scholarly journals Mathematics 3.0 fraction squares, an educational video game for ludic use in classroom

2020 ◽  
pp. 26-32
Author(s):  
Víctor Manuel QUIJANO-ABAN ◽  
Gimer Amilcar CERVERA-EVIA ◽  
José Guadalupe MOO-PECH ◽  
Bonesí QUIJANO-CRUZ
Keyword(s):  
Video Games ◽  
Primary School ◽  
Video Game ◽  
Educational Video ◽  
Student Progress ◽  
Educational Video Game ◽  
Prototype Methodology

When we talk about video games we associate it with in entertainment, but its use also has extensive benefits in educational area: promote skills, help review curricular and allows you to keep track student progress. Mathematics 3.0, are two software prototypes: one for the teacher and another one for the student, with this it, then seeks to promote skills in the resolution of numerical fractions at primary school in a playful way. This paper shows the results obtained in this project using the Prototype methodology.

Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model

2020 ◽  
pp. 957-968 ◽  
Author(s):  
Paul A Barclay ◽  
Clint Bowers
Keyword(s):  
Video Games ◽  
Learning Outcomes ◽  
Video Game ◽  
Learning Experience ◽  
Learning Performance ◽  
Educational Video ◽  
Creative Imagination ◽  
System Usability ◽  
Educational Video Game ◽  
Game Engagement

Serious Educational Video Games (SEGs) play a large role in education for both children and adults. However, the budget for SEGs is typically lower than traditional entertainment video games, bringing with it the need to optimize the learning experience. This article looks at the role game immersion plays in improving learning outcomes, using the Revised Game Engagement Model (R-GEM) to determine whether learning outcomes were associated specifically with Immersion itself, or with the various prerequisites to achieving immersion. A sample of 125 undergraduate university students which played an educational video game and were assessed on Immersion, subjective System Usability, Creative Imagination, and learning performance. Immersion and System Usability were shown to be associated with higher learning outcomes, but, after controlling for other factors, it seems that System Usability is only helpful inasmuch as it promotes Immersion. This article concludes that further study is needed to determine whether the same association can be found with different populations and with different types of learning.

The Relationship between Student Learning Styles and Motivation during Educational Video Game Play

2011 ◽  
Vol 1 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Michael R. Findley
Keyword(s):  
Video Games ◽  
Learning Styles ◽  
Student Learning ◽  
Video Game ◽  
Educational Video ◽  
Game Play ◽  
Educational Video Games ◽  
Video Game Play ◽  
Educational Video Game ◽  
Student Learning Styles

Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.

scholarly journals Positioning gamers within identities

2014 ◽  
Vol 3 (1) ◽  
pp. 182-190
Author(s):  
Daniel De Augustinis Silva
Keyword(s):  
Video Games ◽  
Video Game ◽  
Educational Video ◽  
Language Resources ◽  
Generic Structure ◽  
Single Task ◽  
Definite Answer ◽  
Quest Atlantis ◽  
Educational Video Game

In this paper, we describe the language used in a particular educational video game, Quest Atlantis (QA). We begin by reviewing a number of works which deal with video games and come to the conclusion that, although many speak of aligning the player with a particular identity (cf. footing, Goffman, 1981) which is necessary to achieve particular tasks, none of these works deal specifically with the role language plays in the construction of these personae. Therefore, we describe the language used in a single task in QA, revealing the generic structure (Hasan, 1985) of these prompts. After that, we observe how language is used at the level of the sentence with the analysis of deictics (Ochs, 1992; Hanks, 1992). We conclude that more interactions within QA need to analyzed before we reach a more definite answer to our questions, but the language resources revealed here will certainly provide educators and game with a more tangible framework with which to position learners and players.

The Relationship between Student Learning Styles and Motivation during Educational Video Game Play

2013 ◽  
pp. 276-287
Author(s):  
Michael R. Findley
Keyword(s):  
Video Games ◽  
Learning Styles ◽  
Student Learning ◽  
Video Game ◽  
Educational Video ◽  
Game Play ◽  
Educational Video Games ◽  
Video Game Play ◽  
Educational Video Game ◽  
Student Learning Styles

Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.

Designing Stories for Educational Video Games

2017 ◽  
Vol 12 (4) ◽  
pp. 1-13
Author(s):  
J.R. López-Arcos ◽  
N. Padilla-Zea ◽  
P. Paderewski ◽  
F.L. Gutiérrez
Keyword(s):  
Video Games ◽  
Video Game ◽  
Reading Skills ◽  
Educational Video ◽  
Educational Tool ◽  
Analysis Method ◽  
Good Story ◽  
Adventure Game ◽  
Educational Video Game ◽  
Game Elements

The use of video games as an educational tool initially causes a higher degree of motivation in students. However, the inclusion of educational activities throughout the game can cause this initial interest to be lost. A good way to maintain motivation is to use a good story that is used as guiding thread with which to contextualize the other video game elements (characters, scenarios, challenges, scores, etc.). A method is necessary for analyzing the effectiveness of the story in a video game. The authors propose an analysis method that includes user-centered techniques. This method has been applied to several cases of study. In this paper, they describe its application to the design of an educational video game in the field of mathematics and an adventure game for training the reading skills.

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.

Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model

2018 ◽  
Vol 8 (1) ◽  
pp. 41-51
Author(s):  
Paul A Barclay ◽  
Clint Bowers
Keyword(s):  
Video Games ◽  
Learning Outcomes ◽  
Video Game ◽  
Learning Experience ◽  
Learning Performance ◽  
Educational Video ◽  
Creative Imagination ◽  
System Usability ◽  
Educational Video Game ◽  
Game Engagement

Serious Educational Video Games (SEGs) play a large role in education for both children and adults. However, the budget for SEGs is typically lower than traditional entertainment video games, bringing with it the need to optimize the learning experience. This article looks at the role game immersion plays in improving learning outcomes, using the Revised Game Engagement Model (R-GEM) to determine whether learning outcomes were associated specifically with Immersion itself, or with the various prerequisites to achieving immersion. A sample of 125 undergraduate university students which played an educational video game and were assessed on Immersion, subjective System Usability, Creative Imagination, and learning performance. Immersion and System Usability were shown to be associated with higher learning outcomes, but, after controlling for other factors, it seems that System Usability is only helpful inasmuch as it promotes Immersion. This article concludes that further study is needed to determine whether the same association can be found with different populations and with different types of learning.

Playability Design Patterns

2013 ◽  
pp. 118-136 ◽  
Author(s):  
Amer Ibrahim ◽  
Francisco L. Gutiérrez Vela ◽  
Natalia Padilla Zea ◽  
José Luis González Sánchez
Keyword(s):  
Video Games ◽  
Video Game ◽  
Game Design ◽  
Design Patterns ◽  
Educational Video ◽  
Educational Video Games ◽  
Video Game Design ◽  
Player Experience ◽  
Educational Video Game ◽  
Learning Through Play

Learning through play is currently an effective and attractive educational strategy. Recently, many educational video games have failed because methods of analysis have not been used to discuss playability level in a structured way. Ensuring a good player experience characterized by playability requires cooperation and collaboration between game designers and educators. To this end, the authors have proposed a new set of patterns to support educational video game design and analysis. These patterns aim to facilitate the development of educational video games, summarize the essential information and requirements needed to understand a particular problem and the proposed solution, and present the interrelationships between educational video game components and playability attributes.

Learning through video games: The impacts of competition and cooperation

2020 ◽  
Vol 18 (1) ◽  
pp. 1-17
Author(s):  
Luke V Erickson ◽  
Dorothy Sammons-Lohse
Keyword(s):  
Video Games ◽  
Video Game ◽  
Educational Outcomes ◽  
Control Group ◽  
Educational Video ◽  
Land Grant University ◽  
Competition And Cooperation ◽  
Educational Structures ◽  
Educational Video Game ◽  
Credit Scores

The purpose of this study was to explore four different methods of instruction: a traditional slideshow control group, and three groups using an educational video game played either individually or facilitated with a competitive or cooperative social structure. The instructional tool was an educational video game designed to teach a personal finance lesson on credit scores through individual play. The research questions focused on differences in participant performance, engagement, and attitude. The participants in the study consisted of adults from traditional extension and outreach audiences associated with a land-grant university located in the intermountain western United States. The results of this study indicated that, with one exception, there were no significant differences in outcomes between the four different methods of instruction. The broad interpretations of this study are that educational outcomes of using educational video games may not vary greatly based on social context when using precise definitions of competition and cooperation. Importantly, this affords educators the general freedom to choose among a number of social educational structures without fear of significantly compromising educational outcomes.

Formative Research for STEM Educational Games

2013 ◽  
Vol 221 (2) ◽  
pp. 90-97 ◽  
Author(s):  
John L. Sherry
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Educational Games ◽  
Sesame Street ◽  
Children's Television ◽  
Educational Video ◽  
Educational Media ◽  
Television Shows ◽  
Educational Video Game ◽  
Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

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