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1.
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video)
games. In general, instructional designers know little about game development, commercial video game developers know little
about training, education and instructional design, and relatively little is understood about how to apply what we know about
teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design
of instructional (digital video) games set the context for this three part series and one of four panelists discussed what
he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010).
In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional
designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four
views. 相似文献
2.
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 exploration of concepts. The field, however, lacks research on how best to teach with games. For example, an unanswered question is whether gameplay should take place before instruction, after instruction, or integrated throughout in order to maximize the effectiveness of the game. To answer this question, a study was conducted with 103 middle school students who either played a digital game designed to teach algebraic concepts before receiving formal instruction, received formal instruction before playing the game, or received formal instruction intermittently during their gameplay session. The results indicate while on average all participants showed improvement in terms of learning, those who played the game before receiving instruction showed significant improvement. These results provide evidence supporting the theory that games are effective when used as an advanced organization tool. 相似文献
3.
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 instructional game design.
In Part II, two faculty members who teach courses on instructional game design presented their perspectives on preparing instructional
designers for game-based learning. Part III presents a fourth perspective along with conclusion that contrasts the four views
posited in Parts I-III. 相似文献
4.
Given the growing popularity of digital games as a form of entertainment, educators are interested in exploring using digital games as a tool to facilitate learning. In this study, we examine game-based learning by describing a learning environment that combines game elements, play, and authenticity in the real world for the purpose of engaging students’ learning of science and enhancing student motivation. We discuss the design of the environment and present research conducted. Our findings demonstrate that the design of an engaging, interactive environment using a game-based approach can help students have fun while learning. 相似文献
5.
Rebecca Yvonne Bayeck 《Cambridge Journal of Education》2018,48(5):533-552
Studies of African indigenous games often focus on a specific game or on games from different regions. This article, rather, examines five popular African board games in order to find the similarities and differences among these games. The analysis shows similarities among them. However, these similarities do not necessarily mean that these games are identical. The review of the games indicates that these games are different when elements such as rules and play are used to study them. This article also demonstrates that these board games are tools that can be integrated into the curriculum through a discussion of the educational affordance of each game. The article is an invitation to educators and game researchers to broaden the definition and exploration of game-based learning. 相似文献
6.
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
7.
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
8.
《TechTrends》2010,54(3):27-37
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 developers may know little about training, education and instructional design. In this three part series of articles, four recognized and emerging experts in instructional game design discuss their perspectives on preparing instructional designers to optimize game-based learning. In Part I, we set the context for the series of articles and one of four faculty members who teach a graduate level course on game design discusses what he believes instructional designers should know about instructional game design based on his experiences. Part II will present alternative perspectives from two additional faculty members who teach courses in instructional game design, and Part III will present a fourth perspective along with conclusion that compares the four views. 相似文献
9.
Wilfried Admiraal Jantina Huizenga Irma Heemskerk Els Kuiper Monique Volman Geert ten Dam 《International Journal of Inclusive Education》2013,17(11):1208-1218
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, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both boys and girls of the game intervention group showed a higher test performance, compared to students of the control group. However, different game activities mediated this effect of the secret-trail game on performance: girls seemed to profit more from searching the Internet to complete assignments and boys from competing with others. The performance of both boys and girls was negatively influenced by technical problems. The results are discussed within the framework of gender-inclusive game design. 相似文献
10.
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
11.
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.
12.
美国新媒体联盟推出的近四年的“地平线报告”都提到游戏化学习是未来值得关注的新兴技术,国内不管是教育技术界还是游戏开发公司都致力于教育游戏的开发与应用。由此可见,教育游戏越来越受到人们的关注。而通过对教育游戏进行评价,可以有效地帮助人们辨别各类教育游戏是否符合当前的教学内容,是否能够促进教学目标的完成,从而找到适合学习者需求的教育游戏。近十年以来,国内外有关教育游戏评价的研究主要集中在理论基础、评价方法、评价量规等方面。 相似文献
13.
There is a vast terrain of emerging research that explores recent innovations in digital games, particularly as they relate to questions of teaching and learning science. One such game, Citizen Science, was developed to teach players about the practice of citizen science as well as lake ecology. Citizen science is a pedagogy that has a long history within the scientific community, engaging the public in ongoing community and environmental surveys to collect data for existing small-scale studies. More recently, citizen science has gained traction as an educational context for teaching and learning science in ways that connect to students?? lives and interests. By placing citizen science within the realm of digital worlds, Matthew Gaydos and Kurt Squire invite new possibilities for knowledge to become more kinetic, moving in multiple directions. In this article we discuss some of the tensions we experienced as we explored the digital game, Citizen Science. We highlight questions about narrative and complexity, emergent game play and transfer to encourage thinking about the development and implementation of games such as Citizen Science. 相似文献
14.
The concept of intrinsic motivation lies at the heart of the user engagement created by digital games. Yet despite this, educational software has traditionally attempted to harness games as extrinsic motivation by using them as a sugar coating for learning content. This article tests the concept of intrinsic integration as a way of creating a more productive relationship between educational games and their learning content. Two studies assessed this approach by designing and evaluating an educational game called Zombie Division to teach mathematics to 7- to 11-year-olds. Study 1 examined the learning gains of 58 children who played either the intrinsic, extrinsic, or control variants of Zombie Division for 2 hr, supported by their classroom teacher. Study 2 compared time on task for the intrinsic and extrinsic variants of the game when 16 children had free choice of which game to play. The results showed that children learned more from the intrinsic version of the game under fixed time limits and spent 7 times longer playing it in free-time situations. Together, these studies offer evidence for the genuine value of an intrinsic approach for creating effective educational games. The theoretical and commercial implications of these findings are discussed. 相似文献
15.
《学校用计算机》2012,29(1-2):227-247
In this article we look at the links between early years pedagogy and the use of digital game-based learning. Early years education is a distinctive phase of the education system in many countries, generally covering the age range from 3–6 or 7 years. In the United Kingdom, it tends to bridge preschool and the first two years in primary school. Early years education is based on characteristic values, beliefs, and practices which distinguish it from later phases of mainstream educational provision. Based on an analysis of these characteristics, we argue that it is an example of a signature pedagogy. We look at the role of information and communication technologies in such pedagogy, specifically the use of digital games, illustrating the case with reference to a recent empirical study which looked at the use of a commercial off-the-shelf game with 5- and 6-year old children. We conclude by reaffirming the congruence between such games and a signature pedagogy of early years education. The role of the teacher, and in particular his/her pedagogical skill, is central to the educational use of commercial games. 相似文献
16.
Yi-Hui Lin 《Interactive Learning Environments》2016,24(8):1967-1980
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 in route planning through the game, and to probe children's technology acceptance of the game. A total of 71 children participated in the study, and both qualitative and quantitative approaches were used, including an interview analysis as well as performance and content analyses of learners’ route-planning tasks. The findings showed that the game had a positive effect on children's learning of route-planning strategies, that children's route-planning strategies were improved with the support of the game, and that children demonstrated high technology acceptance toward the game. This study may be of importance in offering insight into children's GBL. 相似文献
17.
Educational video games are hypothesized to be good environments for promoting learning; however, research on conceptual learning from games is mixed. We tested whether embedding a learning support in the form of short animations illustrating physics concepts that can be used to aid gameplay improved learning. Ninety-six 7th to 11th grade students were randomly assigned to play Physics Playground with or without the learning supports over a 4-day period. Results indicate that students who played a version of the game with embedded learning supports showed more improvement on a far- (d = 0.36), but not on a near-transfer physics assessment (d = 0.17) compared to those who played without the supports. The learning supports did not affect students’ enjoyment with the game. We conclude that the game-embedded animations were effective at promoting conceptual learning without sacrificing the fun of game-based learning. 相似文献
18.
“第二人生”（Second Life）是一部模拟真实的大型多人在线角色扮演游戏，它巧妙融合了联网游戏和在线虚拟社区的诸多概念，创造了一种新型的网络空间。SL为信息时代的学习、教育提供了积极的、浸润式的数字化游戏式学习环境，一些大学和教育机构已经开始使用SL，鼓励师生探索、学习和合作。基于人与人、人与对象、对象与对象三种活动方式，SL中的教育潜力可以被不断发掘出来。 相似文献
19.
Maria Cutumisu Doris B. Chin Daniel L. Schwartz 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2977-3003
A major goal of contemporary education is to teach students how to learn on their own. Assessments have largely lagged behind this goal, because they measure what students have learned and not necessarily their learning processes. This research presents Posterlet, an assessment that collects evidence regarding the strategies that students choose while learning on their own. Posterlet is an educational game-based assessment that measures two design thinking choices: students’ choices to seek critical (ie, negative) feedback and to revise their work while they learn graphic design principles through creating posters. This research also presents an examination of students’ choices to seek feedback and to revise, as well as of students’ learning outcomes based on these choices. This game-based assessment approach is empirically validated with three research studies sampling nearly 300 middle-school and college students who played Posterlet and completed a posttest. Results show that the game helps students learn, as students who play the game before completing the posttest learn more graphic design principles than students who only complete the posttest. Moreover, the choices to seek critical feedback and to revise can predict learning and can be used as valid outcome measures for learning. Findings can be used in developing and evaluating models of instruction and assessment that may help students make informed learning choices. A discussion of present and future trends in theory regarding digital feedback environments is also included. 相似文献
20.
Leicha A. Bragg 《International Journal of Science and Mathematics Education》2012,10(6):1445-1467
In an effort to engage children in mathematics learning, many primary teachers use mathematical games and activities. Games have been employed for drill and practice, warm-up activities and rewards. The effectiveness of games as a pedagogical tool requires further examination if games are to be employed for the teaching of mathematical concepts. This paper reports research that compared the effectiveness of non-digital games with non-game but engaging activities as pedagogical tools for promoting mathematical learning. In the classrooms that played games, the effects of adding teacher-led whole class discussion was explored. The research was conducted with 10?C12-year-old children in eight classrooms in three Australian primary schools, using differing instructional approaches to teach multiplication and division of decimals. A quasi-experimental design with pre-test, post-test and delayed post-test was employed, and the effects of the interventions were measured by the children??s written test performance. Test results indicated lesser gains in learning in game playing situations versus non-game activities and that teacher-led discussions during and following the game playing did not improve children??s learning. The finding that these games did not help children demonstrate a mathematical understanding of concepts under test conditions suggests that educators should carefully consider the application and appropriateness of games before employing them as a vehicle for introducing mathematical concepts. 相似文献