scholarly journals Motivational Elements in Computer Games for Learning Mathematics

2021 ◽  
Vol 16 (10) ◽  
pp. 275
Author(s):  
Petar Juric ◽  
Marija Brkic Bakaric ◽  
Maja Matetic
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Control Group ◽  
Learning Mathematics ◽  
Games For Learning ◽  
Educational Computer ◽  
E Learning ◽  
Continuous Feedback ◽  
Educational Computer Game ◽  
Experimental Group

One of the main drawbacks of delivering new teaching lessons in e-learning systems is the lack of motivation for using those systems. This paper analyses which elements of computer games for learning mathematics have a beneficial effect on intrinsic motivation and give students continuous feedback in order to improve the learning process. While the control group has access to the basic version of the educational computer game, the experimental group uses the version enriched with additional motivational elements which include enhanced graphics for indulging in the game, messages of support while playing the game, and the possibility to compare results with fellow peers in terms of trophies and medals won.

scholarly journals The Effect of Using an Electronic Instructional Game in Improving English Language Vocabulary for Third Graders in Irbid City

2017 ◽  
Vol 11 (6) ◽  
pp. 123 ◽  
Author(s):  
W. Alsharafat ◽  
Wesam Kurdi Alrashdan ◽  
Mohammad Bani Younes
Keyword(s):  
English Language ◽  
Teaching Strategy ◽  
Computer Game ◽  
Third Graders ◽  
Control Group ◽  
Educational Computer ◽  
And Gender ◽  
Girls School ◽  
Educational Computer Game ◽  
Experimental Group

<strong>This study aims to investigate the effect of using an educational computer game on the improvement of learning English language vocabulary in the city of Irbid. To achieve this aim was programmed a computer game to teach third graders English language vocabulary. The sample of the study consisted of 97 male and female students. They deliberately selected from Kofor Awaan Girls School and Abu Isam Primary Boys School, they were distributed over two groups: One of them is an experimental group of 52 students (male, female) taught English language vocabulary through a computer game strategy, and the other a control group of 47 students (male, female). The findings of the study showed that there are statistical significant differences at the level of (α=0.05) between the experimental group and the control group in favour of the experimental group, and that there are statistical significant differences at the level of (α=0.05) related to gender in favour of female, and that there are statistical significant differences at the level of (α=0.05) of the interaction between the teaching strategy and gender.</strong>

scholarly journals The Effect of an Educational Computer Game for the Achievement of Factual and Simple Conceptual Knowledge Acquisition

2012 ◽  
Vol 2012 ◽  
pp. 1-5 ◽  
Author(s):  
Luis C. Almeida
Keyword(s):  
Conceptual Knowledge ◽  
Computer Game ◽  
Medium Size ◽  
Control Group ◽  
Factual Knowledge ◽  
Educational Objective ◽  
Education Students ◽  
Overwhelming Evidence ◽  
Educational Computer ◽  
Educational Computer Game

This paper presents findings of a quantitative investigation of how games affect achievement of an educational objective based on the foundations of information processing. The results suggest that games can be used to assist achievement of classroom content. The results of this experimental quantitative study pointed to the overwhelming evidence that games outperformed the control group (nongames) in the achievement of factual knowledge in a group of freshman education students at a medium-size university.

scholarly journals Implementing M-Learning System for Learning Mathematics Through Computer Games and Applying Neural Networks for Content Similarity Analysis of an Integrated Social Network

2021 ◽  
Vol 15 (13) ◽  
pp. 145
Author(s):  
Petar Juric ◽  
Marija Brkic Bakaric ◽  
Maja Matetic
Keyword(s):  
Neural Networks ◽  
Social Network ◽  
Computer Games ◽  
Primary Schools ◽  
Learning System ◽  
Learning Mathematics ◽  
Educational Computer ◽  
E Learning ◽  
Content Similarity ◽  
Educational Computer Games

In order to make e-learning systems more readily available for use, the majority of new systems are being developed in a form suitable for mobile learning, i.e. m-learning. The paper puts focus on the parts of the implementation of an e-learning system which is not restricted to desktop platforms, but works equally well on smartphones and tablets in the form of m-learning. The implemented system uses educational computer games for learning Mathematics in primary schools and has an integrated social network, which is used for communication and publishing of the content related to the game. Besides analysing the platforms used for accessing the system (desktop/mobile), since students are given a choice, the paper also questions how to interpret messages when they contain concepts in student jargon or generally unknown to teachers, and shows that these messages can be interpreted by applying neural networks.

From Gaming to Computational Thinking: An Adaptive Educational Computer Game-Based Learning Approach

2020 ◽  
pp. 073563312096591
Author(s):  
Danial Hooshyar ◽  
Margus Pedaste ◽  
Yeongwook Yang ◽  
Liina Malva ◽  
Gwo-Jen Hwang ◽  
...  
Keyword(s):  
Conceptual Knowledge ◽  
Educational Games ◽  
Computational Thinking ◽  
Computer Game ◽  
Thinking Skills ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Learning Approach ◽  
Educational Computer ◽  
Educational Computer Game

Educational games have been increasingly used to improve students’ computational thinking. However, most existing games have focused on the theoretical knowledge of computational thinking, ignoring the development of computational thinking skills. Moreover, there is a lack of integration of adaptivity into educational computer games for computational thinking, which is crucial to addressing individual needs in developing computational thinking skills. In this study, we present an adaptive educational computer game, called AutoThinking, for developing students’ computational thinking skills in addition to their conceptual knowledge. To evaluate the effects of the game, we conducted an experimental study with 79 elementary school students in Estonia, where the experimental group learned with AutoThinking, while the control group used a traditional technology-enhanced learning approach. Our findings show that learning with the adaptive educational computer game significantly improved students’ computational thinking related to both conceptual knowledge and skills. Moreover, students using the adaptive educational computer game showed a significantly higher level of interest, satisfaction, flow state, and technology acceptance in learning computational thinking. Implications of the findings are also discussed.

Computer Games for Algorithm Learning

2011 ◽  
pp. 1036-1063 ◽  
Author(s):  
Sahar Shabanah
Keyword(s):  
Computer Games ◽  
Game Design ◽  
Learning Strategy ◽  
Computer Game ◽  
Search Tree ◽  
Binary Search ◽  
Binary Search Tree ◽  
Educational Computer ◽  
Data Structures And Algorithms ◽  
Educational Computer Game

Data structures and algorithms are important foundation topics in computer science education. However, they are often complex and hard to understand. Therefore, this chapter introduces a new learning strategy that benefits from computer games’ popularity and engagement to help students understand algorithms better by designing computer games that visualize algorithms. To teach an algorithm, an educational computer game, namely an Algorithm Game must have a game-play that simulates the behavior of the visualized algorithm and graphics depict the features of its data structure. Algorithm games attract students to learn algorithm using active engagement, enjoyment, and internal motivation. Algorithm Games attributes and genres that make them suitable to visualize algorithms have been specified. Various concepts in computer game design have been applied in the development of several algorithm games prototypes for algorithms, such as Binary Search, Bubble Sort, Insertion Sort, Selection Sort, Linked List, and Binary Search Tree Operations.

scholarly journals Experiencing deep immersion in computer games is associated with autotelic engagement and leads to addiction

2021 ◽  
Author(s):  
Mirosław Mikicin
Keyword(s):  
Virtual Environment ◽  
Computer Games ◽  
Computer Game ◽  
Control Group ◽  
Sense Of Control ◽  
Current Task ◽  
Group 2 ◽  
The One ◽  
Computer Game Addiction ◽  
Experimental Group

Abstract Study aimThe aim of this study is to explore the differences and relationships between immersion and autotelic engagement of problem gamers and esports players. Research on addiction to computer games suggests that autotelic engagement in gamers, on the one hand, allows them to experience deep immersion while playing, but on the other hand, autotelic immersion can cause one to lose control over what is not real and lead to computer game addiction.Material and MethodsExperimental group 1 (N = 29) of gaming addicts aged 19–25 years, experimental group 2 (N = 29) of esports players aged 19–25 years, control group (N = 29) of students aged 19–25 years. The respondents completed 3 questionnaires: The FLOW Engagement Questionnaire, the Immersiveness of Games Questionnaire (ING), and the NEO-FFI personality inventory.ResultsTo a greater extent than esports players, problem gamers experienced while playing: interaction with the virtual environment, a sense of control, a balance between ability level and challenge, clear goals, focus on the current task, autotelic experience, and higher levels of agreeableness, while they experienced awareness of the real world to the least extent. Associations between autotelic experience and interaction with the virtual environment (r = 0.699) and sense of control (r = 0.899) revealed the vulnerability of players with autotelic engagement to gaming addiction.ConclusionAutotelic engagement may be a direct facilitator of experiencing deep immersion leading to computer game addiction.

USING VIRTUAL WORLDS TO DEVELOP THINKING IN PRESCHOOL CHILDREN

2021 ◽  
pp. 60-62
Author(s):  
A. V. Filipov
Keyword(s):  
Virtual Worlds ◽  
Computer Games ◽  
Computer Game ◽  
The World ◽  
Educational Computer ◽  
Negative Effect ◽  
Classical Means ◽  
Main Activity ◽  
Amount Of Knowledge ◽  
Educational Computer Game

During the first seven years of his life, the child receives a huge amount of knowledge about the world around him. The development of the child's thinking during this period and the results of his knowledge of the world around him affect the further educational activities of the preschooler. Thanks to the development of thinking, a child is able to imagine an image of an object and its properties in the absence of the object itself, based only on previously received information. In a child in the early and preschool years of life, game is the main activity for forming a personality. Didactic games facilitate the process of all-round development of children. Various tasks solved in didactic games are presented for children in an interesting and attractive form of activity. In a computer game, using simulation, it becomes possible to demonstrate objects and phenomena that are inaccessible to a child in the real world. The use of didactic computer games not only increases the preschooler's motivation to learn new material, but also contributes to the development of thinking. An educational computer game acts as a mentor for a child. However, the lack of communication with a living, and not virtual, mentor causes a negative effect both on the development of the child's speech and the formation of his communicative abilities. Therefore, a computer game cannot be perceived as a complete alternative to the classical means of teaching and educating preschoolers.

Educational Intervention by Computer in Childhood Asthma: A Randomized Clinical Trial Testing the Use of a New Teaching Intervention in Childhood Asthma

PEDIATRICS ◽  
1986 ◽  
Vol 77 (1) ◽  
pp. 1-10
Author(s):  
David H. Rubin ◽  
John M. Leventhal ◽  
Robert T. Sadock ◽  
Ellen Letovsky ◽  
Paul Schottland ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Computer Games ◽  
Childhood Asthma ◽  
Computer Game ◽  
Sign Test ◽  
Control Group ◽  
Trial Testing ◽  
Children With Asthma ◽  
Experimental Subjects ◽  
Experimental Group

To affect asthma-related knowledge, behavior, and morbidity, researchers tested a new educational intervention for children with asthma: an asthma-specific computer game called Asthma Command, which was specifically designed for this study. Sixty-five children with moderately severe asthma were randomly assigned to one of two groups, and 54 completed the study. Both groups were seen approximately six times during the 1 year of the study. Control subjects (n = 29) played routine computer games. Experimental subjects (n = 25) played Asthma Command. Compared with children in the control group, experimental subjects showed improvement in knowledge about asthma (P &lt; .001), behavior related to the management of asthma (P &lt; .008), and a trend toward the reduction of acute visits due to asthma (P &lt; .13). Children in the experimental group also scored higher on the assessment of behaviors related to the management of asthma that were specifically addressed by the intervention provided by Asthma Command (P &lt; .01). Differences between the control and experimental groups showed a greater improvement in the experimental group in 21 (84%) of the 25 outcome variables in the study (P = .004, Sign test). The study indicates that an asthma-specific computer game can significantly affect knowledge and behavior and may potentially affect morbidity in childhood asthma.

scholarly journals THE EFFECT OF EDUCATIONAL COMPUTER GAMES ON THE VOCABULARY LEARNING PERFORMANCE OF TURKISH MIDDLE SCHOOL EFL STUDENTS

2021 ◽  
Vol 6 (6) ◽  
Author(s):  
Mahmut Zengin ◽  
Nuray Yilmaz
Keyword(s):  
Computer Games ◽  
Vocabulary Learning ◽  
T Test ◽  
Control Group ◽  
Current Program ◽  
Educational Computer ◽  
Efl Students ◽  
Dependent Samples ◽  
Educational Computer Games ◽  
Experimental Group

<p>This study aims to establish the effects of educational computer games on the vocabulary learning of EFL students. In the research, the real experimental model with a pre-test/post-test control group was used. The application of the study was carried out with 5th grade EFL students in two middle schools. The study group consisted of 166 students in the experimental group and 171 students in the control group. Five different games have been developed for use in research, including selection-matching-space-filling games, memory games, word capture games, crossword games, and millionaire games. Games were prepared by using Adobe Captivate 9.0 program. The students in the experimental group learned through educational computer games. The students in the control group learned according to the current program. Data were collected by applying the academic achievement test before and after one month of the experiment. To analyze the data were used quantitative data methods; T-Test for independent samples, t-Test for dependent samples, Mann-Whitney U test, and Wilcoxon signed-rank test. The results of the study indicate that the students who learned vocabulary with educational computer games were more successful than the students who learned according to the current program. The learning in the experimental group is more retention than in the control group.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>

scholarly journals Evaluating Multiple Aspects of Educational Computer Games: Literature Review and Case Study

2014 ◽  
Vol 2014 ◽  
pp. 1-12 ◽  
Author(s):  
Juvane Nunes Marciano ◽  
Leonardo Cunha de Miranda ◽  
Erica Esteves Cunha de Miranda
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Computer Games ◽  
Evaluation Method ◽  
Educational Games ◽  
Computer Game ◽  
Educational Computer ◽  
Educational Computer Game ◽  
Educational Computer Games

Evaluation is an important step in the life cycle of software, once through this practice it is possible to find issues that could compromise the user experience. With educational computer games, the same rule is applied. The use of educational games is increasing, and it is important to verify these tools to provide users with the most adequate learning environments. This verification can be made through the evaluation of multiple aspects of these tools. This work presents a literature review about evaluation of multiple aspects of software, followed by a more specific review focused on multiple aspects of educational computer games. Then, a case study is presented, in which an evaluation method is applied with an educational computer game, aiming to verify the positives and the issues to be improved in the game. The reviews and the description of the process to use the method intend to help and guide other researchers to choose evaluation methods that can fit their own context and needs.

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