Mobile Learning Game Effectiveness in Cognitive Learning by Adults: A Comparative Study

2017 ◽  
Vol 48 (4) ◽  
pp. 435-454 ◽  
Author(s):  
Marcin Wardaszko ◽  
Błażej Podgórski
Keyword(s):  
Comparative Study ◽  
Mobile Learning ◽  
Learning Process ◽  
Cognitive Learning ◽  
Factual Knowledge ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Initial Learning ◽  
Learning Game

Background. The effectiveness of digital game-based learning is an important issue. Mobile learning games (MLG) are rapidly growing trends among the digital game-based learning genre. Although many studies have been conducted and mobile games have been shown to have an unquestionable potential as a learning method, their effectiveness has not been fully proven, and the positive impacts and outcomes of mobile learning games with respect to learning have yet to be investigated. Aim. The study aimed at capturing the cognitive learning outcomes and the process of knowledge acquisition. The study has demonstrated both positive and negative cognitive learning effects of using mobile learning game in comparison with the textbook learning process. Methodology. This article presents a comparative study conducted on a group of 160 freshman students majoring in management and finance. The participants of the study, divided into subgroups, were taught using either textbook-based learning or a mobile learning game. Three tests were applied to measure their performance: a pre-test at the beginning of the experiment, and two post-tests, the first administered directly after the learning process and the second 2-3 weeks after the initial learning. Results and recommendations. MLG have been proven to create many positive effect for learning. It is as effective in transferring factual knowledge as textbook learning, when measured directly after the learning process. In longer term, the effects are blurred because the affective effects interfere with the measurement.

Different Strokes for Different Folks

2010 ◽  
pp. 255-280 ◽  
Author(s):  
Brian Magerko ◽  
Carrie Heeter ◽  
Ben Medler
Keyword(s):  
Individual Differences ◽  
Goal Orientation ◽  
Game Design ◽  
Learning Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Learning Game ◽  
Initial Work ◽  
Mind Set

Digital game-based learning experiences are typically presented to a captive audience that has to play, as opposed to entertainment games that players can select themselves and choose to play. The captive nature of learning games introduces an interesting issue: Not everyone may be familiar with the genre of the game they have to play or be motivated to play it. Students have individual differences that may make a learning game particularly ineffective, uninteresting, or inappropriate for some learners. The authors present work that frames important differences between students in terms of their game literacy, motivation, goal orientation, and mind-set. This understanding leads us to envision game design variations to serve specific combinations of particular individual differences at the intersection of learning and gaming. The authors present their initial work on identifying and automatically accommodating these differences within a single digital game-based learning experience.

Building Artificially Intelligent Learning Games

2011 ◽  
pp. 793-825 ◽  
Author(s):  
Richard Van Eck
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Psychology ◽  
Instructional Design ◽  
Educational Games ◽  
Digital Games ◽  
Educational Goals ◽  
Digital Game ◽  
Next Generation ◽  
Game Based Learning ◽  
Learning Games

The idea of digital game-based learning (DGBL) is gaining acceptance among researchers, game designers, educators, parents, and students alike. Building new educational games that meet educational goals without sacrificing what makes games engaging remains largely unrealized, however. If we are to build the next generation of learning games, we must recognize that while digital games might be new, the theory and technologies we need to create DGBL has been evolving in multiple disciplines for the last 30 years. This chapter will describe an approach, based on theories and technologies in education, instructional design, artificial intelligence, and cognitive psychology, that will help us build intelligent learning games (ILGs).

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.

scholarly journals What Leads to Player’s Enjoyment and Achievement in a Mobile Learning Game?

2017 ◽  
Vol 56 (3) ◽  
pp. 344-368 ◽  
Author(s):  
Achraf Touati ◽  
Youngkyun Baek
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Final Analysis ◽  
Perceived Competence ◽  
Strong Impact ◽  
Game Based Learning ◽  
Academic Context ◽  
Mobile Game ◽  
Proposed Model ◽  
Learning Game

This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and gaming achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning outcomes when using mobile learning games in the academic context.

scholarly journals PENGGUNAAN MOBILE LEARNING BERBASIS HTML-5 PADA PEMBELAJARAN BIOLOGI UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF DAN KEMANDIRIAN BELAJAR PESERTA DIDIK DI KELAS XI MIPA SEKOLAH MENENGAH ATAS

Gunahumas ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 403-415
Author(s):  
Euis Durriyah ◽  
Dudi Suprihadi
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Learning Process ◽  
Research Method ◽  
Cognitive Learning ◽  
Self Regulated Learning ◽  
Quasi Experimental ◽  
Low Efficiency ◽  
Html 5 ◽  
Cognitive Learning Outcomes

ABSTRAKPenelitian ini bertujuan untuk mengetahui penggunaan mobile learning berbasis html-5 pada pembelajaran biologi untuk meningkatkan hasil belajar kognitif dan kemandirian belajar peserta didik di kelas XI MIPA Sekolah Menengah Atas. Metode penelitian yang digunakan adalah metode penelitian eksperimen dalam bentuk desain quasi eksperimen. Sampel penelitian ini adalah kelas XI MIPA SMAN 15 Garut. Hasil Penelitian ini menyimpulkan bahwa peningkatan hasil belajar kognitif kelas eksperimen yaitu kelas yang dalam proses pembelajarannya menggunakan mobile learning berbasis Html-5 sebagian besar mengalami peningkatan tergolong tinggi, yaitu sebanyak 63%, mengalami peningkatan kategori sedang sebanyak 37%. Sedangkan peningkatan hasil belajar kognitif kelas kontrol sebagian besar mengalami peningkatan tergolong sedang, yaitu sebanyak 70%, mengalami peningkatan kategori tinggi sebanyak 24%, dan peserta didik yang mengalami peningkatan yang rendah sebanyak 6%. Untuk kemandirian belajar, peningkatan kemandirian belajar peserta didik kelas eksperimen yaitu yang dalam proses pembelajarannya menggunakan mobile learning berbasis Html5, umumnya masih mengalami peningkatan yang rendah sebanyak 69%, dan 31% mengalami peningkatan tergolong sedang, serta tidak ada yang mengalami peningkatan yang tergolong tinggi. Sedangkan peningkatan kemandirian belajar kelas kontrol yaitu yang dalam proses pembelajarannya tidak menggunakan mobile learning berbasis Html-5, umumnya masih mengalami peningkatan yang rendah sebanyak 97%, dan 3% mengalami peningkatan tergolong sedang.Kata Kunci : Mobile Learning , Html-5,Hasil belajar kognitif ,Kemandirian Belajar,ABSTRACTThis study studies learning using html-5-based mobile learning in biology learning to improve cognitive learning outcomes and learner learning independence in class XI MIPA High School. The research method used is a research method in the form of a quasi-experimental design. The sample of this study was class XI MIPA SMAN 15 Garut. The results of this study discuss the increase in cognitive learning outcomes of the experimental class which is the class that in the learning process using Html-5 based mobile learning mostly increases the increase classified as high, which is as much as 63%, increasing the category increased by 37%. While increasing learning outcomes increase control increased by 70%, increased by 70%, increased the high category by 24%, and students increased by 6%. For learning independence, the increase in learning independence of experimental class students is that in the learning process using Html-5-based mobile learning, participation still increases low spending by 69%, and 31% is increased. high. While increasing the independence of control class learning in the learning process does not use Html-5 based mobile learning, some still increase low efficiency by 97%, and 3% increase the increase is classified as moderate.Keywords: Mobile Learning, Html-5, Cognitive Learning Outcomes, Self-Regulated Learning

scholarly journals Digital Game-based Learning Operationalization Strategies

2019 ◽  
pp. 279-290
Author(s):  
Veljko Aleksic
Keyword(s):  
Learning Process ◽  
Educational Practice ◽  
Digital Games ◽  
Modern Society ◽  
Digital Game ◽  
Game Based Learning ◽  
Theoretical Overview

The paper presents a theoretical overview of digital game-based learning operationalization strategies. As digital games gradually permeated all the pores of modern society, they clearly cannot stand a side in contemporary educational practice. Three referent strategies for the successful digital game-based learning implementation are presented in the paper, each with its advantages and shortcomings. As this approach is relatively new, there still lacks a unique recommendation for the most efficient or the most successful way to implement digital games in learning 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.

Does avatar design in educational games promote a positive emotional experience among learners?

2021 ◽  
pp. 204275302199433
Author(s):  
Kogilathah Segaran ◽  
Ahmad Zamzuri Mohamad Ali ◽  
Tan Wee Hoe
Keyword(s):  
Learning Process ◽  
Educational Games ◽  
Emotional Experience ◽  
Virtual Learning ◽  
Digital Game ◽  
Emotional Experiences ◽  
Game Based Learning ◽  
Significant Potential

Virtual learning companions, such as avatars, have shown significant potential in assisting learners—particularly in the Digital Game-Based Learning (DGBL) condition. Since there are many avatar design approaches which can be utilized in DGBL, questions arise on which type of these are most preferred by learners. Mainly, in ensuring that the design promotes positive emotional experience throughout the learning process. This research has specifically explored the realism aspect of avatar design. In particular, we have found that moderate cartoon-like character designs can be more promising in promoting positive emotional experiences among viewers, in comparison to slightly realistic and overly exaggerated avatar designs.

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.

Building Artificially Intelligent Learning Games

2011 ◽  
pp. 271-307 ◽  
Author(s):  
Richard Van Eck
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Psychology ◽  
Instructional Design ◽  
Educational Games ◽  
Digital Games ◽  
Educational Goals ◽  
Digital Game ◽  
Next Generation ◽  
Game Based Learning ◽  
Learning Games

The idea of digital game-based learning (DGBL) is gaining acceptance among researchers, game designers, educators, parents, and students alike. Building new educational games that meet educational goals without sacrificing what makes games engaging remains largely unrealized, however. If we are to build the next generation of learning games, we must recognize that while digital games might be new, the theory and technologies we need to create DGBL has been evolving in multiple disciplines for the last 30 years. This chapter will describe an approach, based on theories and technologies in education, instructional design, artificial intelligence, and cognitive psychology, that will help us build intelligent learning games (ILGs).

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