scholarly journals Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views

2021 ◽  
Author(s):  
Polyxeni Kaimara ◽  
Emmanuel Fokides ◽  
Andreas Oikonomou ◽  
Ioannis Deliyannis
Keyword(s):  
Digital Game ◽  
Game Based Learning ◽  
Potential Barriers

Adoption and Dissemination of Digital Game-Based Learning

2011 ◽  
pp. 409-415 ◽  
Author(s):  
Jeonghee Huh
Keyword(s):  
Computer Games ◽  
Cognitive Skills ◽  
Educational Games ◽  
Educational Game ◽  
Growing Up ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Materials ◽  
Potential Barriers ◽  
Quality Instruction

Today’s youth are growing up with video and computer games. With such constant exposure to high-end graphics and games, it is no wonder that children find textbooks and traditional educational materials extremely boring. To encourage digital game-based learning, this study (a) examines benefits of digital game-based learning, (b) identifies potential barriers and (c) provides suggestions for overcoming the barriers. A review of literature in educational games and technology reveals that game-based learning can contribute to increasing students’ cognitive skills, academic performance and motivation in learning; that potential barriers include people, cost and infrastructure issues. Several suggestions are made to facilitate overcoming the barriers. There may be more barriers in adopting digital game-based learning due to continuous changes in educational game areas and the diverse characteristics of today’s learners. To facilitate digital game-based learning, teachers should utilize existing, effective resources to provide quality instruction.

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

scholarly journals Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other

2021 ◽  
pp. 142-160
Keyword(s):  
Teacher Perceptions ◽  
Educational Games ◽  
Digital Game ◽  
Traditional Values ◽  
Game Based Learning ◽  
Education Students ◽  
Perceptions And Attitudes ◽  
Key Stakeholders ◽  
Perceptions Of Students ◽  
Teachers And Parents

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students’ and parents’ intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.

scholarly journals Student Pharmacists’ Assessment of a Serious Game on Opioid Medication Safety

2020 ◽  
Vol 11 (4) ◽  
pp. 19
Author(s):  
Olufunmilola Abraham ◽  
Maeleigh Tidd ◽  
Megan Buechel ◽  
Tanvee Thakur ◽  
Randall Brown
Keyword(s):  
Video Game ◽  
Medication Safety ◽  
Retention Rates ◽  
Lead Author ◽  
Digital Game ◽  
Opioid Misuse ◽  
Game Based Learning ◽  
Opioid Medication ◽  
Social Collaboration ◽  
Abused Drugs

Objective: To explore second- and third-year student pharmacists’ perspectives on the design and use of a digital game to teach opioid medication safety.  To explore the game-based learning approach to teach about appropriate drug use and pediatric education.   Innovation: The lead author developed MedSMA℞T: Adventures in PharmaCity, an educational video game focused on adolescent opioid safety.  Second- and third-year students in a Midwestern School of Pharmacy enrolled in an elective course focused on appropriate use of abused drugs, played the digital game during a classroom session on adolescent opioid misuse.  Using a small group discussion guide, students summarized their reflections and perspectives on gameplay. Critical Analysis: Students retained fundamental messages of the game including opioid safety and identified that social interactions contribute to decision-making and consequences of opioid misuse.  Student pharmacists found the game’s visual appearance engaging, dialogue amusing, and the settings and scenarios relatable.  Feedback regarding game controls, environment, dialogue, instructions, and level summaries was provided by students to improve the game design and content.  This project provides an example of a thoughtful approach to game-based learning in pharmacy classrooms with the purpose of enhancing student pharmacists’ knowledge about opioid safety education, communication, social collaboration, and critical-thinking.   Next Steps: Future projects can further investigate student pharmacists’ preferences of using game-based active learning.  Additionally, retention rates of students from joint lectures and game-based learning activities can be analyzed.

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