Impact of the Feeling of Knowledge Explicitness in the Learners’ Participation and Performance in a Collaborative Game Based Learning Activity

2011 ◽  
pp. 23-35 ◽  
Author(s):  
Mireia Usart ◽  
Margarida Romero ◽  
Esteve Almirall
Keyword(s):  
Learning Activity ◽  
Game Based Learning ◽  
Collaborative Game ◽  
And Performance

Acquiring the History of the City with Collaborative Game Based Learning

2017 ◽  
pp. 106-115
Author(s):  
Dariusz Czerwinski ◽  
Marek Milosz ◽  
Patryk Karczmarczyk ◽  
Mateusz Kutera ◽  
Marcin Najda
Keyword(s):  
Game Based Learning ◽  
History Of ◽  
Collaborative Game ◽  
The City

To Play or to Learn?

2015 ◽  
Vol 5 (1) ◽  
pp. 56-74 ◽  
Author(s):  
Joan J. Erickson
Keyword(s):  
Game Design ◽  
Research Evidence ◽  
Math Education ◽  
Game Based Learning ◽  
Mathematical Concepts ◽  
Positive Effects ◽  
Educational Implications ◽  
And Performance ◽  
Concept Building ◽  
Math Concepts

Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational implications include helping educators (a) select Internet math games with a heightened awareness of Internet games' motivational factors and concept-building potential during gameplay and (b) incorporate game-based technology to foster meaningful immersion when students explore mathematical concepts.

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

2013 ◽  
Vol 3 (1) ◽  
pp. 80-92
Author(s):  
Margarida Romero ◽  
Mireia Usart
Keyword(s):  
Learning Performance ◽  
Learning Activity ◽  
Time On Task ◽  
Game Based Learning ◽  
Temporal Perspective ◽  
Game Dynamic ◽  
The Impact

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 SG game dynamic. Based on the hypothesis that students’ Temporal Perspective has an impact on learning performance and time-on-task, this paper aims to analyze the relation between these variables in the SG MetaVals. The authors expect students’ TP to relate to higher performance, both for individual and collaborative GBL. Moreover, they analyze the relation between the time-on-task and the students’ temporal perspectives. A case study was conducted in a Masters course in finance. Results showed no significant differences in game performances among individuals with different TP. However, present-oriented students showed a higher time-on-task, both for individual and collaborative phases of the game. These results could point to the fact that including SG in the curriculum could help leveraging students learning performance.

Integrating Computational Thinking Concept Into Digital Storytelling to Improve Learners’ Motivation and Performance

2020 ◽  
pp. 073563312096731
Author(s):  
Nadia Parsazadeh ◽  
Pei-Yu Cheng ◽  
Ting-Ting Wu ◽  
Yueh-Min Huang
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
English Language ◽  
Digital Storytelling ◽  
Computational Thinking ◽  
Two Dimensions ◽  
Learning Activity ◽  
English Language Learning ◽  
Problem Solving Skills ◽  
And Performance

This paper examines a method which can be used by instructors pursuing innovative methods for language teaching, which expands learners’ motivation in second language learning. Computational thinking (CT) is a problem-solving skill which can motivate students’ English language learning. Designing a learning activity which integrates CT into English language learning has been considered in only a few academic studies. This study aimed to explore whether integrating CT into English language learning can be useful for improving learners’ motivation and performance. The method of “present, practice, and produce” was applied as a method of presenting computational thinking in the English language learning classroom. Fifty-two elementary school students (52) participated in the experimental study. Following an experimental design, data were collected and analyzed from a combination of knowledge test scores, storytelling, motivation, and anxiety surveys. The experimental results indicate that the CT strategy improves students’ language learning and raises their motivation in the two dimensions of extrinsic and intrinsic goal orientation. These results imply the positive effect of CT strategy on strengthening problem-solving skills of students participating in digital storytelling and increases their motivation and performance in English language learning.

Impact of an Optional Experiential Learning Opportunity on Student Engagement and Performance in Undergraduate Nutrition Courses

2016 ◽  
Vol 77 (2) ◽  
pp. 84-88 ◽  
Author(s):  
Anne Szeto ◽  
Jess Haines ◽  
Andrea C. Buchholz
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Activity ◽  
Satisfaction Survey ◽  
Personal Health ◽  
Body Composition Assessment ◽  
Percentile Rank ◽  
Final Exams ◽  
And Performance ◽  
The Impact

We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students’ perceived learning was assessed using a satisfaction survey. Paired-samples t tests examined change in CLASSE scores and percentile rank from baseline to follow-up. Frequencies and thematic analysis were used to examine responses to Likert scale and open-ended questions on the satisfaction survey, respectively. There was an 11%–22% increase (P < 0.05) in the 3 dimensions of student engagement and a greater increase in percentile rank between the midterm and final exams among participants (7.63 ± 21.9) versus nonparticipants (−1.80 ± 22.4, P < 0.001). The majority of participants indicated the ELA enhanced their interest and learning in both their personal health and the course. Findings suggest ELAs related to personal health may improve interest, engagement, and performance among undergraduate students.

Playing Digital Security

2017 ◽  
Vol 7 (3) ◽  
pp. 11-25 ◽  
Author(s):  
Conceição Costa ◽  
Carla Sousa ◽  
José Rogado ◽  
Sara Henriques
Keyword(s):  
Identity Management ◽  
Freedom Of Expression ◽  
Participant Observation ◽  
Learning Activity ◽  
Game Based Learning ◽  
Rights Of The Child ◽  
Technological Concepts ◽  
Digital Environments ◽  
Digital Identities ◽  
School Curricula

The United Nations (UN) Convention (1989) on the Rights of the Child changed the way children are viewed and treated worldwide. The Convention has been affecting governments, civil society and the private sector. ICT driven companies on the internet should not be an exception. According to Livingstone, Carr and Byrne (2015), Internet governance bodies have given little consideration and reflection to children's rights. In this paper, it is proposed that in order for youth actively participate in an increasingly digital environment; they need to know better their rights to privacy and freedom of expression, among others. Although the understanding of the digital environments principles lies beyond the scope of average children's school curricula, they can however play and discover simple technological concepts in the classroom. Thus, by early developing their literacy on digital identity management, they will be able to navigate, communicate, play and learn online more safely, achieving a responsible connected presence. A qualitative study on a visually oriented encrypted learning activity (game) among a group of students aged 16-18 years old, of the third cycle of Basic Vocational Education has been conducted with the following aims: a) to understand how knowledge about security technological processes can improve youth's capability for managing their digital identities; b) to understand the value of pedagogies of play. Using participant observation, focus group and interviews, youth behaviours and attitudes towards this game based learning approach as well as their perceptions of their digital rights are presented.

scholarly journals The effect of Kahoot on undergraduate student anxiety and confidence when studying statistics

2021 ◽  
Vol 19 (2) ◽  
Author(s):  
Amanda J Shaker ◽  
Pamela S Hurst ◽  
Ellen M Marshall
Keyword(s):  
Undergraduate Students ◽  
Help Seeking ◽  
Game Based Learning ◽  
Final Exam ◽  
Student Anxiety ◽  
Learning Platform ◽  
Study Experience ◽  
Survey Results ◽  
And Performance ◽  
The Impact

Many undergraduate students are required to study statistics, but often struggle understanding concepts, lack engagement, lack confidence, or feel anxious about statistics. Kahoot is a game-based learning platform that can be used to increase student engagement and learning through real-time quizzes. This study aimed to evaluate the use of Kahoot on improving students’ experience of studying statistics in an undergraduate (year 2) course. Pre and post Likert scale questionnaires (including Statistical Anxiety Measure - SAM) were used to collect student responses about their statistics study experience. Questions related to anxiety, confidence, and for the post quiz, additional questions on the impact of Kahoot on behavioural engagement. Post survey results indicate positive changes in students’ perceptions towards studying statistics in terms of anxiety and confidence. Kahoot was shown to have a significant and positive effect on student confidence and was also linked to lowered anxiety. Despite limited data, help-seeking anxiety explained over 50% of variation in final exam performance. Further research is recommended on the effect of Kahoot on student anxiety when studying statistics, particularly as it relates to confidence and performance.

scholarly journals Game-Based Learning Analytics for Supporting Adolescents’ Reflection

2021 ◽  
Vol 8 (2) ◽  
pp. 51-72
Author(s):  
Elizabeth B. Cloude ◽  
Dan Carpenter ◽  
Daryn A. Dever ◽  
Roger Azevedo ◽  
James Lester
Keyword(s):  
Problem Solving ◽  
Learning Analytics ◽  
Theoretical Perspective ◽  
Operational Definition ◽  
Learning Goals ◽  
Game Based Learning ◽  
Learning Session ◽  
Reflection Prompts ◽  
And Performance ◽  
Instructional Decision

Reflection is critical for adolescents’ problem solving and learning in game-based learning environments (GBLEs). Yet challenges exist in the literature because most studies lack a theoretical perspective and clear operational definition to inform how and when reflection should be scaffolded during game-based learning. In this paper, we address these issues by studying the quantity and quality of 120 adolescents’ written reflections and their relation to their learning and problem solving with Crystal Island, a GBLE. Specifically, we (1) define reflection and how it relates to skill and knowledge acquisition; (2) review studies examining reflection and its relation to problem solving and learning with emerging technologies; and (3) provide direction for building reflection prompts into GBLEs that are aligned with the learning goals built into the learning session (e.g., learn about microbiology versus successfully solve a problem) to maximize adolescents’ reflection, learning, and performance. Overall, our findings emphasize how important it is to examine not only the quantity of reflection but also the depth of written reflection as it relates to specific learning goals. We discuss the implications of using game-learning analytics to guide instructional decision making in the classroom.

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