Moving digital games for learning forward

2016 ◽  
Vol 24 (1) ◽  
pp. 132-136 ◽  
Author(s):  
Thomas Hainey
Keyword(s):  
Digital Games ◽  
Games For Learning ◽  
Learning Forward

scholarly journals Design and evaluation framework for relevant chemistry-related educational card and board games

2015 ◽  
Vol 3 (4) ◽  
pp. 429-438
Author(s):  
Maiju Tuomisto ◽  
Maija Aksela
Keyword(s):  
Chemistry Education ◽  
Educational Games ◽  
Digital Games ◽  
Evaluation Framework ◽  
Game Based Learning ◽  
Board Games ◽  
General Rules ◽  
Games For Learning ◽  
Classification Evaluation ◽  
Novel Design

During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.

Does Fantasy Enhance Learning In Digital Games?

2010 ◽  
pp. 84-95 ◽  
Author(s):  
Mahboubeh Asgari ◽  
David Kaufman
Keyword(s):  
Digital Games ◽  
Role Playing ◽  
Learning Motivation ◽  
Learning Activities ◽  
Key Factors ◽  
Role Playing Games ◽  
Learning Content ◽  
Games For Learning ◽  
Males And Females ◽  
Integration Of Learning

Digital games have the potential to create environments that increase motivation, engage learners, and support learning. This chapter focuses on fantasy as one of the motivational features of games, and explores the relationships among digital games, fantasy, and learning. The authors describe game characteristics and the key factors that make digital games motivational and compelling – important factors in designing games for learning. Motivation is critical in engaging students in learning activities, and this chapter explores fantasy as an important motivational feature in digital games, the popular genre of fantasy role-playing games such as Dungeons & Dragons, and the importance of creating different kinds of fantasies for males and females. Finally, the authors explore the integration of learning content in fantasy contexts in digital games.

Digital Games-Based Learning for Students with Intellectual Disability

2009 ◽  
pp. 304-325 ◽  
Author(s):  
Maria Saridaki ◽  
Dimitris Gouscos ◽  
Michael G. Meimaris
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Educational Games ◽  
Learning Experience ◽  
Digital Games ◽  
Developmental State ◽  
Slow Learners ◽  
Instructional Process ◽  
Games For Learning ◽  
The One

Students with Intellectual Disability (ID) are often described as “slow learners” and cannot easily integrate to the normal curriculum. Still, the needs of a person with ID for accomplishment, enjoyment and perception of high quality multimedia content are augmented. In general education settings digital games for learning seem to work successfully with students, regardless of their developmental state or academic achievements. However, can such an approach work in a suitable and effective way for students with ID? If the answer to this question is positive, under which conditions and limitations can digital games be integrated into the ID instructional process? The purpose of this chapter is to investigate the common grounds between methodologies for Special Education Needs/ Intellectual Disability (SEN/ID) pedagogy on the one hand and Digital Games-Based Learning (DGBL) on the other, as well as to explore the potential of using digital games for SEN/ID students. To this end, the usage of digital games in the learning experience of students with Intellectual Disability is discussed, the ways in which commercial and educational games support various SEN methodologies and theories regarding Intellectual Disability pedagogy are examined and findings from the education literature as well as experimental observations and case studies are presented in order to investigate how and to what extent learning-purposed as well as entertainment-purposed games are able to constitute a powerful educational medium for SEN education and its inclusive objectives.

scholarly journals Motivation, Engagement and Learning through Digital Games

2011 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Ioanna Iacovides ◽  
James Aczel ◽  
Eileen Scanlon ◽  
Josie Taylor ◽  
Will Woods
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Empirical Studies ◽  
Digital Games ◽  
Powerful Learning ◽  
Educational Environments ◽  
Games For Learning ◽  
Affinity Groups ◽  
Powerful Learning Environments

Digital games can be powerful learning environments because they encourage active learning and participation within “affinity groups” (Gee, 2004). However, the use of games in formal educational environments is not always successful (O’Neil et al., 2005). There is a need to update existing theories of motivation and engagement in order to take recent game-related developments into account. Understanding the links between why people play games, what keeps them engaged in this process, and what they learn as a result could have a significant impact on how people value and use games for learning. This paper examines key research that relates to motivation, engagement, and informal learning through digital games, in order to highlight the need for empirical studies which examine the activities that occur in and around everyday gaming practice.

The Inquiry, Communication, Construction and Expression (ICCE) Framework for Understanding Learning Experiences in Games

2014 ◽  
Vol 5 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Mamta Shah ◽  
Aroutis Foster
Keyword(s):  
Qualitative Study ◽  
Knowledge Construction ◽  
Learning Experiences ◽  
Digital Games ◽  
Motivation To Learn ◽  
Game Based Learning ◽  
Games For Learning ◽  
Research Frameworks ◽  
Motivation And Achievement

There is a paucity of research frameworks that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for frameworks that provide a lens for understanding learning experiences afforded in digital games and facilitating knowledge construction and motivation to learn. Towards this goal, the purpose of this article is to introduce the inquiry, communication, construction, and expression (ICCE) framework. This qualitative study with interviews and observations examined the mathematics game Dimension M. It was analyzed using the ICCE framework. It reports the interpretive results of twenty 9th graders' motivation and achievement in a game-based learning course to learn mathematics using Dimension M. The ICCE framework may be a valuable tool for aiding teachers to assess the efficacy of games for learning and for students to benefit from the possible designed experiences within games.

scholarly journals Special Issue on Digital Games for Learning Mathematics

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Alessandro De Gloria
Keyword(s):  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Leading Edge ◽  
Digital Games ◽  
Online Games ◽  
Special Issue ◽  
Learning Mathematics ◽  
Games For Learning ◽  
Thinking Processes

Given the huge relevance of mathematics, for both reasoning and applications, it is important to develop more engaging and effective methods that can be used to enhance children’s conceptual understanding of mathematics, develop mathematical thinking processes and improve arithmetical skills. Digital games provide interesting possibilities to support these goals and one can easily find great deal of online games and apps targeted for learning mathematics. This spoecial issue is devoted to present leading-edge research and perspectives in the field.

Bases for Summative Evaluation of Educational Digital Games and Their Implications in School Scenario

2019 ◽  
pp. 287-311
Author(s):  
Isa de Jesus Coutinho ◽  
Lynn Rosalina Gama Alves
Keyword(s):  
Pilot Study ◽  
Interaction Design ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Digital Games ◽  
Evaluation Methodology ◽  
Summative Evaluation ◽  
School Environments ◽  
Games For Learning ◽  
Learning Principles

The theme of this chapter is in accord with the growing discussion proposed by several researchers while investigating games contributions for teaching and learning, particularly in relation to school. Within school environments, parents and teachers perceive that moment with suspicion, thus augmenting their questions about which evidence would point to games as capable of facilitating learning. Therefore, methodologies, procedural field, and evaluation instruments arise in an attempt to evidence the contributions of games for learning. The chapter's main objective is to present the bases of a summative evaluation methodology for educational digital games, having as a guiding tool an instrument ad hoc. The principles which orientate such grounds are based on interaction design and on the learning principles of Paul Gee. The instrument description is also included, as well as its enforceability by means of a pilot study.

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