Establishing a Science of Game Based Learning

2010 ◽  
pp. 290-304 ◽  
Author(s):  
Alicia Sanchez ◽  
Janis A. Cannon-Bowers ◽  
Clint Bowers
Keyword(s):  
Video Games ◽  
Research Agenda ◽  
Educational Games ◽  
Learning Tools ◽  
Controlled Experiments ◽  
Game Based Learning ◽  
Effective Learning ◽  
Motivation And Learning ◽  
Insight Into ◽  
True Science

Using video games to train and educate is a notion that is gaining traction among gamers, parents, and serious educators alike. Unfortunately, to date there have been few rigorous studies to determine whether games can be effective learning tools. Given their inherent features, the authors feel certain that games can teach, and they are interested instead in addressing the question of how best to design games that will optimize learning. To accomplish this goal, the authors offer a simple framework for organizing variables and then discuss findings from psychology and education as a basis to formulate a research agenda for game-based training. In doing so, they hope to stimulate researchers to conduct appropriately controlled experiments that will begin to provide insight into how various features affect motivation and learning. In this way, a true science of educational games can be formed.

Benefits and Challenges of Using Educational Games

2022 ◽  
pp. 1560-1570
Author(s):  
Rupanada Misra ◽  
Leo Eyombo ◽  
Floyd T. Phillips
Keyword(s):  
Learning Styles ◽  
Educational Games ◽  
Role Playing ◽  
Generation Gap ◽  
Game Based Learning ◽  
Effective Learning ◽  
Left Behind ◽  
Use Of Technology ◽  
Strategy Game ◽  
Silver Bullet

In the 21st century, games can potentially be used as serious educational tools. Today's learners are distracted easily, and game-based learning is the silver bullet because it can potentially immerse the students in content and curricula. Not only does game-based learning with its power to engage and motivate users make the course come alive, but it can also provide a platform in critical thinking, creativity, instant feedback, and collaboration. One of the biggest challenges in education is the different learning styles of the students; game-based learning can easily overcome that. Games can be categorized into different genres such as action, adventure, fighting, puzzle, role-playing, simulation, sports, or strategy. Game designers can potentially select the appropriate genre best suited for effective learning. Even with all the advantages of game-based learning, some challenges, such as unwillingness of teachers to change or improper design of educational games, still exist. With students sometimes far ahead in the use of technology, some teachers who are left behind can be intimidated. The conceptual generation gap in this regard is quite wide, and designing, developing, and implementing games in curricula can be expensive. Though some games can be repurposed for education many cannot be repurposed to meet the expectations of the students.

Game-Based Learning

2012 ◽  
pp. 628-647 ◽  
Author(s):  
Sylke Vandercruysse ◽  
Mieke Vandewaetere ◽  
Geraldine Clarebout
Keyword(s):  
Instructional Technology ◽  
Video Games ◽  
Literature Search ◽  
Educational Games ◽  
Systematic Literature Search ◽  
Positive Outcomes ◽  
Game Based Learning ◽  
Games For Learning ◽  
Context Variables ◽  
Positive Effect

A new interest in the use of video games for learning has emerged, and a number of claims are made with respect to the effectiveness of games in education. These educational games are considered as new instructional technology with great potential. The suggested positive outcomes and effects have been mentioned repeatedly. In this review, the learning effects of educational games are studied in order to gain more insights into the conditions under which a game may be effective for learning. A systematic literature search in three databases was conducted. Some studies reported a positive effect on learning and motivation, but this is moderated by different learner variables and depends on different context variables. Next to this, the effectivity research on game-based learning is highly susceptible to a muddle of approaches, methodologies, and descriptions of gaming for educational purposes.

scholarly journals Systematic Review of Enjoyment Element in Health-Related Game-Based Learning

2020 ◽  
Vol 15 (21) ◽  
pp. 40
Author(s):  
Habibah Ab Jalil ◽  
Nurul Amelina Nasharuddin ◽  
Erzam Marlisah ◽  
Ahmad Iqmer Nashriq Mohd Nazan ◽  
Ismi Arif Ismail ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Educational Games ◽  
Learning Experience ◽  
Learning Tools ◽  
Game Based Learning ◽  
Theoretical Understanding ◽  
Uses And Gratification ◽  
Uses And Gratification Theory ◽  
Health Related ◽  
The Individual

Educational games are often used as teaching and learning tools, with studies showing that game-based learning is widely accepted among children and teenagers. The experience of enjoyment typically associated with playing games provides for a deeper learning experience and allows the individual to connect various concepts, skills, and knowledge, as well as sparking creativity. This paper builds upon previous studies of enjoyment in health-based gaming and aims to articulate a definition of enjoyment in gaming. Drawing on Miles’ taxonomy, the review further set out to identify and bridge gaps in our theoretical understanding of enjoyment. Three theories were found to be particularly relevant for explaining the concept of enjoyment in relation to health-based gaming: self-determination theory, flow theory, and uses and gratification theory.

scholarly journals Perceived pervasive skills acquired through educational games in an accounting undergraduate degree

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Marelize Malan ◽  
Vanessa Van Dyk
Keyword(s):  
Time Management ◽  
Educational Games ◽  
First Year ◽  
Game Based Learning ◽  
Effective Learning ◽  
Learning Aids ◽  
Perceptions Of Students ◽  
Managerial Implications ◽  
Second Year ◽  
Value Add

Orientation: Learning should be active, experiential and fun.Research purpose: This study investigated the perceptions of students regarding the development of pervasive skills within an undergraduate accounting syllabus.Motivation for the study: Game-based learning is an effective way to increase students’ knowledge, evoke intense involvement in a collaborative setting and promote effective learning, which could result in the development of pervasive skills.Research approach/design and method: The perceptions of second-year students were gathered through a questionnaire with closed- and open-ended questions. The questionnaire sought to compare the two games that are played by the same set of students, one in their first year of study in a commerce module and another in their second year of study in an accounting module.Main findings: It was found that students enjoyed both games, particularly their collaborative nature and how they could learn from fellow students. The students perceived that the Monopoly board game primarily developed strategic thinking, critical thinking and professionalism whilst the 60 Seconds game developed teamwork, time management and communication (listening). The two games were, therefore, seen as effective learning aids since skills development occurred both within a formal, mark-bearing game and in an informal game with no bearing on the students’ marks.Practical/managerial implications: Learning through games can be interactive, practical and enjoyable and should be used as a tool to develop students’ pervasive skills.Contribution/value-add: This study also showed that it is not always necessary to spend much resource on a learning supplement. Both games proved to be effective learning tool in the development of pervasive skills.

Can Computer Games Motivate and Sustain Learning?

2011 ◽  
pp. 280-298
Author(s):  
Mabel C.P.O. Okojie
Keyword(s):  
Instructional Strategies ◽  
Computer Games ◽  
Educational Games ◽  
Qualitative Interviews ◽  
Learning Theories ◽  
Critical Examination ◽  
Learning Tools ◽  
Separate Entity ◽  
Game Based Learning ◽  
Motivation For Learning

A critical examination of the use of computer games as motivation for learning is provided. The examination is addressed by reviewing evidence from the literature dealing with computer games as learning tools. Factors and difficulties associated with games as instructional strategies are discussed. Evidence from the literature indicates that current methods of applying computer games into instruction are not guided by pedagogical principles. It is recognized that the design of educational games be based on learning theories. The current practice of viewing educational games as separate entity from all other educative processes is detrimental to learning. Although, the results of scientific studies on game-based learning are inconclusive, nevertheless, the future of game-based learning is promising partly because games are generally engaging. The results of qualitative interviews reveal that the participants believe that computer games motivate them to have fun but not to learn. Thus, by implication may not sustain learning.

Instructional Strategies for Game-Based Learning

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.

scholarly journals Educational games and the new forms of interactions

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Luciana Zaina ◽  
Elisa Castro ◽  
Suellen Martinelli ◽  
Tiemi Sakata
Keyword(s):  
Video Games ◽  
Elementary School Teachers ◽  
Educational Games ◽  
Computational Thinking ◽  
Learning Tools ◽  
Body Movements ◽  
School Teachers ◽  
Hand Gestures ◽  
Teaching Activities ◽  
Context Of Learning

AbstractGames are seen as environments that promote the engagement of children to the learning of Computational Thinking (CT) concepts. The new forms of interaction using body movements and gestures have increased in particular in video-games. However, few studies have been conducted to investigate how children feel and interact when using hand gestures in the context of learning tools. And this number becomes low when we look at studies about CT learning. In this article, we explored the feedback of 29 children about their interaction by using hand gestures in a game to stimulate the CT, i.e. a CT game. In the analysis, we explored how these forms of interaction impacted on the accomplishing of the game phases. Our findings revealed the children kept more engaged when using hand gestures, and consequently, this affected their concentration on the game purpose. To complement our investigation, we interviewed 8 elementary school teachers to gather their perceptions about the potential of using hand gestures and our game. The findings showed the teachers agreed that hand gestures are suitable to be used in learning tools. They also demonstrated interested in introducing the CT fundamentals in their classes. However, these teachers demonstrated some concerns about how to match the use of that technology to their teaching activities.

scholarly journals Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games

2021 ◽  
Vol 13 (15) ◽  
pp. 8485
Author(s):  
Aldo Gordillo ◽  
Enrique Barra ◽  
Sonsoles López-Pernas ◽  
Juan Quemada
Keyword(s):  
Video Games ◽  
Video Game ◽  
Educational Video ◽  
Game Based Learning ◽  
Digital Competence ◽  
Educational Video Games ◽  
Post Test ◽  
Educational Video Game ◽  
Viable Approach ◽  
Motivation And Learning

There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y León (Spain) participated in this study. A pre‑test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence.

scholarly journals AN ANALYSIS OF EDUCATIONAL GAMES DESIGN FRAMEWORKS FROM SOFTWARE ENGINEERING PERSPECTIVE

2015 ◽  
Author(s):  
Mifrah Ahmad ◽  
Lukman AB. Rahim ◽  
Noreen Izza Arshad
Keyword(s):  
Software Engineering ◽  
Video Games ◽  
21St Century ◽  
Educational Games ◽  
Educational Game ◽  
Learning Theories ◽  
Game Based Learning ◽  
Engineering Practices

Game-based learning has dominantly embedded itself into a tool of education in the 21st century. In developing educational games, many researchers have proposed frameworks to defi ne elements of an educational game. This paper presents a survey of the different frameworks for educational games and analyzes these frameworks against several criteria for effective video games, well-designed games and key elements of educational games. The authors will also look at the frameworks support towards learning theories. In addition, the analysis continues in the context of software engineering practices to develop effective educational games.  

Instructional Strategies for Game-Based Learning

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.

Sign in / Sign up

Export Citation Format

Share Document