scholarly journals Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

2021 ◽  
Vol 37 (2) ◽  
pp. 152-170
Author(s):  
Di Zou ◽  
Ruofei Zhang ◽  
Haoran Xie ◽  
Fu Lee Wang
Keyword(s):  
University Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Role Playing ◽  
Learning Performance ◽  
Game Based Learning ◽  
Post Test ◽  
Role Playing Game ◽  
Flow Experiences ◽  
Literacy Effects

Information literacy (IL) is important for university students. In this research, we developed a digital role-playing game to enhance students’ learning of IL and investigated the effects of gameplay modes on their learning performance, motivation, self-efficacy and flow experiences. A total of 90 students participated in the study and played the game in collaborative, competitive and solo modes. Their IL knowledge was measured through a post-test after they completed the game and associated exercises. Their motivation, self-efficacy and flow experiences were evaluated through a questionnaire survey. The results indicated statistically significant effects of the gameplay modes on the students’ learning performance, motivation, self-efficacy and flow experiences. The solo mode was inferior to the other two in all four aspects. The collaborative mode significantly outperformed the competitive mode in terms of enhancing learning performance and flow experience, while the competitive mode was significantly better in terms of promoting self-efficacy. These two modes were similarly effective in the dimension of motivation. Based on the results, we suggest that students play games in the collaborative or competitive modes when conditions permit. We also advise teachers to provide students with rich opportunities for discussion, collaboration and interaction and believe that an appropriate competitive atmosphere is important.

scholarly journals Mobile Game-Based Learning with a Mobile App: Motivational Effects and Learning Performance

2017 ◽  
Vol 21 (6) ◽  
pp. 963-970 ◽  
Author(s):  
Yu-Lan Huang ◽  
Dian-Fu Chang ◽  
Berlin Wu ◽  
◽  
◽  
...  
Keyword(s):  
University Students ◽  
Mobile App ◽  
Language Teachers ◽  
Learning Performance ◽  
Learning Method ◽  
Game Based Learning ◽  
Spring Semester ◽  
Mobile Game ◽  
Post Test ◽  
Interesting Learning

Goal: The use of mobile game-based learning with a mobile app in higher education aims to provide an interesting learning method which is acceptable and workable for university students in different majors and different gender to improve their English vocabulary acquisition. Objective: To analyze how, and to what extent, mobile game-based learning influences the participants’ learning performance and learning motivational effects. Experimental Setting: A mobile application game was employed to learn English vocabulary for a hundred university freshmen students from one private university in Northern Taiwan during the spring semester, 2016. Method: A pre-questionnaire and pre-test were carried out before the participants started using the app game for learning. A post-test and post-questionnaire were completed and analyzed after the 2-week experiment. Results: This paper reveals that mobile game-based learning is a workable and acceptable learning method for both female and male university students from different faculties. The results indicate that language teachers could benefit from collecting mobile educational applications and implementing the teaching via technology model into ubiquitous learning activities. The improvement between the pre-test and post-test showed the students’ positive learning performance.

The MORPG-based Learning System for Multiple Courses

Gamification ◽  
2015 ◽  
pp. 1076-1096
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Effective Learning ◽  
Learning Content ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

Project System: totalitarian utopia as a role-playing game

2017 ◽  
Vol 14 (2/3) ◽  
pp. 218-227
Author(s):  
Lujza Kotryová
Keyword(s):  
Life Experience ◽  
Role Playing ◽  
Professional Organizations ◽  
Game Based Learning ◽  
Totalitarian Regime ◽  
Content Type ◽  
Human Interactions ◽  
Adult Participants ◽  
Role Playing Game ◽  
Methods Of Learning

Purpose The purpose of this paper is to determine how to educate people about complicated social topics or politics?; how to lead them to critical thinking?; and how to convey emotions or life experience they never lived through? Design/methodology/approach Project System is a three-day experience for adult participants concerning totalitarian regime, freedom and inequality. The Project System does not give fast and easy answers but leads participants to find them on their own. For 30 hours, participants find themselves within a larp, which is a very intense type of role-playing game based on human interactions. The author has chosen a larp as a medium as one of the most immersive and influential method of game-based learning which can facilitate topics that are normally hard to explain through conventional methods of learning. Participants learn firsthand through their roles, emotions, story and experience. Findings Project System was a really strong and important experience for many players that may have partially changed their lives. After more than 500 players walked through it, the author can say that this method is beneficial. Originality/value Larp as an educational tool is used all over the world; however, there are still only few professional organizations. Most of them are focused on using larp (or similar role-playing methods) as a tool at elementary or secondary schools. Using larp in andragogy is currently pioneering.

The MORPG-based Learning System for Multiple Courses

2015 ◽  
Vol 13 (1) ◽  
pp. 103-123 ◽  
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Learning Content ◽  
System Usability Scale ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

scholarly journals PENGEMBANGAN GAME EDUKATIF BERBASIS RPG MAKER XP SEBAGAI MEDIA PEMBELAJARAN AKUNTANSI

2014 ◽  
Vol 12 (1) ◽  
Author(s):  
Asriyatun Asriyatun ◽  
Mahendra Adhi Nugroho
Keyword(s):  
Research And Development ◽  
Role Playing ◽  
Post Test ◽  
Role Playing Game

Penelitian ini merupakan penelitian pengembangan berupa game edukatif sebagai media pembelajaran Akuntansi untuk siswa SMK Kelas XI. Penelitian ini bertujuan untuk mengembangkan game edukatif berbasis Role-Playing Game (RPG) Maker XP sebagai media pembelajaran Akuntansi, mengetahui kelayakan game edukatif tersebut sebagai media pembelajaran, dan mengetahui pengaruhnya terhadap peningkatan hasil belajar siswa. Metode penelitian ini adalah Research and Development (R&D). Tahapan dalam pengembangan game edukatif ini meliputi: tahap identifikasi potensi dan masalah, pengumpulan informasi, desain produk, pengembangan produk, validasi produk, revisi produk, uji coba produk, dan  analisis dan revisi produk akhir. Pada tahap validasi, game edukatif ini divalidasi oleh dosen sebagai ahli media dan ahli materi serta guru akuntansi. Game edukatif diujicobakan kepada siswa kelas XI SMK Negeri 1 Godean yang berjumlah 32 siswa. Teknik pengumpulan data dalam penelitian ini melalui angket dan tes. Data yang diperoleh dari angket dianalisis secara deskriptif kualitatif dan kuantitatif, sedangkan data dari hasil tes dianalisis menggunakan Gain-test. Hasil penelitian menunjukkan bahwa tingkat kelayakan game edukatif sebagai media pembelajaran berdasarkan penilaian ahli media diperoleh nilai rata-rata 4,26 yang termasuk dalam kategori Sangat Layak, ahli materi diperoleh nilai rata-rata 4,14 termasuk dalam kategori Layak, guru Akuntansi diperoleh nilai rata-rata 4,77 yang termasuk dalam kategori Sangat Layak, dan penilaian siswa menunjukkan nilai rata-rata 4,43 yang termasuk dalam kategori Sangat Layak. Dengan demikian, game edukatif berbasis Role-Playing Game (RPG) Maker XP ini layak digunakan sebagai media pembelajaran. Berdasarkan analisis peningkatan hasil belajar siswa dari hasil pre-test dan post-test yang diberikan pada saat uji coba, diperoleh nilai gain sebesar 0,55 pada kategori sedang. Dengan demikian, peningkatan hasil belajar siswa dengan menggunakan game edukatif ini tergolong sedang.   Kata kunci: Role-Playing Game (RPG) Maker XP, Game Edukatif sebagai media pembelajaran, Akuntansi

scholarly journals A Game-Based Learning Activity to Promote Conceptual Understanding of Chordates’ Phylogeny and Self-Efficacy to Learn Evolutionary Biology

2021 ◽  
Vol 10 (4) ◽  
pp. 1937-1951
Author(s):  
Santhanat Punyasettro ◽  
Pratchayapong Yasri
Keyword(s):  
Self Efficacy ◽  
Evolutionary Biology ◽  
Phylogenetic Trees ◽  
Learning Activity ◽  
Evolutionary Relationships ◽  
Card Game ◽  
Game Based Learning ◽  
School Students ◽  
Post Test ◽  
Thé Vert

<p style="text-align: justify;">Understanding phylogenetic trees representing evolutionary relationships of living organisms is essential in school biology. Traditional instructions based on lectures and textbooks with pictorial presentations have been proven ineffective to promote students’ understanding of the concept. This study, therefore, developed a game-based learning activity called the VERT card game to enhance students’ learning of the phylogenetic taxonomy of chordates. The VERT card game was designed to lay the foundation for different characteristics of chordate classes, as well as to allow students to construct and interpret their evolutionary relationships based on the phylogenetic tree. The effectiveness of the VERT card game was verified by a pre-test and post-test design with 109 middle school students in Thailand. The statistical result revealed that students’ mean scores increased significantly in the post-test, compared to the pre-test, indicating their improved understanding. In addition, after participating in the learning activity, the student participants were found to increase their self-efficacy to learn evolutionary biology statistically. Also, it showed positive views towards the usefulness of the developed card game as a large number of them expressed that they would like to use it for their lesson reviews and wished to have this form of learning activity in other topics in biology.</p>

Honing Emotional Intelligence with Game-Based Crucible Experiences

2011 ◽  
Vol 1 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Elaine M. Raybourn
Keyword(s):  
Emotional Intelligence ◽  
Personal Growth ◽  
Role Playing ◽  
The United States ◽  
Learning Opportunities ◽  
United States Marine Corps ◽  
Game Based Learning ◽  
Defining Moments ◽  
Role Playing Game

The focus of the present paper is the design of multi-player role-playing game instances as crucible experiences for the exploration of one’s emotional intelligence. Subsequent sections describe the design of game-based, intercultural crucible experiences and how this design was employed for training with members of the United States Marine Corps (USMC). This work with the USMC is presented as a case study and example of the use of crucible experiences in game-based learning. Crucible experiences are learning opportunities relevant across a number of different domains and disciplines such as education, healthcare, corporate training, diplomacy, crisis management, international business, and intercultural communication. The present paper demonstrates that crucible experiences are catalysts for personal growth and can be incorporated into game-based learning design whose intent is to create defining moments in which learners can explore emotional intelligence and examine who they are under challenging conditions.

scholarly journals Higher Sustainability of Mental Models Acquired from a Digital Game in Comparison with a Live Action Role-playing Game and a Traditional Lecture

2020 ◽  
Vol 14 (1) ◽  
pp. 29-52
Author(s):  
Michaela Slussareff ◽  
Vít Šisler
Keyword(s):  
High School Students ◽  
Mental Models ◽  
Concept Maps ◽  
Role Playing ◽  
Digital Game ◽  
Eu Law ◽  
Game Based Learning ◽  
School Students ◽  
Traditional Lecture ◽  
Role Playing Game

This article analyses the effectivity of teaching EU law using various educational media. It specifically explores the differences between, and sustainability of, mental models constructed within three various educational environments: (1) a digital game played on PCs, (2) a non-digital role-playing game, and (3) a traditional lecture with discussions. We conducted a laboratory experiment, in which participants (253 high school students, M = 112, F = 141, mean age 16.5) studied EU laws, institutions, and politics in the three above-mentioned environments. We evaluated and compared mental models participants constructed through content analysis of the concept maps they drew immediately after the experiment and others made one month later. Within the analysis, we studied content, architecture, and changes in mental models over time. The resulting data offer unique insight into the process of mental models creation and sustainability thereof within game-based learning; particularly, when using a digital game. Digital game-based learners’ concept maps differed in comparison with those of the educational role-playing and traditional lecture groups; the students tended to keep less altered mental models in their long-term memory: even after the one month period. The results suggest that a digital game-based learning environment could be more successful in mental model retention and for efficacy of future recall; particularly, when dealing with complex phenomena like EU law.

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