scholarly journals Investigating Children’s Immersion in a High-Embodied Versus Low-Embodied Digital Learning Game in an Authentic Educational Setting

2019 ◽  
pp. 222-233 ◽  
Author(s):  
Yiannis Georgiou ◽  
Andri Ioannou ◽  
Marianna Ioannou
Keyword(s):  
Educational Setting ◽  
Digital Learning ◽  
Learning Game

Examining Students’ Perceived Competence, Gender, and Ethnicity in a Digital STEM Learning Game

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Perceived Competence ◽  
Learning Performance ◽  
Digital Learning ◽  
Stem Learning ◽  
Black African ◽  
Learning Game ◽  
Significant Difference ◽  
And Performance ◽  
Demographic Surveys ◽  
Game Performance

The present study explores how gender, ethnicity, and performance-based perceived competence impact students’ learning, performance, and enjoyment from playing a digital STEM learning game. We had 199 9th-11th grade students play a 2D digital STEM learning game across six science classes. Based on the results of demographic surveys, matched pretests and posttests, and satisfaction questionnaires, we found no interaction between gender and ethnicity for performance-based perceived competence, performance, and enjoyment. We found a significant difference between males and females in performance-based perceived competence and in-game performance both favoring males over females. Among ethnic groups, we found a significant difference with in-game performance favoring White and Hispanic students over Black/African American students. However, the differences in gender and in ethnicity were insignificant once we controlled for both perceived competence and pretest scores. This supports the idea that neither race nor gender truly influence one’s ability to perform in digital learning games.

Revoicing, Bridging, and Stuttering Across Formal, Physical, and Virtual Spaces

2018 ◽  
Vol 10 (2) ◽  
pp. 21-46
Author(s):  
Grant Van Eaton ◽  
Douglas B Clark ◽  
Pratim Sengupta
Keyword(s):  
Learning Environments ◽  
Interaction Analysis ◽  
Digital Learning ◽  
Virtual Spaces ◽  
Learning Game ◽  
Games And Simulations ◽  
Abstract Spaces ◽  
Evidence Of Impact ◽  
Digital Learning Environments ◽  
Physics Curriculum

As digital games and simulations become more commonplace in educational settings, it is important to document and analyze the way such digital learning environments merge with the traditional discourses and spaces of classroom-based learning environments. The current study contributes toward this goal by analyzing a representative transcript from a veteran traditional teacher's discussion with her class about the Newtonian relationships at the heart of a digital learning game she has integrated into her physics curriculum. This article presents an interaction analysis of the material, virtual, and abstract spaces employed and navigated across by the teacher to clarify common challenges as well as opportunities. The authors then analyze subsequent transcripts of student-teacher interactions for evidence of impact on student learning and understanding.

scholarly journals Multiple Intelligences and Digital Learning Game Design

2020 ◽  
pp. 41-64
Author(s):  
Pejman Sajjadi ◽  
Olga De Troyer
Keyword(s):  
Multiple Intelligences ◽  
Empirical Research ◽  
Game Design ◽  
Target Audience ◽  
Evidence Based ◽  
Digital Learning ◽  
Learning Games ◽  
Design Learning ◽  
Learning Game

Empirical research that draws a framework on how the theory of MI could be incorporated in (learning) games is non-existent. Furthermore, the theory of MI fits well into the concept of individualization, as it distinguishes between individuals in terms of their abilities. In light of this, the chapter reports on the first evidence-based set of mappings between this theory and fundamental constructs of games known as mechanics. These mappings can be utilized by designers in the individualization paradigm of player-centered game design as guidelines on what mechanics to include in their design when targeting an audience with specific MI profiles. Such individualization can potentially positively affect the game experience of players while establishing the proper frame for affecting learning. As such, these mappings, available in form of a recommendation tool, act as guidelines on how to design (learning) games while considering the intelligences of the target audience.

scholarly journals تطوير اللغز الرقمي لمادة التطبيق الصرفي 1 على الهاتف المحمول كالتدريبات الإضافية خارج الفصل الدراسي

2019 ◽  
Vol 25 (1) ◽  
pp. 129-139
Author(s):  
Moh Fery Fauzi
Keyword(s):  
Data Collection ◽  
Small Group ◽  
Field Test ◽  
Digital Learning ◽  
State University ◽  
Adobe Flash ◽  
Learning Game ◽  
The Media ◽  
Department Faculty

Abstract: This research is generally aimed on producing a cellphone-based digital learning quiz for Tathbiq Sharfi I course in Arabic Department, Faculty of Letters, State University of Malang. Specifically, this research aimed at describing (1) the characteristic of a cellphone-based digital learning quiz for Tathbiq Sharfi I course, (2) degree of properness of a cellphone-based digital learning game for Tathbiq Sharfi I course, (3) the model of using of a cellphone-based digital learning quiz for Tathbiq Sharfi I course. The development of this media is using Sadiman & Rahardjo’s development design. The data collection is done by observation and giving questionnaire. The softwares used on developing this media are adobe flash CS 3, action script 2, and flash player. Based on the scoring by the material expert, it is known that this digital learning quiz is highly valid. Meanwhile, based on the scoring done by the media expert, the result shows that this digital learning game is valid to use. On the small-group tryout, it is known that this digital learning game is highly valid, and the field test also shows that this digital learning game is highly valid to use. Therefore, this cellphone-based digital learning game for Tathbiq Sharfi I course is highly valid to be used.Keywords: Digital Quiz, Cellphone, Learning Tathbiq Sharf I

Older people’s perceptions and experiences of a digital learning game

2014 ◽  
Vol 13 (3) ◽  
Author(s):  
H.H. Nap ◽  
U. Diaz-Orueta ◽  
M.F. González ◽  
K. Lozar-Manfreda ◽  
D. Facal ◽  
...  
Keyword(s):  
Digital Learning ◽  
Learning Game ◽  
People’S Perceptions

Digital Literacy and the Position of the End-User

2011 ◽  
pp. 1142-1146 ◽  
Author(s):  
Steven Utsi ◽  
Joost Lowyck
Keyword(s):  
Digital Literacy ◽  
Software Package ◽  
Educational Software ◽  
Traditional Classroom ◽  
Educational Setting ◽  
Digital Learning ◽  
End User ◽  
Learning Skills ◽  
Starting Point ◽  
Software Platforms

As an educational setting, the traditional classroom fails to meet the learner’s need for suitable skills to learn with educational software. The development of digital learning skills in school curricula challenges designers of educational software. A useful starting point of research in this domain is the study of literacy, both in its traditional and new forms (Tyner, 1998). It is a powerful background for research on the interaction of learners with educational software platforms. A “platfom” is a particular software package, designed for educational use.

Multiple Intelligences and Digital Learning Game Design

2022 ◽  
pp. 385-409
Author(s):  
Pejman Sajjadi ◽  
Olga De Troyer
Keyword(s):  
Multiple Intelligences ◽  
Empirical Research ◽  
Game Design ◽  
Target Audience ◽  
Evidence Based ◽  
Digital Learning ◽  
Learning Games ◽  
Design Learning ◽  
Learning Game

Empirical research that draws a framework on how the theory of MI could be incorporated in (learning) games is non-existent. Furthermore, the theory of MI fits well into the concept of individualization, as it distinguishes between individuals in terms of their abilities. In light of this, the chapter reports on the first evidence-based set of mappings between this theory and fundamental constructs of games known as mechanics. These mappings can be utilized by designers in the individualization paradigm of player-centered game design as guidelines on what mechanics to include in their design when targeting an audience with specific MI profiles. Such individualization can potentially positively affect the game experience of players while establishing the proper frame for affecting learning. As such, these mappings, available in form of a recommendation tool, act as guidelines on how to design (learning) games while considering the intelligences of the target audience.

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