How do Professionals’ Attitudes Differ between what Game-Based Learning could Ideally Achieve and what is Usually Achieved

This paper compares the results of two surveys conducted between July 2009 and January 2010 with 45 subject matter experts (SMEs) and 41 game experts in the UK. The surveys examine the attitudes and attitude differences of the participants towards teachers who use games in the classroom and studios that produced educational games. The findings revealed respondents’ attitudes were statistically significantly less positive—comparing ideal conditions to usual practice—for the issues studied. The SMEs were unaware of the problems faced by educational game studios, which could lead to a scenario where games are made fun at the expense of learning outcomes or vice versa. In issues related to educational games, the SMEs were found to be certain only about aspects of related directly to teaching and learning while the games experts were confident only for game design and development. This revealed a need for collaboration between SMEs and game experts rather than independent production when designing and developing GBL solutions.

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Designing Educational Games

Gamification for Human Factors Integration - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-4666-5071-8.ch011 ◽

2014 ◽

pp. 181-198 ◽

Cited By ~ 6

Author(s):

Stephen Tang ◽

Martin Hanneghan

Keyword(s):

Game Design ◽

Teaching And Learning ◽

Educational Games ◽

Educational Game ◽

Game Based Learning ◽

Computing Technology ◽

Learning Tool ◽

Educational Content ◽

Constructive Learning ◽

Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

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Designing Educational Games

Gamification ◽

10.4018/978-1-4666-8200-9.ch028 ◽

2015 ◽

pp. 576-594 ◽

Cited By ~ 1

Author(s):

Stephen Tang ◽

Martin Hanneghan

Keyword(s):

Game Design ◽

Teaching And Learning ◽

Educational Games ◽

Educational Game ◽

Game Based Learning ◽

Computing Technology ◽

Learning Tool ◽

Educational Content ◽

Constructive Learning ◽

Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student's learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

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Designing Educational Games

Design and Implementation of Educational Games ◽

10.4018/978-1-61520-781-7.ch008 ◽

2010 ◽

pp. 108-125 ◽

Cited By ~ 5

Author(s):

Stephen Tang ◽

Martin Hanneghan

Keyword(s):

Game Design ◽

Teaching And Learning ◽

Educational Games ◽

Educational Game ◽

Game Based Learning ◽

Computing Technology ◽

Learning Tool ◽

Educational Content ◽

Constructive Learning ◽

Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

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Linking the Elements of Learning, Assessment, and Play Experience in a Validation Framework

Design, Motivation, and Frameworks in Game-Based Learning - Advances in Game-Based Learning ◽

10.4018/978-1-5225-6026-5.ch004 ◽

2019 ◽

pp. 93-122

Author(s):

Chin Ike Tan

Keyword(s):

Subject Matter ◽

Game Design ◽

Educational Games ◽

Knowledge Retention ◽

Learning Assessment ◽

Game Based Learning ◽

Validation Framework ◽

Teaching Learning ◽

World Environment ◽

Play Experience

Educational games are often described as a balancing act between the entertainment aspects of video games—be it the engagement, motivational, or immersive advantages of it—and the serious subject matter of teaching, learning, and assessment. Thus the key challenge of game-based learning is how the merging of these two aspects could assist in the knowledge retention and application of the subject matters within the real-world environment, especially in the realm of education. The chapter proposes a validation framework that can link elements of learning and assessment in a subject matter to play experience in educational games before those games are developed. The framework will allow game designers and developers to understand the cognitive processes of learning, not only in designing effective educational games, but also to comprehend the intricacies and connections between learning and principles of game design. This in turn enables game researchers to develop effective educational games which are pedagogically and ludologically sound.

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Evaluating the usefulness of Eye Tracking in Game-based Learning

International Journal of Serious Games ◽

10.17083/ijsg.v1i2.15 ◽

2014 ◽

Vol 1 (2) ◽

Cited By ~ 11

Author(s):

Kristian Kiili ◽

Harri Ketamo ◽

Michael D. Kickmeier-Rust

Keyword(s):

Eye Tracking ◽

Game Design ◽

Educational Games ◽

Relevant Information ◽

Learning Activities ◽

Educational Game ◽

Game Based Learning ◽

Tracking Method ◽

Cognitive Feedback ◽

Learning Research

The challenge of educational game design is to develop solutions that please as many players as possible, but are still educationally effective. How learning happens in games is methodologically very challenging to point out and thus it is usually avoided. In this paper we tackle this challenge with eye tracking method. The aim of this research is to study the meaning of cognitive feedback in educational games and evaluate the usefulness of eye tracking method in game based learning research and game design. Based on perceptual data we evaluated the playing behavior of 43 Finnish and Austrian children aged from 7 to 16. Four different games were used as test-beds. The results indicated that players’ perception patterns varied a lot and some players even missed relevant information during playing. The results showed that extraneous elements should be eliminated from the game world in order to avoid incidental processing in crucial moments. Animated content easily grasps player’s attention, which may disturb learning activities. Especially low performers and inattentive players have difficulties in distinguishing important and irrelevant content and tend to stick to salient elements no matter of their importance for a task. However, it is not reasonable to exclude all extraneous elements because it decreases engagement and immersion. Thus, balancing of extraneous and crucial elements is essential. Overall, the results showed that eye tracking can provide important information from game based learning process and game designs. However, we have to be careful when interpreting the perceptual data, because we cannot be sure if the player understands everything that he or she is paying attention to. Thus, eye tracking should be complemented with offline methods like retrospective interview that was successfully used in this research.

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Instructional Strategies for Game-Based Learning

Gamification in Education ◽

10.4018/978-1-5225-5198-0.ch025 ◽

2018 ◽

pp. 472-481

Author(s):

Antonio Santos

Keyword(s):

Instructional Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Educational Games ◽

The Other ◽

Educational Game ◽

Instructional Designers ◽

Game Based Learning ◽

Positive Effects ◽

Motivation And Learning

Although it could be assumed that playing games lifts intrinsic motivation and that this must have an effect on the cognitive processes of the player, it is still not known how to develop an educational game with the same positive effects. Thus, the challenge for GBL is rather significant in determining how to design and develop good educational games and how to integrate them into the teaching and learning process so that students' motivation and learning are qualitatively improved. This chapter's main objectives are to describe some of the current GBL models proposed by the literature used to analyze, design, and integrate games in education and, on the other, to propose and describe a methodology developed by the author to create educational games. The assumption is that this type of information could aid instructional designers and educators—and even commercial game designers—interested in developing good GBL experiences.

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The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction

Journal of Educational Computing Research ◽

10.1177/0735633120969214 ◽

2020 ◽

pp. 073563312096921

Author(s):

Zhonggen Yu ◽

Mingle Gao ◽

Lifei Wang

Keyword(s):

Student Satisfaction ◽

Learning Outcomes ◽

Student Motivation ◽

Student Attitudes ◽

Educational Games ◽

Educational Game ◽

Future Research ◽

Game Based Learning ◽

Positive Effects

While educational games have been increasingly popular in education, insufficient studies have comprehensively reviewed their effectiveness. To complement this missing link, this study explored game-based learning outcomes including academic achievements, problem-solving, and critical thinking abilities, knowledge, learning efficiency, skills, student attitudes, and behaviors. Both negative and positive effects of educational games on motivation were also explored based on comprehensive literature analysis. The role of engagement in game-based learning was studied, coupled with the ways to enhance student engagement. We also explored the importance of gamified components in student satisfaction and provided constructive suggestions for designers and practitioners. Future research should highlight learning analytics and data mining techniques of educational game-based learning and try to find out solutions to address various problems to improve the effectiveness of educational games.

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Instructional Strategies for Game-Based Learning

Handbook of Research on Instructional Systems and Educational Technology - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2399-4.ch015 ◽

2017 ◽

pp. 164-173

Author(s):

Antonio Santos

Keyword(s):

Instructional Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Educational Games ◽

The Other ◽

Educational Game ◽

Instructional Designers ◽

Game Based Learning ◽

Positive Effects ◽

Motivation And Learning

Although it could be assumed that playing games lifts intrinsic motivation and that this must have an effect on the cognitive processes of the player, it is still not known how to develop an educational game with the same positive effects. Thus, the challenge for GBL is rather significant in determining how to design and develop good educational games and how to integrate them into the teaching and learning process so that students' motivation and learning are qualitatively improved. This chapter's main objectives are to describe some of the current GBL models proposed by the literature used to analyze, design, and integrate games in education and, on the other, to propose and describe a methodology developed by the author to create educational games. The assumption is that this type of information could aid instructional designers and educators—and even commercial game designers—interested in developing good GBL experiences.

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Implementasi Game Based Learning pada Pembelajaran Bahasa Inggris

Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) ◽

10.29207/resti.v3i2.885 ◽

2019 ◽

Vol 3 (2) ◽

pp. 124-130

Author(s):

Nindian Puspa Dewi ◽

Indah Listiowarni

Keyword(s):

Elementary Students ◽

Programming Language ◽

Teaching And Learning ◽

Educational Games ◽

Learning Activities ◽

Educational Game ◽

Game Based Learning ◽

English Curriculum ◽

The Subject ◽

Listening And Speaking

Games are media that can be used in the learning process to stimulate students in teaching and learning activities in the classroom. The game used is a game that has been adapted to the needs of learning in the classroom called game based learning or educational games. English subjects are difficult to learn by elementary students at SDN Bujur Barat II, so the use of learning media is needed to attract students' interest in learning the subject. In this study, an educational game was made based on the SD English curriculum consisting of writing, reading, listening, and speaking, which was built using the Ionic programming language and the PHP Framework.

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