scholarly journals Defining Digital Game-Based Learning for STEM: A New Perspective on Design and Developmental Research (Preprint)

2020 ◽  
Author(s):  
Shahrul Affendi Ishak ◽  
Rosseni Din ◽  
Umi Azmah Hasran
Keyword(s):  
Stem Education ◽  
Digital Games ◽  
Digital Game ◽  
Game Based Learning ◽  
Game Development ◽  
Process Output ◽  
New Perspective ◽  
Output Stages ◽  
Graphical System

UNSTRUCTURED In modern digital age, digital games being used as informal media for STEM education and medical therapy through digital game-based learning (DGBL). Digital game serves learners with a graphical system of interaction that allows them to enhance scientific concepts with an enjoyable environment. The vastly increasing number of digital games produce in the market affects the quality of the STEM digital games while requiring multidisciplinary experts. This paper proposes a framework for STEM digital game-based learning throughout input-process-output stages. Several literatures have been reviewed from the early 2000s and present studies to discuss the new viewpoint on design and developing digital games particularly for STEM. This proposed framework consists of digital game development as input, experience as a process, and constructs involved as output to ensure the game's output is a universal research product. The simple and precise framework will lead to a universal product used for various types of learners. This paper presents the new perspective on the framework for design and developing STEM digital games in DGBL. This framework can be used as a guideline for game designers, developers, and STEM experts to develop STEM digital games for various purposes to achieve better learning or learning outcome when designing digital games for STEM.

The Development Of Visual Aspects In Video Games Over The Years

2016 ◽  
Vol 7 (2) ◽  
pp. 18-22
Author(s):  
Christian Aditya
Keyword(s):  
Video Games ◽  
Game Design ◽  
Visual Quality ◽  
Digital Games ◽  
Digital Game ◽  
Game Engine ◽  
Game Development ◽  
History Of ◽  
Game Console

This report investigates the importance of creating a realistic environment in order to create an immersive world in digital games. The discussion will start from the history of Digital game development until now, discussing on the limitations of gaming consoles from time to time, and how game designers nowadays keep pushing the boundaries of the visual aspects of their game. Then focusing the discussion on the technical and art aspect of digital game design. By doing the analysis in this report, we can conclude that there are several reason that affects the visual quality of video games, such as the technology of the game console, the limitation of game engine, and also the skill of the game artist itself. Key words : Video Games, Digital Games, Game Console, Environment, Game Engine.

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

Can Pre-Service Teachers Create Digital Game-Based Activities Without Coding Knowledge?

2018 ◽  
pp. 159-172 ◽  
Author(s):  
Phu Vu ◽  
Martonia Gaskill
Keyword(s):  
Training Session ◽  
Digital Games ◽  
Public University ◽  
Advanced Technology ◽  
Technology Skills ◽  
Digital Game ◽  
Research Procedure ◽  
Interview Training ◽  
Electronic Games

This chapter examined five cases of pre-service teachers' abilities and attitudes towards creating and using digital games in their future teaching. Participants included five pre-service teachers at a Midwest public university. The participants underwent the same research procedure including: pre-project open-ended interview, training session, and post-project open-ended interview. The researchers analyzed participants' responses to the interviews and the quality of the games they created, using the Educational Electronic Games Rubric. Results showed that students not only enjoyed learning about digital games, but also were able to create quality games without coding knowledge or advanced technology skills. Five participants indicated that they plan on creating and integrating digital games into their future teaching.

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.

scholarly journals Possibilities of the Application of Digital Games in the Implementation of the Curriculum of Arts Subject

Pedagogika ◽  
2016 ◽  
Vol 123 (3) ◽  
pp. 120-138
Author(s):  
Birutė Vitytė
Keyword(s):  
Digital Games ◽  
Pop Art ◽  
Artistic Expression ◽  
Traditional Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Art Cinema ◽  
Art Object ◽  
Integration Of Technology ◽  
The Subject

Digital games that involve entertainment, relaxation and technology are very attractive to modern students, while the traditional learning/teaching methods are inefficient and unattractive to them due to the change in learning habits. Surveys testify the successful incorporation of digital games into the curricula of Nature, Mathematics, Foreign Languages and other subjects and allow assuming that they might also be incorporated into the curriculum of the subject of Arts; therefore, this article investigates and reveals the possibilities of the application of digital games in the implementation of the curriculum of Arts subject. Many different interpretations of the concept of a digital game show that it is a manifold and multifaceted phenomenon. In addition to the concept of a “digital game” which can be understood in its broadest sense as the integration of technology and entertainment, the concepts of serious games, game-based learning / digital game-based learning, edutainment, and lecture games can also be encountered in the education contexts. Digital games can be incorporated into the subject of Arts first of all as a phenomenon of modern art. In certain aspects, digital games can be attributed to pop art and they have certain connections with installation art and, no doubt, with video and optic art and other art branches. The idea of digital games as a form of art is still questioned but some researchers suggest that their artistic value should be grounded on the analogy with art cinema. Cinema is undoubtedly considered a form of art although it is understood that not all films are works of art but, instead, an expression of the popular culture. Digital games can be incorporated into art classes as a means of artistic expression in several different ways. The first method is the creation of a digital game as an art object during art classes. The second method involves playing already created digital games as the tool/means of development of certain artistic expression abilities. Surveys show that children under 10 years of age are already capable of designing games: their script, graphics and other elements. Teenagers and older students are often capable of controlling programs intended for professionals. The process of creation of a digital game is analogous to the process of creation of any other art work but, according to the researchers, the nature of such creative work offers more education possibilities in certain aspects in comparison to traditional creative activities. The playing of digital games during art classes could be applied instead of traditional methods aiming to train the composing, designing and modelling abilities of the students or to deepen their knowledge on art history. Learning through digital gaming is an attractive and engaging experience to modern students who cannot learn and read consistently but are rather inclined to act and learn through experimenting; therefore, digital games can also be incorporated into art classes as a motivating element.

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).

Conceptions and Instructional Strategies of Pre-Service Teachers Towards Digital Game Based Learning Integration in the Primary Education Curriculum

2018 ◽  
pp. 356-368
Author(s):  
Margarida Romero ◽  
Jean-Nicolas Proulx
Keyword(s):  
Primary Education ◽  
Digital Literacy ◽  
Digital Games ◽  
Learning Activity ◽  
Digital Game ◽  
Education Curriculum ◽  
Game Based Learning ◽  
Curricular Integration ◽  
The Creation ◽  
Integration Strategies

Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.

scholarly journals Crisis' as Tool in the Digital Games Industry: Resistance or Command and Conquer?

eTopia ◽  
2009 ◽  
Author(s):  
Owen Livermore
Keyword(s):  
Economic Crisis ◽  
Digital Games ◽  
Significant Degree ◽  
Media Discourse ◽  
Digital Game ◽  
Moral Panics ◽  
Game Development ◽  
Bottom Up ◽  
Current State ◽  
Business Failures

From media-driven moral panics to colossal business failures, digital games have historically been rife with crisis, defining the games industry and its practices to a significant degree. More recently, media discourse regarding the very aggressive global economic crisis is host to an ideological game where the form and context of crisis is shaped into a number of disparate and sometimes contradictory conclusions about the current state of digital game development. I will provide an overview pinpointing some of the recent claims made about the digital games industry and relate this discursive context to the ongoing challenges of the peoplewho work within it. Additionally, in an effort to address the title and theme of the Intersections2009 Conference, I wish to highlight the ways in which crisis can be “disruptive”, but also manipulable and productive in ways that reveal both hegemonic industry mandates and opportunities for bottom-up mobilization.

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