Motivational support from digital game-based learning environments (DGBLEs) for scientific topics designed by novice end users

2018 ◽  
Vol 55 (2) ◽  
pp. 123-136 ◽  
Author(s):  
Wenhao David Huang ◽  
Eunjung Grace Oh
Keyword(s):  
Learning Environments ◽  
End Users ◽  
Digital Game ◽  
Game Based Learning ◽  
Motivational Support

Application of Gamification to Blended Learning in Higher Education

2019 ◽  
pp. 50-61
Author(s):  
Kamini Jaipal-Jamani ◽  
Candace Figg
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Traditional Instruction ◽  
Teaching Strategy ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Face To Face ◽  
Gamified Learning

Digital game-based learning (DGBL) has been identified as an effective digital teaching strategy to foster 21st century learning. The inclusion of digital game-based learning in instruction is challenging for educators to structure in higher education learning environments, often because of the lack of coherence with curriculum. Gamification is a recent DGBL strategy that enables the instructor to incorporate the motivational and engagement elements of games in ways that can be adapted to curriculum requirements. Gamification, supported with digital technologies such as web-based tools and learning management systems, offers the instructor the benefits of both face-to-face traditional instruction and online learning. An example of how blended learning in higher education incorporates gamification is presented. Study findings indicate that the blended gamified learning environment motivated learners and promoted cognitive, skill, and attitude development.

Examining the Characteristics of Digital Learning Games Designed by In-service Teachers

2017 ◽  
Vol 7 (4) ◽  
pp. 73-85 ◽  
Author(s):  
Yun-Jo An ◽  
Li Cao
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Educational Game ◽  
Digital Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Teacher Professional ◽  
Design Documents ◽  
Teachers Perspectives

In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.

Digital Game-Based Learning Features

2021 ◽  
pp. 163-178
Author(s):  
Angaliswaran Kumar ◽  
Kirthana Soundirapandian ◽  
Nor Huda Jaraime ◽  
Muralidharan Krishnan ◽  
Nurhafeezah Salwatul Alzah Juno ◽  
...  
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Multiple Regression ◽  
Digital Game ◽  
Game Based Learning ◽  
Independent Variables ◽  
Motivational Support ◽  
Dependent Variables ◽  
The Relationship

Digital game-based learning (DGBL) enhances critical thinking and improves college students' commitment. This study seeks to inspect the effects of digital game-based learning features on student perceived motivational support and cognitive investment. Data was analyzed via multiple regression to assess the relationship between independent variables and dependent variables. Results revealed that students in UMSLIC were significantly affected by factors such as game structure, game involvement, game appeal, attention, relevance, satisfaction, and cognitive investment. What's more, game involvement and game appeal of DGBL shows that students are more interested. Furthermore, attractive graphics and animations make the students more interested to use DGBL. The game allows the students to roleplay, and the challenges make them fun and more interested throughout the game. It promotes the students to engage deeply in the playing process.

Mobility, Games, and Education

2011 ◽  
pp. 214-228
Author(s):  
Michael A. Evans
Keyword(s):  
Digital Media ◽  
Learning Environments ◽  
Mobile Learning ◽  
Future Research ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Transformation ◽  
Parking Lot ◽  
Key Issues ◽  
High School Freshman

This chapter proposes that the convergence of mobile devices and digital game-based learning may have profound implications for educational transformation. Key issues to be addressed in the chapter are: (1) the pervasiveness of mobile and shared technologies, (2) contemporary accounts of learning theory in terms of mobility, (3) unique qualities of mobile learning and technologies, (4) successful applications for mobile learning, and (5) implications for future research and practice. Commuters play Sudoku on smart phones on the subway. High school freshman swap downloaded music across digital media devices in the parking lot. Elementary students debate strategies and “cheats” for handheld consoles on the bus ride home. For educational researchers, practitioners, and administrators, it is critical to examine these identified trends in mobile technology and digital game adoption and use to develop creative strategies and applications, and effective policies that lead to innovative instructional and learning environments.

The Potential of Rich Digital Game-Based Learning Environments to Promote Low-Achieving Students' Participation in Mathematics

2020 ◽  
Vol 10 (4) ◽  
pp. 40-54
Author(s):  
Orit Broza ◽  
Yifat Ben-David Kolikant
Keyword(s):  
Learning Environments ◽  
Knowledge Building ◽  
Meaningful Learning ◽  
Fifth Grade ◽  
Digital Game ◽  
Game Based Learning ◽  
Low Achieving Students ◽  
Diagnostic Interviews ◽  
Strategy Building ◽  
Program Data

This study focuses on the interactions between students, their peers, their teacher, and digital game-based multiple supports provided by a rich learning environment designed in order to promote meaningful mathematics among low-achieving students. Attempting to identify which aspects of the setting facilitated meaningful learning and which were ineffectual or even detrimental to it, the authors traced the knowledge building processes of 11 fifth grade LAS over eight weeks in which they studied subtraction of decimal numbers. Pre- and post-program data were also collected through diagnostic interviews. Microanalysis of lesson transcripts, videotaped computer activities, and individual worksheets revealed differences in tool-use and in interactions among supports, which led to different learning results. The results suggest that digital game-based learning environments may be a key to promote meaningful learning in terms of mathematical strategy building. At the same time, it highlights the complexity of each tool in the environment as well as interactions among tools.

Mobility, Games, and Education

2009 ◽  
pp. 96-110 ◽  
Author(s):  
Michael A. Evans
Keyword(s):  
Digital Media ◽  
Learning Environments ◽  
Mobile Learning ◽  
Future Research ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Transformation ◽  
Parking Lot ◽  
Key Issues ◽  
High School Freshman

This chapter proposes that the convergence of mobile devices and digital game-based learning may have profound implications for educational transformation. Key issues to be addressed in the chapter are: (1) the pervasiveness of mobile and shared technologies, (2) contemporary accounts of learning theory in terms of mobility, (3) unique qualities of mobile learning and technologies, (4) successful applications for mobile learning, and (5) implications for future research and practice. Commuters play Sudoku on smart phones on the subway. High school freshman swap downloaded music across digital media devices in the parking lot. Elementary students debate strategies and “cheats” for handheld consoles on the bus ride home. For educational researchers, practitioners, and administrators, it is critical to examine these identified trends in mobile technology and digital game adoption and use to develop creative strategies and applications, and effective policies that lead to innovative instructional and learning environments.

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