Hints for Improving Motivation in Game-Based Learning Environments

2011 ◽  
pp. 530-549 ◽  
Author(s):  
Jean-Charles Marty ◽  
Thibault Carron
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Game Design ◽  
User Model ◽  
Point Of View ◽  
Game Based Learning ◽  
Game Play ◽  
Learning Session ◽  
Real Experiment ◽  
Learning Games

In this chapter, the authors propose to address two main items contributing to motivation in Game-Based Learning Environments: the flexibility of the system and the immersion of the users in the system. The chapter is split into three sections. The first one deals with the need for adaptation from both the teacher’s and the learners’ point of view. The authors need to collect traces about pedagogical activities in order to propose observation features for updating a user model adapted for learning games. This user model is seen as an explicit collaborative object displayed in the game. The second section concerns the necessity of keeping the users immersed in the game and gives some guidelines for immersion concerning game design, game play and metaphorical support. The last part illustrates these points through a game-based learning environment called “learning adventure”. The generation of a learning session in the environment is described and a real experiment is used as a support for explaining the concepts presented above.

Examining the Characteristics of Digital Learning Games Designed by In-service Teachers

2017 ◽  
Vol 7 (4) ◽  
pp. 73-85 ◽  
Author(s):  
Yun-Jo An ◽  
Li Cao
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Educational Game ◽  
Digital Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Teacher Professional ◽  
Design Documents ◽  
Teachers Perspectives

In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.

Do Skills and Challenge Affect Perceived Learning? Mediating Role of Engagement

2020 ◽  
Vol 18 (2) ◽  
pp. 64-79
Author(s):  
Anitha Acharya ◽  
Manish Gupta
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Effective Means ◽  
Educational Game ◽  
Educational Video ◽  
Perceived Learning ◽  
Game Based Learning ◽  
Mediating Role ◽  
The Relationship

Gamification, the usage of elements relating to game design to non-game activities, has gained considerable attention from academia and industry. It is uncertain as to whether students require skills and challenges to engage them in the game for enhancing their learning. Thus, the objective of this article is to examine the mediating role of engagement in the relationship between skill and perceived learning as well as between challenge and perceived learning in game-based learning environments. Data was gathered using a survey of Player Unknown's Battlegrounds (PUBG) players. A total of 233 young Indian players participated in the study. The results showed that engagement fully mediates the relationship between skill and perceived learning as well as between challenge and perceived learning. This study contributes to the literature on game-based learning by providing evidence for the educational video games to be one of the effective means of learning. Results of the present study imply that the educational game designers can design challenging games to engage the students.

Different Strokes for Different Folks

2010 ◽  
pp. 255-280 ◽  
Author(s):  
Brian Magerko ◽  
Carrie Heeter ◽  
Ben Medler
Keyword(s):  
Individual Differences ◽  
Goal Orientation ◽  
Game Design ◽  
Learning Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Learning Game ◽  
Initial Work ◽  
Mind Set

Digital game-based learning experiences are typically presented to a captive audience that has to play, as opposed to entertainment games that players can select themselves and choose to play. The captive nature of learning games introduces an interesting issue: Not everyone may be familiar with the genre of the game they have to play or be motivated to play it. Students have individual differences that may make a learning game particularly ineffective, uninteresting, or inappropriate for some learners. The authors present work that frames important differences between students in terms of their game literacy, motivation, goal orientation, and mind-set. This understanding leads us to envision game design variations to serve specific combinations of particular individual differences at the intersection of learning and gaming. The authors present their initial work on identifying and automatically accommodating these differences within a single digital game-based learning experience.

Persistence in a Game-Based Learning Environment: The Case of Elementary School Students Learning Computational Thinking

2019 ◽  
Vol 58 (5) ◽  
pp. 891-918 ◽  
Author(s):  
Rotem Israel-Fishelson ◽  
Arnon Hershkovitz
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Computational Thinking ◽  
Sixth Graders ◽  
Online Game ◽  
Game Based Learning ◽  
School Students ◽  
Online Learning Environments ◽  
Analyze Data

Persistence has proven to be a great challenge in online learning environments. Gaming and interactivity have been suggested as essential features in reducing dropout and increasing persistence in online learning. Yet in interactive game-based learning environments, persistence in moving forward in the game may come at the expense of investing in each of the game’s levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, we have chosen to focus on microlevel persistence (i.e., persistence during each component of the learning process). We study microlevel persistence in the context of acquiring computational thinking—the thought process of solving problems through abstraction—which is a key component of the new literacies needed for tomorrow’s citizens. In this study, we analyze data collected from an online, game-based learning environment (CodeMonkey™). The data document the activity of first to sixth graders ( N = 2,040). Overall, we find that persistence is positively associated with difficulty and that the most determined learners were highly persistent across topics in achieving the best solution.

scholarly journals Serious Games Get Smart: Intelligent Game-Based Learning Environments

AI Magazine ◽  
2013 ◽  
Vol 34 (4) ◽  
pp. 31-45 ◽  
Author(s):  
James C. Lester ◽  
Eun Y. Ha ◽  
Seung Y. Lee ◽  
Bradford W. Mott ◽  
Jonathan P. Rowe ◽  
...  
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Knowledge Modeling ◽  
Game Based Learning ◽  
Student Knowledge ◽  
Technical Problems ◽  
Tutoring Systems ◽  
The Past ◽  
Student Affect ◽  
Goal Recognition

Intelligent game-based learning environments integrate commercial game technologies with AI methods from intelligent tutoring systems and intelligent narrative technologies. This article introduces the CRYSTAL ISLAND intelligent game-based learning environment, which has been under development in the authors’ laboratory for the past seven years. After presenting CRYSTAL ISLAND, the principal technical problems of intelligent game-based learning environments are discussed: narrative-centered tutorial planning, student affect recognition, student knowledge modeling, and student goal recognition. Solutions to these problems are illustrated with research conducted with the CRYSTAL ISLAND learning environment.

A Framework for Promoting Knowledge Transfer in SNS Game-Based Learning

2017 ◽  
pp. 66-91 ◽  
Author(s):  
Robert Z. Zheng ◽  
Thanh N. Truong
Keyword(s):  
Pilot Study ◽  
Knowledge Transfer ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Game Design ◽  
Professional Training ◽  
Serious Game ◽  
Extensive Review ◽  
Review Of The Literature ◽  
Game Based Learning

This chapter focuses on an important issue in SNS game-based learning, that is, learners' knowledge transfer in the ill-structured domain. The chapter offers a discussion of instructional strategies in SNS game-based learning. The discussion presented here was framed around an extensive review of the literature pertinent to the strategies and approaches in serious games. Based on the discussion a framework was proposed for serious game design which revealed the interaction between and interrelationship among the variables in serious game learning. A pilot study was conducted to test the partial components of the framework. The results supported the framework showing students' progression in knowledge transfer in a game-based learning environment. Discussions were made regarding the implications of the framework and its application in k-16 education and professional training.

Understanding the Relationships Among Various Design Components in a Game-Based Learning Environment

2012 ◽  
Vol 4 (1) ◽  
pp. 68-85
Author(s):  
Yuxin Ma ◽  
Douglas Williams ◽  
Louise Prejean
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Development Process ◽  
Game Based Learning ◽  
Multiple Domains ◽  
Electronic Game

Designing an electronic, game-based learning environment is a multi-disciplinary effort that involves the consideration of various theories and models in multiple domains. Taking these theories and models into consideration adds to the complexity of the development process. Which elements should designers consider first? How do designers reconcile the demands and conflicts of different design components? Game-based learning environments are a relatively new territory for research and development. This paper reports an analysis of the decision making related to the interplay of various design components in developing Conquest of Coastlands (CoC), an electronic, game-based learning environment. The analysis may help designers better understand the intricate relationships among various design components involved in creating game-based learning environments.

Universal Design Principles and Technology-Supported Learning in the Digital Era: Assistive Technologies in Inclusive Learning

2019 ◽  
pp. 107-127 ◽  
Author(s):  
Sunagul Sani-Bozkurt
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Universal Design ◽  
Design Principles ◽  
Assistive Technologies ◽  
Point Of View ◽  
Effective Learning ◽  
Digital Era ◽  
Inclusive Learning ◽  
The Right

Today, providing all learners with technology-supported learning environments has become important due to the use of new technological advancements in learning environments. All learners have the right to benefit from these advancements in an equal learning environment. One of the factors which play an important role in providing an equal and effective learning environment is learner characteristics. The learning pace and style of each learner are different. Universal design principles and assistive technologies play a big role in providing learning environments in the context of such individual differences. From this point of view, creating inclusive learning and inclusive learning environments which consider learner variety and differences specific to each learner and providing technology-supported learning environments utilizing universal design principles and assistive technologies are discussed in this chapter.

Observation as a Requisite for Game-Based Learning Environments

2009 ◽  
pp. 51-71 ◽  
Author(s):  
Jean-Charles Marty ◽  
Thibault Carron ◽  
Jean-Mathias Heraud
Keyword(s):  
Life Cycle ◽  
Learning Environments ◽  
Business School ◽  
Experimental Approach ◽  
Game Based Learning ◽  
Learning Games ◽  
The Third ◽  
Learning Game ◽  
And Behavior ◽  
The University

In this chapter, the authors propose a Game-Based LMS called the pedagogical dungeon equipped with cooperation abilities for particular activities. The main purpose of this chapter is to explain how to keep awareness of the on-going activities while remaining involved in the game itself. The difficulty is to provide the teacher with this awareness in an immersive way, making the teacher more involved in the game when s/he obtains feedback on the activity. The chapter is split into three sections. The authors propose a first section that deals with the description of our view of learning games illustrated through the pedagogical dungeon. They briefly describe the generation of a dungeon from activity preparation and the links between pedagogical concepts and their representation in the dungeon. The second section concentrates on the observation features needed in these environments in order to obtain interesting facts on what is going on. The authors need to collect traces of the collaborative activity during the enactment phase. They describe the trace life cycle and explain how facts constituting awareness can be calculated from the traces. The third part deals with the restitution of this awareness to the teacher. The problem here is to find an appropriate way to represent awareness both of students’ knowledge and behavior. This awareness must be perceived through appropriate graphical representations to preserve the “immersion” property, implying that these representations must be directly present in the game. The pedagogical dungeon has been experimented during several practical works with real classrooms at the University of Savoie and the Graduate Business School of Chambery, France. This experimental approach illustrates the different aspects of the work, concerning the learning game itself, the observation features, and the restitution of the awareness to the teacher.

Sign in / Sign up

Export Citation Format

Share Document