Designing for Game-based Learning Model: The Effective Integration of Flow Experience and Game Elements to Support Learning

2017 ◽  
Author(s):  
Hussein Karam Hussein Abd Elsattar
Keyword(s):  
Learning Model ◽  
Flow Experience ◽  
Game Based Learning ◽  
Game Elements ◽  
Effective Integration

Gamification of Formative Feedback in Language Arts and Mathematics Classrooms

2020 ◽  
Vol 10 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Man-Wai Chu ◽  
Teresa Anne Fowler
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Computer Games ◽  
Cognitive Learning ◽  
Maximum Flow ◽  
Game Based Learning ◽  
Knowledge Content ◽  
And Mathematics ◽  
Teaching Learning ◽  
Game Elements

The use of computer games in education has been increasing in popularity during the past decade. Game-based learning environments are designed to teach specific knowledge content and skill-based learning outcomes using game elements. One main reason for using game-based learning environments is to increase student motivation and engagement while teaching learning outcomes. Many of the game-based learning environments are designed so that students will reach maximum flow, which is defined as students being so completely immersed in that game that they do not notice that they are learning. These learning environments have been shown to improve many behaviour and cognitive learning outcomes. While game-based learning has many benefits, some educational researchers have indicated that it is often very costly to develop a complex game-based assessment to teach a few learning outcomes. Hence, in some cases it is more beneficial to approach the use of computer games in education using gamification.

scholarly journals The Case of Literacy Motivation

2018 ◽  
Vol 13 (1) ◽  
pp. 64-79 ◽  
Author(s):  
Stylianos Mystakidis ◽  
Eleni Berki
Keyword(s):  
Book History ◽  
Thinking Skills ◽  
Game Based Learning ◽  
Pedagogical Design ◽  
Hands On ◽  
Research Findings ◽  
Visualization And Simulation ◽  
The University ◽  
Game Elements ◽  
Initial Research

The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program “From the Ancient to the Modern Tablets”, featuring immersive multimedia learning experiences about the book history. The pilot program consisted of three stages: a playful library tour, followed by an interactive game-based digital storytelling activity with game elements, and a collaborative creative reflective hands-on activity. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive learning environments and the appeal of storytelling and game-based learning, the “gamified” blended narrative on the book evolution enabled learning as problem-focused, embedded and context-generated. An additional research study was conducted to investigate teachers opinions regarding the effectiveness of the 3D Virtual Immersive Environment(s); this focused on students' learning and thinking skills in the socio-cognitive, psychomotor and affective domain. This work exposes the pedagogical design, presents the socio-technical development and reflects on the initial research findings.

scholarly journals Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

2016 ◽  
Vol 48 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Jean-Nicolas Proulx ◽  
Margarida Romero ◽  
Sylvester Arnab
Keyword(s):  
Psychological Factors ◽  
Digital Games ◽  
Self Determination Theory ◽  
Self Determination ◽  
Flow Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Levels ◽  
Mapping Model ◽  
Game Mechanics

Background. Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT); the relation of SDT with the flow experience has neither been evaluated in the context of DGBL. Aim. This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL. Results. In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed.

An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

2013 ◽  
Vol 11 (4) ◽  
pp. 17-29 ◽  
Author(s):  
Chih-Hung Lai ◽  
Chih-Ming Chu ◽  
Hsiang-Hsuan Liu ◽  
Shun-Bo Yang ◽  
Wei-Hsuan Chen
Keyword(s):  
Cognitive Load ◽  
Computer Games ◽  
Fifth Grade ◽  
Computer Assisted ◽  
Flow Experience ◽  
Digital Learning ◽  
Game Based Learning ◽  
Computer Assisted Learning ◽  
Fifth Grade Students ◽  
Significant Difference

This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The effects of computer-assisted learning, computer games, and computer-assisted learning on the fifth-grade students are compared. The results showed that game-based learning is able to promote and achieve the same flow experience in games as well as increase the learners’ cognitive load. However, repeatedly using such software would not present significant difference on cognitive load.

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