scholarly journals Arabic Quizzes Game to Improve Arabic Vocabulary

2021 ◽  
Vol 1 (1) ◽  
pp. 45-54
Author(s):  
Annindita Hartono Putria ◽  
Fira Eka Permatasari ◽  
Athiyah Laila Hijriyah ◽  
Lailatul Mauludiyah
Keyword(s):  
Teaching And Learning ◽  
Quantitative Methods ◽  
Educational Games ◽  
Visual Media ◽  
Educational Game ◽  
Technology Learning ◽  
International Language ◽  
Main Technique ◽  
Learning Technique ◽  
The Many

Learning media has experienced many variations along with the development of technology. Learning and playing are activities that are not only carried out by children but also by adults. Educational games as visual media are games that are packaged to support and increase users' thinking and concentration. The use of educational game technology in the teaching and learning process is an interactive learning technique. Mastery of Arabic vocabulary is very important, seeing from the many educational games that use this international language. This research was conducted to determine the effectiveness and benefits of educational games as well as learning designs using educational game content. In this study, researchers used quantitative methods that were supported by population and sampling. The development of this educational game was carried out by collecting data in the form of interviews as the main technique, documentation and observation as supporting techniques. The results in this study state that educational games are an effective and interactive medium in increasing Arabic vocabulary at the higher education level. This is because educational games can increase learning motivation and can make it easier for students to understand the material.

Designing Educational Games

2014 ◽  
pp. 181-198 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

Designing Educational Games

Gamification ◽  
2015 ◽  
pp. 576-594 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student's learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

MYTH TROUBLES: An Open-Source Educational Game in Scratch for Greek Mythology

2017 ◽  
Vol 49 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Olympia Evangelopoulou ◽  
Stelios Xinogalos
Keyword(s):  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Greek Mythology ◽  
Primary School Students ◽  
School Students ◽  
Educational Value ◽  
The Subject ◽  
Willingness To Use ◽  
Game Developers

Background. Educational games are nowadays used for facilitating the teaching and learning process of various subjects. History is one of the subjects that simulations and games are used for promoting active learning and supporting students in comprehending various history-related subjects. Aim. This article reports on a new educational game on Greek mythology, called MYTH TROUBLES, designed and developed from scratch with the aim of supporting primary school students in studying Greek mythology and raising their interest on the subject of history. Method. The article presents the educational rationale and design of MYTH TROUBLES in the context of an educational games design model proposed in the literature. Since the game was implemented with the platform of Scratch and it is available online both for students (or anyone interested in Greek Mythology) and game developers, some information for its implementation is also provided. The results of a pilot evaluation of MYTH TROUBLES with the help of 21 experienced school teachers are presented, along with proposals for improvement and extension of the game. Results. Teachers evaluated positively MYTH TROUBLES in terms of acceptability, usability, utility as an educational tool, as well as its interface and game play and expressed their willingness to use it in the classroom. Conclusions. MYTH TROUBLES is considered appropriate by teachers for supporting the teaching and learning of Greek mythology and assessing its educational value in class is the next step. Scratch is appropriate for implementing such educational games and sharing them with interested players and game developers.

Changing The Rules

2010 ◽  
pp. 161-175
Author(s):  
André Koscianski
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Educational Games ◽  
High Accuracy ◽  
Educational Game ◽  
Processing Power ◽  
New Concepts ◽  
Information And Communication ◽  
Design Options ◽  
Pleasant Experience

The increasing availability of information and communication technology makes it possible to explore new concepts and strategies in teaching and learning processes. The reduction of cost and the amelioration of processing power of computers allow bringing to the classroom software of greater complexity. This way, the use of simple computer presentations is gradually replaced by hypermedia systems capable of combining different kinds of information. Interactive simulators represent a next step, allowing students to participate in an active process of experimentation. These tools make use of numeric models to represent the dynamics of systems with high accuracy. Video games can blend the numeric and media capabilities of computers with a presentation format that provides a pleasant experience and promotes a deep engagement in activities. These characteristics have a positive impact on learning results, explaining the interest on such software. The construction of educational games requires knowledge from very diverse fields, like pedagogy, cognitive psychology, computer graphics, simulation and software engineering. Each area of expertise has its own view from the issues involved; bringing together different professionals in a coherent manner can be a challenging task. This work describes tools to help organize the design and decisions during the implementation of an educational game. They facilitate the communication between project members, by documenting design options in different stages.

scholarly journals A Model-driven Framework for Educational Game Design

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Bill Roungas
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Ad Hoc ◽  
Educational Games ◽  
Educational Game ◽  
Design Environment ◽  
Web Based ◽  
Model Driven ◽  
The Many ◽  
Game Elements

Educational games are a class of serious games whose main purpose is to teach some subject to their players. Despite the many existing design frameworks, these games are too often created in an ad-hoc manner, and typically without the use of a game design document (GDD). We argue that a reason for this phenomenon is that current ways to structure, create and update GDDs do not increase the value of the artifact in the design and development process. As a solution, we propose a model-driven, web-based knowledge management environment that supports game designers in the creation of a GDD that accounts for and relates educational and entertainment game elements. The foundation of our approach is our devised conceptual model for educational games, which also defines the structure of the design environment. We present promising results from an evaluation of our environment with eight experts in serious games.

Designing Educational Games

2010 ◽  
pp. 108-125 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

scholarly journals Jogo educacional digital para apoio ao aprendizado de Matemática

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Silvana Kliszcz ◽  
Sidnei Renato Silveira ◽  
Fábio José Parreira
Keyword(s):  
Teaching And Learning ◽  
Educational Games ◽  
Mathematics Learning ◽  
Educational Game ◽  
Specific Content ◽  
Learning Mathematic

Resumo: Este artigo apresenta um protótipo de jogo educacional digital para apoio ao aprendizado da Matemática, destinado a alunos com faixa etária de 6 a 10 anos, explorando como conteúdo específico da Matemática as operações de adição, subtração, multiplicação e divisão. Por meio de uma interface lúdica, compatível com a idade dos usuários, o jogo “Vamo$ às Compras” permite estimular os processos de ensino e de aprendizagem das quatro operações fundamentais da Matemática. Palavras-chave: Jogo Educacional Digital. Aprendizagem. Matemática. DIGITAL EDUCATIONAL GAME TO SUPPORT MATHEMATICS LEARNING Abstract. This paper presents a proposal to implement a digital educational game to support the learning of mathematics, designed for students aged 6-10 years exploring how specific content of mathematics, the operations of addition, subtraction, multiplication and division. Through a playful interface, compatible with the age of the users, the game “Vamo$ às Compras” will stimulate the processes of teaching and learning of the four operations.Keywords: Digital Educational Games. Learning. Mathematic.  

Instructional Strategies for Game-Based Learning

2018 ◽  
pp. 472-481
Author(s):  
Antonio Santos
Keyword(s):  
Instructional Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Games ◽  
The Other ◽  
Educational Game ◽  
Instructional Designers ◽  
Game Based Learning ◽  
Positive Effects ◽  
Motivation And Learning

Although it could be assumed that playing games lifts intrinsic motivation and that this must have an effect on the cognitive processes of the player, it is still not known how to develop an educational game with the same positive effects. Thus, the challenge for GBL is rather significant in determining how to design and develop good educational games and how to integrate them into the teaching and learning process so that students' motivation and learning are qualitatively improved. This chapter's main objectives are to describe some of the current GBL models proposed by the literature used to analyze, design, and integrate games in education and, on the other, to propose and describe a methodology developed by the author to create educational games. The assumption is that this type of information could aid instructional designers and educators—and even commercial game designers—interested in developing good GBL experiences.

How do Professionals’ Attitudes Differ between what Game-Based Learning could Ideally Achieve and what is Usually Achieved

2013 ◽  
pp. 1738-1752
Author(s):  
Wee Hoe Tan ◽  
Sean Neill ◽  
Sue Johnston-Wilder
Keyword(s):  
Learning Outcomes ◽  
Subject Matter ◽  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Subject Matter Experts ◽  
Game Based Learning ◽  
Usual Practice ◽  
The Uk

This paper compares the results of two surveys conducted between July 2009 and January 2010 with 45 subject matter experts (SMEs) and 41 game experts in the UK. The surveys examine the attitudes and attitude differences of the participants towards teachers who use games in the classroom and studios that produced educational games. The findings revealed respondents’ attitudes were statistically significantly less positive—comparing ideal conditions to usual practice—for the issues studied. The SMEs were unaware of the problems faced by educational game studios, which could lead to a scenario where games are made fun at the expense of learning outcomes or vice versa. In issues related to educational games, the SMEs were found to be certain only about aspects of related directly to teaching and learning while the games experts were confident only for game design and development. This revealed a need for collaboration between SMEs and game experts rather than independent production when designing and developing GBL solutions.

How do Professionals’ Attitudes Differ between what Game-Based Learning could Ideally Achieve and what is Usually Achieved

2012 ◽  
Vol 2 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Wee Hoe Tan ◽  
Sean Neill ◽  
Sue Johnston-Wilder
Keyword(s):  
Learning Outcomes ◽  
Subject Matter ◽  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Subject Matter Experts ◽  
Game Based Learning ◽  
Usual Practice ◽  
The Uk

This paper compares the results of two surveys conducted between July 2009 and January 2010 with 45 subject matter experts (SMEs) and 41 game experts in the UK. The surveys examine the attitudes and attitude differences of the participants towards teachers who use games in the classroom and studios that produced educational games. The findings revealed respondents’ attitudes were statistically significantly less positive—comparing ideal conditions to usual practice—for the issues studied. The SMEs were unaware of the problems faced by educational game studios, which could lead to a scenario where games are made fun at the expense of learning outcomes or vice versa. In issues related to educational games, the SMEs were found to be certain only about aspects of related directly to teaching and learning while the games experts were confident only for game design and development. This revealed a need for collaboration between SMEs and game experts rather than independent production when designing and developing GBL solutions.

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