Game-Based Learning in Design History

2009 ◽  
pp. 478-488 ◽  
Author(s):  
Barbara Martinson ◽  
Sauman Chu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Computer Game ◽  
Learning Object ◽  
Learning Design ◽  
Design History ◽  
Game Based Learning ◽  
Learning Tool ◽  
College Course ◽  
Types Of Information

Games are increasingly being used to teach content in a variety of courses from elementary to graduate education. This study investigates the effectiveness of using a game, to learning design history content, and it examines students’ preferred learning activities based on learning styles. Forty-two students played a computer game and then responded to a 10-item quiz. Learning style or times played did not impact achievement on the quiz. Students did prefer games as a learning tool, but equally preferred lecture and projects. This study does indicate that games can be used as tools to teach various types of information within a college course. Games added variety to the design history course and made learning facts more fun. The concrete nature of the game was appropriate for this particular group of students, most of whom had concrete learning styles. Finally, the recycling of a previously designed learning object made the project affordable in terms of time and money.

Interactive E-Learning

2011 ◽  
pp. 35-44
Author(s):  
Claude Ghaoui ◽  
W. A. Janvier
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Text Messaging ◽  
Memory Retention ◽  
Learning Tool ◽  
Neurolinguistic Programming ◽  
Interactive Interface ◽  
E Learning ◽  
Communication Preference

This paper introduces the concept of improving student memory retention using a distance learning tool by establishing the student’s communication preference and learning style before the student uses the module contents. It argues that incorporating a distance learning tool with an intelligent/interactive tutoring system using various components (psychometric tests, communication preference , learning styles, mapping learning/teaching styles, neurolinguistic programming language patterns, subliminal text messaging, motivational factors, novice/expert factor, student model, and the way we learn) combined in WISDeM to create a human-computer interactive interface distance learning tool does indeed enhance memory retention. The authors show that WISDeM’s initial evaluation indicates that a student’s retained knowledge has been improved from a mean average of 63.57% to 71.09% — moving the student from a B to an A.

scholarly journals The effects of learning style and gender consciousness on novices’ learning from playing educational games

2012 ◽  
pp. 63-77
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Extrinsic Motivation ◽  
Educational Games ◽  
Eighth Graders ◽  
Game Based Learning ◽  
Gender Consciousness ◽  
And Gender ◽  
Study Participants ◽  
Better Than

This study investigated the effects of novices’ learning style and gender consciousness on learning of programming concepts from game-based learning activities. Four classes of eighth graders with 59 males and 63 females participated in this study. Participants were identified as the diverger group and the converger group based on their stronger learning styles. Game-play activities were implemented to support participants’ learning of programming concepts. The results revealed that (a) for the programming comprehension performance, the convergers outperformed the divergers; (b) participants’ learning style and gender consciousness significantly affected their project performance; (c) for the high gender consciousness learners, the convergers performed better at abstract conceptualization and active experimentation than the divergers did; (d) for the divergers, the low gender consciousness learners possessed lower stereotype and were willing to challenge and performed better than the high gender consciousness learners; and (e) all the participants revealed positive intrinsic and extrinsic motivation.

Modeling the Player

2014 ◽  
Vol 4 (2) ◽  
pp. 36-50 ◽  
Author(s):  
Johannes Konert ◽  
Michael Gutjahr ◽  
Stefan Göbel ◽  
Ralf Steinmetz
Keyword(s):  
Learning Styles ◽  
Personality Traits ◽  
Learning Style ◽  
Social Connectedness ◽  
Short Version ◽  
Game Based Learning ◽  
Learning Style Inventory ◽  
Statistical Correlations ◽  
Profile Characteristics ◽  
Style Preferences

For adaptation and personalization of game play sophisticated player models and learner models are used in game-based learning environments. Thus, the game flow can be optimized to increase efficiency and effectiveness of gaming and learning in parallel. In the field of gaming still the Bartle model is commonly used due to its simplicity and good mapping to game scenarios, for learning the Learning Style Inventory from Kolb or Index of Learning Styles by Felder and Silverman are well known. For personality traits the NEO-FFI (Big5) model is widely accepted. When designing games, it is always a challenge to assess one player's profile characteristics properly in all three models (player/learner/personality). To reduce the effort and amount of dimensions and questionnaires a player might have to fill out, we proved the hypothesis that both, Learning Style Inventory and Bartle Player Types could be predicted by knowing the personality traits based on NEO-FFI. Thus we investigated the statistical correlations among the models by collecting answers to the questionnaires of Bartle Test, Kolb LSI 3.1 and BFI-K (short version of NEO-FFI). A study was conducted in spring 2012 with six school classes of grade 9 (12-14 year old students) in two different secondary schools in Germany. 74 students participated in the study which was offered optionally after the use of a game-based learning tool for peer learning. We present the results statistics and correlations among the models as well as the interdependencies with the student's level of proficiency and their social connectedness. In conclusion, the evaluation (correlation and regression analyses) proved the independency of the models and the validity of the dimensions. Still, especially for all of the playing style preferences of Bartle's model significant correlations with some of the analyzed other questionnaire items could be found. As no predictions of learning style preferences is possible on the basis of this studies data, the final recommendation for the development of game-based learning application concludes that separate modeling for the adaptation game flow (playing) and learn flow (learning) is still necessary.

scholarly journals Crossword Puzzle as a Learning Tool to Enhance Learning about Anticoagulant Therapeutics

2021 ◽  
Author(s):  
Ghada Bawazeer ◽  
Ibrahim Sales ◽  
Abdullah Alhammad ◽  
Ahmed Aldemerdash ◽  
Mansour Mahmoud ◽  
...  
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Learning Style ◽  
Classroom Environment ◽  
Pharmacy Students ◽  
Male Students ◽  
Learning Tool ◽  
Crossword Puzzle ◽  
Undergraduate Programs ◽  
Learning Style Preference

Abstract BackgroundEducational games make the learning process more enjoyable, fun, and create a competitive classroom environment that can positively affect learning. This study sought to implement and evaluate pharmacy students’ perceptions towards using crossword puzzles (CWPs) as a learning tool in the pharmacotherapy cardiovascular module focusing on the therapeutics of anticoagulants.MethodsClues for the puzzle were developed, validated, and piloted by course faculty. A free internet puzzle generator was used to create puzzles with 10 to 20 clues. Students were given 30 minutes to solve the puzzle following the completion of the didactic topic. An 8-item survey instrument and Pharmacists’ Inventory of Learning Styles (PILS) questionnaire were administered to examine students’ perceptions of the game and their learning style preference, respectively.ResultsOver three consecutive course offerings, 267 students participated in the activity from both undergraduate programs (Bachelor of Pharmacy (BPharm) and Doctor of Pharmacy (PharmD). Most students expressed favorable perceptions of the puzzle. Female and BPharm students had significantly more favorable perceptions than male students and PharmD students on several perception items. There was no association between student perceptions and their learning styles.ConclusionCWP presented an innovative, creative, and easy active learning tool to enhance students’ learning and engagement.

scholarly journals Learning styles and perceptions of student teachers of computer-supported collaborative learning strategy using wikis

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Kai Ming LI
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Student Teacher ◽  
Learning Strategy ◽  
Education Programme ◽  
Computer Supported Collaborative Learning ◽  
Learning Tool ◽  
Learning Styles Inventory

<p class="Abstract">This paper reports the results of an attempt to integrate a collaborative technology, Wiki, into learning within a course in a teacher education programme based on social constructivist learning theory. The current study aimed to explore student-teacher acceptance of the proposed pedagogy and to identify specific learning style preferences that might be favourable to accepting the proposed pedagogy. A total of 56 student teachers participated in this study. They completed a number of collaborative tasks using a wiki during the learning process, and were then invited to complete a questionnaire designed to solicit their perception on the usefulness of wikis and their attitudes towards using a wiki, and 39 of them also returned a learning styles inventory which was used to identify the learning styles profile of the student-teacher samples. The findings reveal favourable perceptions of the use of a wiki as a collaborative learning tool in the course. Qualitative data collected from open-ended questions also reflects similar favourable results. Active learners were also found to be significantly different from reflective learners in accepting the wiki as a learning tool.</p>

Learning Object Retrieval and Aggregation Based on Learning Styles

2016 ◽  
Vol 55 (6) ◽  
pp. 757-788
Author(s):  
Aldo Ramirez-Arellano ◽  
Juan Bory-Reyes ◽  
Luis Manuel Hernández-Simón
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Objects ◽  
Experimental Results ◽  
Learning Object ◽  
Learning Performance ◽  
Second Step ◽  
Object Retrieval ◽  
Merging Process

The main goal of this article is to develop a Management System for Merging Learning Objects (msMLO), which offers an approach that retrieves learning objects (LOs) based on students’ learning styles and term-based queries, which produces a new outcome with a better score. The msMLO faces the task of retrieving LOs via two steps: The first step ranks LOs using a unified learning style model and creates better LOs by merging the top-ranked LOs. The second step maps LOs onto a hierarchy of concepts to avoid duplicated topics. An experiment was conducted to evaluate this approach in an applied computing course. A total of 84 students were randomly split into four groups. The experimental results demonstrated that the msMLO is a promising approach that provides useful LOs based on students’ learning styles and the merging process for reusing stored LOs. Furthermore, this approach improves overall student learning performance and reduces the number of LOs reviewed.

scholarly journals Learning Objects: Adaptive Retrieval through Learning Styles

10.28945/3009 ◽  
2006 ◽  
Author(s):  
Pollyana Mustaro ◽  
Ismar Silveira
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Context ◽  
Learning Abilities ◽  
Technological Advances ◽  
Metadata Annotation ◽  
Starting Point ◽  
Specific Learning

Nowadays, the amount of information grows in an exponential way, mainly because of technological advances in media. This scenario claims for the development of different skills in order to increase learning abilities, making them personal and customizable. Such factor is significant in a changing society, which implies in a range of mechanisms which would allow to identify, in a non-intrusive way, which learning style some specific student would prefer to perform in order to build knowledge from some learning object under a learning context. This requires defining some strategies in order to recognize adult learner’s learning styles for some specific learning context. This work is based on theoretical references of Felder, Kolb and Gardner, proposing the implementation of a metadata annotation to identificate prime learning styles that are present in specific learning objects. This classification constitutes a starting point to recover learning objects from a repository according to apprentice’s profile and experiences. As a result, the effectiveness of the use of learning objects will be improved.

Interactive E-Learning

2007 ◽  
pp. 189-202
Author(s):  
Claude Ghaoui ◽  
W. A. Janvier
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Text Messaging ◽  
Memory Retention ◽  
Learning Tool ◽  
Neurolinguistic Programming ◽  
Interactive Interface ◽  
E Learning ◽  
Communication Preference

This chapter introduces the concept of improving student memory retention using a distance learning tool by establishing the student’s communication preference and learning style before the student uses the module contents. It argues that incorporating a distance learning tool with an intelligent/interactive tutoring system using various components (psychometric tests, communication preference, learning styles, mapping learning/teaching styles, neurolinguistic programming language patterns, subliminal text messaging, motivational factors, novice/expert factor, student model, and the way we learn) combined in WISDeM to create a human-computer interactive interface distance learning tool does indeed enhance memory retention. The authors show that WISDeM’s initial evaluation indicates that a student’s retained knowledge has been improved from a mean average of 63.57% to 71.09% — moving the student from a B to an A.

Modeling the Player

Gamification ◽  
2015 ◽  
pp. 668-682
Author(s):  
Johannes Konert ◽  
Michael Gutjahr ◽  
Stefan Göbel ◽  
Ralf Steinmetz
Keyword(s):  
Learning Styles ◽  
Personality Traits ◽  
Learning Style ◽  
Social Connectedness ◽  
Short Version ◽  
Game Based Learning ◽  
Learning Style Inventory ◽  
Efficiency And Effectiveness ◽  
Profile Characteristics ◽  
Style Preferences

For adaptation and personalization of game play sophisticated player models and learner models are used in game-based learning environments. Thus, the game flow can be optimized to increase efficiency and effectiveness of gaming and learning in parallel. In the field of gaming still the Bartle model is commonly used due to its simplicity and good mapping to game scenarios, for learning the Learning Style Inventory from Kolb or Index of Learning Styles by Felder and Silverman are well known. For personality traits the NEO-FFI (Big5) model is widely accepted. When designing games, it is always a challenge to assess one player's profile characteristics properly in all three models (player/learner/personality). To reduce the effort and amount of dimensions and questionnaires a player might have to fill out, we proved the hypothesis that both, Learning Style Inventory and Bartle Player Types could be predicted by knowing the personality traits based on NEO-FFI. Thus we investigated the statistical correlations among the models by collecting answers to the questionnaires of Bartle Test, Kolb LSI 3.1 and BFI-K (short version of NEO-FFI). A study was conducted in spring 2012 with six school classes of grade 9 (12-14 year old students) in two different secondary schools in Germany. 74 students participated in the study which was offered optionally after the use of a game-based learning tool for peer learning. We present the results statistics and correlations among the models as well as the interdependencies with the student's level of proficiency and their social connectedness. In conclusion, the evaluation (correlation and regression analyses) proved the independency of the models and the validity of the dimensions. Still, especially for all of the playing style preferences of Bartle's model significant correlations with some of the analyzed other questionnaire items could be found. As no predictions of learning style preferences is possible on the basis of this studies data, the final recommendation for the development of game-based learning application concludes that separate modeling for the adaptation game flow (playing) and learn flow (learning) is still necessary.

scholarly journals The interplay of students’ creative behavior and learning style during digital game based learning

2020 ◽  
Author(s):  
Γεωργία Ζησιμάτου
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Digital Game ◽  
Game Based Learning ◽  
Creative Behavior ◽  
Learning Styles Inventory

Σκοπός αυτής της διατριβής ήταν να διερευνήσει την αλληλεπίδραση μεταξύ της μάθησης βάσει ψηφιακών παιχνιδιών και της δημιουργική συμπεριφορά των μαθητών. Αυτή η διατριβή αποτελείται από πέντε διαφορετικές μελέτες. Μια ποιοτική μελέτη (11 συνεντεύξεις), μια πιλοτική φάση και 3 πειραματικές μελέτες. Τριακόσια πέντε παιδιά δημοτικού σχολείου (N = 305) ηλικίας 11-12 ετών δημοτικού σχολείου αποτέλεσαν το αρχικό δείγμα της έρευνας. Σε αυτήν την έρευνα χρησιμοποιήθηκαν ψυχομετρικές τεχνικές για τη συλλογή ποσοτικών και μετρήσιμων δεδομένων. Το Honey and Mumford's Learning Style Questionnaire (LSQ) χρησιμοποιήθηκε για την αξιολόγηση των μαθησιακών στυλ των ατόμων. Για τον ίδιο σκοπό, χρησιμοποιήσαμε επίσης το LSI: Elementary Learning Styles Inventory από τους Stetson and Associates (2004). Η δημιουργικότητα των μαθητών αξιολογήθηκε χρησιμοποιώντας την Τεχνική Συναινετικής Αξιολόγησης από την Teressa Amabile (1983). Οι αναλύσεις δεδομένων έδειξαν ότι η χρήση ψηφιακών παιχνιδιών ήταν πιο αποτελεσματική όσον αφορά την ανάπτυξη της δημιουργικότητας των μαθητών σε μαθηματικές έννοιες σε σχέση με τισ παραδοσιακές μεθόδους διδασκαλίας. Πιο συγκεκριμένα, αποδείχθηκε ότι άτομα που είχαν κατηγοριοποιηθεί ως πραγματιστές (Pragmatist) είτε ως ακτιβιστών(Activist) βάσει του LSQ και ως Κιναισθητικοί(Kinesthetic) βάση του LSI επηρεάστηκαν πιο θετικά από τα περιβάλλοντα μάθησης ψηφιακών παιχνιδιών. Η διάρκεια της παρέμβασης βρέθηκε επίσης να διαδραματίζει σημαντικό ρόλο όσον αφορά την αποτελεσματικότητα της.

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