An Investigation of Digital Game-Based Learning Software in the Elementary General Music Classroom

2020 ◽  
Vol 1 (2) ◽  
pp. 1-24
Author(s):  
Andrew J. Lesser
Keyword(s):  
Video Games ◽  
Digital Media ◽  
New Technologies ◽  
Control Group ◽  
Educational Video ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Video Games ◽  
Music Classroom ◽  
Musical Concepts

Game-based learning, or the process of adapting an educational concept into a game-based structure, has been studied by researchers for nearly a century. Over the last several decades, new technologies have allowed digital media to create a multibillion-dollar entertainment industry commonly known as video games. Video games have become a tool for many educators who have the potential to engage students to learn musical concepts and skills. The purpose of this study was to determine the effectiveness of digital game-based learning in comparison to other teaching methods for music education and to explore the perspectives of young students regarding video games both in school and in their personal lives. Eighty-two (n = 82) fifth- and sixth-grade students in a northeastern U.S. elementary school completed a study consisting of a pretest/posttest control group design. Results showed that students who had access to educational video games combined with the assistance of an instructor achieved higher mean scores than students who had access to either video games without instruction or instruction without video games. These findings suggested that educational video games may potentially be used as an effective tool in the music classroom to teach musical concepts and skills.

scholarly journals On line and other Game-Based Learning for Mathematics

2015 ◽  
Vol 11 (4) ◽  
pp. 62 ◽  
Author(s):  
Athanasios Drigas ◽  
Marios Pappas
Keyword(s):  
Mathematics Education ◽  
Video Games ◽  
Mathematics Achievement ◽  
Cognitive Skills ◽  
Educational Video ◽  
Game Based Learning ◽  
Educational Video Games ◽  
On Line

The last decade, researchers and educators have shown particular interest for the use of educational video games in mathematics education, in an effort to provide educational character to entertainment. In this paper we represent some of the most representative studies which evaluate the effects of video games on mathematics achievement as well as the improvement of memory, attention and cognitive skills. As indicated by the studies, video games may constitute useful tools in mathematics education as they support children’s comprehension on fundamental concepts, but also motivate them to see positively the course of mathematics.

scholarly journals Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games

2021 ◽  
Vol 13 (15) ◽  
pp. 8485
Author(s):  
Aldo Gordillo ◽  
Enrique Barra ◽  
Sonsoles López-Pernas ◽  
Juan Quemada
Keyword(s):  
Video Games ◽  
Video Game ◽  
Educational Video ◽  
Game Based Learning ◽  
Digital Competence ◽  
Educational Video Games ◽  
Post Test ◽  
Educational Video Game ◽  
Viable Approach ◽  
Motivation And Learning

There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y León (Spain) participated in this study. A pre‑test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence.

scholarly journals A design process for balanced educational video games with collaborative activities

DYNA ◽  
2015 ◽  
Vol 82 (193) ◽  
pp. 223-232 ◽  
Author(s):  
Natalia Padilla-Zea ◽  
Nuria Medina-Medina ◽  
Francisco L. Gutiérrez-Vela ◽  
José R. López-Arcos ◽  
Patricia Paderewski ◽  
...  
Keyword(s):  
Video Games ◽  
Design Process ◽  
Educational Video ◽  
Educational Video Games ◽  
Collaborative Activities

ACADEMIC PERFORMANCE AND EDUCATIONAL VIDEO GAMES: DOES GENDER MATTER?

2019 ◽  
Author(s):  
José Martí-Parreño ◽  
María José Miquel-Romero ◽  
Ernesto Méndez-Ibáñez
Keyword(s):  
Academic Performance ◽  
Video Games ◽  
Educational Video ◽  
Educational Video Games

THE MOTIVATIONAL EFFECTS OF EDUCATIONAL VIDEO GAMES: AN EXPERIMENTAL DESIGN

2017 ◽  
Author(s):  
José Martí-Parreño ◽  
Ernesto Méndez-Ibáñez ◽  
Joaquin Aldás-Manzano
Keyword(s):  
Video Games ◽  
Experimental Design ◽  
Educational Video ◽  
Educational Video Games

An Overview of Gaming Terminology

2011 ◽  
pp. 24-44
Author(s):  
Clark Aldrich ◽  
Joseph C. DiPietro
Keyword(s):  
Video Games ◽  
Academic Research ◽  
Video Gaming ◽  
Educational Video ◽  
Educational Video Games ◽  
The World

This appendix introduces and defines commonly used terms and phrases from the world of video gaming. It seeks to bridge the gaps between researchers, gamers, and educators so that a more thoughtful and productive conversation may be had. The authors hope that this appendix adds to the understanding of and appreciation for both consumer-based and educational video games, furthers academic research within this field, and serves as a valuable tool for anyone interested in learning more about video games and related terminology. Fifty-two entries are discussed within this appendix serving as a solid, yet not all-encompassing, foundation for future inquiry and discussion.

Continuous Assessment in Educational Video Games

2014 ◽  
Author(s):  
J. R. López-Arcos ◽  
F. L. Gutiérrez ◽  
N. Padilla-Zea ◽  
N. Medina Medina ◽  
P. Paderewski
Keyword(s):  
Video Games ◽  
Educational Video ◽  
Continuous Assessment ◽  
Educational Video Games

Designing and Evaluating Digital Game-Based Learning with the ARCS Motivation Model, Humor, and Animation

2015 ◽  
Vol 11 (2) ◽  
pp. 80-95 ◽  
Author(s):  
Lai-Chung Lee ◽  
Kuang-Chung Hao
Keyword(s):  
Natural Science ◽  
Multimedia Applications ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Effectiveness ◽  
Digital Game ◽  
Game Based Learning ◽  
Teaching Materials ◽  
Motivation Model ◽  
Experimental Group

Multimedia teaching applications have been widely utilized in various subjects. The presentation of teaching materials with animations and games helps to stimulate the visual sense and enhance the learning motivation of learners. Successful learning, however, requires the stimulation of learning motivation that can inspire learners to achieve the desired learning objectives. This study combines the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model, and humor to design a set of multimedia applications that include teaching animations and games for sixth graders' natural science and technology course, called the Cat's Cradle Multimedia Learning System (CCMLS). The scenario stories of anthropomorphic characters introduce four units of natural science: levers, axles, pulleys and gears. Additionally, games are designed to impress learners even more. After the applications were prepared, tests for learning effectiveness, learning motivation and perceived fun associated with teaching materials were conducted with 106 students at the Qishan Elementary School in Kaohsiung. The experimental group used CCMLS, while the control group used videos of the textbook as the applications. A pre-test and post-test, ARCS Learning Motivation Questionnaire, Smileyometer and interviews were conducted with both groups. According to the statistical analysis, significance was detected in regard to learning effectiveness between the experimental group and the control group. Significance was also found in ARCS learning motivation and perceived fun of teaching materials. Moreover, there is a significant positive correlation between the perceived fun related to the teaching materials and learning motivation. The contribution of this study lies in the proposal of the digital game-based learning (DGBL) from the design perspective: to enhance students' learning motivation and use willingness regarding the teaching materials of the drama and the cartoon characters in humorous dialogues. The proper sound and light effects and examples that are close to daily life will also be taken into consideration in the design of the multimedia applications.

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