Game-Based Learning

2012 ◽  
pp. 628-647 ◽  
Author(s):  
Sylke Vandercruysse ◽  
Mieke Vandewaetere ◽  
Geraldine Clarebout
Keyword(s):  
Instructional Technology ◽  
Video Games ◽  
Literature Search ◽  
Educational Games ◽  
Systematic Literature Search ◽  
Positive Outcomes ◽  
Game Based Learning ◽  
Games For Learning ◽  
Context Variables ◽  
Positive Effect

A new interest in the use of video games for learning has emerged, and a number of claims are made with respect to the effectiveness of games in education. These educational games are considered as new instructional technology with great potential. The suggested positive outcomes and effects have been mentioned repeatedly. In this review, the learning effects of educational games are studied in order to gain more insights into the conditions under which a game may be effective for learning. A systematic literature search in three databases was conducted. Some studies reported a positive effect on learning and motivation, but this is moderated by different learner variables and depends on different context variables. Next to this, the effectivity research on game-based learning is highly susceptible to a muddle of approaches, methodologies, and descriptions of gaming for educational purposes.

scholarly journals Design and evaluation framework for relevant chemistry-related educational card and board games

2015 ◽  
Vol 3 (4) ◽  
pp. 429-438
Author(s):  
Maiju Tuomisto ◽  
Maija Aksela
Keyword(s):  
Chemistry Education ◽  
Educational Games ◽  
Digital Games ◽  
Evaluation Framework ◽  
Game Based Learning ◽  
Board Games ◽  
General Rules ◽  
Games For Learning ◽  
Classification Evaluation ◽  
Novel Design

During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.

Establishing a Science of Game Based Learning

2010 ◽  
pp. 290-304 ◽  
Author(s):  
Alicia Sanchez ◽  
Janis A. Cannon-Bowers ◽  
Clint Bowers
Keyword(s):  
Video Games ◽  
Research Agenda ◽  
Educational Games ◽  
Learning Tools ◽  
Controlled Experiments ◽  
Game Based Learning ◽  
Effective Learning ◽  
Motivation And Learning ◽  
Insight Into ◽  
True Science

Using video games to train and educate is a notion that is gaining traction among gamers, parents, and serious educators alike. Unfortunately, to date there have been few rigorous studies to determine whether games can be effective learning tools. Given their inherent features, the authors feel certain that games can teach, and they are interested instead in addressing the question of how best to design games that will optimize learning. To accomplish this goal, the authors offer a simple framework for organizing variables and then discuss findings from psychology and education as a basis to formulate a research agenda for game-based training. In doing so, they hope to stimulate researchers to conduct appropriately controlled experiments that will begin to provide insight into how various features affect motivation and learning. In this way, a true science of educational games can be formed.

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 The Effectiveness of Educational Games on Post-Pandemic Learning

2021 ◽  
Author(s):  
Yogi Dwi Satrio ◽  
Cipto Wardoyo ◽  
Sheerad Sahid ◽  
Slamet Fauzan ◽  
Dudung Ma’ruf
Keyword(s):  
High School ◽  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Technology Use ◽  
Educational Games ◽  
Student Learning Outcomes ◽  
Game Based Learning ◽  
School Students ◽  
Positive Effect

Learning through interactive media gives additional value to the educational world because it enables learners to represent themselves. Game-based learning promotes learners’ creativity, critical thinking and cognitive skills related to technology use. Previous research discovered that game-based learning has a positive effect on learners. Therefore, in this research, an applied study was conducted on the use of the E-CrowdWar educational game with high school students. The purpose of this study was to determine the effectiveness of using games in learning to improve student learning outcomes. The study was conducted with 100 high school students in Blitar and 100 in Kediri. E-CrowdWar was used during the classroom activities along with in-class learning. An independent sample t-test was used to measure the effectiveness of game-based learning. The integration of games into online learning had a significantly positive effect on student learning outcomes. The pre-test results showed that the average student learning outcome score in both cities was the same, namely 65 points. After implementing game-based learning, student learning outcomes in Kediri increased to 90.74 points and in Blitar to 86.95 points. The study discovered that game-based learning through E-CrowdWar was effective in promoting the students’ academic outcomes, although there were differences in the mean score. Based on the results, game-based learning provides tremendous improvements in learning outcomes and so should be applied, especially in the economic field. Keywords: Gamification, Education, Learning Result

Motivation, Learning, and Game Design

2011 ◽  
pp. 528-543
Author(s):  
Mahboubeh Asgari ◽  
David Kaufman
Keyword(s):  
Video Games ◽  
Design Process ◽  
Game Design ◽  
Incidental Learning ◽  
Educational Games ◽  
Learning Objectives ◽  
Learning Materials ◽  
Games For Learning ◽  
Educational Computer ◽  
Specific Learning

While there are thousands of educational computer and video games in the market today, few are as engaging and compelling as entertainment games. Some entertainment games have also been used in classrooms and have proven to produce incidental learning (e.g., Civilization III, SimCity). This has demonstrated that learning can occur through playing computer and video games, although it does not address the question of how to design engaging games for learning that incorporate specific learning objectives. As educators, we generally design instruction by specifying our learning objectives and then developing our learning materials to address these objectives. The authors of this chapter argue that there are a number of elements used in entertainment games that motivate players, and using these elements in the design process for educational games based on learning objectives would create motivational and engaging educational games. This chapter outlines the elements needed to develop such games.

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.

From the Games Industry

2012 ◽  
pp. 79-88
Author(s):  
Paul Hollins ◽  
Nicola Whitton
Keyword(s):  
Development Process ◽  
Educational Games ◽  
Lessons Learned ◽  
Game Based Learning ◽  
Game Development ◽  
Policy Makers ◽  
Key Points ◽  
Games For Learning ◽  
Development Processes ◽  
Games Development

This paper draws on lessons learned from the development process of the entertainment games industry and discusses how they can be applied to the field of game-based learning. This paper examines policy makers and those wishing to commission or develop games for learning and highlights potential opportunities as well as pitfalls. The paper focuses on ten key points in which the authors feel from experience in both commercial game development and education that parallels are drawn between the entertainment and educational games development processes.

Using Video Gameplay to Measure Achievement for Students with Disabilities

2016 ◽  
pp. 326-352 ◽  
Author(s):  
Benjamin Gallegos ◽  
Michelle T. Kepple ◽  
Caitlyn A. Bukaty
Keyword(s):  
Academic Achievement ◽  
Video Games ◽  
Students With Disabilities ◽  
Empirical Research ◽  
21St Century ◽  
Video Game ◽  
Video Gaming ◽  
Game Based Learning ◽  
Games For Learning ◽  
Educational Video Game

Video gaming in the classroom offers students and educators the opportunity to conceptualize learning in new ways and address 21st century skills. This construct appears in research-based literature by leading trans-disciplinary experts in the field of special education and video gaming. Empirical research has established the application of video games as leaning tools in schools, and the benefits of video games for students with disabilities (Ke & Abras, 2013). This chapter focuses on the benefits and use of educational video game based learning for students with disabilities. The authors discuss (1) current barriers hindering widespread adoption of video games for learning and assessment, (2) characteristics of video games being used for learning and assessment, (3) how gameplay data represents academic achievement for grading, and (4) the types of assessments available and considerations for implementation. Finally, the authors explore avenues to prepare educators to use video gaming for learning and assessment in classrooms for students with disabilities.

Using Video Gameplay to Measure Achievement for Students with Disabilities

2016 ◽  
pp. 1689-1717
Author(s):  
Benjamin Gallegos ◽  
Michelle T. Kepple ◽  
Caitlyn A. Bukaty
Keyword(s):  
Academic Achievement ◽  
Video Games ◽  
Students With Disabilities ◽  
Empirical Research ◽  
21St Century ◽  
Video Game ◽  
Video Gaming ◽  
Game Based Learning ◽  
Games For Learning ◽  
Educational Video Game

Video gaming in the classroom offers students and educators the opportunity to conceptualize learning in new ways and address 21st century skills. This construct appears in research-based literature by leading trans-disciplinary experts in the field of special education and video gaming. Empirical research has established the application of video games as leaning tools in schools, and the benefits of video games for students with disabilities (Ke & Abras, 2013). This chapter focuses on the benefits and use of educational video game based learning for students with disabilities. The authors discuss (1) current barriers hindering widespread adoption of video games for learning and assessment, (2) characteristics of video games being used for learning and assessment, (3) how gameplay data represents academic achievement for grading, and (4) the types of assessments available and considerations for implementation. Finally, the authors explore avenues to prepare educators to use video gaming for learning and assessment in classrooms for students with disabilities.

Motivation, Learning, and Game Design

2009 ◽  
pp. 1166-1182
Author(s):  
Mahboubeh Asgari ◽  
David Kaufman
Keyword(s):  
Video Games ◽  
Design Process ◽  
Game Design ◽  
Incidental Learning ◽  
Educational Games ◽  
Learning Objectives ◽  
Learning Materials ◽  
Games For Learning ◽  
Educational Computer ◽  
Specific Learning

While there are thousands of educational computer and video games in the market today, few are as engaging and compelling as entertainment games. Some entertainment games have also been used in classrooms and have proven to produce incidental learning (e.g., Civilization III, SimCity). This has demonstrated that learning can occur through playing computer and video games, although it does not address the question of how to design engaging games for learning that incorporate specific learning objectives. As educators, we generally design instruction by specifying our learning objectives and then developing our learning materials to address these objectives. The authors of this chapter argue that there are a number of elements used in entertainment games that motivate players, and using these elements in the design process for educational games based on learning objectives would create motivational and engaging educational games. This chapter outlines the elements needed to develop such games.

Sign in / Sign up

Export Citation Format

Share Document