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There is considerable enthusiasm in many quarters for the incorporation of digital games into the classroom, and the capacity of games to engage and challenge players, present complex representations and experiences, foster collaborative learning, and promote deep learning. But while there is increasing research documenting the progress and outcomes of game-based learning, relatively little attention is paid to student perceptions and voice. In order to effectively target game-based learning pedagogy, it is important to understand students' previous experience, if any, of the use of games in the classroom, and what they made of these. In this paper, we present findings from a survey of 270 primary and secondary school students in Year Levels 4–9 (aged 9–14) in 6 Queensland schools at the start of a 3-year Australian Research Council project researching the use of digital games in school to promote literacy and learning. 相似文献
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Andrew Emerson Elizabeth B. Cloude Roger Azevedo James Lester 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1505-1526
A distinctive feature of game-based learning environments is their capacity to create learning experiences that are both effective and engaging. Recent advances in sensor-based technologies such as facial expression analysis and gaze tracking have introduced the opportunity to leverage multimodal data streams for learning analytics. Learning analytics informed by multimodal data captured during students’ interactions with game-based learning environments hold significant promise for developing a deeper understanding of game-based learning, designing game-based learning environments to detect maladaptive behaviors and informing adaptive scaffolding to support individualized learning. This paper introduces a multimodal learning analytics approach that incorporates student gameplay, eye tracking and facial expression data to predict student posttest performance and interest after interacting with a game-based learning environment, Crystal Island . We investigated the degree to which separate and combined modalities (ie, gameplay, facial expressions of emotions and eye gaze) captured from students (n = 65) were predictive of student posttest performance and interest after interacting with Crystal Island . Results indicate that when predicting student posttest performance and interest, models utilizing multimodal data either perform equally well or outperform models utilizing unimodal data. We discuss the synergistic effects of combining modalities for predicting both student interest and posttest performance. The findings suggest that multimodal learning analytics can accurately predict students’ posttest performance and interest during game-based learning and hold significant potential for guiding real-time adaptive scaffolding. 相似文献
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ABSTRACTIn an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches. 相似文献
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Educational game designers and educators are using digital games as a platform for teaching academic content, including multicultural curriculum. However, it is unclear how well digital game-based learning can coexist with the goals of multicultural education for the purpose of meeting the needs of African American children. In this essay, we raise serious questions about the use of digital games to teach about social oppression in ways that privilege the psychological well-being of African American children. We argue that digital games that intend to recreate histories of racial oppression can be harmful to African American children if they reproduce popular and problematic notions of indigenous lives and experiences. We illuminate some of the dangers of such digital games through a preliminary exploration of one digital game designed to teach about facets of African American enslavement. Our essay concludes with recommendations for culturally relevant digital game-based learning design and instruction. 相似文献
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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 school students. The proposed activity integrates physical and virtual learning materials, encouraging students to engage in an interactive learning environment that makes learning fun and interesting. The program introduces Taiwan’s marine ecology and water resources. To assess learners’ engagement, a quasi-experimental research design was used, where the participant pool consisted of 51 primary school students in Taiwan. Results indicate that (1) students were highly confident by the learning activities and viewed them satisfactorily, (2) students acquired the target knowledge, and (3) the innovative learning program specifically helps low academic achievers improve learning performance. 相似文献
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Yoon Jeon Kim Mariah A. Knowles Jennifer Scianna Grace Lin José A. Ruipérez-Valiente 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):355-372
Game-based assessment (GBA), a specific application of games for learning, has been recognized as an alternative form of assessment. While there is a substantive body of literature that supports the educational benefits of GBA, limited work investigates the validity and generalizability of such systems. In this paper, we describe applications of learning analytics methods to provide evidence for psychometric qualities of a digital GBA called Shadowspect, particularly to what extent Shadowspect is a robust assessment tool for middle school students' spatial reasoning skills. Our findings indicate that Shadowspect is a valid assessment for spatial reasoning skills, and it has comparable precision for both male and female students. In addition, students' enjoyment of the game is positively related to their overall competency as measured by the game regardless of the level of their existing spatial reasoning skills.
Practitioner notes
What is already known about this topic:- Digital games can be a powerful context to support and assess student learning.
- Games as assessments need to meet certain psychometric qualities such as validity and generalizability.
- Learning analytics provide useful ways to establish assessment models for educational games, as well as to investigate their psychometric qualities.
- How a digital game can be coupled with learning analytics practices to assess spatial reasoning skills.
- How to evaluate psychometric qualities of game-based assessment using learning analytics techniques.
- Investigation of validity and generalizability of game-based assessment for spatial reasoning skills and the interplay of the game-based assessment with enjoyment.
- Game-based assessments that incorporate learning analytics can be used as an alternative to pencil-and-paper tests to measure cognitive skills such as spatial reasoning.
- More training and assessment of spatial reasoning embedded in games can motivate students who might not be on the STEM tracks, thus broadening participation in STEM.
- Game-based learning and assessment researchers should consider possible factors that affect how certain populations of students enjoy educational games, so it does not further marginalize specific student populations.
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Designing collaborative multiplayer serious games 总被引：1，自引：0，他引：1
Viktor Wendel Michael Gutjahr Stefan Göbel Ralf Steinmetz 《Education and Information Technologies》2013,18(2):287-308
The idea of Computer Supported Collaborative Learning (CSCL) is being investigated for more than twenty years. Since a few years, game-based approaches like video games for learning (Serious Games) offer new fields of application. The combination of game-based learning concepts and collaborative learning may enable new, game-based application areas of CSCL, like collaborative multiplayer Serious Games. Designing such games, however, is very challenging as it requires to take into account traditional single player game design concepts, concepts for multiplayer game design, and concepts for Serious Game design simultaneously. Only very few examples of such games exist today. In this paper we describe an approach for the design of game-based collaborative learning scenarios using multiplayer Serious Games. Our approach aims at combining design concepts from the fields of collaborative learning and (multiplayer) game design. Our approach takes into account the requirements of traditional single player games (fun, narration, immersion, graphics, sound), challenges of multiplayer games (concurrent gaming, interaction) and Serious Game design (seamless inclusion of learning content, adaptation and personalization). Furthermore, requirements of collaborative learning are considered, like group goals, positive interdependence, and individual accountability. Our design concept was used to create a collaborative 3D multiplayer game fostering collaborative behavior as a foundation for game-based collaborative learning in small teams. We performed a user study with eight gaming sessions and a total of 23 participants. Results showed that the game enables a collaborative gameplay and fosters collaborative behavior. This may allow us to use a game-based CSCL approach to combine the advantages of game-based learning with those of collaborative learning in future. 相似文献
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ABSTRACTThis study aimed to explore the features of mobile learning behaviors among Chinese elementary school students, and relationships between mobile learning behaviors and personal characteristics in mobile learning environment. The current study designed and developed a game-based educational mobile environment and conducted an experimental research. Eighty-three elementary students participated in this study. The results revealed the features of elementary school students’ mobile learning behavior including: 1) the students had reasonable login frequencies and learning time duration with appropriate guidance from the teachers, and satisfying learning performance by self-learning; 2) higher grade, learning style with active information processing and higher test scores in the conventional Chinese subject course had positive impacts on the mobile learning behaviors, but no gender difference was found. Regrettably, students showed more digital consuming than digital creating in the current study. The results could provide necessary suggestions on mobile learning for young learners. 相似文献
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Sylke Vandercruysse Mieke Vandewaetere Frederik Cornillie Geraldine Clarebout 《Educational technology research and development : ETR & D》2013,61(6):927-950
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 solution for these shortcomings is to focus on separate game elements rather than on games as a whole. A second solution is to take into account students’ perceptions of instruction as they are likely to affect students’ interpretations and learning outcomes. This study investigated whether the addition of the gaming element ‘competition’ to a computer-based language learning environment is related to students’ motivation, perceptions and learning outcomes. Additionally, this study probed into the effect of instruction, i.e., the instruction of a gaming or learning environment, on students’ perceptions of the environment, their motivation and learning outcomes. 83 students participated in this study, all working in a game-based learning environment for learning business English conversation skills. The results demonstrate that competition is not significantly related to students’ learning gains and only partly related to students’ motivation. Moreover, the majority of students perceived the environment as a learning environment, even when they were instructed to be playing in a gaming environment. To conclude this paper, the practical and theoretical implications for the fields of instructional design and educational games research are discussed. 相似文献
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基于游戏化学习体验的基本理论框架,通过对学生游戏化学习体验的质性分析,本文探究了游戏化学习体验中认知体验与主体性体验的核心内容。本研究基于对多种资料的分析,归纳了游戏化学习过程中认知体验的过程要素,包含知识探究、学习迁移和认知成果;建构了主体性体验的核心要素,包括学习过程中的情绪状态、游戏与学习动机和反思意愿。对游戏化学习体验的核心内容的探究有助于理解游戏化学习行为,了解学生游戏化学习体验的个体差异,为教育游戏的设计和评估提供了重要参考。 相似文献
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Hui-Chun Chu Shao-Chen Chang 《Educational technology research and development : ETR & D》2014,62(2):147-161
Although educational computer games have been recognized as being a promising approach, previous studies have indicated that, without supportive models, students might only show temporary interest during the game-based learning process, and their learning performance is often not as good as expected. Therefore, in this paper, a two-tier test approach is proposed for developing educational computer games. To evaluate the performance of the proposed approach, a role-playing game was developed and an experiment was conducted on the “migratory bird identification” unit of an elementary school natural science course. Two classes of fifth graders participated in the experiment. One class was the experimental group who learned with the proposed game-based learning approach. The other class was the control group who learned with the conventional e-learning approach. The experimental results showed that the proposed approach not only significantly promoted the students’ learning motivation, but also improved their learning achievements. Moreover, it was found that the students who learned with the educational computer game showed significantly higher technology acceptance degree than those who learned with the conventional e-learning approach. Accordingly, it is concluded that the proposed digital game-based learning approach is effective. 相似文献
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Hans G. K. Hummel Elizabeth A. Boyle Sif Einarsdóttir Arna Pétursdóttir Aurel Graur 《Interactive Learning Environments》2018,26(6):745-759
Choosing a career is one of the most important decisions that youth has to take but many young people find this a hard issue to engage with. Current career counselling practice does not appear very compelling or motivating to young people. Professional games could provide a more engaging and motivating way of acquiring professional awareness and competence for career decision making and learning. We present the design and effects of playing a game that aims to increase career awareness and adaptabilities in youth (13–19 years). In a Randomized Controlled Trial, 93 high school students from Iceland and Romania were asked to carry out career-oriented activities, with half playing an interactive game and the other half performing a paper-and-pencil version of the same activities. The students were compared on career adaptability, career learning and career awareness scores before and after these interventions. Main results show that engaging players in these career-oriented activities has short term effects on outcome scores for career adaptabilities and for perceptions of career learning competences. Students who played the game report significantly faster growth on career adaptabilities that deal with “concern”, “control” and “confidence”. It can therefore be concluded that introducing game-based learning in career decision support for youth is a promising endeavour. 相似文献
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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 Chinese poetry, while it is difficult for students to understand why poets write these poems, resulting in learning confusion. This paper implemented a digital game-based situated learning system based on Tang Dynasty poems for learning Chinese poetry to simulate the situations of hardship encountered by poets when writing poetry in animated form to help junior high school students in Taiwan to have greater understanding when learning the content of Chinese poetry. The research results show that students who used the Gourd Tang Dynasty system in game-based instruction had significantly better learning achievements than students who underwent traditional narrative instruction. Among them, students in the low learning ability group improved in their grades significantly more than students in the high learning ability group in terms of their Tang Dynasty poetry learning. Furthermore, the authors examined the predictive relationships between perceived ease of use, perceived usefulness and behavioural intention related to the digital game-based situated learning system for Chinese language poetry. The factor of perceived usefulness was a key factor in the students’ positive attitudes towards the digital game-based situated learning system. There were no significant differences with respect to individual characteristics (i.e. gender, online game experience and digital learning experience). The results demonstrate that this type of system can be widely accepted by students with different learning experiences. 相似文献
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Kari Alanne 《European Journal of Engineering Education》2016,41(2):204-219
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. 相似文献
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Considering a company’s limited time and resources, an effective training method that improves employees’ ability to make ethical decision is needed. Based on social cognitive theory, this study proposes that employing games in an ethics training program can help improve moral reasoning through actively engaging learners. The experimental design with an ethic board game as the experimental group and ethics instructions as the comparison group was conducted to examine the effectiveness of a game-based ethic training method on improving moral reasoning. Results show that using games in an ethics training program significantly decreases respondents’ importance rating on issues associated with lower stages of an individual’s cognitive moral development (CMD) and increases their importance rating on issues associated with the highest stage of CMD. In addition, a game-based ethics training program was found to produce significantly greater change on the importance rating towards issues associated with the middle stage of CMD than a non-game based ethics training program. These findings suggest that a game-based ethics training program could effectively develop moral reasoning, and shape moral views better than a non-game-based training program. Discussions and suggestions for future research were included to conclude this study. 相似文献
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本文在对有关文献和游戏分析的基础上,从学习动机、学习成效、学习方式、学习环境等方面分析了游戏（包括单机游戏和网络游戏）的教育应用价值。研究结果表明游戏有助于激发学生的学习动机,能够帮助学生学习知识、提高能力、培养正确的情感态度价值观,也通够促进自主学习等学习方式,并有助于构建富有吸引力的建构主义学习环境。 相似文献
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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 supporting learning. This study addresses this issue by developing a digital educational game and examining the effects of locus of control on behavioral intention and learning performance of energy knowledge in game-based learning. The results demonstrated that learners with internal locus of control (ILC) outperformed external locus of control (ELC) learners in energy knowledge after interacting with the game. Moreover, the proposed game can reasonably reduce the differences in the behavioral intention of the ILC and ELC learners, indicating that ELC learners significantly improved their behavioral intention after playing the game, especially their external behavioral intention in the aspects of persuasion, legal action, and political action. The findings of this study are discussed to enhance the understanding of locus of control on behavioral intention and energy knowledge in the context of digital games. 相似文献
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Jennifer S. Groff 《European Journal of Education》2018,53(2):188-201
In the last two decades, game-based learning environments have evolved into powerful learning tools. With the growth and evolution in complexity of these innovations, complementary work in game-based assessment design has also begun to take shape and has generated considerable interest among a variety of education stakeholders. This is in part due to their ability to offer real-time, adaptive and integrated formative feedback. As the use of digital devices and digital learning tools continues to expand in schools, the potential for harnessing learning data becomes increasingly possible and powerful. Yet there are inherent tensions and challenges in the nature of collecting assessment data inside a game-based learning environment which confront our foundational premises of what makes for a good assessment. In this article, we explore the evolution and opportunities of the emerging field of game-based assessment, the challenges and tensions these innovations present and how we may be able to collectively advance this work to benefit everyday classrooms. 相似文献