scholarly journals Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other

2021 ◽  
pp. 142-160
Keyword(s):  
Teacher Perceptions ◽  
Educational Games ◽  
Digital Game ◽  
Traditional Values ◽  
Game Based Learning ◽  
Education Students ◽  
Perceptions And Attitudes ◽  
Key Stakeholders ◽  
Perceptions Of Students ◽  
Teachers And Parents

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students’ and parents’ intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.

The Future of Digital Game-Based Learning

2011 ◽  
pp. 1999-2012
Author(s):  
Brian Magerko
Keyword(s):  
Real World ◽  
Educational Games ◽  
Individual Student ◽  
Digital Game ◽  
Educational Media ◽  
Game Based Learning ◽  
Teaching Techniques ◽  
Rigorous Evaluation ◽  
Games For Learning ◽  
Near Future

This chapter discusses the potential future of games for learning through the lens of current advantages of real-world education that are thus far lacking in educational games. It focuses on four main facets of the real-world educational experience: adapting content to an individual student, the rigorous evaluation of educational media, the ease of modification of educational games, and the application of games to new domains and teaching techniques. The chapter then suggests how we as designers and developers can make strides towards incorporating these lacking elements into how we build and use educational games. The author hopes that this discussion can be used to foster discussion about where the field could be and should be going in the near future.

scholarly journals Perceived pervasive skills acquired through educational games in an accounting undergraduate degree

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Marelize Malan ◽  
Vanessa Van Dyk
Keyword(s):  
Time Management ◽  
Educational Games ◽  
First Year ◽  
Game Based Learning ◽  
Effective Learning ◽  
Learning Aids ◽  
Perceptions Of Students ◽  
Managerial Implications ◽  
Second Year ◽  
Value Add

Orientation: Learning should be active, experiential and fun.Research purpose: This study investigated the perceptions of students regarding the development of pervasive skills within an undergraduate accounting syllabus.Motivation for the study: Game-based learning is an effective way to increase students’ knowledge, evoke intense involvement in a collaborative setting and promote effective learning, which could result in the development of pervasive skills.Research approach/design and method: The perceptions of second-year students were gathered through a questionnaire with closed- and open-ended questions. The questionnaire sought to compare the two games that are played by the same set of students, one in their first year of study in a commerce module and another in their second year of study in an accounting module.Main findings: It was found that students enjoyed both games, particularly their collaborative nature and how they could learn from fellow students. The students perceived that the Monopoly board game primarily developed strategic thinking, critical thinking and professionalism whilst the 60 Seconds game developed teamwork, time management and communication (listening). The two games were, therefore, seen as effective learning aids since skills development occurred both within a formal, mark-bearing game and in an informal game with no bearing on the students’ marks.Practical/managerial implications: Learning through games can be interactive, practical and enjoyable and should be used as a tool to develop students’ pervasive skills.Contribution/value-add: This study also showed that it is not always necessary to spend much resource on a learning supplement. Both games proved to be effective learning tool in the development of pervasive skills.

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).

The Future of Digital Game-Based Learning

2009 ◽  
pp. 1274-1288 ◽  
Author(s):  
Brian Magerko
Keyword(s):  
Real World ◽  
Educational Games ◽  
Individual Student ◽  
Digital Game ◽  
Educational Media ◽  
Game Based Learning ◽  
Teaching Techniques ◽  
Rigorous Evaluation ◽  
Games For Learning ◽  
Near Future

This chapter discusses the potential future of games for learning through the lens of current advantages of real-world education that are thus far lacking in educational games. It focuses on four main facets of the real-world educational experience: adapting content to an individual student, the rigorous evaluation of educational media, the ease of modification of educational games, and the application of games to new domains and teaching techniques. The chapter then suggests how we as designers and developers can make strides towards incorporating these lacking elements into how we build and use educational games. The author hopes that this discussion can be used to foster discussion about where the field could be and should be going in the near future.

Spanish Teacher Attitudes Towards Digital Game-Based Learning

2022 ◽  
pp. 554-578
Author(s):  
Cristina A. Huertas-Abril ◽  
María García-Molina
Keyword(s):  
Teacher Perceptions ◽  
Quantitative Research ◽  
Positive Attitude ◽  
Training Programs ◽  
Practical Implementation ◽  
Digital Game ◽  
Game Based Learning ◽  
Spanish Teacher ◽  
And Training ◽  
Potential Use

The consideration that the only goal of games is the achievement of entertainment is still commonly accepted, although there is now an outgrowing perspective that believes in the use of games to promote learning. This exploratory quantitative research examines both in-service and pre-service Spanish teacher perceptions (n = 112) about using digital games in their lessons, paying a special attention to the TPACK model, and comparing the results regarding age, gender, and professional situation. Responses show a positive attitude towards the potential use of video games in their lessons, although there are differences considering the results of the items concerning technological, pedagogical, or content knowledge. The data presented in this study is relevant to guide the design of curriculum and training programs, as well as to develop strategies to support and scaffold pre-service and in-service teachers' knowledge and practical implementation of digital game-based learning (DGBL).

Does avatar design in educational games promote a positive emotional experience among learners?

2021 ◽  
pp. 204275302199433
Author(s):  
Kogilathah Segaran ◽  
Ahmad Zamzuri Mohamad Ali ◽  
Tan Wee Hoe
Keyword(s):  
Learning Process ◽  
Educational Games ◽  
Emotional Experience ◽  
Virtual Learning ◽  
Digital Game ◽  
Emotional Experiences ◽  
Game Based Learning ◽  
Significant Potential

Virtual learning companions, such as avatars, have shown significant potential in assisting learners—particularly in the Digital Game-Based Learning (DGBL) condition. Since there are many avatar design approaches which can be utilized in DGBL, questions arise on which type of these are most preferred by learners. Mainly, in ensuring that the design promotes positive emotional experience throughout the learning process. This research has specifically explored the realism aspect of avatar design. In particular, we have found that moderate cartoon-like character designs can be more promising in promoting positive emotional experiences among viewers, in comparison to slightly realistic and overly exaggerated avatar designs.

scholarly journals Domesticating Digital Game-based Learning

2016 ◽  
Vol 4 (1) ◽  
pp. 5 ◽  
Author(s):  
Helga Dís Ísfold Sigurðardóttir
Keyword(s):  
Educational Games ◽  
Social Stigma ◽  
Digital Games ◽  
Actor Network Theory ◽  
School Level ◽  
Digital Game ◽  
Game Based Learning ◽  
Norwegian Education ◽  
Group Interviews ◽  
Domestication Theory

<p>This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon <em>domestication theory</em>, <em>actor-network theory</em>, and the concept of <em>script</em>, and makes use of Latour's <em>assemblage </em>approach.</p><p>Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process.  </p>

scholarly journals Surveying Hungarian Teachers’ Beliefs about Digital Game-based Learning

2021 ◽  
Vol 11 (4) ◽  
pp. 17
Author(s):  
Lilla Bónus ◽  
Erzsébet Antal
Keyword(s):  
Secondary School Teachers ◽  
Educational Games ◽  
Teaching Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Significant Difference ◽  
Teachers Beliefs ◽  
Affective Variables ◽  
Belief Scale ◽  
And Gender

This study examines Hungarian teachers’ beliefs and affective variables (confidence and motivation) in the context of digital game-based learning (DGBL). Our research questions were: How well does the Game-based-learning Teaching Belief Scale (GTBS) work among Hungarian teachers? What are Hungarian teachers’ beliefs about DGBL? To what extent do background variables (teaching level, gender, age, teaching experience) influence teachers’ beliefs about DGBL? We adapted the Game-based-learning Teaching Belief Scale to Hungarian. Primary and secondary school teachers (N=102) participating in our research completed the questionnaire online, in an anonymous form. Based on the results of the confirmatory factor analysis (CFA), we recommended deleting one item from the original questionnaire. The analyses were performed after deleting the item. Fillers have positive beliefs about DGBL, feel confident in applying DGBL, and are self-confident in their commitment to DGBL. Based on our results, teachers are happy to use digital educational games. Derived from the independent t-test, there is no significant difference in teachers’ beliefs about DGBL by teaching level and gender. Furthermore, determined from the ANOVA, there is no significant difference in the Hungarian teachers' beliefs about DGBL by age and teaching experience. The results highlight that the teachers are open to reform their teaching practices and to apply new methods. This could be an important aspect of teacher training.

Are Good Games Also Good Problems?

2013 ◽  
Vol 3 (4) ◽  
pp. 47-61
Author(s):  
Yu-Hao Lee
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Educational Games ◽  
Problem Based Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Environmental Messages ◽  
Learning Principles

Based on theories from problem-based learning, this study content analyzed how educational messages are communicated to players in 108 web-based educational games. An argument of digital game based learning was also examined. Specifically the argument that good games will engage players with problems to solve, include more learning features to support problem-solving, and are more popular because of these learning features. This study found that the majority of games communicated environmental messages not as problems to solve and reflect upon, but as explicit values and facts to accept and memorize. The games that used ill-defined problems (i.e. multiple solutions) incorporated more learning principles than games that used well-defined problems (i.e. fixed solutions) and explicit facts. However, number of learning features did not predict game popularity.

Adoption and Dissemination of Digital Game-Based Learning

2011 ◽  
pp. 409-415 ◽  
Author(s):  
Jeonghee Huh
Keyword(s):  
Computer Games ◽  
Cognitive Skills ◽  
Educational Games ◽  
Educational Game ◽  
Growing Up ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Materials ◽  
Potential Barriers ◽  
Quality Instruction

Today’s youth are growing up with video and computer games. With such constant exposure to high-end graphics and games, it is no wonder that children find textbooks and traditional educational materials extremely boring. To encourage digital game-based learning, this study (a) examines benefits of digital game-based learning, (b) identifies potential barriers and (c) provides suggestions for overcoming the barriers. A review of literature in educational games and technology reveals that game-based learning can contribute to increasing students’ cognitive skills, academic performance and motivation in learning; that potential barriers include people, cost and infrastructure issues. Several suggestions are made to facilitate overcoming the barriers. There may be more barriers in adopting digital game-based learning due to continuous changes in educational game areas and the diverse characteristics of today’s learners. To facilitate digital game-based learning, teachers should utilize existing, effective resources to provide quality instruction.

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