scholarly journals A Mobile Application for School Children Controlled by External Bluetooth Devices

2018 ◽  
Vol 12 (5) ◽  
pp. 81
Author(s):  
Valdrin Maloku ◽  
Markus Ebner ◽  
Martin Ebner
Keyword(s):  
Video Games ◽  
Learning Opportunities ◽  
Easy Access ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Standards ◽  
Instructional Content ◽  
Mathematical Game ◽  
Ability Levels ◽  
Positive Results

<span>The didactic method of digital, game-based learning includes integrating educational content or learning standards into video games with the objective to engage pupils. The method combines instructional content with computer or video games and can be used with all subjects and at all ability levels. Exponents of digital game-based learning argue that it provides learning opportunities which involve learners in interactive teaching and encourages them to take part in the technological society of the 21st century. The necessity of digital, game-based learning arose in the last decades of the 20th century as world-wide improvements in innovation took place. Today's learners live their lives with easy access to technology. This paper discusses the need for, motivation for and adjustment of digital, game-based learning to meet the needs of contemporary and the future generations of learners. Specifically, a game prototype for pupils of 9 to 10 years of age was implemented and evaluated. A simple mathematical game was created to help children practice mathematical skills in a fun, logical, thoughtful, enjoyable, amusing and light-hearted way. The results of the evaluation showed that children were interested in using mobile devices to learn mathematics, and especially the multiplication table. During the study, children tried both to achieve positive results and enjoyed the game. Our findings indicate that using mobile-based games encourages a positive mental outlook in pupils toward mathematics, ensures their dynamic, noteworthy participation and supports the acquisition of mathematical knowledge.</span>

scholarly journals Video games in the context of screen technoculture and media education: new rhetorical strategies and educational potential

2021 ◽  
Vol 54 (6) ◽  
pp. 23-36
Author(s):  
Dmitriy A. Belyaev ◽  
◽  
Ulyana P. Belyaeva ◽  
Keyword(s):  
Video Games ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Educational Process ◽  
Media Education ◽  
Digital Game ◽  
Game Based Learning ◽  
Media Platform ◽  
Educational Potential ◽  
Social Management

Video games have become a prominent part of on-screen technoculture today, breaking the purely entertaining social labelling framework. They contribute to the generation of new social activities, and also become an innovative media space for the explication of artistic and aesthetic values, political meanings and educational practices. The aim of the study is the reconstruction and analysis of the cultural constitution of video games, revealing the features of their screen rhetorical capabilities, as well as revealing the educational potential of gamification practices and Digital Game Based Learning strategies. This is intended to form the competence-thematic framework of video games as a platform for modern media education. The methodological basis of the work is the cultural-historical and dialectical approaches, as well as the methods of systemic and structural-functional analysis. The study made it possible to trace the genesis of the cultural formation of video games, which demonstrated many strategies for their integration into the space of mass media culture. The main rhetorical models implemented in video games are analyzed. Particular attention is paid to the comprehensive consideration of procedural rhetoric as an original way of convincing the user through gameplay, interactive involvement in virtual practices. The foundations of the practice of gamification and the strategy of Digital Game Based Learning in education are considered. It identifies the possibilities of gamification as an innovative methodology for organizing incentives and rewards, and also identifies the range of difficulties and risks of total gamification of the educational process. Based on the results of the study, it was determined that video games use an original complex of rhetorical techniques that combine both traditional audiovisual formats of narrative, characteristic of other on-screen media, and procedural-interactive techniques. They made it possible to directly integrate the user into virtual narratives, turning them from a passive recipient into an actor. The importance of gamification as a tool for building strategies of internal stimulation with elements of entertaining practices in the dynamics of learning is also revealed, which increases the effectiveness of education. It has been revealed the significant educational potential of video games as a promising media platform in the framework of the implementation of the Digital Game Based Learning strategy. They can act both as carriers of knowledge and as a virtual environment for the formation of competencies in the field of history, economics, literature and social management. Procedural and rhetorical tools allow a person to become a part of an interactive scenario, which greatly increases the likelihood of assimilating information and developing professional skills.

An Investigation of Digital Game-Based Learning Software in the Elementary General Music Classroom

2020 ◽  
Vol 1 (2) ◽  
pp. 1-24
Author(s):  
Andrew J. Lesser
Keyword(s):  
Video Games ◽  
Digital Media ◽  
New Technologies ◽  
Control Group ◽  
Educational Video ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Video Games ◽  
Music Classroom ◽  
Musical Concepts

Game-based learning, or the process of adapting an educational concept into a game-based structure, has been studied by researchers for nearly a century. Over the last several decades, new technologies have allowed digital media to create a multibillion-dollar entertainment industry commonly known as video games. Video games have become a tool for many educators who have the potential to engage students to learn musical concepts and skills. The purpose of this study was to determine the effectiveness of digital game-based learning in comparison to other teaching methods for music education and to explore the perspectives of young students regarding video games both in school and in their personal lives. Eighty-two (n = 82) fifth- and sixth-grade students in a northeastern U.S. elementary school completed a study consisting of a pretest/posttest control group design. Results showed that students who had access to educational video games combined with the assistance of an instructor achieved higher mean scores than students who had access to either video games without instruction or instruction without video games. These findings suggested that educational video games may potentially be used as an effective tool in the music classroom to teach musical concepts and skills.

Blending Video Games Into Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

scholarly journals An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning

2018 ◽  
Vol 9 (6) ◽  
pp. 1147 ◽  
Author(s):  
Ricardo Casañ Pitarch
Keyword(s):  
Video Games ◽  
Foreign Language ◽  
Language Learning ◽  
Low Cost ◽  
Foreign Language Learning ◽  
Target Language ◽  
Digital Game ◽  
Game Based Learning ◽  
Technological Advances ◽  
Present Decade

During the present decade, researchers and educators of different fields have increased their attention towards digital game-based learning. The rise of interest towards this approach is partially connected to some important technological advances during the same period of time, such as the Smartphone, enhanced Internet connection from mobile devices, diversity and spread of free and low-cost video-games and educational applications in e-stores, development of speech recognition systems and artificial intelligence, among others. More concretely, this research focuses on the area of foreign language learning, an educational field which requires that students gain not only a solid theoretical knowledge on grammar and vocabulary, but they also need to develop different communicative competences; and this implies rehearsing and experiencing the use of the target language. The purpose of this paper is to define some basic concepts related to digital game-based learning, such as gamification and serious games, and to introduce some theoretical principles on foreign language learning and acquisition through the use of video-games based on literature review. Finally, a connection among these elements will be discussed.

Blending Video Games Into Language Learning

2019 ◽  
pp. 1652-1668
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

Sign in / Sign up

Export Citation Format

Share Document