scholarly journals From Boring to Board Game: The Effect of a Serious Game on Key Learning Outcomes

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Kendal L Booker ◽  
Anita W. MItchell
Keyword(s):  
Learning Outcomes ◽  
Serious Game ◽  
Board Game

What Features Matter: Linking Serious Game Attributes to Learning Outcomes

2010 ◽  
Author(s):  
Elizabeth Lazzara ◽  
Davin Pavlas ◽  
Wendy Bedwell ◽  
Kyle Heyne ◽  
Eduardo Salas
Keyword(s):  
Learning Outcomes ◽  
Serious Game

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

Learning outcomes of the educational board game “Taphonomy: Dead and Fossilized,” evaluated with high school learners in a summertime program

2021 ◽  
pp. 1-19
Author(s):  
Estefanía Salgado-Jauregui ◽  
Rowan C. Martindale ◽  
Katherine Ellins ◽  
Enrique Reyes ◽  
Anna Weiss
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Board Game

scholarly journals Effects of Incorporating AR into a Board Game on Learning Outcomes and Emotions in Health Education

Electronics ◽  
2020 ◽  
Vol 9 (11) ◽  
pp. 1752
Author(s):  
Hao-Chiang Koong Lin ◽  
Yu-Hsuan Lin ◽  
Tao-Hua Wang ◽  
Lun-Ke Su ◽  
Yueh-Min Huang
Keyword(s):  
High School Students ◽  
Health Education ◽  
Augmented Reality ◽  
Learning Outcomes ◽  
Teaching Experiment ◽  
Board Game ◽  
Flow State ◽  
School Students ◽  
Hands On ◽  
Research Findings

In traditional school education, the content of health education courses cannot be easily linked to daily life experiences. This results in the low application of acquired knowledge and hinders students from gaining hands-on experience and a sense of accomplishment through courses, thereby lowering the learners’ engagement and willingness to learn. This study designed a board game integrated with augmented reality (AR) for health education; incorporated the card-game, slides, and learning-sheets (CSLS) gamification teaching model into the learning process; and discussed the effectiveness of board games with augmented reality in improving learning outcomes and emotions. The research participants were 52 senior high school students, who were assigned to the experimental (AR health education board game) or control (health education board game) group in the teaching experiment. The research findings reveal the following. The two groups were significantly different in terms of (1) learning outcomes, (2) negative emotions, (3) flow state in the game.

scholarly journals “Changing the Game—Neighbourhood”: An Energy Transition Board Game, Developed in a Co-Design Process: A Case Study

2020 ◽  
Vol 12 (24) ◽  
pp. 10509
Author(s):  
Mathias Lanezki ◽  
Catharina Siemer ◽  
Steffen Wehkamp
Keyword(s):  
Citizen Participation ◽  
Development Process ◽  
Energy Transition ◽  
Serious Game ◽  
Difficulty Level ◽  
Board Game ◽  
Learning Content ◽  
Complex Relationships ◽  
Neighborhood Level

Communicating knowledge about energy transition is a challenge of sustainable development. Serious games are a possible approach to explain complex relationships and present them to citizens. This paper discusses the development process of the serious board game “Changing the Game—Neighbourhood”. Therefore, this paper describes our approach of developing a serious game with co-designers in four phases and illustrates the process using an example. Doing so, the paper focus on two central challenges: (1) How can a serious game be developed for the energy transition, which keeps a balance between learning and playability? (2) How can co-design contribute to the development of a serious game? We found out that the use of prototypes and the influence of different stakeholders as informants, co-designers, and testers were crucial for the expansion of the learning content, the improvement of the gameplay, and the balancing of the difficulty level. In addition, the energy transition at the neighborhood level appeared to be a suitable topic for a serious game. During the development process, the serious game was already used for citizen participation, involving about 120 participants in 15 workshops.

From Learning to Assessment. Utilizing Blockchain Technologies in Gaming Environments to Secure Learning Outcomes and Test Results

2019 ◽  
Vol 3 (2) ◽  
pp. 172-192 ◽  
Author(s):  
Michael Black ◽  
Lloyd Donelan ◽  
Trevor Higgins ◽  
Nikolaus Koenig ◽  
Brenton Lenzen ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Serious Games ◽  
Digital Games ◽  
Serious Game ◽  
Test Results ◽  
Iterative Design ◽  
Category System ◽  
Secure Learning

This study, pursues the following three goals, namely the introduction and discussion regarding Blockchain technologies in education in general and serious games in particular; a definition and proposal of a category system for digital games with the aim not only to teach but also to assess; and a description of the serious game Gallery Defender, one of the very first games which maps grades/certificates for the player/learner as well as further information for the teacher on Blockchain. This game is currently in the middle of an iterative design process and the authors describe the used Blockchain approach of the first iteration of the game to inspire further developments in this direction, especially for the Maltese audience, as Malta is perceived as the leading EU country in the field of Blockchain regulation.

scholarly journals Educational Board Game and Flashcard: Which one is better for learners at beginner level of Chinese language?

2020 ◽  
Vol 7 (4) ◽  
pp. 89-104
Author(s):  
Ju-May Wen ◽  
Hai Dung Do ◽  
Eric Zhi-Feng Liu ◽  
Chun-Hung Lin ◽  
Shihping Kevin Huang
Keyword(s):  
Learning Outcomes ◽  
Empirical Research ◽  
Chinese Language ◽  
Higher Learning ◽  
Learning Motivation ◽  
Flow Experience ◽  
Board Game ◽  
Board Games

The purpose of this study is to compare the impacts of flashcard and board games on the learning motivation, flow experience, and learning outcomes of learners of Chinese language. The subjects of this research were 34 learners who took beginner Chinese courses. Empirical research found out that both flashcard and board games have positively significant effects on learners’ learning motivation, flow experience and learning outcomes. In which, learners in the board game group have significantly higher learning outcomes than those in the flashcards group. However, the learning motivation and flow experience of the flashcard group are significantly higher than that of the educational board game group.

Teaching Basic Programming Concepts to Young Primary School Students Using Tablets

2018 ◽  
Vol 10 (1) ◽  
pp. 34-47 ◽  
Author(s):  
Emmanuel Fokides
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Age Differences ◽  
Mobile Applications ◽  
Primary Schools ◽  
Ease Of Use ◽  
Board Game ◽  
Primary School Students ◽  
School Students ◽  
Policy Makers

The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. No age differences were noted. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators, as well as policy makers, can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.

The Effects of Fully and Partially In-Game Guidance on Players' Declarative and Procedural Knowledge With a Disaster Preparedness Serious Game

2020 ◽  
Vol 12 (4) ◽  
pp. 23-37
Author(s):  
Ting Zhou ◽  
Christian S. Loh
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Disaster Preparedness ◽  
Serious Games ◽  
Procedural Knowledge ◽  
Declarative Knowledge ◽  
Serious Game ◽  
Moderator Effect ◽  
Interaction Term ◽  
The Relationship

Studies suggest that serious games are useful tools for disaster preparedness training, but few have examined if instructional factors differentially affect the learning outcomes. This study investigated the effects of players' gaming frequency, prior knowledge, and in-game guidance received on their declarative and procedural knowledge in a disaster preparedness serious game. Findings showed that gaming frequency was not a significant predictor for learning outcomes. By contrast, players' prior knowledge, the types of in-game guidance received, and the interaction between the two were all significant predictors for the acquisition of declarative knowledge and development of procedural knowledge. The interaction term revealed a moderator effect, indicating that the relationship between a player's prior knowledge and learning outcomes was affected by the type of in-game (full or partial) guidance received.

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