of experimental…

Mineral Supertrumps: A New Card Game to Assist Learning of Mineralogy

ERIC Educational Resources Information Center

Spandler, Carl

2016-01-01

Mineralogy is an essential component of Earth Science education, yet many students struggle to obtain adequate comprehension and knowledge of mineralogy during tertiary (postsecondary) degree programs. The use of educational games can be an effective strategy for science teaching as games provide an active learning environment that enhances…

Leadership in Multiplayer Online Gaming Environments

ERIC Educational Resources Information Center

Lisk, Timothy C.; Kaplancali, Ugur T.; Riggio, Ronald E.

2012-01-01

With their increased popularity, games open up possibilities for simultaneous learning on multiple levels; players may learn from contextual information embedded in the narrative of the game and through the risks, benefits, costs, outcomes, and rewards of the alternative strategies that result from fast-paced decision making. Such dynamics also…

Video Game Based Learning in English Grammar

ERIC Educational Resources Information Center

Singaravelu, G.

2008-01-01

The study enlightens the effectiveness of Video Game Based Learning in English Grammar at standard VI. A Video Game package was prepared and it consisted of self-learning activities in play way manner which attracted the minds of the young learners. Chief objective: Find out the effectiveness of Video-Game based learning in English grammar.…

Combining Digital Archives Content with Serious Game Approach to Create a Gamified Learning Experience

NASA Astrophysics Data System (ADS)

Shih, D.-T.; Lin, C. L.; Tseng, C.-Y.

2015-08-01

This paper presents an interdisciplinary to develop content-aware application that combines game with learning on specific categories of digital archives. The employment of content-oriented game enhances the gamification and efficacy of learning in culture education on architectures and history of Hsinchu County, Taiwan. The gamified form of the application is used as a backbone to support and provide a strong stimulation to engage users in learning art and culture, therefore this research is implementing under the goal of "The Digital ARt/ARchitecture Project". The purpose of the abovementioned project is to develop interactive serious game approaches and applications for Hsinchu County historical archives and architectures. Therefore, we present two applications, "3D AR for Hukou Old " and "Hsinchu County History Museum AR Tour" which are in form of augmented reality (AR). By using AR imaging techniques to blend real object and virtual content, the users can immerse in virtual exhibitions of Hukou Old Street and Hsinchu County History Museum, and to learn in ubiquitous computing environment. This paper proposes a content system that includes tools and materials used to create representations of digitized cultural archives including historical artifacts, documents, customs, religion, and architectures. The Digital ARt / ARchitecture Project is based on the concept of serious game and consists of three aspects: content creation, target management, and AR presentation. The project focuses on developing a proper approach to serve as an interactive game, and to offer a learning opportunity for appreciating historic architectures by playing AR cards. Furthermore, the card game aims to provide multi-faceted understanding and learning experience to help user learning through 3D objects, hyperlinked web data, and the manipulation of learning mode, and then effectively developing their learning levels on cultural and historical archives in Hsinchu County.

Learning "in" or "with" Games? Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motivation Theory

ERIC Educational Resources Information Center

Hense, Jan; Mandl, Heinz

2012-01-01

This conceptual paper aims to clarify the theoretical underpinnings of game based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyses learning of game related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and…

Learning Behavior and Achievement Analysis of a Digital Game-Based Learning Approach Integrating Mastery Learning Theory and Different Feedback Models

ERIC Educational Resources Information Center

Yang, Kai-Hsiang

2017-01-01

It is widely accepted that the digital game-based learning approach has the advantage of stimulating students' learning motivation, but simply using digital games in the classroom does not guarantee satisfactory learning achievement, especially in the case of the absence of a teacher. Integrating appropriate learning strategies into a game can…

From the Games Industry: Ten Lessons for Game-Based Learning

ERIC Educational Resources Information Center

Hollins, Paul; Whitton, Nicola

2011-01-01

This paper draws on lessons learned from the development process of the entertainment games industry and discusses how they can be applied to the field of game-based learning. This paper examines policy makers and those wishing to commission or develop games for learning and highlights potential opportunities as well as pitfalls. The paper focuses…

Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

NASA Astrophysics Data System (ADS)

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-06-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

Gender-Inclusive Game-Based Learning in Secondary Education

ERIC Educational Resources Information Center

Admiraal, Wilfried; Huizenga, Jantina; Heemskerk, Irma; Kuiper, Els; Volman, Monique; ten Dam, Geert

2014-01-01

Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game,…

A New Honesty for a New Game: Distinguishing Cheating from Learning in a Web-Based Testing Environment

ERIC Educational Resources Information Center

Turner, Charles C.

2005-01-01

Rapid growth in the use of internet-based instructional technology (IT) necessitates greater attention to the pedagogical implications of this transition. Though much of the literature on the uses of IT focuses on outcomes and student learning, we also need to ask whether and how different technologies force us to reconceive the boundaries for…

Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking

ERIC Educational Resources Information Center

Delacruz, Girlie Castro

2010-01-01

To investigate whether games may serve as useful formative assessment environments, this study examined, experimentally, the effects of two aspects of formative assessment on math achievement, game play, and help-seeking behaviors: (a) making assessment criteria explicit through the explanation of scoring rules and (b) incentivizing the use of…

A Gaming Frame of Mind: Digital Contexts and Academic Implications

ERIC Educational Resources Information Center

Abrams, Sandra S.

2009-01-01

When considering the interdisciplinary nature of education, researchers need to acknowledge students' traditional and multimodal literacies and learning environments. Technological changes have brought about new learning spaces and what students learn through their video gaming experiences seems to have important academic implications and…

Treasure hunt of mineral resources: a serious game in a virtual world

NASA Astrophysics Data System (ADS)

Boniello, Annalisa

2015-04-01

This posterdescribes a geoscience activities on mineral resources for students of 14-18 years old. The activities are created as a treasure hunt of mineral resources, students must pass test and solve questions, search mineral in different environments: near a volcanos, in the river, in a lake, in a cave, under the sea and on a mountain. The activity is created using a virtual environment a virtual world built with a software, Opensim, a opensource software. In this virtual world every student as avatar, a virtual rapresentation of himself, search information, objects, mineral as in a serious game, a digital serious game. In the serious game buit as a treasure hunt, students interact with environment in a learning by doing, and they interact with other students in a cooperative learning and a collaborative environment. In the hunt there is a challenge that student must overcome: understanding what is a mineral resource collecting data on mineral analyzing environments where they are created so the students can improve motivation and learn, and improve scientific skills.

Motivating Factors and Tangential Learning for Knowledge Acquisition in Educational Games

ERIC Educational Resources Information Center

Mozelius, Peter; Fagerström, Andreas; Söderquist, Max

2017-01-01

Game-based learning has been a strong emerging trend in the 21st century, but several research studies on game-based learning reports that the educational potential of games has not been fully realised. Many educational games do not combine learning outcomes with entertaining gameplay. At the same time as there is a tendency to digitise and…

Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

ERIC Educational Resources Information Center

Grey, Simon; Grey, David; Gordon, Neil; Purdy, Jon

2017-01-01

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and…

Digital Game-Based Learning: It's Not Just the Digital Natives Who Are Restless

ERIC Educational Resources Information Center

Van Eck, Richard

2006-01-01

With the widespread public interest in games as learning tools, digital game-based learning (DGBL) proponents now need to explain why games are engaging and effective and how those principles can be leveraged to best integrate games into the learning process. In this article, Richard Van Eck outlines why DGBL is effective and engaging, how those…

3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum

ERIC Educational Resources Information Center

Su,Chung-Ho; Cheng, Ching-Hsue

2013-01-01

The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A…

Towards the Gamification of Learning: Investigating Student Perceptions of Game Elements

ERIC Educational Resources Information Center

Cheong, Christopher; Filippou, Justin; Cheong, France

2014-01-01

Games offer people engaging and motivating experiences. The process of recreating this type of experience in systems that are not typically considered games is called "gamification." Improving engagement and motivation in a learning environment is desired by many educators as traditional approaches do not seem to be as engaging as they…

More than Child's Play: Games Have Potential Learning and Assessment Tools

ERIC Educational Resources Information Center

Phillips, Vicki; Popovic, Zoran

2012-01-01

There is increasing evidence that games provide good learning environments, particularly in their ability to drive tenacity and intrinsic motivation, two key characteristics needed for student success. Advancing technology now enables games to also serve as assessments with real-time data that gives teachers the ability to have immediate…

Serious games in the classroom: gauging student perceptions.

PubMed

Kapralos, Bill; Cristancho, Sayra; Porte, Mark; Backstein, David; Monclou, Alex; Dubrowski, Adam

2011-01-01

Serious games, or video game-based technology applied to training, learning applications, provide a high fidelity simulation of particular environments and situations that focus on high level skills that are required in the field. Given the popularity of video games, particularly with today's generation of learners, and the growing trend of restricted resident work hours and diminished operating room exposure due to limited budgets increased case complexity and medicolegal concerns, serious games provide a cost-effective viable training option. To develop effective serious games, the views and perceptions of both the end users (learners) and educators regarding their use "in the classroom" must be assessed and accounted for. Here we present the results of a survey that was designed to assess students' perceptions of serious games.

The "7 Keys of the Dragon": An E-Learning Gamelike Environment for Albanian and Russian

ERIC Educational Resources Information Center

Revithiadou, Anthi; Kourtis-Kazoullis, Vasilia; Soukalopoulou, Maria; Konstantoudakis, Konstantinos; Zarras, Christos; Pelesoglou, Nestoras

2014-01-01

In this article we report on the development of an interactive open source extensible software, dubbed "The 7 Keys of the Dragon," for the teaching/learning of Albanian and Russian to students (9-12 years old) with the respective languages as their heritage languages. Based on the assumption that games in language learning are associated…

Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction

NASA Astrophysics Data System (ADS)

Marino, Matthew T.; Israel, Maya; Beecher, Constance C.; Basham, James D.

2013-10-01

Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students' reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students' use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified.

The role of cognitive apprenticeship in learning science in a virtual world

NASA Astrophysics Data System (ADS)

Ramdass, Darshanand

2012-12-01

This article extends the discussion started by Margaret Beier, Leslie Miller, and Shu Wang's (2012) paper, Science games and the development of possible selves. In this paper, I suggest that a theoretical framework based on a sociocultural theory of learning is critical in learning in a virtual environment. I will discuss relevant research on the application of various components of the sociocultural perspective of learning in classroom environments and the potential for applying them in virtual worlds. I propose that research in science education should explore the processes underlying cognitive apprenticeship and determine how these processes can be used in virtual environments to help students learn science successfully.

Game-based learning as a vehicle to teach first aid content: a randomized experiment.

PubMed

Charlier, Nathalie; De Fraine, Bieke

2013-07-01

Knowledge of first aid (FA), which constitutes lifesaving treatments for injuries or illnesses, is important for every individual. In this study, we have set up a group-randomized controlled trial to assess the effectiveness of a board game for learning FA. Four class groups (120 students) were randomly assigned to 2 conditions, a board game or a traditional lecture method (control condition). The effect of the learning environment on students' achievement was examined through a paper-and-pencil test of FA knowledge. Two months after the intervention, the participants took a retention test and completed a questionnaire assessing enjoyment, interest, and motivation. An analysis of pre- and post-test knowledge scores showed that both conditions produced significant increases in knowledge. The lecture was significantly more effective in increasing knowledge, as compared to the board game. Participants indicated that they liked the game condition more than their fellow participants in the traditional lecture condition. These results suggest that traditional lectures are more effective in increasing student knowledge, whereas educational games are more effective for student enjoyment. From this case study we recommend alteration or a combination of these teaching methods to make learning both effective and enjoyable. © 2013, American School Health Association.

Perspectives on learning through research on critical issues-based science center exhibitions

NASA Astrophysics Data System (ADS)

Pedretti, Erminia G.

2004-07-01

Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings.

Effects of Using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in Secondary Schools of Bangladesh

ERIC Educational Resources Information Center

Salam, Abdus; Hossain, Anwar; Rahman, Shahidur

2015-01-01

Games-based learning has captured the interest of educationists and industrialists who seek to reveal the characteristics of computer games as 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 on the context of gaming and education…

Learning with touchscreen devices: game strategies to improve geometric thinking

NASA Astrophysics Data System (ADS)

Soldano, Carlotta; Arzarello, Ferdinando

2016-03-01

The aim of this paper is to reflect on the importance of the students' game-strategic thinking during the development of mathematical activities. In particular, we hypothesise that this type of thinking helps students in the construction of logical links between concepts during the "argumentation phase" of the proving process. The theoretical background of our study lies in the works of J. Hintikka, a Finnish logician, who developed a new type of logic, based on game theory, called the logic of inquiry. In order to experiment with this new approach to the teaching and learning of mathematics, we have prepared five game-activities based on geometric theorems in which two players play against each other in a multi-touch dynamic geometric environment (DGE). In this paper, we present the design of the first game-activity and the relationship between it and the logic of inquiry. Then, adopting the theoretical framework of the instrumental genesis by Vérillon and Rabardel (EJPE 10: 77-101, 1995), we will present and analyse significant actions and dialogues developed by students while they are solving the game. We focus on the presence of a particular way of playing the game introduced by the students, the "reflected game", and highlight its functions for the development of the task.

Can Learning Motivation Predict Learning Achievement? A Case Study of a Mobile Game-Based English Learning Approach

ERIC Educational Resources Information Center

Tsai, Chia-Hui; Cheng, Ching-Hsue; Yeh, Duen-Yian; Lin, Shih-Yun

2017-01-01

This study applied a quasi-experimental design to investigate the influence and predictive power of learner motivation for achievement, employing a mobile game-based English learning approach. A system called the Happy English Learning System, integrating learning material into a game-based context, was constructed and installed on mobile devices…

Applying Technology to Inquiry-Based Learning in Early Childhood Education

ERIC Educational Resources Information Center

Wang, Feng; Kinzie, Mable B.; McGuire, Patrick; Pan, Edward

2009-01-01

Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a…

Learning Science in Virtual Reality Multimedia Environments: Role of Methods and Media.

ERIC Educational Resources Information Center

Moreno, Roxana; Mayer, Richard E.

2002-01-01

College students learned about botany through an agent-based multimedia game. Students received either spoken or identical on-screen text explanations. Results reveal that students scored higher on retention, transfer, and program ratings in narration conditions than in text conditions. The media--desktop displays or headmounted displays--did not…

Formative Evaluation of a Massively Multi-Player Persistent (MMP) Environment for Asymmetric Warfare Exercises

DTIC Science & Technology

2008-04-01

Initiative acknowledges the dearth of published research on Massively Multiplayer Online Games ((MMOGs), which are based on MMP technology) for...wanting help during the emergency, protesting insufficient aid being delivered in time, escalating to violence , including sniper attacks and attempted... multiplayer environment. The movement control systems were rated "moderately easy" to learn, and ease of movement after learning to use the controls was rated

The Impact of Students' Temporal Perspectives on Time-on-Task and Learning Performance in Game Based Learning

ERIC Educational Resources Information Center

Romero, Margarida; Usart, Mireia

2013-01-01

The use of games for educational purposes has been considered as a learning methodology that attracts the students' attention and may allow focusing individuals on the learning activity through the [serious games] SG game dynamic. Based on the hypothesis that students' Temporal Perspective has an impact on learning performance and time-on-task,…

Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students

ERIC Educational Resources Information Center

del Moral Pérez, M. Esther; Duque, Alba P. Guzmán; García, L. Carlota Fernández

2018-01-01

Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its…

The Effects of Online Interactive Games on High School Students' Achievement and Motivation in History Learning

ERIC Educational Resources Information Center

Lin, Kuan-Cheng; Wei, Yu Che; Hung, Jason C.

2012-01-01

Many studies demonstrate that Digital Game Based Learning (DGBL) can foster learning effect. The purpose of this study is to survey whether the online game in junior high school students can encourage learning effect in Taiwan's History. So, the research applied Interactive Game-based Learning System (IGLS) to junior high history teaching as an…

"It's a funny old game". Football as an educational metaphor within induction to practice-based interprofessional learning.

PubMed

Stephens, John; Abbott-Brailey, Hilary; Pearson, Pauline

2007-08-01

The Common Learning Programme in the North East of England (CLPNE) sought to introduce interprofessional education into the practice setting for pre-registration health and social care students. Students, clinical educators/mentors, and facilitators met within groups over a period of 3 - 6 weeks to explore interprofessional working and learning together. This paper evaluates the use of a game, the Football Stadium, to stimulate participants' exploration of practice-based interprofessional working and learning at CLPNE induction sessions. Data consisting of verbal and written feedback from students and clinical educators/mentors, and field notes from facilitators covering 22 CLPNE pilot sites (February 2003 - July 2005) was supplemented by researcher observation at 12 sites. Two themes emerged from the data: the use of the Football Stadium as an "ice-breaker" at team induction and, the use of the Football Stadium as a vehicle to facilitate reflective learning. Key issues included personal identity and role within a novice--expert continuum, creating and developing the team environment and, enhancing and developing learning communities. Although recognized as requiring careful, sensitive facilitation, the Football Stadium is a simple means to present learning opportunities for interprofessional education within a non-threatening learning environment that facilitates active participation.

Influences of Gender and Computer Gaming Experience in Occupational Desktop Virtual Environments: A Cross-Case Analysis Study

ERIC Educational Resources Information Center

Ausburn, Lynna J.; Ausburn, Floyd B.; Kroutter, Paul J.

2013-01-01

This study used a cross-case analysis methodology to compare four line-of-inquiry studies of desktop virtual environments (DVEs) to examine the relationships of gender and computer gaming experience to learning performance and perceptions. Comparison was made of learning patterns in a general non-technical DVE with patterns in technically complex,…

Game-Like Language Learning in 3-D Virtual Environments

ERIC Educational Resources Information Center

Berns, Anke; Gonzalez-Pardo, Antonio; Camacho, David

2013-01-01

This paper presents our recent experiences with the design of game-like applications in 3-D virtual environments as well as its impact on student motivation and learning. Therefore our paper starts with a brief analysis of the motivational aspects of videogames and virtual worlds (VWs). We then go on to explore the possible benefits of both in the…

Serious games and blended learning; effects on performance and motivation in medical education.

PubMed

Dankbaar, Mary

2017-02-01

More efficient, flexible training models are needed in medical education. Information technology offers the tools to design and develop effective and more efficient training. The aims of this thesis were: 1) Compare the effectiveness of blended versus classroom training for the acquisition of knowledge; 2) Investigate the effectiveness and critical design features of serious games for performance improvement and motivation. Five empirical studies were conducted to answer the research questions and a descriptive study on an evaluation framework to assess serious games was performed. The results of the research studies indicated that: 1) For knowledge acquisition, blended learning is equally effective and attractive for learners as classroom learning; 2) A serious game with realistic, interactive cases improved complex cognitive skills for residents, with limited self-study time. Although the same game was motivating for inexperienced medical students and stimulated them to study longer, it did not improve their cognitive skills, compared with what they learned from an instructional e‑module. This indicates an 'expertise reversal effect', where a rich learning environment is effective for experts, but may be contra-productive for novices (interaction of prior knowledge and complexity of format). A blended design is equally effective and attractive as classroom training. Blended learning facilitates adaptation to the learners' knowledge level, flexibility in time and scalability of learning. Games may support skills learning, provided task complexity matches the learner's competency level. More design-based research is needed on the effects of task complexity and other design features on performance improvement, for both novices and experts.

Developing and Assessing Teachers' Knowledge of Game-Based Learning

ERIC Educational Resources Information Center

Shah, Mamta; Foster, Aroutis

2015-01-01

Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game…

Business Simulation Games: Effective Teaching Tools or Window Dressing?

ERIC Educational Resources Information Center

Tanner, John R.; Stewart, Geoffrey; Totaro, Michael W.; Hargrave, Melissa

2012-01-01

Business simulations serve as learning platforms that stimulate the "gaming" interest of students, that provide a structured learning environment, and that should help manage the time resources of faculty. Simulations appear to provide a context where students feel learning can take place. However, faculty perception of simulation…

Computational Thinking in Constructionist Video Games

ERIC Educational Resources Information Center

Weintrop, David; Holbert, Nathan; Horn, Michael S.; Wilensky, Uri

2016-01-01

Video games offer an exciting opportunity for learners to engage in computational thinking in informal contexts. This paper describes a genre of learning environments called constructionist video games that are especially well suited for developing learners' computational thinking skills. These games blend features of conventional video games with…

Making Sense of Game-Based User Data: Learning Analytics in Applied Games

ERIC Educational Resources Information Center

Steiner, Christina M.; Kickmeier-Rus, Michael D.; Albert, Dietrich

2015-01-01

Digital learning games are useful educational tools with high motivational potential. With the application of games for instruction there comes the need of acknowledging learning game experiences also in the context of educational assessment. Learning analytics provides new opportunities for supporting assessment in and of educational games. We…

Cultivating Critical Game Makers in Digital Game-Based Learning: Learning from the Arts

ERIC Educational Resources Information Center

Denham, André R.; Guyotte, Kelly W.

2018-01-01

Digital games have the potential of being a transformative tool for applying constructionist principles to learning within formal and informal learning settings. Unfortunately, most recent attention has focused on instructionist games. Connected gaming provides a tantalizing alternative approach by calling for the development of games that are…

Design Heuristics for Authentic Simulation-Based Learning Games

ERIC Educational Resources Information Center

Ney, Muriel; Gonçalves, Celso; Balacheff, Nicolas

2014-01-01

Simulation games are games for learning based on a reference in the real world. We propose a model for authenticity in this context as a result of a compromise among learning, playing and realism. In the health game used to apply this model, students interact with characters in the game through phone messages, mail messages, SMS and video.…

Computer Game-Based Learning: Perceptions and Experiences of Senior Chinese Adults

ERIC Educational Resources Information Center

Wang, Feihong; Lockee, Barbara B.; Burton, John K.

2012-01-01

The purpose of this study was to investigate senior Chinese adults' potential acceptance of computer game-based learning (CGBL) by probing their perceptions of computer game play and their perceived impacts of game play on their learning of computer skills and life satisfaction. A total of 60 senior adults from a local senior adult learning center…

Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes

ERIC Educational Resources Information Center

Woo, Jeng-Chung

2014-01-01

Traditional multimedia learning is primarily based on the cognitive load concept of information processing theory. Recent digital game-based learning (DGBL) studies have focused on exploring content support for learning motivation and related game characteristics. Motivation, volition, and performance (MVP) theory indicates that cognitive load and…

A model for treating voice disorders in school-age children within a video gaming environment.

PubMed

King, Suzanne N; Davis, Larry; Lehman, Jeffrey J; Ruddy, Bari Hoffman

2012-09-01

Clinicians use a variety of approaches to motivate children with hyperfunctional voice disorders to comply with voice therapy in a therapeutic session and improve the motivation of children to practice home-based exercises. Utilization of current entertainment technology in such approaches may improve participation and motivation in voice therapy. The purpose of this study is to test the feasibility of using an entertainment video game as a therapy device. Prospective cohort and case-control study. Three levels of game testing were conducted to an existing entertainment video game for use as a voice therapy protocol. The game was tested by two computer programmers and five normal participants. The third level of testing was a case study with a child diagnosed with a hyperfunctional voice disorder. Modifications to the game were made after each feasibility test. Errors with the video game performance were modified, including the addition of a time stamp directory and game controller. Resonance voice exercises were modified to accommodate the gaming environment and unique competitive situation, including speech rate, acoustic parameters, game speed, and point allocations. The development of video games for voice therapeutic purposes attempt to replicate the high levels of engagement and motivation attained with entertainment video games, stimulating a more productive means of learning while doing. This case study found that a purely entertainment video game can be implemented as a voice therapeutic protocol based on information obtained from the case study. Copyright © 2012 The Voice Foundation. All rights reserved.

Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking. CRESST Report 796

ERIC Educational Resources Information Center

Delacruz, Girlie C.

2011-01-01

Due to their motivational nature, there has been growing interest in the potential of games to help teach academic content and skills. This report examines how different levels of detail about a game's scoring rules affect math learning and performance. Data were collected from 164 students in the fourth to sixth grades at five after-school…

The application of an occupational therapy nutrition education programme for children who are obese.

PubMed

Munguba, Marilene Calderaro; Valdés, Maria Teresa Moreno; da Silva, Carlos Antonio Bruno

2008-01-01

The aim of this study was to evaluate an occupational therapy nutrition education programme for children who are obese with the use of two interactive games. A quasi-experimental study was carried out at a municipal school in Fortaleza, Brazil. A convenient sample of 200 children ages 8-10 years old participated in the study. Data collection comprised a semi-structured interview, direct and structured observation, and focus group, comparing two interactive games based on the food pyramid (video game and board game) used individually and then combined. Both play activities were efficient in the mediation of nutritional concepts, with a preference for the board game. In the learning strategies, intrinsic motivation and metacognition were analysed. The attention strategy was most applied at the video game. We concluded that both games promoted the learning of nutritional concepts. We confirmed the effectiveness of the simultaneous application of interactive games in an interdisciplinary health environment. It is recommended that a larger sample should be used in evaluating the effectiveness of play and video games in teaching healthy nutrition to children in a school setting. (c) 2008 John Wiley & Sons, Ltd.

Virtual Education: Guidelines for Using Games Technology

ERIC Educational Resources Information Center

Schofield, Damian

2014-01-01

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry, can allow educational developers to rapidly create realistic online virtual environments. This technology has been used to generate a range of interactive Virtual Reality (VR) learning environments across a spectrum of…

The Effect of Computer Game-Based Learning on FL Vocabulary Transferability

ERIC Educational Resources Information Center

Franciosi, Stephan J.

2017-01-01

In theory, computer game-based learning can support several vocabulary learning affordances that have been identified in the foreign language learning research. In the observable evidence, learning with computer games has been shown to improve performance on vocabulary recall tests. However, while simple recall can be a sign of learning,…

Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality

ERIC Educational Resources Information Center

Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso

2014-01-01

Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…

Students as Game Designers vs. "Just" Players: Comparison of Two Different Approaches to Location-Based Games Implementation into School Curricula

ERIC Educational Resources Information Center

Slussareff, Michaela; Bohácková, Petra

2016-01-01

This paper compares two kinds of educational treatment within location-based game approach; learning by playing a location-based game and learning by designing a location-based game. Two parallel elementary school classes were included in our study (N = 27; age 14-15). The "designers" class took part in the whole process of game design…

Exploring the Factors Influencing Learning Effectiveness in Digital Game-Based Learning

ERIC Educational Resources Information Center

Tsai, Fu-Hsing; Yu, Kuang-Chao; Hsiao, Hsien-Sheng

2012-01-01

This study developed an educational online game, Super Delivery, targeting knowledge about saving electricity, and conducted case studies of eight sixth-grade students using this game to explore the factors influencing the effectiveness of students' knowledge acquisition in digital game-based learning (DGBL). This study followed Miles and…

Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based Learning within K-12 Classrooms through Professional Learning Groups

ERIC Educational Resources Information Center

Denham, André R.; Mayben, Robert; Boman, Terri

2016-01-01

In the past 15 to 20 years there has been an increased interest in the use of games for learning. A considerable amount of work has already been done by educational researchers and theorists (Gee, Squire, Malone, Lepper, Shaffer, etc.) to identify and to operationalize the native affordances of games that make them good for learning. Unfortunately…

Do-It-Yourself Learning Games: Software That Lets You Pick the Questions--and Answers.

ERIC Educational Resources Information Center

Hively, Wells

1984-01-01

Reviews user-adaptable learning games that can be customized for any subject, including Tic Tac Show and the Game Show from Computer Advanced Ideas, which are question-answer learning programs based on game shows, and Master Match from Computer Advanced Ideas and Square Pairs from Scholastic Inc., which are based on the card game Concentration.…

Board Games in the Business Classroom: How to Play "Business Decisions"

ERIC Educational Resources Information Center

Clausen, Daniel

2017-01-01

Games have long been a staple of active learning environments. They are a fantastic way to reduce anxiety, promote competition, and energize classrooms. Board games, in particular, can be very useful in building real-world skills in a fun and non-threatening environment. Therefore, the author uses them extensively for Business English classes and…

Game-Based Learning: A Different Perspective

ERIC Educational Resources Information Center

Royle, Karl

2008-01-01

Because the goals of games and the object of school-based learning are fundamentally mismatched, efforts to integrate games into the curriculum have largely fallen flat despite the best intentions of teachers and the gaming industry. Arguing that educational game designers should be investigating ways to get education into games rather than…

ChemOkey: A Game to Reinforce Nomenclature

ERIC Educational Resources Information Center

Kavak, Nusret

2012-01-01

Learning the symbolic language of chemistry is a difficult task that can be frustrating for students. This article introduces a game, ChemOkey, that can help students learn the names and symbols of common ions and their compounds in a fun environment. ChemOkey, a game similar to Rummikub, is played with a set of 106 plastic or wooden tiles. The…

Improving physics instruction by analyzing video games

NASA Astrophysics Data System (ADS)

Beatty, Ian D.

2013-01-01

Video games can be very powerful teaching systems, and game designers have become adept at optimizing player engagement while scaffolding development of complex skills and situated knowledge. One implication is that we might create games to teach physics. Another, which I explore here, is that we might learn to improve classroom physics instruction by studying effective games. James Gee, in his book What Video Games Have to Teach Us About Learning and Literacy (2007), articulates 36 principles that make good video games highly effective as learning environments. In this theoretical work, I identify 16 themes running through Gee's principles, and explore how these themes and Gee's principles could be applied to the design of an on-campus physics course. I argue that the process pushes us to confront aspects of learning that physics instructors and even physics education researchers generally neglect, and suggest some novel ideas for course design.

Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

ERIC Educational Resources Information Center

Jacob, Laura Beth

2012-01-01

Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in…

Gamification: Questing to Integrate Content Knowledge, Literacy, and 21st-Century Learning

ERIC Educational Resources Information Center

Kingsley, Tara L.; Grabner-Hagen, Melissa M.

2015-01-01

This article showcases the use of gamification as a means to turn an existing curriculum into a game-based learning environment. The purpose of this article is to examine how gamification, coupled with effective pedagogy, can support the acquisition of 21st-century skills. Gamifying content allows students to earn experience points, badges, and…

Hybrid Augmented Reality for Participatory Learning: The Hidden Efficacy of Multi-User Game-Based Simulation

ERIC Educational Resources Information Center

Oh, Seungjae; So, Hyo-Jeong; Gaydos, Matthew

2018-01-01

The goal for this research is to articulate and test a new hybrid Augmented Reality (AR) environment for conceptual understanding. From the theoretical lens of embodied interaction, we have designed a multi-user participatory simulation called ARfract where visitors in a science museum can learn about complex scientific concepts on the refraction…

A Motion-Sensing Game-Based Therapy to Foster the Learning of Children with Sensory Integration Dysfunction

ERIC Educational Resources Information Center

Chuang, Tsung-Yen; Kuo, Ming-Shiou

2016-01-01

Children with Sensory Integration Dysfunction (SID, also known as Sensory Processing Disorder, SPD) are also learners with disabilities with regard to responding adequately to the demands made by a learning environment. With problems of organizing and processing the sensation information coming from body modalities, children with SID (CwSID)…

For the Love of the Game: Game- Versus Lecture-Based Learning With Generation Z Patients.

PubMed

Adamson, Mary A; Chen, Hengyi; Kackley, Russell; Micheal, Alicia

2018-02-01

The current study evaluated adolescent patients' enjoyment of and knowledge gained from game-based learning compared with an interactive lecture format on the topic of mood disorders. It was hypothesized that game-based learning would be statistically more effective than a lecture in knowledge acquisition and satisfaction scores. A pre-post design was implemented in which a convenience sample of 160 adolescent patients were randomized to either a lecture (n = 80) or game-based (n = 80) group. Both groups completed a pretest/posttest and satisfaction survey. Results showed that both groups had significant improvement in knowledge from pretest compared to posttest. Game-based learning was statistically more effective than the interactive lecture in knowledge achievement and satisfaction scores. This finding supports the contention that game-based learning is an active technique that may be used with patient education. [Journal of Psychosocial Nursing and Mental Health Services, 56(2), 29-36.]. Copyright 2018, SLACK Incorporated.

A Microworld-Based Role-Playing Game Development Approach to Engaging Students in Interactive, Enjoyable, and Effective Mathematics Learning

ERIC Educational Resources Information Center

Wang, Sheng-Yuan; Chang, Shao-Chen; Hwang, Gwo-Jen; Chen, Pei-Ying

2018-01-01

In traditional teacher-centered mathematics instruction, students might show low learning motivation owing to the lack of applied contexts. Game-based learning has been recognized as a potential approach to addressing this issue; however, without proper alignment between the gaming and math-applied contexts, the benefits of game-based learning…

A Virtual Education: Guidelines for Using Games Technology

ERIC Educational Resources Information Center

Schofield, Damian

2014-01-01

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry, can allow educational developers to rapidly create realistic online vir-tual environments. This technology has been used to generate a range of interactive Virtual Real-ity (VR) learning environments across a spectrum of…

You Like It, You Learn It: Affectivity and Learning in Competitive Social Role Play Gaming

ERIC Educational Resources Information Center

Brom, Cyril; Šisler, Vít; Slussareff, Michaela; Selmbacherová, Tereza; Hlávka, Zdenek

2016-01-01

Despite the alleged ability of digital game-based learning (DGBL) to foster positive affect and in turn improve learning, the link between affectivity and learning has not been sufficiently investigated in this field. Regarding learning from team-based games with competitive elements, even less is known about the relationship between…

Decentralized indirect methods for learning automata games.

PubMed

Tilak, Omkar; Martin, Ryan; Mukhopadhyay, Snehasis

2011-10-01

We discuss the application of indirect learning methods in zero-sum and identical payoff learning automata games. We propose a novel decentralized version of the well-known pursuit learning algorithm. Such a decentralized algorithm has significant computational advantages over its centralized counterpart. The theoretical study of such a decentralized algorithm requires the analysis to be carried out in a nonstationary environment. We use a novel bootstrapping argument to prove the convergence of the algorithm. To our knowledge, this is the first time that such analysis has been carried out for zero-sum and identical payoff games. Extensive simulation studies are reported, which demonstrate the proposed algorithm's fast and accurate convergence in a variety of game scenarios. We also introduce the framework of partial communication in the context of identical payoff games of learning automata. In such games, the automata may not communicate with each other or may communicate selectively. This comprehensive framework has the capability to model both centralized and decentralized games discussed in this paper.

``GodMode is his video game name'': situating learning and identity in structures of social practice

NASA Astrophysics Data System (ADS)

Bricker, Leah A.; Bell, Philip

2012-12-01

In this paper, we report on the structural nexus of one youth's gaming practices across contexts and over time. We utilize data from an ethnography of youth science and technology learning, as well as expertise development, across settings and developmental time. We use Ole Dreier's theory of persons to understand how this youth is able to develop considerable gaming expertise. Additionally, we explicate the learning practices embedded in the structural nexus of this youth's gaming and we examine associated issues of learning and identity. We problematize the lack of continuity between his formal schooling experiences and the structural nexus of his gaming practices as situated in a variety of other contexts and we reflect on the implications for the design of STEM gaming experiences in formal school environments.

Educational Videogames: Concept, Design And Evaluation

NASA Astrophysics Data System (ADS)

Rohrlick, D.; Yang, A.; Kilb, D. L.; Ma, L.; Ruzic, R.; Peach, C. L.; Layman, C. C.

2013-12-01

Videogames have historically gained popularity thanks to their entertainment rather than their educational value. This may be due, in part, to the fact that many educational videogames present academic concepts in dry, quiz-like ways, without the visual experiences, interactivity, and excitement of non-educational games. The increasing availability of tools that allow designers to easily create rich experiences for players now makes it simpler than ever for educational game designers to generate the visual experiences, interactivity, and excitement that gamers have grown to expect. Based on data from our work, when designed effectively, educational games can engage players, teach concepts, and tear down the stereotype of the stuffy, boring educational game. Our team has been experimenting with different ways to present scientific and mathematical concepts to middle and high school students through engaging, interactive games. When designing a gameplay concept, we focus on what we want the player to learn and experience as well as how to maintain a learning environment that is fun and engaging. Techniques that we have found successful include the use of a series of fast-paced 'minigames,' and the use of a 'simulator' learning method that allows a player to learn by completing objectives similar to those completed by today's scientists. Formative evaluations of our games over the past year have revealed both design strengths and weaknesses. Based on findings from a systematic evaluation of game play with diverse groups, with data collected through in-person observations of game play, knowledge assessments, focus groups, interviews with players, and computer tracking of students' game play behavior, we have found that players are uniformly enthusiastic about the educational tools. At the same time, we find there is more work to be done to make our tools fully intuitive, and to effectively present complex mathematical and scientific concepts to learners from a wide range of backgrounds. Overall we find that designing educational games is a constant balancing act to ensure the player is engaged and has fun while at the same time learning important concepts.

Designing Serious Game Interventions for Individuals with Autism.

PubMed

Whyte, Elisabeth M; Smyth, Joshua M; Scherf, K Suzanne

2015-12-01

The design of "Serious games" that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning.

A Multi-Strategy Gaming Environment.

DTIC Science & Technology

1982-03-01

themselves to the game environment have been incorporated in various machine players. These, however, should not be considered as competitive ...could take only three "actions", each a strategy for the entire game . Subsequent Bayesian players were e ::tensions of MSI: CALLER2 also observed which...enouiu core -. e -or% to test the Zadeh function against other learning strategies. 3.2.7. SA r.,, B un Figure 4 shows the chance in purse size vs. the game

Learning Loops--Interactions between Guided Reflection and Experience-Based Learning in a Serious Game Activity

ERIC Educational Resources Information Center

Cowley, B.; Heikura, T.; Ravaja, N.

2013-01-01

In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect…

Using Games to Enhance Learning and Teaching: A Beginner's Guide

ERIC Educational Resources Information Center

Whitton, Nicola, Ed.; Moseley, Alex, Ed.

2012-01-01

"Using Games to Enhance Learning and Teaching" provides educators with easy and practical ways of using games to support student engagement and learning. Despite growing interest in digital game-based learning and teaching, until now most teachers have lacked the resources or technical knowledge to create games that meet their needs. The only…

Robotic Mission to Mars: Hands-on, minds-on, web-based learning

NASA Astrophysics Data System (ADS)

Mathers, Naomi; Goktogen, Ali; Rankin, John; Anderson, Marion

2012-11-01

Problem-based learning has been demonstrated as an effective methodology for developing analytical skills and critical thinking. The use of scenario-based learning incorporates problem-based learning whilst encouraging students to collaborate with their colleagues and dynamically adapt to their environment. This increased interaction stimulates a deeper understanding and the generation of new knowledge. The Victorian Space Science Education Centre (VSSEC) uses scenario-based learning in its Mission to Mars, Mission to the Orbiting Space Laboratory and Primary Expedition to the M.A.R.S. Base programs. These programs utilize methodologies such as hands-on applications, immersive-learning, integrated technologies, critical thinking and mentoring to engage students in Science, Technology, Engineering and Mathematics (STEM) and highlight potential career paths in science and engineering. The immersive nature of the programs demands specialist environments such as a simulated Mars environment, Mission Control and Space Laboratory, thus restricting these programs to a physical location and limiting student access to the programs. To move beyond these limitations, VSSEC worked with its university partners to develop a web-based mission that delivered the benefits of scenario-based learning within a school environment. The Robotic Mission to Mars allows students to remotely control a real rover, developed by the Australian Centre for Field Robotics (ACFR), on the VSSEC Mars surface. After completing a pre-mission training program and site selection activity, students take on the roles of scientists and engineers in Mission Control to complete a mission and collect data for further analysis. Mission Control is established using software developed by the ACRI Games Technology Lab at La Trobe University using the principles of serious gaming. The software allows students to control the rover, monitor its systems and collect scientific data for analysis. This program encourages students to work scientifically and explores the interaction between scientists and engineers. This paper presents the development of the program, including the involvement of university students in the development of the rover, the software, and the collation of the scientific data. It also presents the results of the trial phase of this program including the impact on student engagement and learning outcomes.

Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study: Investigating Game Based Learning

ERIC Educational Resources Information Center

Dang, Srishti; Ved, Arunima; Vemuri, Kavita

2018-01-01

Efficacy of games as learning medium is of interest to researchers and the gaming industry. A critical metric for learning is knowledge retention and very few studies have conducted in-depth comparisons of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the study reported in this article will present…

Preparing Instructional Designers for Game-Based Learning: Part 1

ERIC Educational Resources Information Center

Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

2010-01-01

Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…

Using Agent-Based Technologies to Enhance Learning in Educational Games

ERIC Educational Resources Information Center

Tumenayu, Ogar Ofut; Shabalina, Olga; Kamaev, Valeriy; Davtyan, Alexander

2014-01-01

Recent research has shown that educational games positively motivate learning. However, there is a little evidence that they can trigger learning to a large extent if the game-play is supported by additional activities. We aim to support educational games development with an Agent-Based Technology (ABT) by using intelligent pedagogical agents that…

Effects of Locus of Control on Behavioral Intention and Learning Performance of Energy Knowledge in Game-Based Learning

ERIC Educational Resources Information Center

Yang, Jie Chi; Lin, Yi Lung; Liu, Yi-Chun

2017-01-01

Game-based learning has been gradually adopted in energy education as an effective learning tool because digital games have the potential to increase energy literacy and encourage behavior change. However, not every learner can benefit from this support. There is a need to examine how human factors affect learners' reactions to digital games for…

Needs, Pains, and Motivations in Autonomous Agents.

PubMed

Starzyk, Janusz A; Graham, James; Puzio, Leszek

This paper presents the development of a motivated learning (ML) agent with symbolic I/O. Our earlier work on the ML agent was enhanced, giving it autonomy for interaction with other agents. Specifically, we equipped the agent with drives and pains that establish its motivations to learn how to respond to desired and undesired events and create related abstract goals. The purpose of this paper is to explore the autonomous development of motivations and memory in agents within a simulated environment. The ML agent has been implemented in a virtual environment created within the NeoAxis game engine. Additionally, to illustrate the benefits of an ML-based agent, we compared the performance of our algorithm against various reinforcement learning (RL) algorithms in a dynamic test scenario, and demonstrated that our ML agent learns better than any of the tested RL agents.This paper presents the development of a motivated learning (ML) agent with symbolic I/O. Our earlier work on the ML agent was enhanced, giving it autonomy for interaction with other agents. Specifically, we equipped the agent with drives and pains that establish its motivations to learn how to respond to desired and undesired events and create related abstract goals. The purpose of this paper is to explore the autonomous development of motivations and memory in agents within a simulated environment. The ML agent has been implemented in a virtual environment created within the NeoAxis game engine. Additionally, to illustrate the benefits of an ML-based agent, we compared the performance of our algorithm against various reinforcement learning (RL) algorithms in a dynamic test scenario, and demonstrated that our ML agent learns better than any of the tested RL agents.

Adaptive thinking & leadership simulation game training for special forces officers.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Raybourn, Elaine Marie; Mendini, Kip; Heneghan, Jerry

Complex problem solving approaches and novel strategies employed by the military at the squad, team, and commander level are often best learned experimentally. Since live action exercises can be costly, advances in simulation game training technology offer exciting ways to enhance current training. Computer games provide an environment for active, critical learning. Games open up possibilities for simultaneous learning on multiple levels; players may learn from contextual information embedded in the dynamics of the game, the organic process generated by the game, and through the risks, benefits, costs, outcomes, and rewards of alternative strategies that result from decision making. Inmore » the present paper we discuss a multiplayer computer game simulation created for the Adaptive Thinking & Leadership (ATL) Program to train Special Forces Team Leaders. The ATL training simulation consists of a scripted single-player and an immersive multiplayer environment for classroom use which leverages immersive computer game technology. We define adaptive thinking as consisting of competencies such as negotiation and consensus building skills, the ability to communicate effectively, analyze ambiguous situations, be self-aware, think innovatively, and critically use effective problem solving skills. Each of these competencies is an essential element of leader development training for the U.S. Army Special Forces. The ATL simulation is used to augment experiential learning in the curriculum for the U.S. Army JFK Special Warfare Center & School (SWCS) course in Adaptive Thinking & Leadership. The school is incorporating the ATL simulation game into two additional training pipelines (PSYOPS and Civil Affairs Qualification Courses) that are also concerned with developing cultural awareness, interpersonal communication adaptability, and rapport-building skills. In the present paper, we discuss the design, development, and deployment of the training simulation, and emphasize how the multiplayer simulation game is successfully used in the Special Forces Officer training program.« less

A Model for Ubiquitous Serious Games Development Focused on Problem Based Learning

ERIC Educational Resources Information Center

Dorneles, Sandro Oliveira; da Costa, Cristiano André; Rigo, Sandro José

2015-01-01

The possibility of using serious games with problem-based learning opens up huge opportunities to connect the experiences of daily life of students with learning. In this context, this article presents a model for serious and ubiquitous games development, focusing on problem based learning methodology. The model allows teachers to create games…

Educational MOO: Text-Based Virtual Reality for Learning in Community. ERIC Digest.

ERIC Educational Resources Information Center

Turbee, Lonnie

MOO stands for "Multi-user domain, Object-Oriented." Early multi-user domains, or "MUDs," began as net-based dungeons-and-dragons type games, but MOOs have evolved from these origins to become some of cyberspace's most fascinating and engaging online communities. MOOs are social environments in a text-based virtual reality…

Effects of a Progressive Prompting-Based Educational Game on Second Graders' Mathematics Learning Performance and Behavioral Patterns

ERIC Educational Resources Information Center

Yang, Kai-Hsiang; Chu, Hui-Chun; Chiang, Li-Yu

2018-01-01

Game-based learning (GBL) has been proven to be an attractive learning model by many studies; however, scholars have pointed out that the effectiveness of game-based learning could be limited if proper learning strategies are not incorporated. Prompting is a strategy that plays the important role of providing hints and guidance in interactive…

Designing for Motivation: Design-Considerations for Spaced-Repetition-Based Learning Games on Mobile Devices

ERIC Educational Resources Information Center

Schimanke, Florian; Mertens, Robert; Vornberger, Oliver

2017-01-01

Learning games are an ideal vessel for many kinds of learning content. Playful interaction with the subject matter makes the human mind more receptive and thus learning itself more effective. Well designed games also come with an addictive game-play that makes users want to play the game over and over. This is intended in fun games but it can be…

Coupled replicator equations for the dynamics of learning in multiagent systems

NASA Astrophysics Data System (ADS)

Sato, Yuzuru; Crutchfield, James P.

2003-01-01

Starting with a group of reinforcement-learning agents we derive coupled replicator equations that describe the dynamics of collective learning in multiagent systems. We show that, although agents model their environment in a self-interested way without sharing knowledge, a game dynamics emerges naturally through environment-mediated interactions. An application to rock-scissors-paper game interactions shows that the collective learning dynamics exhibits a diversity of competitive and cooperative behaviors. These include quasiperiodicity, stable limit cycles, intermittency, and deterministic chaos—behaviors that should be expected in heterogeneous multiagent systems described by the general replicator equations we derive.

MMOGs as Learning Environments: An Ecological Journey into "Quest Atlantis" and "The Sims Online"

ERIC Educational Resources Information Center

Young, Michael; Schrader, P. G.; Zheng, Dongping

2006-01-01

Michael Young, P. G. Schrader, and Dongping Zheng use the concepts of ecological psychology to examine how massively multiplayer online games (MMOGs) promote specific learning processes in their players. In their analysis they identify and define nine principles of learning that allow such games to have valuable potential as tools for educators:…

The Impact of Game-Like Features on Learning from an Intelligent Tutoring System

ERIC Educational Resources Information Center

Millis, Keith; Forsyth, Carol; Wallace, Patricia; Graesser, Arthur C.; Timmins, Gary

2017-01-01

Prior research has shown that students learn from Intelligent Tutoring Systems (ITS). However, students' attention may drift or become disengaged with the task over extended amounts of instruction. To remedy this problem, researchers have examined the impact of game-like features (e.g., a narrative) in digital learning environments on motivation…

Criteria for Evaluating a Game-Based CALL Platform

ERIC Educational Resources Information Center

Ní Chiaráin, Neasa; Ní Chasaide, Ailbhe

2017-01-01

Game-based Computer-Assisted Language Learning (CALL) is an area that currently warrants attention, as task-based, interactive, multimodal games increasingly show promise for language learning. This area is inherently multidisciplinary--theories from second language acquisition, games, and psychology must be explored and relevant concepts from…

Collaborative learning model inquiring based on digital game

NASA Astrophysics Data System (ADS)

Yuan, Jiugen; Xing, Ruonan

2012-04-01

With the development of computer education software, digital educational game has become an important part in our life, entertainment and education. Therefore how to make full use of digital game's teaching functions and educate through entertainment has become the focus of current research. The thesis make a connection between educational game and collaborative learning, the current popular teaching model, and concludes digital game-based collaborative learning model combined with teaching practice.

Leveraging Mobile Games for Place-Based Language Learning

ERIC Educational Resources Information Center

Holden, Christopher L.; Sykes, Julie M.

2011-01-01

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern…

Games for Learning

ERIC Educational Resources Information Center

Gee, James Paul

2013-01-01

Today there is a great deal of interest in and a lot of hype about using video games in schools. Video games are a new silver bullet. Games can create good learning because they teach in powerful ways. The theory behind game-based learning is not really new, but a traditional and well-tested approach to deep and effective learning, often…

Transformational Play as a Curricular Scaffold: Using Videogames to Support Science Education

NASA Astrophysics Data System (ADS)

Barab, Sasha A.; Scott, Brianna; Siyahhan, Sinem; Goldstone, Robert; Ingram-Goble, Adam; Zuiker, Steven J.; Warren, Scott

2009-08-01

Drawing on game-design principles and an underlying situated theoretical perspective, we developed and researched a 3D game-based curriculum designed to teach water quality concepts. We compared undergraduate student dyads assigned randomly to four different instructional design conditions where the content had increasingly level of contextualization: (a) expository textbook condition, (b) simplistic framing condition, (c) immersive world condition, and (d) a single-user immersive world condition. Results indicated that the immersive-world dyad and immersive-world single user conditions performed significantly better than the electronic textbook group on standardized items. The immersive-world dyad condition also performed significantly better than either the expository textbook or the descriptive framing condition on a performance-based transfer task, and performed significantly better than the expository textbook condition on standardized test items. Implications for science education, and consistent with the goals of this special issue, are that immersive game-based learning environments provide a powerful new form of curriculum for teaching and learning science.

A Computer-Based Game That Promotes Mathematics Learning More than a Conventional Approach

ERIC Educational Resources Information Center

McLaren, Bruce M.; Adams, Deanne M.; Mayer, Richard E.; Forlizzi, Jodi

2017-01-01

Excitement about learning from computer-based games has been papable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studies in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The…

Reconceptualizing Pedagogical Usability of and Teachers' Roles in Computer Game-Based Learning in School

ERIC Educational Resources Information Center

Tzuo, Pei-Wen; Ling, Jennifer Isabelle Ong Pei; Yang, Chien-Hui; Chen, Vivian Hsueh-Hua

2012-01-01

At present, methods for the optimal use of two approaches to computer game-based learning in school to enhance students' learning, namely, computer game play and game design, are obscure because past research has been devoted more to designing rather than evaluating the implementation of these approaches in school. In addition, most studies…

Encouraging Engagement in Game-Based Learning

ERIC Educational Resources Information Center

Whitton, Nicola

2011-01-01

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging--either in terms of an…

A Computer-Assisted Learning Model Based on the Digital Game Exponential Reward System

ERIC Educational Resources Information Center

Moon, Man-Ki; Jahng, Surng-Gahb; Kim, Tae-Yong

2011-01-01

The aim of this research was to construct a motivational model which would stimulate voluntary and proactive learning using digital game methods offering players more freedom and control. The theoretical framework of this research lays the foundation for a pedagogical learning model based on digital games. We analyzed the game reward system, which…

Agent-Based Models in Social Physics

NASA Astrophysics Data System (ADS)

Quang, Le Anh; Jung, Nam; Cho, Eun Sung; Choi, Jae Han; Lee, Jae Woo

2018-06-01

We review the agent-based models (ABM) on social physics including econophysics. The ABM consists of agent, system space, and external environment. The agent is autonomous and decides his/her behavior by interacting with the neighbors or the external environment with the rules of behavior. Agents are irrational because they have only limited information when they make decisions. They adapt using learning from past memories. Agents have various attributes and are heterogeneous. ABM is a non-equilibrium complex system that exhibits various emergence phenomena. The social complexity ABM describes human behavioral characteristics. In ABMs of econophysics, we introduce the Sugarscape model and the artificial market models. We review minority games and majority games in ABMs of game theory. Social flow ABM introduces crowding, evacuation, traffic congestion, and pedestrian dynamics. We also review ABM for opinion dynamics and voter model. We discuss features and advantages and disadvantages of Netlogo, Repast, Swarm, and Mason, which are representative platforms for implementing ABM.

The Pedagogical Application of Alternate Reality Games: Using Game-Based Learning to Revisit History

ERIC Educational Resources Information Center

Lynch, Ronan; Mallon, Bride; Connolly, Cornelia

2015-01-01

The advent of the Internet has been instrumental in producing new Game Based Learning (GBL) tools where education and games converge. Alternate Reality Games (ARGs) are one such GBL tool. Interactive narrative games that use the Internet as a central communications platform, ARGs challenge players to collaboratively collate a fragmented story.…

Educational Games in Practice: The Challenges Involved in Conducting a Game-Based Curriculum

ERIC Educational Resources Information Center

Marklund, Björn Berg; Taylor, Anna-Sofia Alklind

2016-01-01

The task of integrating games into an educational setting is a demanding one, and integrating games as a harmonious part of a bigger ecosystem of learning requires teachers to orchestrate a myriad of complex organizational resources. Historically, research on digital game-based learning has focused heavily on the coupling between game designs,…

A constructivist approach to studying the bullwhip effect by simulating the supply chain

NASA Astrophysics Data System (ADS)

González-Torre, Pilar L.; Adenso-Díaz, B.; Moreno, Plácido

2015-11-01

The Cider Game is a simulator for a supply chain-related learning environment. Its main feature is that it provides support to students in the constructivist discovery process when learning how to make logistics decisions, at the same time as noting the occurrence of the bullwhip phenomenon. This learning environment seeks a balance between direct instruction in the learning process on the part of the tutor, and a suitable and sufficient degree of freedom to regulate independent learning on the part of students. This article describes the basic learning mechanisms using the Cider Game and the graphical learning environments that it provides. We describe the functionality provided by this application, and analyse the effect over the rational understanding of the bullwhip phenomenon by the students and whether they are able to make decisions to minimise its impact, studying the differences when that decision-making learning is done individually or in groups.

The scientific learning approach using multimedia-based maze game to improve learning outcomes

NASA Astrophysics Data System (ADS)

Setiawan, Wawan; Hafitriani, Sarah; Prabawa, Harsa Wara

2016-02-01

The objective of curriculum 2013 is to improve the quality of education in Indonesia, which leads to improving the quality of learning. The scientific approach and supported empowerment media is one approach as massaged of curriculum 2013. This research aims to design a labyrinth game based multimedia and apply in the scientific learning approach. This study was conducted in one of the Vocational School in Subjects of Computer Network on 2 (two) classes of experimental and control. The method used Mix Method Research (MMR) which combines qualitative in multimedia design, and quantitative in the study of learning impact. The results of a survey showed that the general of vocational students like of network topology material (68%), like multimedia (74%), and in particular, like interactive multimedia games and flash (84%). Multimediabased maze game developed good eligibility based on media and material aspects of each value 840% and 82%. Student learning outcomes as a result of using a scientific approach to learning with a multimediabased labyrinth game increase with an average of gain index about (58%) and higher than conventional multimedia with index average gain of 0.41 (41%). Based on these results the scientific approach to learning by using multimediabased labyrinth game can improve the quality of learning and increase understanding of students. Multimedia of learning based labyrinth game, which developed, got a positive response from the students with a good qualification level (75%).

Alternate Reality Games as Learning Environments for Student Induction

ERIC Educational Resources Information Center

Whitton, Nicola; Jones, Rosie; Wilson, Scott; Whitton, Peter

2014-01-01

Alternate reality games (ARGs) are a relatively new form of collaborative game that make use of both the virtual and real worlds to engage players in a series of challenges within a compelling narrative. The Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project aimed to use this game format to provide an alternative…

Serious Use of a Serious Game for Language Learning

ERIC Educational Resources Information Center

Johnson, W. Lewis

2010-01-01

The Tactical Language and Culture Training System (TLCTS) helps learners acquire basic communicative skills in foreign languages and cultures. Learners acquire communication skills through a combination of interactive lessons and serious games. Artificial intelligence plays multiple roles in this learning environment: to process the learner's…

Learning in 3D Virtual Environments: Collaboration and Knowledge Spirals

ERIC Educational Resources Information Center

Burton, Brian G.; Martin, Barbara N.

2010-01-01

The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi's (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine…

Facilitating Effective Digital Game-Based Learning Behaviors and Learning Performances of Students Based on a Collaborative Knowledge Construction Strategy

ERIC Educational Resources Information Center

Sung, Han-Yu; Hwang, Gwo-Jen

2018-01-01

Researchers have recognized the potential of educational computer games in improving students' learning engagement and outcomes; however, facilitating effective learning behaviors during the gaming process remains an important and challenging issue. In this paper, a collaborative knowledge construction strategy was incorporated into an educational…

From Playing to Designing: Enhancing Educational Experiences with Location-Based Mobile Learning Games

ERIC Educational Resources Information Center

Edmonds, Roger; Smith, Simon

2017-01-01

This paper presents research into the benefits and implementation strategies of integrating location-based mobile learning games in higher education courses to enhance educational experiences. Two approaches were studied: learning by playing, and learning by designing. In the first, games were developed for undergraduate courses in four discipline…

The Construction of an Online Competitive Game-Based Learning System for Junior High School Students

ERIC Educational Resources Information Center

Cheng, Yuh-Ming; Kuo, Sheng-Huang; Lou, Shi-Jer; Shih, Ru-Chu

2012-01-01

The purpose of this study aimed to construct an online competitive game-based learning system by using freeware for junior high school students and to assess its effectiveness. From the learning standpoints, game mechanisms including learning points, competition mechanism, training room mechanism, questioning & answering mechanism, tips, and…

The Impact of Emotional Arousal on Learning in Virtual Environments

DTIC Science & Technology

2002-09-01

intelligence (AI) algorithms, weapon fire/hit/miss rate, health of the players , etc.) within the actual code of the game/VE. No other game offered...experiment was conducted to observe learning differences in a low-arousal condition and a high-arousal condition. A first-person shooter videogame ...and a high-arousal condition. A first-person shooter videogame (America’s Army: Operations) was used as the virtual environment. In the low

The ICCE Framework: Framing Learning Experiences Afforded by Games

ERIC Educational Resources Information Center

Foster, Aroutis; Shah, Mamta

2015-01-01

There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression…

Virtual Gaming Simulation in Nursing Education: A Focus Group Study.

PubMed

Verkuyl, Margaret; Hughes, Michelle; Tsui, Joyce; Betts, Lorraine; St-Amant, Oona; Lapum, Jennifer L

2017-05-01

The use of serious gaming in a virtual world is a novel pedagogical approach in nursing education. A virtual gaming simulation was implemented in a health assessment class that focused on mental health and interpersonal violence. The study's purpose was to explore students' experiences of the virtual gaming simulation. Three focus groups were conducted with a convenience sample of 20 first-year nursing students after they completed the virtual gaming simulation. Analysis yielded five themes: (a) Experiential Learning, (b) The Learning Process, (c) Personal Versus Professional, (d) Self-Efficacy, and (e) Knowledge. Virtual gaming simulation can provide experiential learning opportunities that promote engagement and allow learners to acquire and apply new knowledge while practicing skills in a safe and realistic environment. [J Nurs Educ. 2017;56(5):274-280.]. Copyright 2017, SLACK Incorporated.

A Learning Outcome-Oriented Approach towards Classifying Pervasive Games for Learning Using Game Design Patterns and Contextual Information

ERIC Educational Resources Information Center

Schmitz, Birgit; Klemke, Roland; Specht, Marcus

2013-01-01

Mobile and in particular pervasive games are a strong component of future scenarios for teaching and learning. Based on results from a previous review of practical papers, this work explores the educational potential of pervasive games for learning by analysing underlying game mechanisms. In order to determine and classify cognitive and affective…

Using Game-Based Learning to Foster Critical Thinking in Student Discourse

ERIC Educational Resources Information Center

Cicchino, Marc I.

2015-01-01

Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of…

The Interaction Effects of Working Memory Capacity, Gaming Expertise, and Scaffolding Design on Attention and Comprehension in Digital Game Based Learning

ERIC Educational Resources Information Center

Lee, Yu-Hao

2013-01-01

Educational digital games are often complex problem-solving experiences that can facilitate systematic comprehension. However, empirical studies of digital game based learning (DGBL) have found mixed results regarding DGBL's effect in improving comprehension. While learners generally enjoyed the DGBL learning experience, they often failed to…

Game Immersion Experience: Its Hierarchical Structure and Impact on Game-Based Science Learning

ERIC Educational Resources Information Center

Cheng, M.-T.; She, H.-C.; Annetta, L. A.

2015-01-01

Many studies have shown the positive impact of serious educational games (SEGs) on learning outcomes. However, there still exists insufficient research that delves into the impact of immersive experience in the process of gaming on SEG-based science learning. The dual purpose of this study was to further explore this impact. One purpose was to…

A Description Grid to Support the Design of Learning Role-Play Games

ERIC Educational Resources Information Center

Mariais, Christelle; Michau, Florence; Pernin, Jean-Philippe

2012-01-01

To strengthen the motivation of learners, the professional training sector is focusing more and more on game-based learning. In this context, the authors have become interested in the design of Learning Role-Play Game (LRPG) scenarios. The aim of this article is to improve the designers' confidence in the validity of the game-based learning…

Making Digital Game-Based Learning Work: Domain Knowledge Transparency

ERIC Educational Resources Information Center

Wang, Feihong; Burton, John K.

2010-01-01

During the past two decades, the popularity of computer and video games has prompted games to be a source of study for educational applications (Dickey, 2007). The most distinguishing characteristic of games is their capability to engage and motivate their players (Kiili, 2005). Educators started to explore game-based learning by testing…

ENGAGE: A Game Based Learning and Problem Solving Framework

DTIC Science & Technology

2012-07-13

Gamification Summit 2012  Mensa Colloquium 2012.2: Social and Video Games  Seattle Science Festival  TED Salon Vancouver : http...From - To) 6/1/2012 – 6/30/2012 4. TITLE AND SUBTITLE ENGAGE: A Game Based Learning and Problem Solving Framework 5a. CONTRACT NUMBER N/A 5b...Popović ENGAGE: A Game Based Learning and Problem Solving Framework (Task 1 Month 4) Progress, Status and Management Report Monthly Progress

The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study.

PubMed

Gallegos, Cara; Tesar, Abigail J; Connor, Kelley; Martz, Kim

2017-11-01

Baccalaureate nursing programs require students to complete a research course, and faculty find it challenging to engage students. Educational gaming has recently gained attention as a technique to motivate students and enhance learning. The purpose of this pilot study was to describe undergraduate nursing students' reflections of their experiences with 3D Gamelab © , a game-based learning platform. A descriptive qualitative research design was used to elicit students' reflections of their experiences. Educational content such as handouts, videos, activities, and recommended resources for a required junior level nursing research course was organized into quests for use in 3D GameLab © . At the end of the semester, students were invited to give their feedback through a survey with open-ended questions. Thematic analysis resulted in the following components of the game-based learning experience: navigation, motivation, gaming concept, knowledge, technology, and target population. Although the overall response to 3D GameLab © in this course was negative, game-based learning does have the potential to engage students and enhance learning. To better understand how educational gaming could be used in nursing, further research should be conducted to determine the most motivating elements and the types of course content best delivered in this manner. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Look inside a MUVE Design Process: Blending Instructional Design and Game Principles to Target Writing Skills

ERIC Educational Resources Information Center

Warren, Scott J.; Stein, Richard A.; Dondlinger, Mary Jo; Barab, Sasha A.

2009-01-01

The number of games, simulations, and multi-user virtual environments designed to promote learning, engagement with subject matter, or intended to contextualize learning has been steadily increasing over the past decade. While the use of these digital designs in educational settings has begun to show promise for improving learning, motivation, and…

Affordances for Second Language Learning in "World of Warcraft"

ERIC Educational Resources Information Center

Rama, Paul S.; Black, Rebecca W.; van Es, Elizabeth; Warschauer, Mark

2012-01-01

What are the affordances of online gaming environments for second language learning and socialization? To answer this question, this qualitative study examines two college-age Spanish learners' experiences participating in the Spanish language version of the massively multi-player online game "World of Warcraft." Using data culled from participant…

Casual Games and Casual Learning About Human Biological Systems

NASA Astrophysics Data System (ADS)

Price, C. Aaron; Gean, Katherine; Christensen, Claire G.; Beheshti, Elham; Pernot, Bryn; Segovia, Gloria; Person, Halcyon; Beasley, Steven; Ward, Patricia

2016-02-01

Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human biological systems. Two hundred and forty-two children were given pretests at a Museum and posttests at home after playing either a treatment or control game. Also, 41 children were interviewed to explore deeper meanings behind the test results. Results show modest improvement in scientific attitudes, ability to identify human biological systems and in the children's ability to describe how those systems work together in real-world scenarios. Interviews reveal that children drew upon their prior school learning as they played the game. Also, on the surface they perceived the game as mainly entertainment but were easily able to discern learning outcomes when prompted. Implications for the design of casual games and how they can be used to enhance transfer of knowledge from the classroom to everyday life are discussed.

An Authoring Tool for Educational Adventure Games: Concept, Game Models and Authoring Processes

ERIC Educational Resources Information Center

Mehm, Florian; Göbel, Stefan; Steinmetz, Ralf

2013-01-01

The genre of educational adventure games is a common and successful choice in game-based learning. The games combine captivating narratives that motivate players to continue playing with game mechanics that are conductive to learning: the gameplay is slow-paced, allowing players to learn at their own pace, and focused on puzzles that can be…

Learning by playing: how to create the perfect learning game for and with optics

NASA Astrophysics Data System (ADS)

Haist, Tobias; Burla, Avinash

2010-08-01

For children, playing and learning is often one thing. They learn while playing and by playing the right games they learn a lot. It is therefore obvious that we should use (among other things) games in order to fascinate children for optics and to teach them the basic laws of optics. In this contribution we will introduce different optical games for children in preschool and elementary school. The majority of commercial learning games on the market do not achieve the ambitious goal of leading to fun and knowledge since very often there are serious design flaws within these games. We introduce ten design rules for learning games that will enable you to create your own successful learning game for a special topic. Exemplary, we will show games based on and for color mixing and polarization.

An Examination of Digital Game-Based Situated Learning Applied to Chinese Language Poetry Education

ERIC Educational Resources Information Center

Chen, Hong-Ren; Lin, You-Shiuan

2016-01-01

By gradually placing more importance on game-based education and changing learning motivation by applying game-playing characteristics, students' learning experiences can be enhanced and a better learning effect can be achieved. When teaching the content of Chinese poetry in Taiwanese junior high schools, most teachers only explain the meaning of…

Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

ERIC Educational Resources Information Center

Sadler, Troy D.; Romine, William L.; Menon, Deepika; Ferdig, Richard E.; Annetta, Leonard

2015-01-01

This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: One built around a computer-based game, and the other built around a narrative…

Developing Competencies by Playing Digital Sports-Games

ERIC Educational Resources Information Center

Kretschmann, Rolf

2010-01-01

The idea of digital game-based learning (DGBL) is that students (or players) learn something by playing a computer or video game and that an educator can employ digital games to assist and boost both formal and informal learning. There is game software that is not specifically produced for educational use but which is nonetheless regularly…

Collaborative Virtual Gaming Worlds in Higher Education

ERIC Educational Resources Information Center

Whitton, Nicola; Hollins, Paul

2008-01-01

There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multi-user virtual environments (MUVEs) and massively multi-player online role-playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider…

Digital Games in eLearning Environments: Current Uses and Emerging Trends

ERIC Educational Resources Information Center

Moreno-Ger, Pablo; Burgos, Daniel; Torrente, Javier

2009-01-01

The notion of using games in education is as old as games themselves. In addition, the massive market opened by the digital games industry has caused great interest regarding their specific potential in education. However, this interest is sometimes thwarted by the resistance of traditional educational settings toward technology-enhanced learning…

Creating Next Generation Blended Learning Environments Using Mixed Reality, Video Games and Simulations

ERIC Educational Resources Information Center

Kirkley, Sonny E.; Kirkley, Jamie R.

2005-01-01

In this article, the challenges and issues of designing next generation learning environments using current and emerging technologies are addressed. An overview of the issues is provided as well as design principles that support the design of instruction and the overall learning environment. Specific methods for creating cognitively complex,…

Creating Digital Games as Interactive Learning Environments: Factors That Affect Palestinian Teachers' Success in Modifying Video Games for Instruction

ERIC Educational Resources Information Center

Younis, Bilal Khaleel

2012-01-01

The purpose of this study was to investigate the factors that might predict Palestinian teachers' success in modding games for instruction. An instructional game design model named Game Modding for Non-Professionals (GMNP) was created specifically for the training of Palestinian teachers during this study. This study addressed the question: To…

Adapting Cognitive Walkthrough to Support Game Based Learning Design

ERIC Educational Resources Information Center

Farrell, David; Moffat, David C.

2014-01-01

For any given Game Based Learning (GBL) project to be successful, the player must learn something. Designers may base their work on pedagogical research, but actual game design is still largely driven by intuition. People are famously poor at unsupported methodical thinking and relying so much on instinct is an obvious weak point in GBL design…

Digital Game-Based Learning for K-12 Mathematics Education: A Meta-Analysis

ERIC Educational Resources Information Center

Byun, JaeHwan; Joung, Eunmi

2018-01-01

Digital games (e.g., video games or computer games) have been reported as an effective educational method that can improve students' motivation and performance in mathematics education. This meta-analysis study (a) investigates the current trend of digital game-based learning (DGBL) by reviewing the research studies on the use of DGBL for…

A survey on adaptive engine technology for serious games

NASA Astrophysics Data System (ADS)

Rasim, Langi, Armein Z. R.; Munir, Rosmansyah, Yusep

2016-02-01

Serious Games has become a priceless tool in learning because it can simulate abstract concept to appear more realistic. The problem faced is that the players have different ability in playing the games. This causes the players to become frustrated if the game is too difficult or to get bored if it is too easy. Serious games have non-player character (NPC) in it. The NPC should be able to adapt to the players in such a way so that the players can feel comfortable in playing the games. Because of that, serious games development must involve an adaptive engine, which is by applying a learning machine that can adapt to different players. The development of adaptive engine can be viewed in terms of the frameworks and the algorithms. Frameworks include rules based, plan based, organization description based, proficiency of player based, and learning style and cognitive state based. Algorithms include agents based and non-agent based

Active Player Modeling in the Iterated Prisoner's Dilemma

PubMed Central

Park, Hyunsoo; Kim, Kyung-Joong

2016-01-01

The iterated prisoner's dilemma (IPD) is well known within the domain of game theory. Although it is relatively simple, it can also elucidate important problems related to cooperation and trust. Generally, players can predict their opponents' actions when they are able to build a precise model of their behavior based on their game playing experience. However, it is difficult to make such predictions based on a limited number of games. The creation of a precise model requires the use of not only an appropriate learning algorithm and framework but also a good dataset. Active learning approaches have recently been introduced to machine learning communities. The approach can usually produce informative datasets with relatively little effort. Therefore, we have proposed an active modeling technique to predict the behavior of IPD players. The proposed method can model the opponent player's behavior while taking advantage of interactive game environments. This experiment used twelve representative types of players as opponents, and an observer used an active modeling algorithm to model these opponents. This observer actively collected data and modeled the opponent's behavior online. Most of our data showed that the observer was able to build, through direct actions, a more accurate model of an opponent's behavior than when the data were collected through random actions. PMID:26989405

Active Player Modeling in the Iterated Prisoner's Dilemma.

PubMed

Park, Hyunsoo; Kim, Kyung-Joong

2016-01-01

The iterated prisoner's dilemma (IPD) is well known within the domain of game theory. Although it is relatively simple, it can also elucidate important problems related to cooperation and trust. Generally, players can predict their opponents' actions when they are able to build a precise model of their behavior based on their game playing experience. However, it is difficult to make such predictions based on a limited number of games. The creation of a precise model requires the use of not only an appropriate learning algorithm and framework but also a good dataset. Active learning approaches have recently been introduced to machine learning communities. The approach can usually produce informative datasets with relatively little effort. Therefore, we have proposed an active modeling technique to predict the behavior of IPD players. The proposed method can model the opponent player's behavior while taking advantage of interactive game environments. This experiment used twelve representative types of players as opponents, and an observer used an active modeling algorithm to model these opponents. This observer actively collected data and modeled the opponent's behavior online. Most of our data showed that the observer was able to build, through direct actions, a more accurate model of an opponent's behavior than when the data were collected through random actions.

Cognitive ability predicts motor learning on a virtual reality game in patients with TBI.

PubMed

O'Neil, Rochelle L; Skeel, Reid L; Ustinova, Ksenia I

2013-01-01

Virtual reality games and simulations have been utilized successfully for motor rehabilitation of individuals with traumatic brain injury (TBI). Little is known, however, how TBI-related cognitive decline affects learning of motor tasks in virtual environments. To fill this gap, we examined learning within a virtual reality game involving various reaching motions in 14 patients with TBI and 15 healthy individuals with different cognitive abilities. All participants practiced ten 90-second gaming trials to assess various aspects of motor learning. Cognitive abilities were assessed with a battery of tests including measures of memory, executive functioning, and visuospatial ability. Overall, participants with TBI showed both reduced performance and a slower learning rate in the virtual reality game compared to healthy individuals. Numerous correlations between overall performance and several of the cognitive ability domains were revealed for both the patient and control groups, with the best predictor being overall cognitive ability. The results may provide a starting point for rehabilitation programs regarding which cognitive domains interact with motor learning.

Understanding Game-Based Learning Cultures: Introduction to Special Issue

ERIC Educational Resources Information Center

Engerman, Jason A.; Carr-Chellman, Alison

2017-01-01

This special issue expands our understanding of teaching and learning through video game play, with specific attention to culture. The issue gives insight into the ways educators, researchers, and developers should be discussing and designing for impactful learner-centered game-based learning experiences. The issue features forward-thinking…

Digital Games: Changing Education, One Raid at a Time

ERIC Educational Resources Information Center

Pivec, Paul; Pivec, Maja

2011-01-01

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on…

Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students.

PubMed

Boeker, Martin; Andel, Peter; Vach, Werner; Frankenschmidt, Alexander

2013-01-01

When compared with more traditional instructional methods, Game-based e-learning (GbEl) promises a higher motivation of learners by presenting contents in an interactive, rule-based and competitive way. Most recent systematic reviews and meta-analysis of studies on Game-based learning and GbEl in the medical professions have shown limited effects of these instructional methods. To compare the effectiveness on the learning outcome of a Game-based e-learning (GbEl) instruction with a conventional script-based instruction in the teaching of phase contrast microscopy urinalysis under routine training conditions of undergraduate medical students. A randomized controlled trial was conducted with 145 medical students in their third year of training in the Department of Urology at the University Medical Center Freiburg, Germany. 82 subjects where allocated for training with an educational adventure-game (GbEl group) and 69 subjects for conventional training with a written script-based approach (script group). Learning outcome was measured with a 34 item single choice test. Students' attitudes were collected by a questionnaire regarding fun with the training, motivation to continue the training and self-assessment of acquired knowledge. The students in the GbEl group achieved significantly better results in the cognitive knowledge test than the students in the script group: the mean score was 28.6 for the GbEl group and 26.0 for the script group of a total of 34.0 points with a Cohen's d effect size of 0.71 (ITT analysis). Attitudes towards the recent learning experience were significantly more positive with GbEl. Students reported to have more fun while learning with the game when compared to the script-based approach. Game-based e-learning is more effective than a script-based approach for the training of urinalysis in regard to cognitive learning outcome and has a high positive motivational impact on learning. Game-based e-learning can be used as an effective teaching method for self-instruction.

Game-Based E-Learning Is More Effective than a Conventional Instructional Method: A Randomized Controlled Trial with Third-Year Medical Students

PubMed Central

Boeker, Martin; Andel, Peter; Vach, Werner; Frankenschmidt, Alexander

2013-01-01

Background When compared with more traditional instructional methods, Game-based e-learning (GbEl) promises a higher motivation of learners by presenting contents in an interactive, rule-based and competitive way. Most recent systematic reviews and meta-analysis of studies on Game-based learning and GbEl in the medical professions have shown limited effects of these instructional methods. Objectives To compare the effectiveness on the learning outcome of a Game-based e-learning (GbEl) instruction with a conventional script-based instruction in the teaching of phase contrast microscopy urinalysis under routine training conditions of undergraduate medical students. Methods A randomized controlled trial was conducted with 145 medical students in their third year of training in the Department of Urology at the University Medical Center Freiburg, Germany. 82 subjects where allocated for training with an educational adventure-game (GbEl group) and 69 subjects for conventional training with a written script-based approach (script group). Learning outcome was measured with a 34 item single choice test. Students' attitudes were collected by a questionnaire regarding fun with the training, motivation to continue the training and self-assessment of acquired knowledge. Results The students in the GbEl group achieved significantly better results in the cognitive knowledge test than the students in the script group: the mean score was 28.6 for the GbEl group and 26.0 for the script group of a total of 34.0 points with a Cohen's d effect size of 0.71 (ITT analysis). Attitudes towards the recent learning experience were significantly more positive with GbEl. Students reported to have more fun while learning with the game when compared to the script-based approach. Conclusions Game-based e-learning is more effective than a script-based approach for the training of urinalysis in regard to cognitive learning outcome and has a high positive motivational impact on learning. Game-based e-learning can be used as an effective teaching method for self-instruction. PMID:24349257

A serious gaming/immersion environment to teach clinical cancer genetics.

PubMed

Nosek, Thomas M; Cohen, Mark; Matthews, Anne; Papp, Klara; Wolf, Nancy; Wrenn, Gregg; Sher, Andrew; Coulter, Kenneth; Martin, Jessica; Wiesner, Georgia L

2007-01-01

We are creating an interactive, simulated "Cancer Genetics Tower" for the self-paced learning of Clinical Cancer Genetics by medical students (go to: http://casemed.case.edu/cancergenetics). The environment uses gaming theory to engage the students into achieving specific learning objectives. The first few levels contain virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. The next levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor. The pinnacle clinical simulation challenges the learner to integrate all information and demonstrate mastery, thus "winning" the game. A pilot test of the program by 17 medical students yielded very favorable feedback; the students found the Tower a "great way to teach", it held their attention, and it made learning fun. A majority of the students preferred the Tower over other resources to learn Cancer Genetics.

Earthquake: Game-based learning for 21st century STEM education

NASA Astrophysics Data System (ADS)

Perkins, Abigail Christine

To play is to learn. A lack of empirical research within game-based learning literature, however, has hindered educational stakeholders to make informed decisions about game-based learning for 21st century STEM education. In this study, I modified a research and development (R&D) process to create a collaborative-competitive educational board game illuminating elements of earthquake engineering. I oriented instruction- and game-design principles around 21st century science education to adapt the R&D process to develop the educational game, Earthquake. As part of the R&D, I evaluated Earthquake for empirical evidence to support the claim that game-play results in student gains in critical thinking, scientific argumentation, metacognitive abilities, and earthquake engineering content knowledge. I developed Earthquake with the aid of eight focus groups with varying levels of expertise in science education research, teaching, administration, and game-design. After developing a functional prototype, I pilot-tested Earthquake with teacher-participants (n=14) who engaged in semi-structured interviews after their game-play. I analyzed teacher interviews with constant comparison methodology. I used teachers' comments and feedback from content knowledge experts to integrate game modifications, implementing results to improve Earthquake. I added player roles, simplified phrasing on cards, and produced an introductory video. I then administered the modified Earthquake game to two groups of high school student-participants (n = 6), who played twice. To seek evidence documenting support for my knowledge claim, I analyzed videotapes of students' game-play using a game-based learning checklist. My assessment of learning gains revealed increases in all categories of students' performance: critical thinking, metacognition, scientific argumentation, and earthquake engineering content knowledge acquisition. Players in both student-groups improved mostly in critical thinking, having doubled the number of exhibited instances of critical thinking between games. Players in the first group exhibited about a third more instances of metacognition between games, while players in the second group doubled such instances. Between games, players in both groups more than doubled the number of exhibited instances of using earthquake engineering content knowledge. The student-players expanded use of scientific argumentation for all game-based learning checklist categories. With empirical evidence, I conclude play and learning can connect for successful 21 st century STEM education.

Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language.

PubMed

Nathan, Mitchell J; Walkington, Candace

2017-01-01

We develop a theory of grounded and embodied mathematical cognition (GEMC) that draws on action-cognition transduction for advancing understanding of how the body can support mathematical reasoning. GEMC proposes that participants' actions serve as inputs capable of driving the cognition-action system toward associated cognitive states. This occurs through a process of transduction that promotes valuable mathematical insights by eliciting dynamic depictive gestures that enact spatio-temporal properties of mathematical entities. Our focus here is on pre-college geometry proof production. GEMC suggests that action alone can foster insight but is insufficient for valid proof production if action is not coordinated with language systems for propositionalizing general properties of objects and space. GEMC guides the design of a video game-based learning environment intended to promote students' mathematical insights and informal proofs by eliciting dynamic gestures through in-game directed actions. GEMC generates several hypotheses that contribute to theories of embodied cognition and to the design of science, technology, engineering, and mathematics (STEM) education interventions. Pilot study results with a prototype video game tentatively support theory-based predictions regarding the role of dynamic gestures for fostering insight and proof-with-insight, and for the role of action coupled with language to promote proof-with-insight. But the pilot yields mixed results for deriving in-game interventions intended to elicit dynamic gesture production. Although our central purpose is an explication of GEMC theory and the role of action-cognition transduction, the theory-based video game design reveals the potential of GEMC to improve STEM education, and highlights the complex challenges of connecting embodiment research to education practices and learning environment design.

Attitudes toward Game Adoption: Preservice Teachers Consider Game-Based Teaching and Learning

ERIC Educational Resources Information Center

Sardone, Nancy B.

2018-01-01

Gaming has become a core activity with children and more teachers are using games for learning than five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This article reports on a…

The Bio Bay Game: Three-Dimensional Learning of Biomagnification

PubMed Central

JASTI, CHANDANA; LAUREN, HILLARY; WALLON, ROBERT C.; HUG, BARBARA

2016-01-01

Pressing concerns about sustainability and the state of the environment amplify the need to teach students about the connections between ecosystem health, toxicology, and human health. Additionally, the Next Generation Science Standards call for three-dimensional science learning, which integrates disciplinary core ideas, scientific practices, and crosscutting concepts. The Bio Bay Game is a way to teach students about the biomagnification of toxicants across trophic levels while engaging them in three-dimensional learning. In the game, the class models the biomagnification of mercury in a simple aquatic food chain as they play the roles of anchovies, tuna, and humans. While playing, the class generates data, which they analyze after the game to graphically visualize the buildup of toxicants. Students also read and discuss two articles that draw connections to a real-world case. The activity ends with students applying their understanding to evaluate the game as a model of biomagnification. Throughout the activity, students practice modeling and data analysis and engage with the crosscutting concepts of patterns and cause and effect to develop an understanding of core ideas about the connections between humans and the environment. PMID:27990023

The Bio Bay Game: Three-Dimensional Learning of Biomagnification.

PubMed

Jasti, Chandana; Lauren, Hillary; Wallon, Robert C; Hug, Barbara

2016-01-01

Pressing concerns about sustainability and the state of the environment amplify the need to teach students about the connections between ecosystem health, toxicology, and human health. Additionally, the Next Generation Science Standards call for three-dimensional science learning, which integrates disciplinary core ideas, scientific practices, and crosscutting concepts. The Bio Bay Game is a way to teach students about the biomagnification of toxicants across trophic levels while engaging them in three-dimensional learning. In the game, the class models the biomagnification of mercury in a simple aquatic food chain as they play the roles of anchovies, tuna, and humans. While playing, the class generates data, which they analyze after the game to graphically visualize the buildup of toxicants. Students also read and discuss two articles that draw connections to a real-world case. The activity ends with students applying their understanding to evaluate the game as a model of biomagnification. Throughout the activity, students practice modeling and data analysis and engage with the crosscutting concepts of patterns and cause and effect to develop an understanding of core ideas about the connections between humans and the environment.

The Way Ahead in Game-Based Learning

DTIC Science & Technology

2009-08-01

Mostly Hype…NOT science  Lack of guidelines Opportunity to exploit technology is tremendous! World of Warcraft Blizzard Games Civilization 4 2K Games...Second Life Linden Labs SimCity 4 EA Maxis 5 Background  Definitions: Game Serious game  Simulation vs Virtual World vs Game The Binary Game Cisco...learn in context by interacting with objects in a complex world .  Consistent with anchored, experiential learning, learners can make connections

What We Can Learn from the Data: A Multiple-Case Study Examining Behavior Patterns by Students with Different Characteristics in Using a Serious Game

ERIC Educational Resources Information Center

Liu, Min; Lee, Jaejin; Kang, Jina; Liu, Sa

2016-01-01

Using a multi-case approach, we examined students' behavior patterns in interacting with a serious game environment using the emerging technologies of learning analytics and data visualization in order to understand how the patterns may vary according to students' learning characteristics. The results confirmed some preliminary findings from our…

Implementation Fest: The Last Decade

DTIC Science & Technology

2010-08-01

architectures New Learning Technologies  Simulations, games, and virtual world  Mobile systems  Performance support, S1000D tech manuals  Intelligent...Darwars Ambush (ECS) Gator 6 (Will Interactive) Games Today 22 VBS2 Enhanced Learning Environment using Creative Technology – Bilateral Negotiations...5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Advanced Decision Learning (ADL),1901 N. Beauregard Street Suite 600

Innovative Engagement with NASA Data: Best Practices in Hosting a Space-Themed Game Jam Event

NASA Astrophysics Data System (ADS)

Mader, M. M.

2015-12-01

Planetary mission milestones provide key opportunities to engage the public in the day to day work and showcase the value, wonder, and innovative technologies of planetary exploration. The Royal Ontario Museum (ROM), Canada, is designing unique experiences that will allow new audiences to relate to planetary mission results, through direct interaction with planetary materials and data. Through co-creation and collaboration, we aim to encourage STEM and STEAM learning through interactive programs that are interest driven by the participants. Based on these principles, the ROM, in collaboration with the University of Toronto, is hosting a Game Jam event (see http://www.rom.on.ca/en/activities-programs/programs/game-jam). A Game Jam invites creative, motivated, and inspired game developers to work in a collaborative environment over the course of 3 days to create games linked to a theme. This year's theme is "Space Rocks". Video games, fuelled by actual mission data, capture public interest in space and science in a unique and powerful way, giving us new insight into the real challenges we have on Earth and in space. The ROM Game Jam will allow 100 game developers to draw inspiration from our collection of over 100,000 rocks, minerals, and gems, including over 500 martian, lunar, and asteroidal meteorites. Participants will learn about the history of these specimens directly from ROM experts. NASA datasets related to our collection will be highlighted and curated for this event. The games produced during the Game Jam will live on and be featured online and at numerous ROM events throughout the year. Our presentation will highlight lessons learned from this experience, best practices, and future plans.

Game on: The gamification of the pharmacy classroom.

PubMed

Sera, Leah; Wheeler, Erin

Gamification is the use of game mechanics to promote engagement and enjoyment of problem-solving in non-game situations. Gamification has been used widely in recent years in industry and academia as a tool for training and education. The aims of this paper are to provide an overview of gamification and digital game-based learning (DGBL), review the use of digital games in health professional education, and provide suggestions for future use in pharmacy curricula. Many examples of game-based learning in pharmacy and other health professional curricula have been published, however the body of literature on DGBL is less developed. Overall, evaluations of these techniques show that students find them engaging and enjoyable. A recent meta-analysis of studies comparing DGBL to non-game based learning in primary, secondary, post-secondary education found that DGBL significantly enhances learning. Challenges to implementing game-based learning are financial, cultural, and technological. Many areas of the pharmacy curriculum could be appropriate for digital gamification. With more students entering pharmacy school familiar with video games and game-based living the time has come for pharmacy educators to explore how these instructional technologies could benefit a new generation of pharmacy students. As serious games are developed and researched in pharmacy curricula, test scores, student confidence in knowledge and skills, and retention of knowledge and skills are all outcomes that, if published, will help advance the adoption of DGBL into the pharmacy school classroom. Copyright © 2016 Elsevier Inc. All rights reserved.

Development of the e-Baby serious game with regard to the evaluation of oxygenation in preterm babies: contributions of the emotional design.

PubMed

Fonseca, Luciana Mara Monti; Dias, Danielle Monteiro Vilela; Góes, Fernanda Dos Santos Nogueira; Seixas, Carlos Alberto; Scochi, Carmen Gracinda Silvan; Martins, José Carlos Amado; Rodrigues, Manuel Alves

2014-09-01

The present study aimed to describe the development process of a serious game that enables users to evaluate the respiratory process in a preterm infant based on an emotional design model. The e-Baby serious game was built to feature the simulated environment of an incubator, in which the user performs a clinical evaluation of the respiratory process in a virtual preterm infant. The user learns about the preterm baby's history, chooses the tools for the clinical evaluation, evaluates the baby, and determines whether his/her evaluation is appropriate. The e-Baby game presents phases that contain respiratory process impairments of higher or lower complexity in the virtual preterm baby. Included links give the user the option of recording the entire evaluation procedure and sharing his/her performance on a social network. e-Baby integrates a Clinical Evaluation of the Preterm Baby course in the Moodle virtual environment. This game, which evaluates the respiratory process in preterm infants, could support a more flexible, attractive, and interactive teaching and learning process that includes simulations with features very similar to neonatal unit realities, thus allowing more appropriate training for clinical oxygenation evaluations in at-risk preterm infants. e-Baby allows advanced user-technology-educational interactions because it requires active participation in the process and is emotionally integrated.

Berlin Kompass: Multimodal Gameful Empowerment for Foreign Language Learning

ERIC Educational Resources Information Center

Kallioniemi, Pekka; Posti, Laura-Pihkala; Hakulinen, Jaakko; Turunen, Markku; Keskinen, Tuuli; Raisamo, Roope

2015-01-01

This article presents an innovative, gameful, multimodal, and authentic learning environment for training of oral communication in a foreign language--a virtual adventure called Berlin Kompass. After a brief presentation of the pedagogical and technological backgrounds, the system is described. Central results of a series of pilots in autumn 2013…

Learning Icelandic Language and Culture in Virtual Reykjavik: Starting to Talk

ERIC Educational Resources Information Center

Bédi, Branislav; Arnbjörnsdóttir, Birna; Vilhjálmsson, Hannes Högni; Helgadóttir, Hafdís Erla; Ólafsson, Stefán; Björgvinsson, Elías

2016-01-01

This paper describes how beginners of Icelandic as a foreign and second language responded to playing the first scene in Virtual Reykjavik, a video game-like environment where learners interact with virtual characters--Embodied Conversational Agents (ECAs). This game enables learners to practice speaking and listening skills, to learn about the…

Integrating Adaptive Games in Student-Centered Virtual Learning Environments

ERIC Educational Resources Information Center

del Blanco, Angel; Torrente, Javier; Moreno-Ger, Pablo; Fernandez-Manjon, Baltasar

2010-01-01

The increasing adoption of e-Learning technology is facing new challenges, such as how to produce student-centered systems that can be adapted to each student's needs. In this context, educational video games are proposed as an ideal medium to facilitate adaptation and tracking of students' performance for assessment purposes, but integrating the…

Sustainability Learning through Gaming: An Exploratory Study

ERIC Educational Resources Information Center

Fabricatore, Carlo; Lopez, Ximena

2012-01-01

This study explored the potential of digital games as learning environments to develop mindsets capable of dealing with complexity in the domain of sustainability. Building sustainable futures requires the ability to deal with the complex dynamics that characterize the world in which we live. As central elements in this system, we must develop the…

Assessment and Learning of Qualitative Physics in Newton's Playground

ERIC Educational Resources Information Center

Shute, Valerie J.; Ventura, Matthew; Kim, Yoon Jeon

2013-01-01

Digital games are very popular in modern culture. The authors are examining ways to leverage these engaging environments to assess and support student competencies. The authors examine gameplay and learning using a physics game they developed called Newton's Playground. The sample consisted of 167 eighth- and ninth-grade students who played…

Evaluating Serious Games through User Experience and Performance Assessment

ERIC Educational Resources Information Center

Barton, Irving Gary, Jr.

2017-01-01

Military education is held to high standards for our servicemen and women. The purpose of this quantitative, comparative study was to determine if significant differences existed in learning styles relative to military experience as determined by learning in a serious game environment. Study results are expected to advance the state of research in…

The Compatibility of Action Learning with Inner Game Coaching

ERIC Educational Resources Information Center

Aitkenhead, Andy

2009-01-01

Using "inner game" coaching techniques in the remediation of a challenged programme at a Global Investment Bank the environment was transformed into a delivery focused culture. The techniques included group sessions that would be familiar to anyone aware of action learning and were an integral part of the strategy to ensure sustainable…

The Effects of Applying Game-Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration Training

ERIC Educational Resources Information Center

Li, Kun-Hsien; Lou, Shi-Jer; Tsai, Huei-Yin; Shih, Ru-Chu

2012-01-01

This study aims to explore the effects of applying game-based learning to webcam motion sensor games for autistic students' sensory integration training for autistic students. The research participants were three autistic students aged from six to ten. Webcam camera as the research tool wad connected internet games to engage in motion sensor…

Through the looking glass of a chemistry video game: Evaluating the effects of different MLEs presenting identical content material

NASA Astrophysics Data System (ADS)

Hillman, Dustin S.

The primary goal of this study is to evaluate the effects of different media-based learning environments (MLEs) that present identical chemistry content material. This is done with four different MLEs that utilize some or all components of a chemistry-based media-based prototype video game. Examination of general chemistry student volunteers purposefully randomized to one of four different MLEs did not provide evidence that the higher the level of interactivity resulted in a more effective MLE for the chemistry content. Data suggested that the cognitive load to play the chemistry-based video game may impaired the chemistry content being presented and recalled by the students while the students watching the movie of the chemistry-based video game were able to recall the chemistry content more efficiently. Further studies in this area need to address the overall cognitive load of the different MLEs to potentially better determine what the most effective MLE may be for this chemistry content.

Experimenting `learn by doing' and `learn by failing'

NASA Astrophysics Data System (ADS)

Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

2015-01-01

According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. complexity, effort, safety). The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. up to 35 kg approximately), and the provided tools are real production equipment (e.g. keys, screwdrivers, trans-pallets, etc.). Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. As the 'learn by doing' and 'learn by failing' are favoured, the theory follows the practice, while crating the willingness to 'do' instead of just designing or planning. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students' initial knowledge level.

SimPhy: a simulation game to lessen the impact of phytosanitaries on health and the environment--the case of Merja Zerga in Morocco.

PubMed

Ayadi, H; Le Bars, M; Le Grusse, Ph; Mandart, E; Fabre, J; Bouaziz, A; Bord, J P

2014-04-01

Diffuse phytosanitary pollution is a complex phenomenon to manage. Reducing this type of pollution is one of today's key socio-economic and environmental challenges. At the regional level, few approaches enable the actors concerned to implement agricultural management strategies to reduce the use and impact of phytosanitary products. Our research problem focused on the consequences of intensive agriculture and, in particular, how to evaluate the impact of phytosanitary products on human health and the environment. In this article, we present the SimPhy simulation game which places the actors from a given region directly into a situation in which they manage farms whilst under pressure to reduce phytosanitaries (quantity and toxicity). The application focused on the Merja Zerga catchment area in Morocco. The region is dominated by intensive agriculture which is located upstream from a Ramsar-classified wetland area. The SimPhy simulation game is based on a decision support system-type tool. It allows us to anticipate the impact of regulations on farming systems. It also enables us to analyse the consequences of the actors' strategies on farm economies, human health and the quality of ecosystems. Initial results from the SimPhy simulation game enabled the technicians from Agricultural Development Center (CDA) themselves to learn about managing agricultural production systems in a dynamic and interactive fashion. With the simulation game, it was possible to learn about the farmer's ability to adapt to new regulatory constraints, and the involved consequences for toxicity risks for human health and the environment.

Undertaking an Ecological Approach to Advance Game-Based Learning: A Case Study

ERIC Educational Resources Information Center

Shah, Mamta; Foster, Aroutis

2014-01-01

Systematic incorporation of digital games in schools is largely unexplored. This case study explored the ecological conditions necessary for implementing a game-based learning course by examining the interaction between three domains (the innovator, the innovation, and the context). From January-April 2012, one in-service teacher learned and…

Games for Participatory Science: A Paradigm for Game-Based Learning for Promoting Science Literacy

ERIC Educational Resources Information Center

Shapiro, R. Benjamin; Squire, Kurt D.

2011-01-01

Debates in forums such as "Educational Technology" and the National Academies of Science (National Research Council, 2011) emphasize the promise (and indeed recent successes) of digital game-based learning programs, but also the need for research-driven approaches that carefully delineate learning goals. This article introduces one such…

Agriscience Teachers' Implementation of Digital Game-Based Learning in an Introductory Animal Science Course

ERIC Educational Resources Information Center

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F.

2015-01-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based…

PlayIt: Game Based Learning Approach for Teaching Programming Concepts

ERIC Educational Resources Information Center

Mathrani, Anuradha; Christian, Shelly; Ponder-Sutton, Agate

2016-01-01

This study demonstrates a game-based learning (GBL) approach to engage students in learning and enhance their programming skills. The paper gives a detailed narrative of how an educational game was mapped with the curriculum of a prescribed programming course in a computing diploma study programme. Two separate student cohorts were invited to…

Hitting Restart: Learning and Gaming in an Australian Classroom

ERIC Educational Resources Information Center

Altura, Gerard J.; Curwood, Jen Scott

2015-01-01

Research suggests that video games can foster deep engagement, critical thinking, and collaborative learning. To highlight how video games promote student achievement, we focus on a year 9 elective class in Australia. Our findings suggest that this games-based class encouraged student learning and motivated students to develop advanced literacy…

Using Scratch with Primary School Children: An Evaluation of Games Constructed to Gauge Understanding of Programming Concepts

ERIC Educational Resources Information Center

Wilson, Amanda; Hainey, Thomas; Connolly, Thomas M.

2013-01-01

Newer approaches such as games-based learning (GBL) and games-based construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue…

Playing for Climate Change: An Educational Alternative Realty Game (ARG) in Second Life

NASA Astrophysics Data System (ADS)

Law, Sandra Kim

Learner engagement in the learning process is a challenge faced by educators, instructional designers, administrators and policy makers (Barab, Sadler, Heiselt, & Zuiker, 2007b; Van Eck, 2006). One area in which learner engagement is particularly problematic is science education; participation rates in sciences at the post-secondary level are significantly lower than in other disciplines (Fox & Stephan, 2001; Industry Canada, 2007; Kennepohl, 2009). Learners who are enrolled in science programs at postsecondary institutions also have deficits in their scientific illiteracy, specifically in their ability to understand the language of science and evaluate scientific claims in journal articles and reports. This design-based research study represents the first phase of an ongoing project exploring the role that digital educational games designed to support knowledge building within small groups can play in addressing issues of engagement and literacy in science education. A set of game design principles derived from the existing literature was used to inform the development of a prototype of the game. The prototype was evaluated by a group (N=18) of educational technology graduate students at a local university. As this was a first phase of a study in a field (i.e. game-based learning) that is still contested, it is felt that qualitative research methods can provide a representative view of the effectiveness of the game design principles and types of interactions observed between players as well as between players and artefacts in environment. The data collection methods used in this study included participant observation, data player characteristics survey, interviews, and content analysis. The final products of this study are game design principles and a game prototype. Data gathered from this study will be used to inform the design of the next version of the game, and future research in the area of digital game design and implementation (e.g., learning analytics, inoperability of the game on different MUVEs, future implementations of the game). This research demonstrated that digital educational games developed in MUVEs have the potential to support scientific literacy and higher level cognition (e.g., reflection, knowledge synthesis).

Assessment of educational games for health professions: a systematic review of trends and outcomes.

PubMed

Abdulmajed, Hind; Park, Yoon Soo; Tekian, Ara

2015-04-01

Traditional lecturing used in teaching has the lowest retention rate; the use of games as part of an instruction method may enhance retention and reinforce learning by creating a dynamic educational environment. This study aims to systematically review the literature on educational games for the health professions to identify trends and investigate assessment tools used to measure its learning outcomes. Seven databases were used in the search: ERIC, Education Research Complete, Medline, Medline Complete, Academic Search Complete, The Cochrane Library and PubMed. The search identified 2865 papers; among them, 1259 were excluded and 22 were evaluated. The selection incorporated five full papers which focused directly on the health professionals. Two studies involved the use of board games and two studies involved card games, crossword puzzles and one study involved a team quiz competition. Overall, studies lacked a strong link between the use of games for both instructional and assessment purposes. Gaming makes a positive impact on the teaching/learning process. However, existing assessment methodologies have been not fully captured the learning that may occur in these games. Robust research is needed to address the use of games that have been assessed objectively.

Teacher Implementation and the Impact of Game-Based Science Curriculum Materials

NASA Astrophysics Data System (ADS)

Wilson, Christopher D.; Reichsman, Frieda; Mutch-Jones, Karen; Gardner, April; Marchi, Lisa; Kowalski, Susan; Lord, Trudi; Dorsey, Chad

2018-01-01

Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students' abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed.

A Game Based e-Learning System to Teach Artificial Intelligence in the Computer Sciences Degree

ERIC Educational Resources Information Center

de Castro-Santos, Amable; Fajardo, Waldo; Molina-Solana, Miguel

2017-01-01

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…

An Investigation of the Effects of a Graphic Organizer in an Online Serious Game on Learning Outcomes and Attitudinal Perceptions

ERIC Educational Resources Information Center

Cheon, Jongpil; Chung, Sungwon; Song, Jaeki; Kim, Yongjin

2015-01-01

A serious game, which is designed for learning purposes rather than recreational purposes, has been applied for digital game-based Learning. This study investigated the effects of graphic organizers in a serious game, "The Transistor", on learning outcomes and attitudinal perceptions. A total of 99 participants were randomly assigned to…

Parental Acceptance of Digital Game-Based Learning

ERIC Educational Resources Information Center

Bourgonjon, Jeroen; Valcke, Martin; Soetaert, Ronald; de Wever, Bram; Schellens, Tammy

2011-01-01

In research about digital game-based learning, the likely negative perceptions of parents are often enlisted as a barrier toward the adoption of games in classroom settings. Teachers, students and policy makers appear to be influenced by what parents think about games in the classroom. Therefore, it is important to study these parental beliefs…

Measuring the Differences between Traditional Learning and Game-Based Learning Using Electroencephalography (EEG) Physiologically Based Methodology

ERIC Educational Resources Information Center

Chen, Ching-Huei

2017-01-01

Students' cognitive states can reflect a learning experience that results in engagement in an activity. In this study, we used electroencephalography (EEG) physiologically based methodology to evaluate students' levels of attention and relaxation, as well as their learning performance within a traditional and game-based learning context. While no…

Experiencing production ramp-up education for engineers

NASA Astrophysics Data System (ADS)

Bassetto, S.; Fiegenwald, V.; Cholez, C.; Mangione, F.

2011-08-01

This paper presents a game of industrialisation, based on a paper airplane, that mimics real world production ramp-up and blends classical engineering courses together. It is based on a low cost product so that it can be mass produced. The game targets graduate students and practitioners in engineering fields. For students, it offers an experiment in which methods learned in separate courses can be applied. For practitioners, it affords an opportunity to engage in reflexive practices related to industrialisation. Both students and practitioners are able to experience integrated management, required by industrialisation, in a controlled environment: the laboratory.

Can New Digital Technologies Support Parasitology Teaching and Learning?

PubMed

Jabbar, Abdul; Gasser, Robin B; Lodge, Jason

2016-07-01

Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluation of a Web-based social network electronic game in enhancing mental health literacy for young people.

PubMed

Li, Tim M H; Chau, Michael; Wong, Paul W C; Lai, Eliza S Y; Yip, Paul S F

2013-05-15

Internet-based learning programs provide people with massive health care information and self-help guidelines on improving their health. The advent of Web 2.0 and social networks renders significant flexibility to embedding highly interactive components, such as games, to foster learning processes. The effectiveness of game-based learning on social networks has not yet been fully evaluated. The aim of this study was to assess the effectiveness of a fully automated, Web-based, social network electronic game on enhancing mental health knowledge and problem-solving skills of young people. We investigated potential motivational constructs directly affecting the learning outcome. Gender differences in learning outcome and motivation were also examined. A pre/posttest design was used to evaluate the fully automated Web-based intervention. Participants, recruited from a closed online user group, self-assessed their mental health literacy and motivational constructs before and after completing the game within a 3-week period. The electronic game was designed according to cognitive-behavioral approaches. Completers and intent-to-treat analyses, using multiple imputation for missing data, were performed. Regression analysis with backward selection was employed when examining the relationship between knowledge enhancement and motivational constructs. The sample included 73 undergraduates (42 females) for completers analysis. The gaming approach was effective in enhancing young people's mental health literacy (d=0.65). The finding was also consistent with the intent-to-treat analysis, which included 127 undergraduates (75 females). No gender differences were found in learning outcome (P=.97). Intrinsic goal orientation was the primary factor in learning motivation, whereas test anxiety was successfully alleviated in the game setting. No gender differences were found on any learning motivation subscales (P>.10). We also found that participants' self-efficacy for learning and performance, as well as test anxiety, significantly affected their learning outcomes, whereas other motivational subscales were statistically nonsignificant. Electronic games implemented through social networking sites appear to effectively enhance users' mental health literacy.

Exploring Young Children's Performance on and Acceptance of an Educational Scenario-Based Digital Game for Teaching Route-Planning Strategies: A Case Study

ERIC Educational Resources Information Center

Lin, Yi-Hui; Hou, Huei-Tse

2016-01-01

Researchers suggest that game-based learning (GBL) can be used to facilitate mathematics learning. However, empirical GBL research that targets young children is still limited. The purposes of the study is to develop a scenario-based digital game to promote children's route-planning ability, to empirically explore children's learning performance…

The Effectiveness of Game-Based Learning as an Instructional Strategy to Engage Students in Higher Education in Singapore

ERIC Educational Resources Information Center

Tham, Raymond; Tham, Lesley

2014-01-01

The Internet Generation today is accustomed to multi-tasking, graphics, fun, and fantasy. Educators are finding it challenging to engage and motivate students with the traditional mode of teaching. They are increasingly seeking to tap the potential of game-based learning to engage and motivate learners. Game-based learning is also catching on in…

Experimental comparisons of face-to-face and anonymous real-time team competition in a networked gaming learning environment.

PubMed

Yu, Fu-Yun; Han, Chialing; Chan, Tak-Wai

2008-08-01

This study investigates the impact of anonymous, computerized, synchronized team competition on students' motivation, satisfaction, and interpersonal relationships. Sixty-eight fourth-graders participated in this study. A synchronous gaming learning system was developed to have dyads compete against each other in answering multiple-choice questions set in accordance with the school curriculum in two conditions (face-to-face and anonymous). The results showed that students who were exposed to the anonymous team competition condition responded significantly more positively than those in the face-to-face condition in terms of motivation and satisfaction at the 0.050 and 0.056 levels respectively. Although further studies regarding the effects of anonymous interaction in a networked gaming learning environment are imperative, the positive effects detected in this preliminary study indicate that anonymity is a viable feature for mitigating the negative effects that competition may inflict on motivation and satisfaction as reported in traditional face-to-face environments.

Design of a Serious Game for Handling Obstetrical Emergencies.

PubMed

Jean Dit Gautier, Estelle; Bot-Robin, Virginie; Libessart, Aurélien; Doucède, Guillaume; Cosson, Michel; Rubod, Chrystèle

2016-12-21

The emergence of new technologies in the obstetrical field should lead to the development of learning applications, specifically for obstetrical emergencies. Many childbirth simulations have been recently developed. However, to date none of them have been integrated into a serious game. Our objective was to design a new type of immersive serious game, using virtual glasses to facilitate the learning of pregnancy and childbirth pathologies. We have elaborated a new game engine, placing the student in some maternity emergency situations and delivery room simulations. A gynecologist initially wrote a scenario based on a real clinical situation. He also designed, along with an educational engineer, a tree diagram, which served as a guide for dialogues and actions. A game engine, especially developed for this case, enabled us to connect actions to the graphic universe (fully 3D modeled and based on photographic references). We used the Oculus Rift in order to immerse the player in virtual reality. Each action in the game was linked to a certain number of score points, which could either be positive or negative. Different pathological pregnancy situations have been targeted and are as follows: care of spontaneous miscarriage, threat of preterm birth, forceps operative delivery for fetal abnormal heart rate, and reduction of a shoulder dystocia. The first phase immerses the learner into an action scene, as a doctor. The second phase ask the student to make a diagnosis. Once the diagnosis is made, different treatments are suggested. Our serious game offers a new perspective for obstetrical emergency management trainings and provides students with active learning by immersing them into an environment, which recreates all or part of the real obstetrical world of emergency. It is consistent with the latest recommendations, which clarify the importance of simulation in teaching and in ongoing professional development. ©Estelle Jean dit Gautier, Virginie Bot-Robin, Aurélien Libessart, Guillaume Doucède, Michel Cosson, Chrystèle Rubod. Originally published in JMIR Serious Games (http://games.jmir.org), 21.12.2016.

Planning an Outdoor Learning Environment for a Small School.

ERIC Educational Resources Information Center

Keats, C.; And Others

1981-01-01

Developed to provide an outdoor learning environment for a small school which had relatively undeveloped grounds, these plans are aimed toward providing: physical activity (climbing, running, jumping, and games); imaginative activity; social learning; environmental study; mathematics and science; exploring materials, e.g., water and soil; and the…

Learning Physics through Project-Based Learning Game Techniques

ERIC Educational Resources Information Center

Baran, Medine; Maskan, Abdulkadir; Yasar, Seyma

2018-01-01

The aim of the present study, in which Project and game techniques are used together, is to examine the impact of project-based learning games on students' physics achievement. Participants of the study consist of 34 9th grade students (N = 34). The data were collected using achievement tests and a questionnaire. Throughout the applications, the…

Digital Game-Based Learning Once Removed: Teaching Teachers

ERIC Educational Resources Information Center

Becker, Katrin

2007-01-01

In the spring of 2005, the author designed and taught a graduate-level course on digital game-based learning primarily for teachers. Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games…

An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning

ERIC Educational Resources Information Center

Chang, Chiung-Sui; Huang, Ya-Ping; Chien, Fei-Ling

2014-01-01

This study aimed to explore the attitude and learning effectiveness in game based simulations from college students' perspective. The participants included 189 business college students in Taiwan. The main instrument employed in this study was McDonald's video game. Additionally, participant selection, data collection and analysis, and results…

Space Operations Learning Center Facebook Application

NASA Technical Reports Server (NTRS)

Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

2012-01-01

The proposed Space Operations Learning Center (SOLC) Facebook module, initially code-named Spaceville, is intended to be an educational online game utilizing the latest social networking technology to reach a broad audience base and inspire young audiences to be interested in math, science, and engineering. Spaceville will be a Facebook application/ game with the goal of combining learning with a fun game and social environment. The mission of the game is to build a scientific outpost on the Moon or Mars and expand the colony. Game activities include collecting resources, trading resources, completing simple science experiments, and building architectures such as laboratories, habitats, greenhouses, machine shops, etc. The player is awarded with points and achievement levels. The player s ability increases as his/her points and levels increase. A player can interact with other players using multiplayer Facebook functionality. As a result, a player can discover unexpected treasures through scientific missions, engineering, and working with others. The player creates his/her own avatar with his/her selection of its unique appearance, and names the character. The player controls the avatar to perform activities such as collecting oxygen molecules or building a habitat. From observations of other successful social online games such as Farmville and Restaurant City, a common element of these games is having eye-catching and cartoonish characters, and interesting animations for all activities. This will create a fun, educational, and rewarding environment. The player needs to accumulate points in order to be awarded special items needed for advancing to higher levels. Trophies will be awarded to the player when certain goals are reached or tasks are completed. In order to acquire some special items needed for advancement in the game, the player will need to visit his/her neighboring towns to discover the items. This is the social aspect of the game that requires the player to go out of his/her own establishment to explore what is in the neighborhood. Spaceville will take advantage of Facebook s successful architecture to inspire a new audience of scientists and engineers for the future.

Game Engagement Theory and Adult Learning

ERIC Educational Resources Information Center

Whitton, Nicola

2011-01-01

One of the benefits of computer game-based learning is the ability of certain types of game to engage and motivate learners. However, theories of learning and engagement, particularly in the sphere of higher education, typically fail to consider gaming engagement theory. In this article, the author examines the principles of engagement from games…

Virtual navigation performance: the relationship to field of view and prior video gaming experience.

PubMed

Richardson, Anthony E; Collaer, Marcia L

2011-04-01

Two experiments examined whether learning a virtual environment was influenced by field of view and how it related to prior video gaming experience. In the first experiment, participants (42 men, 39 women; M age = 19.5 yr., SD = 1.8) performed worse on a spatial orientation task displayed with a narrow field of view in comparison to medium and wide field-of-view displays. Counter to initial hypotheses, wide field-of-view displays did not improve performance over medium displays, and this was replicated in a second experiment (30 men, 30 women; M age = 20.4 yr., SD = 1.9) presenting a more complex learning environment. Self-reported video gaming experience correlated with several spatial tasks: virtual environment pointing and tests of Judgment of Line Angle and Position, mental rotation, and Useful Field of View (with correlations between .31 and .45). When prior video gaming experience was included as a covariate, sex differences in spatial tasks disappeared.

Investigating the Learning-Theory Foundations of Game-Based Learning: A Meta-Analysis

ERIC Educational Resources Information Center

Wu, W-H.; Hsiao, H-C.; Wu, P-L.; Lin, C-H.; Huang, S-H.

2012-01-01

Past studies on the issue of learning-theory foundations in game-based learning stressed the importance of establishing learning-theory foundation and provided an exploratory examination of established learning theories. However, we found research seldom addressed the development of the use or failure to use learning-theory foundations and…

A Communities of Practice Perspective on Educational Computer Games

ERIC Educational Resources Information Center

Reese, Curt

2008-01-01

Educational computer games provide an environment in which interactions among students, teachers, and texts differ non-trivially from those of the traditional classroom. In order to build and research computer games effectively, it is important to provide a theoretical background that adequately describes and explains learning and interactions in…

Rethinking the Library Game: Creating an Alternate Reality with Social Media

ERIC Educational Resources Information Center

Battles, Jason; Glenn, Valerie; Shedd, Lindley

2011-01-01

In recent years, libraries have made efforts to create games, often for the purpose of information literacy instruction. Games can provide an interactive alternative to traditional instruction by introducing research tools and resources while also teaching problem solving skills within a collaborative learning environment. Despite the benefits,…

Interactive Music Video Games and Children's Musical Development

ERIC Educational Resources Information Center

Gower, Lily; McDowall, Janet

2012-01-01

Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective. Nine children, aged 9-11 years, and two specialist…

The Acquisition of Skill and Expertise in Massively Multiplayer Online Games

ERIC Educational Resources Information Center

Schrader, P. G.; McCreery, Michael

2008-01-01

Educational learning environments have changed dramatically in the last 20 years. Advances in technology have enabled the World Wide Web and a sundry of other tools. In response, many researchers have argued that one way to understand learning in a complex world is to examine user interactions within Massively Multiplayer Online Games (MMOGs) [Gee…

Empirical Study on the Effect of Digital Game-Based Instruction on Students' Learning Motivation and Achievement

ERIC Educational Resources Information Center

Chen, Yen-Chun

2017-01-01

As pupils are largely increased the opportunities to contact digital games, the effect of digital games has been broadly discussed and studied. Digital games no longer play the function of entertainment, but could assist students in more active learning and deeper and broader learning, when being applied to instruction. It is limited to learn in…

Facilitating Family Group Inquiry at Science Museum Exhibits

ERIC Educational Resources Information Center

Gutwill, Joshua P.; Allen, Sue

2010-01-01

We describe a study of programs to deepen families' scientific inquiry practices in a science museum setting. The programs incorporated research-based learning principles from formal and informal educational environments. In a randomized experimental design, two versions of the programs, called "inquiry games," were compared to two control…

Dynamic User Modeling within a Game-Based ITS

ERIC Educational Resources Information Center

Snow, Erica L.

2015-01-01

Intelligent tutoring systems are adaptive learning environments designed to support individualized instruction. The adaptation embedded within these systems is often guided by user models that represent one or more aspects of students' domain knowledge, actions, or performance. The proposed project focuses on the development and testing of user…

Effect of an Educational Game on University Students' Learning about Action Potentials

ERIC Educational Resources Information Center

Luchi, Kelly Cristina Gaviao; Montrezor, Luís Henrique; Marcondes, Fernanda K.

2017-01-01

The aim of this study was to evaluate the effect of an educational game that is used for teaching the mechanisms of the action potentials in cell membranes. The game was composed of pieces representing the intracellular and extracellular environments, ions, ion channels, and the Na+-K+-ATPase pump. During the game activity, the students arranged…

Fuzzy inference game approach to uncertainty in business decisions and market competitions.

PubMed

Oderanti, Festus Oluseyi

2013-01-01

The increasing challenges and complexity of business environments are making business decisions and operations more difficult for entrepreneurs to predict the outcomes of these processes. Therefore, we developed a decision support scheme that could be used and adapted to various business decision processes. These involve decisions that are made under uncertain situations such as business competition in the market or wage negotiation within a firm. The scheme uses game strategies and fuzzy inference concepts to effectively grasp the variables in these uncertain situations. The games are played between human and fuzzy players. The accuracy of the fuzzy rule base and the game strategies help to mitigate the adverse effects that a business may suffer from these uncertain factors. We also introduced learning which enables the fuzzy player to adapt over time. We tested this scheme in different scenarios and discover that it could be an invaluable tool in the hand of entrepreneurs that are operating under uncertain and competitive business environments.

Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy

ERIC Educational Resources Information Center

Barany, Amanda; Shah, Mamta; Foster, Aroutis

2017-01-01

Game-based learning researchers have emphasized the importance of teachers' game literacy and knowledge of pedagogical approaches involved in successfully adopting an instructional approach (Bell and Gresalfi, 2017). In this paper, we describe findings from an online resource that teachers used to generate a repository of games for use both during…

The Effectiveness of Digital Game-Based Vocabulary Learning: A Framework-Based View of Meta-Analysis

ERIC Educational Resources Information Center

Chen, Meng-Hua; Tseng, Wen-Ta; Hsiao, Tsung-Yuan

2018-01-01

This study presents the results of a meta-analytic study about the effects of digital game-based learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q = 5.857, df = 1, p = 0.016), but not with learners' age (Q = 0.906, df = 1, p = 0.341) or linguistic…

The Effect of Using Exercise-Based Computer Games during the Process of Learning on Academic Achievement among Education Majors

ERIC Educational Resources Information Center

Kablan, Zeynel

2010-01-01

The aim of this study is to define whether using exercise-based games increase the performance of learning. For this reason, two basic questions were tried to be answered in the study. First, is there any difference in learning between the group that was given exercise-based games and the group that was not? Second, is there any difference in…

An overview of game-based learning in building services engineering education

NASA Astrophysics Data System (ADS)

Alanne, Kari

2016-03-01

To ensure proper competence development and short graduation times for engineering students, it is essential that the study motivation is encouraged by new learning methods. In game-based learning, the learner's engagement is increased and learning is made meaningful by applying game-like features such as competition and rewarding through virtual promotions or achievement badges. In this paper, the state of the art of game-based learning in building services engineering education at university level is reviewed and discussed. A systematic literature review indicates that educational games have been reported in the field of related disciplines, such as mechanical and civil engineering. The development of system-level educational games that realistically simulate work life in building services engineering is still in its infancy. Novel rewarding practices and more comprehensive approaches entailing the state-of-the-art information tools such as building information modelling, geographic information systems, building management systems and augmented reality are needed in the future.

Influence of Game Quests on Pupils' Enjoyment and Goal-Pursuing in Math Learning

ERIC Educational Resources Information Center

Chen, Zhi-Hong; Liao, Calvin C. Y.; Cheng, Hercy N. H.; Yeh, Charles Y. C.; Chan, Tak-Wai

2012-01-01

As a medium for learning, digital games provide promising possibilities to motivate and engage students in subject learning. In this study, a game-based learning system, My-Pet-My-Quest, is developed to support pupils' math learning. This is due to the fact that most students in Taiwan have relatively lower positive attitude towards math learning,…

Evaluation of public engagement activities to promote science in a zoo environment.

PubMed

Whitehouse, Jamie; Waller, Bridget M; Chanvin, Mathilde; Wallace, Emma K; Schel, Anne M; Peirce, Kate; Mitchell, Heidi; Macri, Alaina; Slocombe, Katie

2014-01-01

Scientists are increasing their efforts to promote public engagement with their science, but the efficacy of the methods used is often not scientifically evaluated. Here, we designed, installed and evaluated the educational impact of interactive games on touchscreens at two primate research centres based in zoo environments. The games were designed to promote interest in and understanding of primates and comparative psychology, as a scaffold towards interest in science more generally and with the intention of targeting younger individuals (under 16's). We used systematic observational techniques and questionnaires to assess the impact of the games on zoo visitors. The games facilitated increased interest in psychology and science in zoo visitors, and changed the knowledge of visitors, through demonstration of learning about specific scientific findings nested within the games. The impact of such devices was greatest on younger individuals (under 16's) as they were significantly more likely to engage with the games. On the whole, therefore, this study demonstrates that interactive devices can be successful educational tools, and adds to the growing body of evidence that conducting research on public view in zoos can have a tangible impact on public engagement with science.

Evaluation of Public Engagement Activities to Promote Science in a Zoo Environment

PubMed Central

Whitehouse, Jamie; Waller, Bridget M.; Chanvin, Mathilde; Wallace, Emma K.; Schel, Anne M.; Peirce, Kate; Mitchell, Heidi; Macri, Alaina; Slocombe, Katie

2014-01-01

Scientists are increasing their efforts to promote public engagement with their science, but the efficacy of the methods used is often not scientifically evaluated. Here, we designed, installed and evaluated the educational impact of interactive games on touchscreens at two primate research centres based in zoo environments. The games were designed to promote interest in and understanding of primates and comparative psychology, as a scaffold towards interest in science more generally and with the intention of targeting younger individuals (under 16's). We used systematic observational techniques and questionnaires to assess the impact of the games on zoo visitors. The games facilitated increased interest in psychology and science in zoo visitors, and changed the knowledge of visitors, through demonstration of learning about specific scientific findings nested within the games. The impact of such devices was greatest on younger individuals (under 16's) as they were significantly more likely to engage with the games. On the whole, therefore, this study demonstrates that interactive devices can be successful educational tools, and adds to the growing body of evidence that conducting research on public view in zoos can have a tangible impact on public engagement with science. PMID:25415193

Using Game Theory and Competition-Based Learning to Stimulate Student Motivation and Performance

ERIC Educational Resources Information Center

Burguillo, Juan C.

2010-01-01

This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a…

Investigating the Effectiveness of an Educational Card Game for Learning How Human Immunology Is Regulated

PubMed Central

Su, TzuFen; Lin, Shu-Hua

2014-01-01

This study was conducted in an attempt to investigate the effectiveness of an educational card game we developed for learning human immunology. Two semesters of evaluation were included to examine the impact of the game on students’ understanding and perceptions of the game-based instruction. Ninety-nine senior high school students (11th graders) were recruited for the first evaluation, and the second-semester group consisted of 72 students (also 11th graders). The results obtained indicate that students did learn from the educational card game. Moreover, students who learned from playing the game significantly outperformed their counterparts in terms of their understanding of the processes and connections among different lines of immunological defense (first semester: t = 2.92, p < 0.01; second semester: t = 3.45, p < 0.01) according to the qualitative analysis of an open-ended question. They generally had positive perceptions toward the game-based instruction and its learning efficiency, and they felt the game-based instruction was much more interesting than traditional didactic lectures (first semester: t = 2.79, p < 0.01; second semester: t = 2.41, p < 0.05). This finding is evidence that the educational card game has potential to facilitate students’ learning of how the immune system works. The implications and suggestions for future work are further discussed. PMID:25185233

Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics?

ERIC Educational Resources Information Center

Bingham, Teri; Ray, Jan

2013-01-01

In an effort to keep up with the new generation of digital learners, educators are integrating multiple forms of technology into their teaching, including online learning game applications. The purpose of this study was to determine the degree to which internet-based learning game applications selected by preservice teachers were aligned with the…

Game-powered machine learning

PubMed Central

Barrington, Luke; Turnbull, Douglas; Lanckriet, Gert

2012-01-01

Searching for relevant content in a massive amount of multimedia information is facilitated by accurately annotating each image, video, or song with a large number of relevant semantic keywords, or tags. We introduce game-powered machine learning, an integrated approach to annotating multimedia content that combines the effectiveness of human computation, through online games, with the scalability of machine learning. We investigate this framework for labeling music. First, a socially-oriented music annotation game called Herd It collects reliable music annotations based on the “wisdom of the crowds.” Second, these annotated examples are used to train a supervised machine learning system. Third, the machine learning system actively directs the annotation games to collect new data that will most benefit future model iterations. Once trained, the system can automatically annotate a corpus of music much larger than what could be labeled using human computation alone. Automatically annotated songs can be retrieved based on their semantic relevance to text-based queries (e.g., “funky jazz with saxophone,” “spooky electronica,” etc.). Based on the results presented in this paper, we find that actively coupling annotation games with machine learning provides a reliable and scalable approach to making searchable massive amounts of multimedia data. PMID:22460786

Game-powered machine learning.

PubMed

Barrington, Luke; Turnbull, Douglas; Lanckriet, Gert

2012-04-24

Searching for relevant content in a massive amount of multimedia information is facilitated by accurately annotating each image, video, or song with a large number of relevant semantic keywords, or tags. We introduce game-powered machine learning, an integrated approach to annotating multimedia content that combines the effectiveness of human computation, through online games, with the scalability of machine learning. We investigate this framework for labeling music. First, a socially-oriented music annotation game called Herd It collects reliable music annotations based on the "wisdom of the crowds." Second, these annotated examples are used to train a supervised machine learning system. Third, the machine learning system actively directs the annotation games to collect new data that will most benefit future model iterations. Once trained, the system can automatically annotate a corpus of music much larger than what could be labeled using human computation alone. Automatically annotated songs can be retrieved based on their semantic relevance to text-based queries (e.g., "funky jazz with saxophone," "spooky electronica," etc.). Based on the results presented in this paper, we find that actively coupling annotation games with machine learning provides a reliable and scalable approach to making searchable massive amounts of multimedia data.

A Game for Learning History on Mobile Devices

ERIC Educational Resources Information Center

Cruz, Sónia; Carvalho, Ana Amélia A.; Araújo, Inês

2017-01-01

This paper presents a game designed to support teaching and learning of Portuguese History to 6th grade students. Firstly, a state of the art of mobile game-based learning for History is presented. Then we describe shortly the research carried out which aimed at the analysis of the games most played by students, followed by the identification of…

Gamification and Game-Based Learning

ERIC Educational Resources Information Center

Karagiorgas, Dimitrios N.; Niemann, Shari

2017-01-01

In the last 10 years, gaming has evolved to the point that it is now being used as a learning medium to educate students in many different disciplines. The educational community has begun to explore the effectiveness of gaming as a learning tool and as a result two different ways of utilizing games for education have been created: Gamification and…

Affect and Willingness to Communicate in Digital Game-Based Learning

ERIC Educational Resources Information Center

Reinders, Hayo; Wattana, Sorada

2015-01-01

The possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact…

Virtual Space Camp Video Game

NASA Astrophysics Data System (ADS)

Speyerer, E. J.; Ferrari, K. A.; Lowes, L. L.; Raad, P. E.; Cuevas, T.; Purdy, J. A.

2006-03-01

With advances in computers, graphics, and especially video games, manned space exploration can become real, by creating a safe, fun learning environment that allows players to explore the solar system from the comfort of their personal computers.

What Is the Key for Older People to Show Interest in Playing Digital Learning Games? Initial Qualitative Findings from the LEAGE Project on a Multicultural European Sample.

PubMed

Diaz-Orueta, Unai; Facal, David; Nap, Henk Herman; Ranga, Myrto-Maria

2012-04-01

Learning digital games can influence both older adults' health condition and their capacity to carry on activities in their actual environment. The goal of the current study was to explore and define the user requirements for developing digital learning games for older Europeans, focusing on types of learning games, motivational and social aspects, and preferences on game controllers. For this initial stage, a qualitative focus group study was performed in three participating countries (Spain, The Netherlands, and Greece) where both games existing in the market and others developed in other European Commission projects like HERMES were presented to them, both on video presentations and also with the possibility to actually test some of them. Challenge, socialization, fun, providing learning opportunities, and escape from daily routine were extracted as the main keys why older people would be interested in playing digital games. Users described themselves as active and participating in many leisure activities, and this level of activity appeared to be related with the contents proposed for digital games, such as physical activity, culture, arts, and other human sciences (history, geography, traveling, foreign languages, music), and daily life skills (cooking, computer use, first aid). The knowledge gathered from the focus groups will be used as input for the design of a learning game that will be largely compatible with the needs and abilities of a wide range of older Europeans.

Supporting Foreign Language Vocabulary Learning through Kinect-Based Gaming

ERIC Educational Resources Information Center

Urun, Mehmet Faith; Aksoy, Hasan; Comez, Rasim

2017-01-01

This study aimed to explore the effectiveness of a Kinect-based game called Tom Clancy's Ghost Recon: Future Soldier to investigate possible contributions of game-based learning in a virtual language classroom at a state university in Ankara, Turkey. A quasi-experimental design where the treatment group (N= 26) was subjected to kinect-based…

Do individual differences in children's curiosity relate to their inquiry-based learning?

NASA Astrophysics Data System (ADS)

van Schijndel, Tessa J. P.; Jansen, Brenda R. J.; Raijmakers, Maartje E. J.

2018-06-01

This study investigates how individual differences in 7- to 9-year-olds' curiosity relate to the inquiry-learning process and outcomes in environments differing in structure. The focus on curiosity as individual differences variable was motivated by the importance of curiosity in science education, and uncertainty being central to both the definition of curiosity and the inquiry-learning environment. Curiosity was assessed with the Underwater Exploration game (Jirout, J., & Klahr, D. (2012). Children's scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, 125-160. doi:10.1016/j.dr.2012.04.002), and inquiry-based learning with the newly developed Scientific Discovery task, which focuses on the principle of designing informative experiments. Structure of the inquiry-learning environment was manipulated by explaining this principle or not. As intelligence relates to learning and possibly curiosity, it was taken into account. Results showed that children's curiosity was positively related to their knowledge acquisition, but not to their quality of exploration. For low intelligent children, environment structure positively affected their quality of exploration, but not their knowledge acquisition. There was no interaction between curiosity and environment structure. These results support the existence of two distinct inquiry-based learning processes - the designing of experiments, on the one hand, and the reflection on performed experiments, on the other - and link children's curiosity to the latter process.

Gamification: An Innovative Teaching-Learning Strategy for the Digital Nursing Students in a Community Health Nursing Course.

PubMed

Day-Black, Crystal; Merrill, Earline B; Konzelman, Lois; Williams, Tammie T; Hart, Natalie

2015-01-01

Serious games have "re-emerged" as innovative teaching-learning strategies that researchers have shown to be effective in improving student learning outcomes. "Serious games" refer to games that are driven by educational goals, not entertainment. The use of serious games as part of the teaching-learning experience in nursing education fits into the philosophy and strategies of active learning. The "digital" nursing student needs engagement, stimulation, realism, and entertainment not more readings and Powerpoint supplements in the classroom to support learning. Nursing faculty at a mid-Atlantic Historical Black College and University introduced "serious gaming" technology into a Community Health Nursing course by using two web-based gamed simulations, Outbreak at WatersEdge: A Public Health Discovery Game, and EnviroRisk. This innovation proved to be effective in reinforcing learning and improving student learning outcomes.

Effects of the Skills4Genius sports-based training program in creative behavior

PubMed Central

Santos, Sara; Jiménez, Sergio; Sampaio, Jaime; Leite, Nuno

2017-01-01

Team Sports has been suggested as a suitable environment to investigate creative behavior. This study’s purpose was two-fold: first, it intended to identify the effects of the Skills4Genius sports-bases training program in thinking, motor, and in-game creative behavior in team sports. Second, it aimed to investigate the relationship between creative thinking and in-game creativity. Forty children from primary school were allocated into control (n = 18, age: 9.2±0.4) and experimental (n = 22, age: 9.5±0.7) groups. The experimental group participated in a five-month training program involving either creative thinking, diversification, physical literacy, and nonlinear pedagogy approaches (Skills4Genius). Variables in the study included: a) creative thinking; b) motor performance (vertical jump, speed, and agility); c) in-game individual creative behavior (attempts, fluency, and versatility); and d) in-game collective behavior (positional regularity). The results suggested that the Skills4Genius program fostered creative thinking, agility, and speed performance. Moreover, it stretched the in-game individual creative behavior mainly through the improvement of the attempts and versatility of the player’s actions. Lastly, it nurtured a better learning of the tactical principles, whereas the children were more coordinated with their teammates’ and opponents’ positioning. Additionally, this study presents a positive correlation linking creative thinking and in-game creative performance. These findings highlighted that creativity is facilitated while players become more thinking and game-skilled. Coaches and educators may apply this functional environment to inspire children’s disposition to move outside the box and trigger a creative spark in team sports players. Notwithstanding, the sports environment is ideally suited for fostering creative behavior, a higher-order disposition that will go on to differentiate the everyday life of a child. PMID:28231260

Effects of the Skills4Genius sports-based training program in creative behavior.

PubMed

Santos, Sara; Jiménez, Sergio; Sampaio, Jaime; Leite, Nuno

2017-01-01

Team Sports has been suggested as a suitable environment to investigate creative behavior. This study's purpose was two-fold: first, it intended to identify the effects of the Skills4Genius sports-bases training program in thinking, motor, and in-game creative behavior in team sports. Second, it aimed to investigate the relationship between creative thinking and in-game creativity. Forty children from primary school were allocated into control (n = 18, age: 9.2±0.4) and experimental (n = 22, age: 9.5±0.7) groups. The experimental group participated in a five-month training program involving either creative thinking, diversification, physical literacy, and nonlinear pedagogy approaches (Skills4Genius). Variables in the study included: a) creative thinking; b) motor performance (vertical jump, speed, and agility); c) in-game individual creative behavior (attempts, fluency, and versatility); and d) in-game collective behavior (positional regularity). The results suggested that the Skills4Genius program fostered creative thinking, agility, and speed performance. Moreover, it stretched the in-game individual creative behavior mainly through the improvement of the attempts and versatility of the player's actions. Lastly, it nurtured a better learning of the tactical principles, whereas the children were more coordinated with their teammates' and opponents' positioning. Additionally, this study presents a positive correlation linking creative thinking and in-game creative performance. These findings highlighted that creativity is facilitated while players become more thinking and game-skilled. Coaches and educators may apply this functional environment to inspire children's disposition to move outside the box and trigger a creative spark in team sports players. Notwithstanding, the sports environment is ideally suited for fostering creative behavior, a higher-order disposition that will go on to differentiate the everyday life of a child.

"Elven Elder LVL59 LFP/RB. Please PM Me": Immersion, Collaborative Tasks and Problem-Solving in Massively Multiplayer Online Games

ERIC Educational Resources Information Center

Voulgari, Iro; Komis, Vassilis

2010-01-01

Although there is strong evidence that massively multiplayer online games (MMOGs) constitute environments of social interactions and effective learning, we currently lack the tools for investigating the effectiveness of the social networks emerging as well as the cognitive aspects and knowledge acquisition such environments involve. Within this…

Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process

ERIC Educational Resources Information Center

Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

2010-01-01

In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about…

Effects of Game Technology on Elementary Student Learning in Mathematics

ERIC Educational Resources Information Center

Shin, Namsoo; Sutherland, LeeAnn M.; Norris, Cathleen A.; Soloway, Elliot

2012-01-01

This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a…

Console Game-Based Pedagogy: A Study of Primary and Secondary Classroom Learning through Console Video Games

ERIC Educational Resources Information Center

Groff, Jennifer S.; Howells, Cathrin; Cranmer, Sue

2012-01-01

The main focus of this research project was to identify the educational benefits of console game-based learning in primary and secondary schools. The project also sought to understand how the benefits of educational gaming could transfer to other settings. For this purpose, research was carried out in classrooms in Scotland to explore learning…

Making Games after School: Participatory Game Design in Non-Formal Learning Environments

ERIC Educational Resources Information Center

Clark, Kevin; Brandt, Jami; Hopkins, Rhonda; Wilhelm, Jason

2009-01-01

Participatory design principles were used with primarily African-American and Latino children in the Washington, DC area in the development of sports-themed digital game prototypes in an after-school program. The three stages in participatory design are the discovery stage, the evaluative stage, and prototyping. Within the participatory design…

Collaboration, Engagement & Fun: How Youth Preferences in Video Gaming Can Inform 21st Century Education

ERIC Educational Resources Information Center

Trespalacios, Jesus; Chamberlin, Barbara; Gallagher, Rachel R.

2011-01-01

In this content analysis study, researchers explored middle school students' preference for playing video games and the possible implications for learning environments. During two-week, summer sessions, learners played videos games and answered questions related to their preferences in different settings. Students' preferences and justifications…

CyGaMEs Selene Player Log Dataset: Gameplay Assessment, Flow Dimensions and Non-Gameplay Assessments

ERIC Educational Resources Information Center

Reese, Debbie Denise

2015-01-01

The "Selene: A Lunar Construction GaME" instructional video game is a robust research environment (institutional review board approved) for investigating learning, affect, and the CyGaMEs Metaphorics approach to instructional video game design, embedded assessment, and informatics analysis and reporting. CyGaMEs applies analogical…

Present or Play: The Effect of Serious Gaming on Demonstrated Behaviour

ERIC Educational Resources Information Center

van Dijk, Tom; Spil, Ton; van der Burg, Sanne; Wenzler, Ivo; Dalmolen, Simon

2015-01-01

Serious gaming is one of the newest developments in the world of learning and is gaining increasing attention within the business environment. Although many practitioners claim that serious gaming has more impact on demonstrated behaviour of trainees when compared to common presentations, little evidence exists. In this paper, the authors present…

Virtual Learning Environments in Social Psychology: Using "The SIMs[superscript 3]" to Teach Self-Related Processes

ERIC Educational Resources Information Center

Stansbury, Jessica A.

2017-01-01

An interactive learning module was developed and implemented in a social psychology course to teach concepts of the "self" via self-exploration and game play using "The SIMS[superscript 3]." Students volunteered to play the computer video game throughout a 5-week summer session as a supplement to reading the chapter in the…

Virtual Worlds and the Learner Hero: How Today's Video Games Can Inform Tomorrow's Digital Learning Environments

ERIC Educational Resources Information Center

Rigby, C. Scott; Przybylski, Andrew K.

2009-01-01

Participation in expansive video games called "virtual worlds" has become a mainstream leisure activity for tens of millions of people around the world. The growth of this industry and the strong motivational appeal of these digital worlds invite a closer examination as to how educators can learn from today's virtual worlds in the development of…

Stop Talking and Type: Comparing Virtual and Face-to-Face Mentoring in an Epistemic Game

ERIC Educational Resources Information Center

Bagley, E. A.; Shaffer, D. W.

2015-01-01

Research has shown that computer games and other virtual environments can support significant learning gains because they allow young people to explore complex concepts in simulated form. However, in complex problem-solving domains, complex thinking is learned not only by taking action, but also with the aid of mentors who provide guidance in the…

Adding Instructional Features that Promote Learning in a Game-Like Environment

ERIC Educational Resources Information Center

Mayer, Richard E.; Johnson, Cheryl I.

2010-01-01

Students learned about electrical circuits in an arcade-type game consisting of 10 levels. For example, in one level students saw two circuits consisting of various batteries and resistors connected in series or parallel, and had to indicate which one had a higher rate of moving current. On levels 1-9, all students received a correct tone and had…

LewiSpace: An Exploratory Study with a Machine Learning Model in an Educational Game

ERIC Educational Resources Information Center

Ghali, Ramla; Ouellet, Sébastien; Frasson, Claude

2016-01-01

The use of educational games as a tool for providing learners with a playful and educational aspect is widespread. In this paper, we present an educational game that we developed to teach a chemistry lesson, namely drawing a Lewis diagram. Our game is a 3D environment known as LewiSpace and aims at balancing between playful and educational…

Workshop on Planning and Learning in Multi- Agent Environments

DTIC Science & Technology

2014-12-31

needed for translating the physical aspects of an interaction (see Section 3.1) into the numeric utility values needed for game -theoretic...calculations. Furthermore, the game -theoretic techniques themselves will require significant enhancements. Game -theoretic solution concepts (e.g., Nash...robotics. Real-time strategy games may provide useful data for research on predictive models of ad- versaries, modeling long-term and short-term plans

Sex differences in the inference and perception of causal relations within a video game

PubMed Central

Young, Michael E.

2014-01-01

The learning of immediate causation within a dynamic environment was examined. Participants encountered seven decision points in which they needed to choose, which of three possible candidates was the cause of explosions in the environment. Each candidate was firing a weapon at random every few seconds, but only one of them produced an immediate effect. Some participants showed little learning, but most demonstrated increases in accuracy across time. On average, men showed higher accuracy and shorter latencies that were not explained by differences in self-reported prior video game experience. This result suggests that prior reports of sex differences in causal choice in the game are not specific to situations involving delayed or probabilistic causal relations. PMID:25202293

Sex differences in the inference and perception of causal relations within a video game.

PubMed

Young, Michael E

2014-01-01

The learning of immediate causation within a dynamic environment was examined. Participants encountered seven decision points in which they needed to choose, which of three possible candidates was the cause of explosions in the environment. Each candidate was firing a weapon at random every few seconds, but only one of them produced an immediate effect. Some participants showed little learning, but most demonstrated increases in accuracy across time. On average, men showed higher accuracy and shorter latencies that were not explained by differences in self-reported prior video game experience. This result suggests that prior reports of sex differences in causal choice in the game are not specific to situations involving delayed or probabilistic causal relations.

An Unofficial Guide to Web-Based Instructional Gaming and Simulation Resources.

ERIC Educational Resources Information Center

Kirk, James J.

Games and digital-based games and simulations are slowly becoming an accepted learning strategy. Public school teachers, college professors, corporate trainers, and military trainers are embracing games as an effective means of motivating learners and teaching complex concepts. Popular games include action games, adventure games,arcade games,…

Quest to Learn: Developing the School for Digital Kids

ERIC Educational Resources Information Center

Salen, Katie; Torres, Robert; Wolozin, Loretta; Rufo-Tepper, Rebecca; Shapiro, Arana

2011-01-01

Quest to Learn, an innovative school for grades 6 to 12 in New York City, grew out of the idea that gaming and game design offer a promising new paradigm for curriculum and learning. The designers of Quest to Learn developed an approach to learning that draws from what games do best: drop kids into inquiry-based, complex problem spaces that are…

Using a Digital Game as an Advance Organizer

ERIC Educational Resources Information Center

Denham, André R.

2018-01-01

The use of digital games as an instructional tool has garnered increasing attention in the education community. Empirical work supported by theory on the learning affordances of digital games allowed the game-based learning community to arrive at the consensus that digital games provide an excellent medium for the acquisition of skills and the…

Integrating an Educational Game in Moodle LMS

ERIC Educational Resources Information Center

Minovic, Miroslav; Milovanovic, Milos; Minovic, Jelena; Starcevic, Dusan

2012-01-01

The authors present a learning platform based on a computer game. Learning games combine two industries: education and entertainment, which is often called "Edutainment." The game is realized as a strategic game (similar to Risk[TM]), implemented as a module for Moodle CMS, utilizing Java Applet technology. Moodle is an open-source course…

An Analysis of Creative Process Learning in Computer Game Activities through Player Experiences

ERIC Educational Resources Information Center

Inchamnan, Wilawan

2016-01-01

This research investigates the extent to which creative processes can be fostered through computer gaming. It focuses on creative components in games that have been specifically designed for educational purposes: Digital Game Based Learning (DGBL). A behavior analysis for measuring the creative potential of computer game activities and learning…

Creating Effective Educational Computer Games for Undergraduate Classroom Learning: A Conceptual Model

ERIC Educational Resources Information Center

Rapeepisarn, Kowit; Wong, Kok Wai; Fung, Chun Che; Khine, Myint Swe

2008-01-01

When designing Educational Computer Games, designers usually consider target age, interactivity, interface and other related issues. They rarely explore the genres which should employ into one type of educational game. Recently, some digital game-based researchers made attempt to combine game genre with learning theory. Different researchers use…

Computer Games and Learning: The Relationship between Design, Gameplay and Outcomes

ERIC Educational Resources Information Center

Schrader, Claudia; Bastiaens, Theo

2012-01-01

This article presents a review of existent literature that provides insight in the effectiveness of computer learning games. Based on this research, the effectiveness of games is illustrated in detail with regard to three current perspectives on games: design characteristics of games, the process of gameplay and the reflection of specific…

The Effects of Game Strategy and Preference-Matching on Flow Experience and Programming Performance in Game-Based Learning

ERIC Educational Resources Information Center

Wang, Li-Chun; Chen, Ming-Puu

2010-01-01

Learning to program is difficult for novices, even for those undergraduates who have majored in computer science. The study described in this paper has investigated the effects of game strategy and preference-matching on novice learners' flow experience and performance in learning to program using an experiential gaming activity. One hundred and…

Playing Games: Do Game Consoles Have a Positive Impact on Girls' Learning Outcomes and Motivation?

ERIC Educational Resources Information Center

Kitching, Lucy; Wheeler, Steve

2013-01-01

Games based learning is currently a hotly debated topic in education and is a fertile field of study (Holmes, 2011; Abrams, 2009). Many schools are exploring ways in which games can be embedded into the curriculum, to enhance learning through deeper engagement and higher levels of motivation (Miller & Robertson, 2010). This paper explores the…

User Experience Design of History Game: An Analysis Review and Evaluation Study for Malaysia Context

ERIC Educational Resources Information Center

Wong, Seng Yue; Ghavifekr, Simin

2018-01-01

User experience (UX) and user interface design of an educational game are important in enhancing and sustaining the utilisation of Game Based Learning (GBL) in learning history. Thus, this article provides a detailed literature review on history learning problems, as well as previous studies on user experience in game design. Future studies on…

Understanding Computational Thinking before Programming: Developing Guidelines for the Design of Games to Learn Introductory Programming through Game-Play

ERIC Educational Resources Information Center

Kazimoglu, Cagin; Kiernan, Mary; Bacon, Liz; MacKinnon, Lachlan

2011-01-01

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for,…

Mobile Game-Based Learning in Secondary Education: Engagement, Motivation and Learning in a Mobile City Game

ERIC Educational Resources Information Center

Huizenga, J.; Admiraal, W.; Akkerman, S.; Dam, G. ten

2009-01-01

Using mobile games in education combines situated and active learning with fun in a potentially excellent manner. The effects of a mobile city game called Frequency 1550, which was developed by The Waag Society to help pupils in their first year of secondary education playfully acquire historical knowledge of medieval Amsterdam, were investigated…

Game-Based Learning Engagement: A Theory- and Data-Driven Exploration

ERIC Educational Resources Information Center

Ke, Fengfeng; Xie, Kui; Xie, Ying

2016-01-01

The promise of using games for learning is that play- and learning-engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play-based learning engagement is lacking. In this analytical paper, we explored and conceptualized the…

Beyond game effectiveness. Part II, a qualitative study of multi-role experiential learning.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Willis, Matthew; Tucker, Eilish Marie; Raybourn, Elaine Marie

The present paper is the second in a series published at I/ITSEC that seeks to explain the efficacy of multirole experiential learning employed to create engaging game-based training methods transitioned to the U.S. Army, U.S. Army Special Forces, Civil Affairs, and Psychological Operations teams. The first publication (I/ITSEC 2009) summarized findings from a quantitative study that investigated experiential learning in the multi-player, PC-based game module transitioned to PEO-STRI, DARWARS Ambush! NK (non-kinetic). The 2009 publication reported that participants of multi-role (Player and Reflective Observer/Evaluator) game-based training reported statistically significant learning and engagement. Additionally when the means of the two groupsmore » (Player and Reflective Observer/Evaluator) were compared, they were not statistically significantly different from each other. That is to say that both playing as well as observing/evaluating were engaging learning modalities. The Observer/Evaluator role was designed to provide an opportunity for real-time reflection and meta-cognitive learning during game play. Results indicated that this role was an engaging way to learn about communication, that participants learned something about cultural awareness, and that the skills they learned were helpful in problem solving and decision-making. The present paper seeks to continue to understand what and how users of non-kinetic game-based missions learn by revisiting the 2009 quantitative study with further investigation such as stochastic player performance analysis using latent semantic analyses and graph visualizations to correlate against human coder ratings and pre- and post-test self-analysis. The results are applicable to First-Person game-based learning systems designed to enhance trainee intercultural communication, interpersonal skills, and adaptive thinking. In the full paper, we discuss results obtained from data collected from 78 research participants of diverse backgrounds who trained by engaging in tasks directly, as well as observing and evaluating peer performance in real-time. The goal is two-fold. One is to quantify and visualize detailed player performance data coming from game play transcription to give further understanding to the results in the 2009 I/ITSEC paper. The second is to develop a set of technologies from this quantification and visualization approach into a generalized application tool to be used to aid in future games development of player/learner models and game adaptation algorithms.« less

Learning through social interaction in game technology.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Waern, Annika; Raybourn, Elaine Marie

2005-05-01

The present ITSE journal special issue on 'Learning About Social Interaction through Gaming' is the result of an invitation to the attendees of a one-day workshop on 'Social Learning Through Gaming' co-organized by the guest editors and held at the Human Factors in Computing Systems (CHI) conference on April 26, 2004 in Vienna, Austria. CHI is one of the premiere conferences on human-computer interaction. CHI 2004 attracted hundreds of delegates from all over the world. The CHI workshop program results from a competitive selection process. The Social Learning through Gaming workshop was filled to capacity and attended by approximately 25more » participants from Europe and North America who submitted position papers that were refereed and selected for participation based on the relevancy and innovativeness of the research. The participants came together to share research on play, learning, games, interactive technologies, and what playing and designing games can teach us about social behaviors. The present special issue focuses on learning about social aspects through gaming: learning to socialize through games and learning games through social behavior.« less

Supramodal Enhancement of Auditory Perceptual and Cognitive Learning by Video Game Playing.

PubMed

Zhang, Yu-Xuan; Tang, Ding-Lan; Moore, David R; Amitay, Sygal

2017-01-01

Medical rehabilitation involving behavioral training can produce highly successful outcomes, but those successes are obtained at the cost of long periods of often tedious training, reducing compliance. By contrast, arcade-style video games can be entertaining and highly motivating. We examine here the impact of video game play on contiguous perceptual training. We alternated several periods of auditory pure-tone frequency discrimination (FD) with the popular spatial visual-motor game Tetris played in silence. Tetris play alone did not produce any auditory or cognitive benefits. However, when alternated with FD training it enhanced learning of FD and auditory working memory. The learning-enhancing effects of Tetris play cannot be explained simply by the visual-spatial training involved, as the effects were gone when Tetris play was replaced with another visual-spatial task using Tetris-like stimuli but not incorporated into a game environment. The results indicate that game play enhances learning and transfer of the contiguous auditory experiences, pointing to a promising approach for increasing the efficiency and applicability of rehabilitative training.

Evaluation of a Web-Based Social Network Electronic Game in Enhancing Mental Health Literacy for Young People

PubMed Central

Li, Tim MH; Wong, Paul WC; Lai, Eliza SY; Yip, Paul SF

2013-01-01

Background Internet-based learning programs provide people with massive health care information and self-help guidelines on improving their health. The advent of Web 2.0 and social networks renders significant flexibility to embedding highly interactive components, such as games, to foster learning processes. The effectiveness of game-based learning on social networks has not yet been fully evaluated. Objectives The aim of this study was to assess the effectiveness of a fully automated, Web-based, social network electronic game on enhancing mental health knowledge and problem-solving skills of young people. We investigated potential motivational constructs directly affecting the learning outcome. Gender differences in learning outcome and motivation were also examined. Methods A pre/posttest design was used to evaluate the fully automated Web-based intervention. Participants, recruited from a closed online user group, self-assessed their mental health literacy and motivational constructs before and after completing the game within a 3-week period. The electronic game was designed according to cognitive-behavioral approaches. Completers and intent-to-treat analyses, using multiple imputation for missing data, were performed. Regression analysis with backward selection was employed when examining the relationship between knowledge enhancement and motivational constructs. Results The sample included 73 undergraduates (42 females) for completers analysis. The gaming approach was effective in enhancing young people’s mental health literacy (d=0.65). The finding was also consistent with the intent-to-treat analysis, which included 127 undergraduates (75 females). No gender differences were found in learning outcome (P=.97). Intrinsic goal orientation was the primary factor in learning motivation, whereas test anxiety was successfully alleviated in the game setting. No gender differences were found on any learning motivation subscales (P>.10). We also found that participants’ self-efficacy for learning and performance, as well as test anxiety, significantly affected their learning outcomes, whereas other motivational subscales were statistically nonsignificant. Conclusions Electronic games implemented through social networking sites appear to effectively enhance users’ mental health literacy. PMID:23676714

Humour in Game-Based Learning

ERIC Educational Resources Information Center

Dormann, Claire; Biddle, Robert

2006-01-01

This paper focuses on the benefits and utilisation of humour in digital game-based learning. Through the activity theory framework, we emphasise the role of humour as a mediating tool which helps resolve contradictions within the activity system from conjoining educational objectives within the computer game. We then discuss the role of humour…

Video Game Learning Dynamics: Actionable Measures of Multidimensional Learning Trajectories

ERIC Educational Resources Information Center

Reese, Debbie Denise; Tabachnick, Barbara G.; Kosko, Robert E.

2015-01-01

Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game-based, metaphor-enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and…

Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes

ERIC Educational Resources Information Center

Spires, Hiller A.; Rowe, Jonathan P.; Mott, Bradford W.; Lester, James C.

2011-01-01

Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving a science mystery based on microbiology content. Student trace data results indicated that effective…

CyberCIEGE Scenario Illustrating Software Integrity Issues and Management of Air-Gapped Networks in a Military Environment

DTIC Science & Technology

2005-12-01

courses in which students learn programming techniques using gaming software models . As part of the effort, teaching modules and entire courses will......assets. The United States Navy recently implemented new policies to restrict service personnel’s use of commercial, web- based email applications in an

Innovations in Education and Entertainment Settings: A Quest for Convergence

ERIC Educational Resources Information Center

Fanning, Elizabeth; Bunch, John; Brighton, Catherine

2011-01-01

The purpose of this study was to compare the production processes and approaches for user engagement of virtual environments created for learning or commercial and entertainment purposes, specifically through online games and 3-D online spaces. This study used a qualitative, multiple case study approach based on interviews with developers of…

A Computational Model of Learners Achievement Emotions Using Control-Value Theory

ERIC Educational Resources Information Center

Muñoz, Karla; Noguez, Julieta; Neri, Luis; Mc Kevitt, Paul; Lunney, Tom

2016-01-01

Game-based Learning (GBL) environments make instruction flexible and interactive. Positive experiences depend on personalization. Student modelling has focused on affect. Three methods are used: (1) recognizing the physiological effects of emotion, (2) reasoning about emotion from its origin and (3) an approach combining 1 and 2. These have proven…

Programming for Fun: MUDs as a Context for Collaborative Learning.

ERIC Educational Resources Information Center

Bruckman, Amy

Multi-User Dungeons (MUDs), are text-based virtual reality environments in which participants separated by great physical distances can communicate and collaborate in programming. Most MUDs started out as adventure games but are quickly being adapted for more "serious" endeavors. This paper presents a case study of the experiences of a…

How Games are Designed to Increase Students’ Motivation in Learning Physics? A Literature Review

NASA Astrophysics Data System (ADS)

Tinedi, V.; Yohandri, Y.; Djamas, D.

2018-04-01

Game is a promising tool to help students in understanding physics concept. It can motivate and provide the opportunities for students to become independent in learning. In order to fulfil these functions, games should be carefully designed. Thus, the objective of this paper is to present how games are designed to increase students’ motivation in learning physics based on several literature reviews. The results showed that there are several ways to increase students’ motivation in learning physics and to achieve that, game dimensions are needed to be considered when designing a game. This literature review may have useful to assist teachers and contribute in improving the design of games.

Learner-Centred Pedagogy for Swim Coaching: A Complex Learning Theory-Informed Approach

ERIC Educational Resources Information Center

Light, Richard

2014-01-01

While constructivist theories of learning have been widely drawn on to understand and explain learning in games when using game-based approaches their use to inform pedagogy beyond games is limited. In particular, there has been little interest in applying constructivist perspectives on learning to sports in which technique is of prime importance.…

Learning in Balance: Using Oscillatory EEG Biomarkers of Attention, Motivation and Vigilance to Interpret Game-Based Learning

ERIC Educational Resources Information Center

Cowley, Benjamin; Ravaja, Niklas

2014-01-01

Motivated by the link between play and learning, proposed in literature to have a neurobiological basis, we study the electroencephalogram and associated psychophysiology of "learning game" players. Forty-five players were tested for topic comprehension by a questionnaire administered before and after solo playing of the game Peacemaker…

Educational gaming in the health sciences: systematic review.

PubMed

Blakely, Gillian; Skirton, Heather; Cooper, Simon; Allum, Peter; Nelmes, Pam

2009-02-01

This paper is a report of a review to investigate the use of games to support classroom learning in the health sciences. One aim of education in the health sciences is to enable learners to develop professional competence. Students have a range of learning styles and innovative teaching strategies assist in creating a dynamic learning environment. New attitudes towards experiential learning methods have contributed to the expansion of gaming as a strategy. A search for studies published between January 1980 and June 2008 was undertaken, using appropriate search terms. The databases searched were: British Education Index, British Nursing Index, The Cochrane Library, CINAHLPlus, Medline, PubMed, ERIC, PsychInfo and Australian Education Index. All publications and theses identified through the search were assessed for relevance. Sixteen papers reporting empirical studies or reviews that involved comparison of gaming with didactic methods were included. The limited research available indicates that, while both traditional didactic methods and gaming have been successful in increasing student knowledge, neither method is clearly more helpful to students. The use of games generally enhances student enjoyment and may improve long-term retention of information. While the use of games can be viewed as a viable teaching strategy, care should be exercised in the use of specific games that have not been assessed objectively. Further research on the use of gaming is needed to enable educators to gaming techniques appropriately for the benefit of students and, ultimately, patients.

More than just a game: the role of simulation in the teaching of product design and entrepreneurship to mechanical engineering students

NASA Astrophysics Data System (ADS)

Costello, Gabriel J.

2017-11-01

The purpose of this work is to contribute to the debate on the best pedagogical approach to developing undergraduate mechanical engineering skills to meet the requirements of contemporary complex working environments. The paper provides an example of using student-entrepreneur collaboration in the teaching of modules to Mechanical Engineering final-year students. Problem-based learning (PBL) is one of the most significant recent innovations in the area of education for the professions. This work proposes to make an original contribution by simulating a real-life entrepreneur interaction for the students. The current literature largely confines simulation-based learning to computer applications such as games. However, this paper argues that role playing by students interfacing with technology start-ups can also be regarded as 'simulation' in a wider sense. Consequently, the paper proposes the concept of simulation-action learning as an enhancement of PBL and to distinguish it from computer simulation.

Educational Games as a Teaching Tool in Pharmacy Curriculum

PubMed Central

Mohamed, Heba Moustafa

2015-01-01

The shift in the pharmacist’s role from simply dispensing medications to effective delivery of pharmaceutical care interventions and drug therapy management has influenced pharmacy education.1-3 The educational focus has shifted from basic sciences to clinical and integrated courses that require incorporating active-learning strategies to provide pharmacy graduates with higher levels of competencies and specialized skills. As opposed to passive didactic lectures, active-learning strategies address the educational content in an interactive learning environment to develop interpersonal, communication, and problem-solving skills needed by pharmacists to function effectively in their new roles.4-6 One such strategy is using educational games. The aim of this paper is to review educational games adopted in different pharmacy schools and to aid educators in replicating the successfully implemented games and overcoming deficiencies in educational games. This review also highlights the main pitfalls within this research area. PMID:26089568

Educational Games as a Teaching Tool in Pharmacy Curriculum.

PubMed

Aburahma, Mona Hassan; Mohamed, Heba Moustafa

2015-05-25

The shift in the pharmacist's role from simply dispensing medications to effective delivery of pharmaceutical care interventions and drug therapy management has influenced pharmacy education.(1-3) The educational focus has shifted from basic sciences to clinical and integrated courses that require incorporating active-learning strategies to provide pharmacy graduates with higher levels of competencies and specialized skills. As opposed to passive didactic lectures, active-learning strategies address the educational content in an interactive learning environment to develop interpersonal, communication, and problem-solving skills needed by pharmacists to function effectively in their new roles.(4-6) One such strategy is using educational games. The aim of this paper is to review educational games adopted in different pharmacy schools and to aid educators in replicating the successfully implemented games and overcoming deficiencies in educational games. This review also highlights the main pitfalls within this research area.

The impact of specially designed digital games-based learning in undergraduate pathology and medical education.

PubMed

Kanthan, Rani; Senger, Jenna-Lynn

2011-01-01

The rapid advances of computer technologies have created a new e-learner generation of "Homo-zappien" students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources. To examine the effectiveness of the use of specially designed digital games for student satisfaction and for measurable academic improvement. One hundred fourteen students registered in first-year pathology Medicine 102 had 8 of 16 lecture sessions reviewed in specially designed content-relevant digital games. Performance scores to relevant content sessions were analyzed at midterm and final examinations. Seventy-one students who registered in second-year pathology Medicine 202 were exposed to the games only during the final examination, with the midterm examination serving as an internal matched-control group. Outcome measures included performance at midterm and final examinations. Paired 2-tailed t test statistics compared means. A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning. Questions relevant to the game-play sessions had the highest success rate in both examinations among 114 first-year students. In the 71 second-year students, the examination scores at the end of the final examination were significantly higher than the scores on the midterm examination. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress. Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement.

Multiple effect of social influence on cooperation in interdependent network games.

PubMed

Jiang, Luo-Luo; Li, Wen-Jing; Wang, Zhen

2015-10-01

The social influence exists widely in the human society, where individual decision-making process (from congressional election to electronic commerce) may be affected by the attitude and behavior of others belonging to different social networks. Here, we couple the snowdrift (SD) game and the prisoner's dilemma (PD) game on two interdependent networks, where strategies in both games are associated by social influence to mimick the majority rule. More accurately, individuals' strategies updating refers to social learning (based on payoff difference) and above-mentioned social influence (related with environment of interdependent group), which is controlled by social influence strength s. Setting s = 0 decouples the networks and returns the traditional network game; while its increase involves the interactions between networks. By means of numerous Monte Carlo simulations, we find that such a mechanism brings multiple influence to the evolution of cooperation. Small s leads to unequal cooperation level in both games, because social learning is still the main updating rule for most players. Though intermediate and large s guarantees the synchronized evolution of strategy pairs, cooperation finally dies out and reaches a completely dominance in both cases. Interestingly, these observations are attributed to the expansion of cooperation clusters. Our work may provide a new understanding to the emergence of cooperation in intercorrelated social systems.

Multiple effect of social influence on cooperation in interdependent network games

NASA Astrophysics Data System (ADS)

Jiang, Luo-Luo; Li, Wen-Jing; Wang, Zhen

2015-10-01

The social influence exists widely in the human society, where individual decision-making process (from congressional election to electronic commerce) may be affected by the attitude and behavior of others belonging to different social networks. Here, we couple the snowdrift (SD) game and the prisoner’s dilemma (PD) game on two interdependent networks, where strategies in both games are associated by social influence to mimick the majority rule. More accurately, individuals’ strategies updating refers to social learning (based on payoff difference) and above-mentioned social influence (related with environment of interdependent group), which is controlled by social influence strength s. Setting s = 0 decouples the networks and returns the traditional network game; while its increase involves the interactions between networks. By means of numerous Monte Carlo simulations, we find that such a mechanism brings multiple influence to the evolution of cooperation. Small s leads to unequal cooperation level in both games, because social learning is still the main updating rule for most players. Though intermediate and large s guarantees the synchronized evolution of strategy pairs, cooperation finally dies out and reaches a completely dominance in both cases. Interestingly, these observations are attributed to the expansion of cooperation clusters. Our work may provide a new understanding to the emergence of cooperation in intercorrelated social systems.

What Leads to Player's Enjoyment and Achievement in a Mobile Learning Game?

ERIC Educational Resources Information Center

Touati, Achraf; Baek, Youngkyun

2018-01-01

This study investigated students' perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and gaming achievement. The…

Linking Pedagogical Theory of Computer Games to their Usability

ERIC Educational Resources Information Center

Ang, Chee Siang; Avni, Einav; Zaphiris, Panayiotis

2008-01-01

This article reviews a range of literature of computer games and learning theories and attempts to establish a link between them by proposing a typology of games which we use as a new usability measure for the development of guidelines for game-based learning. First, we examine game literature in order to understand the key elements that…

Benefits, Barriers and Guideline Recommendations for the Implementation of Serious Games in Education for Stakeholders and Policymakers

ERIC Educational Resources Information Center

Tsekleves, Emmanuel; Cosmas, John; Aggoun, Amar

2016-01-01

Serious games and game-based learning have received increased attention in recent years as an adjunct to teaching and learning material. This has been well echoed in the literature with numerous articles on the use of games and game theory in education. Despite this, no policy for the incorporation of serious games in education exists to date.…

Exploring the Effects of Web-Mediated Game-Based Learning and Self-Regulated Learning on Students' Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen; Hsu, Pi-Fang; Tseng, Hsueh-Ju

2013-01-01

This research focuses on exploring the effects of game-based learning (GBL) and self-regulated learning (SRL) on promoting students' learning and the interactions between teachers, students and peers. The experiment designed for this study was conducted in the course of "Media Marketing Management". The effects of GBL, SRL, and their…

Bacon Brains: Video Games for Teaching the Science of Addiction.

PubMed

Epstein, Joel; Noel, Jeffrey; Finnegan, Megan; Watkins, Kate

2016-01-01

Researchers have developed many different computerized interventions designed to teach students about the dangers of substance use. Following in this tradition, we produced a series of video games called Bacon Brains . However, unlike many other programs, ours focused on the "Science of Addiction," providing lessons on how alcohol and other drugs affect the brain. The purpose of this study was to evaluate the effectiveness of our games in teaching students our science-based curriculum. We enrolled over 200 students and randomly assigned them to play our games or a different series of NIDA-produced games. Of the students in the Bacon Brains conditions, half were instructed to play collaboratively and the other half was told to play competitively. Results indicate significantly greater knowledge gains among students in Bacon Brains compared to the existing games (5.01 mean knowledge score difference; [F(1,242)=9.588, p=.002]). Girls demonstrated knowledge gains in both collaborative and competitive conditions, but boys demonstrated similar gains only in the competitive condition. Based on our outcomes, we conclude that video games can serve as an effective method of science instruction. We further discuss the importance of considering gender differences in light of differential response to collaborative vs. competitive learning environments.

VirSchool: The Effect of Background Music and Immersive Display Systems on Memory for Facts Learned in an Educational Virtual Environment

ERIC Educational Resources Information Center

Fassbender, Eric; Richards, Deborah; Bilgin, Ayse; Thompson, William Forde; Heiden, Wolfgang

2012-01-01

Game technology has been widely used for educational applications, however, despite the common use of background music in games, its effect on learning has been largely unexplored. This paper discusses how music played in the background of a computer-animated history lesson affected participants' memory for facts. A virtual history lesson was…

Novel Card Games for Learning Radiographic Image Quality and Urologic Imaging in Veterinary Medicine.

PubMed

Ober, Christopher P

Second-year veterinary students are often challenged by concepts in veterinary radiology, including the fundamentals of image quality and generation of differential lists. Four card games were developed to provide veterinary students with a supplemental means of learning about radiographic image quality and differential diagnoses in urogenital imaging. Students played these games and completed assessments of their subject knowledge before and after playing. The hypothesis was that playing each game would improve students' understanding of the topic area. For each game, students who played the game performed better on the post-test than students who did not play that game (all p<.01). For three of the four games, students who played each respective game demonstrated significant improvement in scores between the pre-test and the post-test (p<.002). The majority of students expressed that the games were both helpful and enjoyable. Educationally focused games can help students learn classroom and laboratory material. However, game design is important, as the game using the most passive learning process also demonstrated the weakest results. In addition, based on participants' comments, the games were very useful in improving student engagement in the learning process. Thus, use of games in the classroom and laboratory setting seems to benefit the learning process.

A Constraints-Led Perspective to Understanding Skill Acquisition and Game Play: A Basis for Integration of Motor Learning Theory and Physical Education Praxis?

ERIC Educational Resources Information Center

Renshaw, Ian; Chow, Jia Yi; Davids, Keith; Hammond, John

2010-01-01

Background: In order to design appropriate environments for performance and learning of movement skills, physical educators need a sound theoretical model of the learner and of processes of learning. In physical education, this type of modelling informs the organisation of learning environments and effective and efficient use of practice time. An…

Alternative Goal Structures for Computer Game-Based Learning

ERIC Educational Resources Information Center

Ke, Fengfeng

2008-01-01

This field study investigated the application of cooperative, competitive, and individualistic goal structures in classroom use of computer math games and its impact on students' math performance and math learning attitudes. One hundred and sixty 5th-grade students were recruited and randomly assigned to Teams-Games-Tournament cooperative gaming,…

An Exploratory Multiple Case Study about Using Game-Based Learning in STEM Classrooms

ERIC Educational Resources Information Center

Vu, Phu; Feinstein, Sheryl

2017-01-01

This exploratory multiple case study attempted to examine whether game-based learning activities had any impacts on students' academic performances and behaviors, and what perceptions the teachers had toward implementing games into their classrooms. Data used in this study included 101 students' pre and post-test scores, and four structured…

Game-Based Learning in Science Education: A Review of Relevant Research

ERIC Educational Resources Information Center

Li, Ming-Chaun; Tsai, Chin-Chung

2013-01-01

The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and…

"Posterlet": A Game-Based Assessment of Children's Choices to Seek Feedback and to Revise

ERIC Educational Resources Information Center

Cutumisu, Maria; Blair, Kristen P.; Chin, Doris B.; Schwartz, Daniel L.

2015-01-01

We introduce one instance of a game-based assessment designed to measure students' self-regulated learning choices. We describe our overarching measurement strategy and we present "Posterlet", an assessment game in which students design posters and learn graphic design principles from feedback. We designed "Posterlet" to assess…

A Scaffolding Strategy to Develop Handheld Sensor-Based Vocabulary Games for Improving Students' Learning Motivation and Performance

ERIC Educational Resources Information Center

Huang, Yong-Ming; Huang, Yueh-Min

2015-01-01

Vocabulary is the foundation for students who learn a foreign language. Nevertheless, students may be bored by the painstaking process of rote learning. To this end, this study designed a handheld sensor-based vocabulary game based on a scaffolding strategy for improving students' motivation and achievement in vocabulary learning. On the one hand,…

A Web 2.0 Personal Learning Environment for Classical Chinese Poetry

NASA Astrophysics Data System (ADS)

Cao, Yiwei; Klamma, Ralf; Gao, Yan; Lau, Rynson W. H.; Jarke, Matthias

Classical Chinese Poetry (CCP) is a valuable but almost locked treasure chest of human wisdom and civilization since 2000 years. With the advent of the Web 2.0 a renaissance of CCP is possible even outside Chinese-speaking communities world-wide. With mobile technologies and educational games we can address new learning communities for CCP and open the chest again. In this paper, we introduce a Web 2.0 personal learning environment for CCP. We have developed a generic and interoperable data model for CCP we utilize not only for mobile learning scenarios but also for educational gaming with different levels of difficulty. Learners are empowered to learn Chinese poetry, language, history, and culture. This research work shows how modern information technologies assist users to diffuse knowledge across the borderlines of communities and societies.

Promoting Social and Emotional Learning with Games: "It's Fun and We Learn Things"

ERIC Educational Resources Information Center

Hromek, Robyn; Roffey, Sue

2009-01-01

This article has two broad objectives: (a) It reviews the theoretical and practical literature on the use of games to facilitate social and emotional learning (SEL). (b) Based on this review, it argues that games are a powerful way of developing social and emotional learning in young people. In addition, we draw on our collective experience as…

Interaction between Gaming and Multistage Guiding Strategies on Students' Field Trip Mobile Learning Performance and Motivation

ERIC Educational Resources Information Center

Chen, Chih-Hung; Liu, Guan-Zhi; Hwang, Gwo-Jen

2016-01-01

In this study, an integrated gaming and multistage guiding approach was proposed for conducting in-field mobile learning activities. A mobile learning system was developed based on the proposed approach. To investigate the interaction between the gaming and guiding strategies on students' learning performance and motivation, a 2 × 2 experiment was…

Collaborative 3D Learning Games for Future Learning: Teachers' Instructional Practices to Enhance Shared Knowledge Construction among Students

ERIC Educational Resources Information Center

Hämäläinen, Raija; Oksanen, Kimmo

2014-01-01

Collaborative games will enable new kinds of possibilities for learning. In the future, the goal of game-based learning should be to introduce new ideas and deepen learners' in-depth understanding. However, studies have shown that shared high-level knowledge construction is a challenging process. Moreover, thus far, few empirical studies have…

Successful Implementation of User-Centered Game Based Learning in Higher Education: An Example from Civil Engineering

ERIC Educational Resources Information Center

Ebner, Martin; Holzinger, Andreas

2007-01-01

Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental…

Animated Pedagogical Agents in Interactive Learning Environment: The Future of Air Force Training?

DTIC Science & Technology

2008-02-01

confusion and disorder. Players enhance their skills of strategy and tactics as they advance through the game and destroy the enemy (Prensky, 2001b...based learning, individual learners control avatars in a 3D world where a CBRNE event has occurred. Participants can also be dispersed. Learners ...how effective the technology is for achieving training goals or 7 where it would be best to apply the technology. Johnson, Rickel, and Lester (2000

Improving the Impact and Return of Investment of Game-Based Learning

ERIC Educational Resources Information Center

Loh, Christian Sebastian

2013-01-01

Today's economic situation demands that learning organizations become more diligent in their business dealings to reduce cost and increase bottom line for survival. While there are many champions and proponents claiming that game-based learning (GBL) is sure to improve learning, researchers have, thus far, been unable to (re)produce concrete,…

What Is Game-Based Learning? Past, Present, and Future

ERIC Educational Resources Information Center

Jan, Mingfong; Gaydos, Matthew

2016-01-01

This article aims at clarifying and conceptualizing game-based learning (GBL) in order to pinpoint directions for practices and research. The authors maintain that GBL should be conceptualized toward the transformation of a textbook-learning culture. The authors emphasize the importance of a paradigm shift in learning and a reorientation in…

A Critical Review of 13 Years of Mobile Game-Based Learning

ERIC Educational Resources Information Center

Giannakas, Filippos; Kambourakis, Georgios; Papasalouros, Andreas; Gritzalis, Stefanos

2018-01-01

With the increasing popularity of smartphones and tablets, game-based learning (GBL) is undergoing a rapid shift to mobile platforms. This transformation is driven by mobility, wireless interfaces, and built-in sensors that these smart devices offer in order to enable blended and context-sensitive mobile learning (m-Learning) activities. Thus,…

Got Game? A Choice-Based Learning Assessment of Data Literacy and Visualization Skills

ERIC Educational Resources Information Center

Chin, Doris B.; Blair, Kristen P.; Schwartz, Daniel L.

2016-01-01

In partnership with both formal and informal learning institutions, researchers have been building a suite of online games, called choicelets, to serve as interactive assessments of learning skills, e.g. critical thinking or seeking feedback. Unlike more traditional assessments, which take a retrospective, knowledge-based view of learning,…

When Playing Meets Learning: Methodological Framework for Designing Educational Games

NASA Astrophysics Data System (ADS)

Linek, Stephanie B.; Schwarz, Daniel; Bopp, Matthias; Albert, Dietrich

Game-based learning builds upon the idea of using the motivational potential of video games in the educational context. Thus, the design of educational games has to address optimizing enjoyment as well as optimizing learning. Within the EC-project ELEKTRA a methodological framework for the conceptual design of educational games was developed. Thereby state-of-the-art psycho-pedagogical approaches were combined with insights of media-psychology as well as with best-practice game design. This science-based interdisciplinary approach was enriched by enclosed empirical research to answer open questions on educational game-design. Additionally, several evaluation-cycles were implemented to achieve further improvements. The psycho-pedagogical core of the methodology can be summarized by the ELEKTRA's 4Ms: Macroadaptivity, Microadaptivity, Metacognition, and Motivation. The conceptual framework is structured in eight phases which have several interconnections and feedback-cycles that enable a close interdisciplinary collaboration between game design, pedagogy, cognitive science and media psychology.

Tactical Behavior Mining of a Soldier-Based Gaming Environment (Briefing Charts)

DTIC Science & Technology

2016-05-23

U.S. ARMY TANK AUTOMOTIVE RESEARCH, DEVELOPMENT AND ENGINEERING CENTER Tactical Behavior Mining of a Soldier-Based Gaming Environment 5/23/2016 …Plus...Distribution Statement A. Approved for public release; distribution is unlimited. 4 One Solution: Use a Physics-Based Game Environment TARDEC VIRTUAL...EXPERIMENTS CAPABILITY  VBS3 Training Game  ុ Soldier Experiments  2-3 Days = Several Refights  Lickert Subjective Questionaires  ESP Engine

Innovating Training through Immersive Environments: Generation Y, Exploratory Learning, and Serious Games

NASA Technical Reports Server (NTRS)

Gendron, Gerald

2012-01-01

Over the next decade, those entering Service and Joint Staff positions within the military will come from a different generation than the current leadership. They will come from Generation Y and have differing preferences for learning. Immersive learning environments like serious games and virtual world initiatives can complement traditional training methods to provide a better overall training program for staffs. Generation Y members desire learning methods which are relevant and interactive, regardless of whether they are delivered over the internet or in person. This paper focuses on a project undertaken to assess alternative training methods to teach special operations staffs. It provides a summary of the needs analysis used to consider alternatives and to better posture the Department of Defense for future training development.

It's Not Whether You Win or Lose: Integrating Games into the Classroom for Science Learning

ERIC Educational Resources Information Center

Schwartz, Ruth N.

2012-01-01

This Forum paper explores how Matthew Gaydos and Kurt Squire in their manuscript, "CITIZEN SCIENCE: Role Playing Games for Scientific Citizenship," represent issues of games literacy and science literacy. What is the meaning of expertise in the context of games-based learning? An examination of the studies presented suggests that games, like other…

Cognitive Model of Trust Dynamics Predicts Human Behavior within and between Two Games of Strategic Interaction with Computerized Confederate Agents

PubMed Central

Collins, Michael G.; Juvina, Ion; Gluck, Kevin A.

2016-01-01

When playing games of strategic interaction, such as iterated Prisoner's Dilemma and iterated Chicken Game, people exhibit specific within-game learning (e.g., learning a game's optimal outcome) as well as transfer of learning between games (e.g., a game's optimal outcome occurring at a higher proportion when played after another game). The reciprocal trust players develop during the first game is thought to mediate transfer of learning effects. Recently, a computational cognitive model using a novel trust mechanism has been shown to account for human behavior in both games, including the transfer between games. We present the results of a study in which we evaluate the model's a priori predictions of human learning and transfer in 16 different conditions. The model's predictive validity is compared against five model variants that lacked a trust mechanism. The results suggest that a trust mechanism is necessary to explain human behavior across multiple conditions, even when a human plays against a non-human agent. The addition of a trust mechanism to the other learning mechanisms within the cognitive architecture, such as sequence learning, instance-based learning, and utility learning, leads to better prediction of the empirical data. It is argued that computational cognitive modeling is a useful tool for studying trust development, calibration, and repair. PMID:26903892

Effect of an educational game on university students' learning about action potentials.

PubMed

Luchi, Kelly Cristina Gaviao; Montrezor, Luís Henrique; Marcondes, Fernanda K

2017-06-01

The aim of this study was to evaluate the effect of an educational game that is used for teaching the mechanisms of the action potentials in cell membranes. The game was composed of pieces representing the intracellular and extracellular environments, ions, ion channels, and the Na + -K + -ATPase pump. During the game activity, the students arranged the pieces to demonstrate how the ions move through the membrane in a resting state and during an action potential, linking the ion movement with a graph of the action potential. To test the effect of the game activity on student understanding, first-year dental students were given the game to play at different times in a series of classes teaching resting membrane potential and action potentials. In all experiments, students who played the game performed better in assessments. According to 98% of the students, the game supported the learning process. The data confirm the students' perception, indicating that the educational game improved their understanding about action potentials. Copyright © 2017 the American Physiological Society.

Design and Evaluation of a Cross-Cultural Training System

NASA Technical Reports Server (NTRS)

Santarelli, Thomas; Stagl, Kevin C.

2011-01-01

Cross-cultural competency, and the underlying communication and affective skills required to develop such expertise, is becoming increasingly important for a wide variety of domains. To address this need, we developed a blended learning platform which combines virtual role-play with tutorials, assessment and feedback. A Middle-Eastern Curriculum (MEC) exemplar for cross-cultural training U.S. military personnel was developed to guide the refinement of an existing game-based training platform. To complement this curriculum, we developed scenario authoring tools to enable end-users to define training objectives, link performance measures and feedback/remediation to these objectives, and deploy experiential scenarios within a game-based virtual environment (VE). Lessons learned from the design and development of this exemplar cross-cultural competency curriculum, as well as formative evaluation results, are discussed. Initial findings suggest that the underlying training technology promotes deep levels of semantic processing of the key information of relevant cultural and communication skills.

A Study on Exploiting Commercial Digital Games into School Context

ERIC Educational Resources Information Center

Panoutsopoulos, Hercules; Sampson, Demetrios G.

2012-01-01

Digital game-based learning is a research field within the context of technology-enhanced learning that has attracted significant research interest. Commercial off-the-shelf digital games have the potential to provide concrete learning experiences and allow for drawing links between abstract concepts and real-world situations. The aim of this…