Digital Games

2013 ◽  
pp. 253-272 ◽  
Author(s):  
Paul Pivec ◽  
Maja Pivec
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Digital Games ◽  
Design Guidelines ◽  
Game Based Learning ◽  
Constructivist Learning Theory ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
New Ideas ◽  
Collaborative Platform

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

Digital Games

2011 ◽  
Vol 1 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Paul Pivec ◽  
Maja Pivec
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Digital Games ◽  
Design Guidelines ◽  
Game Based Learning ◽  
Constructivist Learning Theory ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
New Ideas ◽  
Collaborative Platform

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

scholarly journals Digital versus Manual. Two Sides of the Same Coin

2019 ◽  
pp. 203-212
Author(s):  
Ingrid LeRoux
Keyword(s):  
Learning Environments ◽  
Teaching Methods ◽  
Game Based Learning ◽  
Effective Learning ◽  
Know How ◽  
Effective Learning Environments ◽  
Positive Learning Environment ◽  
Marketing Positioning ◽  
Games And Simulations ◽  
Two Sides

In their preparation to educate future professionals, higher education institutions often employ innovating teaching methods, including games and simulations (Vlachopoulos Makri, 2017). Digital games and simulations have been used in entrepreneurship and business disciplines for many years and are designed to increase knowledge, improve skills and enable a positive learning environment in a realistic setting (Fox, Pittaway, Uzuegbunam, 2018). These simulations typically highlight the integration of business know-how such as strategy, marketing, positioning and finance to help students understand how a business works (Caruso, 2018). Furthermore, the need for entrepreneurs to obtain and acquire certain skills for them to be successful cannot be over emphasised (Costin, O’Brain, Slattery, 2018). Digital game-based learning is recognised as creating effective learning environments, engaging learners cognitively, emotionally as well as socially (Huang, Johnson, Han, 2014).

scholarly journals Kahoot!: Bring the Fun Into the Classroom!

2018 ◽  
Vol 2 (2) ◽  
pp. 127 ◽  
Author(s):  
Grace Nathania Clara Sabandar ◽  
Noldy Richard Supit ◽  
Effendy Suryana
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Multiple Choice ◽  
Digital Games ◽  
Goal Achievement ◽  
The Internet ◽  
Multiple Choice Questions ◽  
Game Based Learning ◽  
Methods And Techniques ◽  
Interactive Workshop

During the height of 21<sup>st</sup> Century Learning, educators across the globe are demanded to find ways, methods and techniques to engage modern learners in the learning process. Nowadays, with the simplicity provided by the Internet, it is not as difficult and painful to help with the process. One of the fun ways to educate learners is with games, digital games. Games are usually intended to increase learners’ desire for competition, goal achievement and genuine self-expression, all in the while games are also great to promote interactivity, have a set of rules with a quantifiable result, can be colorful, as well as appealing and extremely realistic. This paper is based on an interactive workshop which was focused in exploring the app, Kahoot!, that claims to provide educators with a chance to create a game-based assessment in different forms, such as multiple-choice questions, jumbled vocabulary, jumbled sentences. Healthy competition and rewarding good ideas provided by Kahoot! app also said to be motivational both to educators and for modern learners. It is expected that through this workshop participants are comfortable and able to incorporate Kahoot! into a variety of learning environments and will have the opportunity to design game-based learning events that can be used in the classroom. Finally, the workshop provided an opportunity for participants to discuss strengths, weaknesses, benefits and challenges in using Kahoot!.

Collaborative Online Roleplay for Adult Learners.

2010 ◽  
pp. 393-408 ◽  
Author(s):  
Paul Pivec ◽  
Maja Pivec
Keyword(s):  
Collaborative Learning ◽  
Corporate Culture ◽  
Cultural Awareness ◽  
Corporate Training ◽  
Real Life ◽  
Educational Process ◽  
Discussion Forums ◽  
Game Based Learning ◽  
Voice Chat ◽  
Collaborative Platform

Game-based learning has gained popularity in schools and has been proposed for adult education, both at Universities and in the corporate training sector. Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. In this environment the teacher or trainer becomes the active partner, moderator and advisor of the educational process, not just a repository of the information importing his or her own knowledge to a passive learner as in traditional education. Learners bring their prior skills and knowledge to the classroom community. The trainer structures learning situations in which each learner can interact with other learners to develop new knowledge and fashion their own needs and capacities. Knowledge is generated from experience with complex tasks rather than from isolated activities like learning and practicing separately. Skills and knowledge are best acquired within the context. This helps the learners easily to transfer learning from classroom to “real life” and back, or information from one subject to another. Therefore this method requires that the trainer and learners play nontraditional roles such as interaction and collaboration with each other within the educational process. The classroom drops the physical boundaries and becomes a goal-oriented platform dedicated to learning. Online role-play scenario platforms offers an environment where trainers can define their own role-playing scenarios and provide the opportunity for learners to apply factual knowledge and to gain experience through the digital world. Trainers can define new games or adopt and modify sample games without any programming skills. Some platforms provide a variety of communication means within the scenarios; players can communicate with the use of multimedia discussion forums, text and voice chat modules, as well as through multi-user video conferencing. These platforms foster participation in problem-solving, effective communication, teamwork, project management, as well as other soft skills such as responsibility, creativity, micro-entrepreneurship, corporate culture, and cultural awareness. They are designed for use as a supplement to normal in-class teaching and corporate training, but it is also possible to be used independently from a class course. The constructivist design required for successful Game-Based Learning will be discussed and a model is provided to display how Game-Based Learning occurs in a collaborative online environment. This chapter will present example scenarios and highlight resources available to interested teachers and trainers.

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