scholarly journals The Identification of the Potential of Game-based Learning in Vocational Education within the Context of the Project “Play the Learning Game”

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Jutta Pauschenwein ◽  
Eva Goldgruber ◽  
Anastasia Sfiri
Keyword(s):  
Vocational Education ◽  
Game Based Learning ◽  
Learning Game

scholarly journals HYPE SOURCE: G Fuel’s Contemporary Gamer Persona and its Navigation of Prestige and Diversity

2021 ◽  
Vol 6 (2) ◽  
pp. 22-37
Author(s):  
Sian Tomkinson ◽  
Jordana Elliott
Keyword(s):  
Energy Drink ◽  
Identity Performance ◽  
Game Based Learning ◽  
Athletic Activity ◽  
Physical Energy ◽  
Learning Game ◽  
Live Action

G Fuel, an energy drink marketed towards gamers, performs a ‘contemporary’ gamer persona to interact with its audience, drawing upon an array of gaming influencers to appeal to fans of these figures. Specifically, this contemporary gamer persona builds upon the ‘geeky’ male gamer identity that has been constructed by marketers and adopted by players, utilising elements of esport such as skilfulness and focus. However, this persona also reimagines the gamer identity in alternative ways, such as gaming as an athletic activity – one that requires much mental and physical energy—and as an activity that connects players to others, and is exciting and glamourous, evocative of the lifestyles of gaming influencers. Thus, the contemporary gamer persona signals that there has been a shift in the popular discourses surrounding the ‘gamer’ identity in specific gaming micro-publics. The energy drink company G-Fuel is aware of this shift and strengthens this persona by forming partnerships with gamer microcelebrities and influencers. In this article, we find that in G Fuel’s construction and maintenance of the contemporary gamer persona, they seek to appeal to the wider gaming audience, but must constantly negotiate a balance between popular but controversial influencers and a commitment to diversity learner personas playful identity performance game-based learning game-making live action roleplay

Designing With Game-Based Learning: Game Mechanics From Middle School to Higher Education

2017 ◽  
Vol 48 (6) ◽  
pp. 814-831 ◽  
Author(s):  
Larysa Nadolny ◽  
Zina Alaswad ◽  
Dennis Culver ◽  
Wei Wang
Keyword(s):  
Higher Education ◽  
Middle School ◽  
Game Based Learning ◽  
Game Mechanics ◽  
Learning Game

scholarly journals Instructional design in game based learning and applications used in educational systems

2018 ◽  
Vol 12 (1) ◽  
pp. 11-17 ◽  
Author(s):  
Damir Vusić ◽  
Robert Geček
Keyword(s):  
Instructional Design ◽  
Methodological Approach ◽  
Instructional Support ◽  
Educational Systems ◽  
Game Based Learning ◽  
Research Papers ◽  
Positive Effects ◽  
Learning Game ◽  
The Subject ◽  
Insight Into

The paper examines literature on the subject of instructional design and game based learning with the aim of identifying its positive effects and impact on users. Special attention was given to learning, encouragement and development of skills acquired through the use of game based learning. Game based learning is considered to be a complex system that requires instructional support geared towards stimulating cognitive processes. Several empirical research papers which provide insight into this field of interest have been chosen. The second set of papers provides confirmation accompanied with an analysis of instructional support as a function of the learning support. Also included were recent works which indicated the need for further research and the heterogeneity of the existing research. Other works complemented the unit and are mutually interconnected by a methodological approach providing insight into the issues that should be investigated in the future.

Game Based Lifelong Learning

2011 ◽  
pp. 337-349 ◽  
Author(s):  
Sebastian Kelle ◽  
Steinn E. Sigurðarson ◽  
Wim Westera ◽  
Marcus Specht
Keyword(s):  
Vocational Education ◽  
Lifelong Learning ◽  
State Of The Art ◽  
Digital Games ◽  
Game Based Learning ◽  
Learning Games ◽  
Current State ◽  
New Generation

Digital Games as a means of learning have become more important in recent years. Infrastructural and sociological developments have created fertile grounds for game innovations, by exploiting the latest technologies, and a new generation of learners have welcomed this form of learning. This chapter focuses on an overview of the current state of the art of learning games, explaining different perspectives. As the gamers’ generation has now grown up, the educational contexts for lifelong learning like higher and vocational education are moving into the scope of game based learning, and therefore deserve special attention.

Representational Inquiry Competences in Science Games

2010 ◽  
pp. 280-297 ◽  
Author(s):  
Rikke Magnussen
Keyword(s):  
Empirical Study ◽  
Scientific Inquiry ◽  
Visual Representations ◽  
Game Based Learning ◽  
Criminal Cases ◽  
Forensic Practice ◽  
Learning Game ◽  
Tenth Grade

This chapter considers the enactment of competences in a particular science learning game Homicide, which is played in lower secondary schools. Homicide is a forensic investigation game in which pupils take on the role of police experts solving criminal cases in the space of one week. The Homicide game-based learning environment was designed with the aim of supporting scientific inquiry through a simulation of elements of a professional forensic practice situation. The game is thus designed to support work with genuine scientific inquiry and to meet the seventh- to tenth grade curriculum objectives for science and Danish education in Danish schools. This chapter presents the results of a long-term empirical study conducted with four school classes who played the game. The focus of the study has been to understand what competences are enacted when a professional inquiry is played out in schools. The chapter considers how students constructed visual representations of the cases they investigated and how they used these representations to establish hypotheses and evidence. The term ‘representational inquiry competences’ is developed; it refers to the students’ ability to construct, productively use, transform and criticize visual representations as an integrated part of conducting an inquiry in the science game.

GAME-BASED LEARNING IN VET SCHOOLS: A LEARNING ARCHITECTURE FOR EDUCATORS IN VOCATIONAL EDUCATION

2021 ◽  
Author(s):  
Maik Arnold ◽  
Bettina North ◽  
Helge Fischer ◽  
Josefin Mueller ◽  
Madeleine Diab
Keyword(s):  
Vocational Education ◽  
Game Based Learning

scholarly journals What Leads to Player’s Enjoyment and Achievement in a Mobile Learning Game?

2017 ◽  
Vol 56 (3) ◽  
pp. 344-368 ◽  
Author(s):  
Achraf Touati ◽  
Youngkyun Baek
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Final Analysis ◽  
Perceived Competence ◽  
Strong Impact ◽  
Game Based Learning ◽  
Academic Context ◽  
Mobile Game ◽  
Proposed Model ◽  
Learning Game

This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and gaming achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning outcomes when using mobile learning games in the academic context.

Mobile Learning Game Effectiveness in Cognitive Learning by Adults: A Comparative Study

2017 ◽  
Vol 48 (4) ◽  
pp. 435-454 ◽  
Author(s):  
Marcin Wardaszko ◽  
Błażej Podgórski
Keyword(s):  
Comparative Study ◽  
Mobile Learning ◽  
Learning Process ◽  
Cognitive Learning ◽  
Factual Knowledge ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Initial Learning ◽  
Learning Game

Background. The effectiveness of digital game-based learning is an important issue. Mobile learning games (MLG) are rapidly growing trends among the digital game-based learning genre. Although many studies have been conducted and mobile games have been shown to have an unquestionable potential as a learning method, their effectiveness has not been fully proven, and the positive impacts and outcomes of mobile learning games with respect to learning have yet to be investigated. Aim. The study aimed at capturing the cognitive learning outcomes and the process of knowledge acquisition. The study has demonstrated both positive and negative cognitive learning effects of using mobile learning game in comparison with the textbook learning process. Methodology. This article presents a comparative study conducted on a group of 160 freshman students majoring in management and finance. The participants of the study, divided into subgroups, were taught using either textbook-based learning or a mobile learning game. Three tests were applied to measure their performance: a pre-test at the beginning of the experiment, and two post-tests, the first administered directly after the learning process and the second 2-3 weeks after the initial learning. Results and recommendations. MLG have been proven to create many positive effect for learning. It is as effective in transferring factual knowledge as textbook learning, when measured directly after the learning process. In longer term, the effects are blurred because the affective effects interfere with the measurement.

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