Game-Based Learning Research at the Danube University Krems’ Center for Applied Game Studies

2020 ◽  
pp. 123-132
Author(s):  
Nikolaus König ◽  
Alexander Pfeiffer ◽  
Thomas Wernbacher ◽  
Natalie Denk
Keyword(s):  
Game Studies ◽  
Game Based Learning ◽  
Learning Research

Teachers and Teaching in Game-Based Learning Theory and Practice

2013 ◽  
pp. 147-163 ◽  
Author(s):  
Mario M. Martinez-Garza ◽  
Douglas Clark
Keyword(s):  
Learning Theory ◽  
Technology Use ◽  
Theory And Practice ◽  
Theoretical Research ◽  
Game Based Learning ◽  
Learning Context ◽  
Learning Practices ◽  
Learning Research ◽  
Role Of Teachers

Interest in game-based learning has grown dramatically over the past decade. Thus far, most of the focus has not included the role of teachers. This chapter first summarizes the theoretical research on game-based learning and the implications of that research for the role of teachers. The authors next review the game-based learning literature that has specifically articulated a role for teachers or achieved an empirical description of teacher action within a game-based learning context. They then connect these accounts with more general research on teachers and technology use, elaborating on points of contact and identifying differences that may signal special challenges. Finally, the authors articulate an expanded role for teachers in game-based learning practices in terms of game-based learning research and new scholarship on the psychology of games.

scholarly journals Playful Constructivism: Making Sense of Digital Games for Learning and Creativity Through Play, Design, and Participation

2016 ◽  
Vol 9 (3) ◽  
Author(s):  
Vittorio Marone
Keyword(s):  
Conceptual Framework ◽  
Virtual Worlds ◽  
Social Constructivism ◽  
Digital Games ◽  
Game Studies ◽  
Learning Theories ◽  
Game Based Learning ◽  
Visual Model ◽  
Making Sense ◽  
Challenges And Opportunities

The goal of this article is to provide a conceptual framework to better understand digital games in learning and creative contexts through the dimensions of play, design, and participation. This framework can be used as a guiding tool for the selection, implementation, and evaluation of game-based approaches in formal and informal educational settings, as well as a blueprint for making sense of playful learning and creativity in virtual worlds and technology-mediated environments. In essence, this article seeks to answer the question “What are digital games and how can we make sense of them for learning and creativity?” The proposed visual model and conceptual framework, here defined as Playful Constructivism, is grounded on the learning theories of Situated Cognition, Social Constructivism, and Constructionism, and draws from play and game studies, design-based learning, and affinity spaces research. This framework is not intended as the “ultimate” conceptualization of game-based learning, but rather as an agile tool that can guide scholars, practitioners, and students through the affordances, challenges, and opportunities of implementing and using digital games in learning and creative contexts.

scholarly journals Think Games on the Fly, Not Gamify: Issues in Game-Based Learning Research

2014 ◽  
Vol 6 (4) ◽  
pp. 628-630 ◽  
Author(s):  
Stephen T. Slota ◽  
Michael F. Young
Keyword(s):  
Game Based Learning ◽  
Learning Research

scholarly journals Evaluating the usefulness of Eye Tracking in Game-based Learning

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Kristian Kiili ◽  
Harri Ketamo ◽  
Michael D. Kickmeier-Rust
Keyword(s):  
Eye Tracking ◽  
Game Design ◽  
Educational Games ◽  
Relevant Information ◽  
Learning Activities ◽  
Educational Game ◽  
Game Based Learning ◽  
Tracking Method ◽  
Cognitive Feedback ◽  
Learning Research

The challenge of educational game design is to develop solutions that please as many players as possible, but are still educationally effective. How learning happens in games is methodologically very challenging to point out and thus it is usually avoided. In this paper we tackle this challenge with eye tracking method. The aim of this research is to study the meaning of cognitive feedback in educational games and evaluate the usefulness of eye tracking method in game based learning research and game design. Based on perceptual data we evaluated the playing behavior of 43 Finnish and Austrian children aged from 7 to 16. Four different games were used as test-beds. The results indicated that players’ perception patterns varied a lot and some players even missed relevant information during playing. The results showed that extraneous elements should be eliminated from the game world in order to avoid incidental processing in crucial moments. Animated content easily grasps player’s attention, which may disturb learning activities. Especially low performers and inattentive players have difficulties in distinguishing important and irrelevant content and tend to stick to salient elements no matter of their importance for a task. However, it is not reasonable to exclude all extraneous elements because it decreases engagement and immersion. Thus, balancing of extraneous and crucial elements is essential. Overall, the results showed that eye tracking can provide important information from game based learning process and game designs. However, we have to be careful when interpreting the perceptual data, because we cannot be sure if the player understands everything that he or she is paying attention to. Thus, eye tracking should be complemented with offline methods like retrospective interview that was successfully used in this research.

Game-Based Instruction in a College Classroom

2009 ◽  
pp. 1427-1439
Author(s):  
Nancy Sardone ◽  
Roberta Devlin-Scherer ◽  
Joseph Martinelli
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Instructional Strategy ◽  
Development Time ◽  
Educational Software ◽  
College Classroom ◽  
Game Based Learning ◽  
Software Products ◽  
Learning Research ◽  
Based Instruction

The last 20 years have brought an increase of computers into educational and home environments, generating an explosion of available educational software products. As a result, students bring a wealth of technology experiences to the college classroom. The use of games as an instructional strategy in the higher education setting is fairly new. This chapter examines the effects of game-based instruction on learning outcomes of college students studying basic computer concepts. With the growing trend toward the use of games to support learning, research is needed to examine learning outcomes. Perhaps faculty will be willing to move to more empirically tested game-based learning strategies, even though initial curriculum development time may be increased.

GAME-BASED LEARNING RESEARCH ON THE WEB OF SCIENCE DURING 2001-2020: A CO-AUTHORSHIP ANALYSIS

2021 ◽  
Author(s):  
Lorenzo Gabriel Borrego ◽  
Estefanía Caballano-Infantes ◽  
Pablo Sánchez-Núñez ◽  
Daniel Enrique Di Zeo-Sánchez ◽  
Belén Delgado-Martín ◽  
...  
Keyword(s):  
Web Of Science ◽  
Game Based Learning ◽  
Learning Research ◽  
The Web ◽  
Authorship Analysis
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