Games and Their Embodied Learning Principles in the Classroom

2018 ◽  
pp. 554-582
Author(s):  
Sam von Gillern
Keyword(s):  
Video Games ◽  
Student Learning ◽  
Digital Games ◽  
Learning Motivation ◽  
Learning Theories ◽  
Embodied Learning ◽  
Future Directions ◽  
Learning Techniques ◽  
Meaningful Engagement ◽  
Learning Principles

This chapter explores how educators can use games and their embodied learning principles as a source for student learning, motivation, and engagement. It begins by highlighting important educational issues, such as lack of motivation and how technology has affected students and communication (Prensky, 2005). It then illustrates how digital games can address these issues and support learning and foster meaningful engagement by exploring Gee's (2007) learning principles and Prensky's (2005) activities and learning techniques. Each learning principle and activity is addressed with a summary of the concept, an example of how video games exemplify the concept, and practical methods for integrating the idea into classroom instruction through games and activities. The chapter concludes with an overview of main concepts and highlights future directions for research connecting learning theories to digital games.

Games and Their Embodied Learning Principles in the Classroom

2016 ◽  
pp. 55-84
Author(s):  
Sam von Gillern
Keyword(s):  
Video Games ◽  
Student Learning ◽  
Digital Games ◽  
Learning Motivation ◽  
Learning Theories ◽  
Embodied Learning ◽  
Future Directions ◽  
Learning Techniques ◽  
Meaningful Engagement ◽  
Learning Principles

This chapter explores how educators can use games and their embodied learning principles as a source for student learning, motivation, and engagement. It begins by highlighting important educational issues, such as lack of motivation and how technology has affected students and communication (Prensky, 2005). It then illustrates how digital games can address these issues and support learning and foster meaningful engagement by exploring Gee's (2007) learning principles and Prensky's (2005) activities and learning techniques. Each learning principle and activity is addressed with a summary of the concept, an example of how video games exemplify the concept, and practical methods for integrating the idea into classroom instruction through games and activities. The chapter concludes with an overview of main concepts and highlights future directions for research connecting learning theories to digital games.

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate)

2018 ◽  
Vol 19 (2) ◽  
pp. 68
Author(s):  
Raden Sudarwo ◽  
Yusuf Yusuf ◽  
Anfas Anfas
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Sense Of Self ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Learning Tools ◽  
Constant Number ◽  
Self Sufficiency ◽  
Student Independence

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency. Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.

scholarly journals The system of chemical and mathematical problems as a tool for the development of motivation of students of technical universities

2019 ◽  
Vol 69 ◽  
pp. 00052
Author(s):  
Galiya Igtisamova ◽  
Zemfira Yangirova ◽  
Doniyor Nosirov ◽  
Aydar Yangirov
Keyword(s):  
Student Learning ◽  
Empirical Data ◽  
Point Of View ◽  
Learning Motivation ◽  
Self Development ◽  
Creative Personality ◽  
Mathematical Problems ◽  
Personal Approach ◽  
Level Of Motivation ◽  
Development Of Students

The research relevance is connected with the orientation of the modern model of education towards the formation of a competitive creative personality, with the need for constant self-improvement and self-development. It should be noted that the effectiveness of student learning is largely determined by the level of motivation, interest and personal participation of subjects. Therefore, the article is aimed at disclosing mechanisms for the development of students' learning motivation through a system of differentiated tasks. The leading approach to study of a problem was a personal approach, the purpose of which is to identify the issue under discussion from the point of view of dialogism, subjectivity and individuality. This document presents the characteristics of the developed and tested system of differentiated problems of mathematics, focused on the development of student learning motivation, as well as the provision of empirical data on the results of implementation. It also describes the principles on which we defined three levels of tasks in mathematics: “palgorithms”, “tasks of finding tasks” and “creative tasks”.

scholarly journals The Animation of Gamers and the Gamers as Animators in Sierra On-Line’s Adventure Games

Animation ◽  
2021 ◽  
Vol 16 (1-2) ◽  
pp. 83-95
Author(s):  
Raz Greenberg
Keyword(s):  
Video Games ◽  
Digital Games ◽  
Free Play ◽  
Digital Gaming ◽  
Adventure Game ◽  
Adventure Games ◽  
Software Publisher ◽  
On Line ◽  
The Relationship

Produced throughout the 1980s using the company’s Adventure Game Interpreter engine, the digital adventure games created by American software publisher Sierra On-Line played an important and largely overlooked role in the development of animation as an integral part of the digital gaming experience. While the little historical and theoretical discussion of the company’s games of the era focuses on their genre, it ignores these games’ contribution to the relationship between the animated avatars and the gamers that control them – a relationship that, as argued in this article, in essence turns gamers into animators. If we consider Chris Pallant’s (2019) argument in ‘Video games and animation’ that animation is essential to the sense of immersion within a digital game, then the great freedom provided to the gamers in animating their avatars within Sierra On-Line’s adventure games paved the way to the same sense of immersion in digital. And, if we refer to Gonzalo Frasca’s (1999) divide of digital games to narrative-led or free-play (ludus versus paidea) in ‘Ludology meets narratology: Similitude and differences between (video) games and narrative’, then the company’s adventure games served as an important early example of balance between the two elements through the gamers’ ability to animate their avatars. Furthermore, Sierra On-Line’s adventure games have tapped into the traditional tension between the animator and the character it animated, as observed by Scott Bukatman in ‘The poetics of Slumberland: Animated spirits and the animated spirit (2012), when he challenged the traditional divide between animators, the characters they animate and the audience. All these contributions, as this articles aims to demonstrate, continue to influence the role of animation in digital games to this very day.

scholarly journals Game-Informed Assessment for Playful Learning and Student Experience (Part II)

2020 ◽  
Vol 21 (42) ◽  
pp. 19-30
Author(s):  
Maria Pavlou
Keyword(s):  
Video Games ◽  
Student Learning ◽  
Lyric Poetry ◽  
Student Experience ◽  
Educational Value ◽  
Depth Interviews

AbstractThe educational value of play has long been acknowledged. During recent decades, much attention has been paid to video games and the multifarious ways in which they can promote and enhance learning. My main objective in this study is to weave game principles, learning and the notion of playfulness into assessment principles, in an attempt to investigate how what I call ‘Game-Informed Playful Assessment’ (GIPA) can affect student learning and particularly students’ experience of learning. The GIPA was designed with a view to promoting students’ agency, autonomy, collaboration and playfulness, and was introduced in an undergraduate course on archaic Greek lyric poetry at a Greek-speaking university. My data was generated through in-depth interviews with ten of the students that attended the course. While the GIPA was favourably and even enthusiastically received by students, the research also brought to the fore several other issues that call for attention, such as the stress that innovative assessment may provoke in students and the readiness of students to be playful within an academic framework that typically contrasts serious work with playfulness and play in general.

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