How Game-Based Learning Can Effectively Engage Minority Students

2022 ◽  
pp. 1230-1241
Author(s):  
Rupanada Misra ◽  
Leo Eyombo ◽  
Floyd T. Phillips
Keyword(s):  
Decision Making ◽  
Instructional Design ◽  
Learning Environment ◽  
Minority Students ◽  
Educational Games ◽  
Neural System ◽  
Game Based Learning ◽  
Multimedia Design ◽  
Effective Feedback ◽  
Instructional Design Principles

One of the important questions for teachers and education policymakers is how to engage new age learners, especially minority students, in a meaningful way. Game-based learning provides a platform where minority students can be intrinsically motivated to stay focused. The incorporation of multimedia design and instructional design principles in educational games would potentially help learners comprehend the information and engage in deeper learning. The decision-making process in a game-based learning environment is tied to the neural system of information processing. As research studies point out, the reward that the learner gets is, in fact, the stimulus that with desirable properties that drives behavior. Other than that, the effective feedback in the game-based learning environment has a powerful influence on learning.

How Game-Based Learning Can Effectively Engage Minority Students

2019 ◽  
pp. 59-75
Keyword(s):  
Decision Making ◽  
Instructional Design ◽  
Learning Environment ◽  
Minority Students ◽  
Educational Games ◽  
Neural System ◽  
Game Based Learning ◽  
Multimedia Design ◽  
Effective Feedback ◽  
Instructional Design Principles

One of the important questions for teachers and education policymakers is how to engage new age learners, especially minority students, in a meaningful way. Game-based learning provides a platform where minority students can be intrinsically motivated to stay focused. The incorporation of multimedia design and instructional design principles in educational games would potentially help learners comprehend the information and engage in deeper learning. The decision-making process in a game-based learning environment is tied to the neural system of information processing. As research studies point out, the reward that the learner gets is, in fact, the stimulus that with desirable properties that drives behavior. Other than that, the effective feedback in the game-based learning environment has a powerful influence on learning.

Building Artificially Intelligent Learning Games

2011 ◽  
pp. 793-825 ◽  
Author(s):  
Richard Van Eck
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Psychology ◽  
Instructional Design ◽  
Educational Games ◽  
Digital Games ◽  
Educational Goals ◽  
Digital Game ◽  
Next Generation ◽  
Game Based Learning ◽  
Learning Games

The idea of digital game-based learning (DGBL) is gaining acceptance among researchers, game designers, educators, parents, and students alike. Building new educational games that meet educational goals without sacrificing what makes games engaging remains largely unrealized, however. If we are to build the next generation of learning games, we must recognize that while digital games might be new, the theory and technologies we need to create DGBL has been evolving in multiple disciplines for the last 30 years. This chapter will describe an approach, based on theories and technologies in education, instructional design, artificial intelligence, and cognitive psychology, that will help us build intelligent learning games (ILGs).

Digital Games

2012 ◽  
pp. 166-178 ◽  
Author(s):  
Betül Özkan-Czerkawski
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Learning Environments ◽  
Educational Games ◽  
Digital Games ◽  
Important Case ◽  
Current Status ◽  
Game Based Learning ◽  
E Learning ◽  
Games And Simulations

Digital games and simulations are playing an important role in younger generations’ lives. Their adoption to e-Learning environments, however, is rather slow because educators are reluctant to change the way they teach. This chapter starts with a brief discussion of game and simulation terminology, including serious games, game-based learning, and game genres. It continues with a review of the current status of educational games and simulations being used in higher education institutions. Important case studies are provided to present examples to the higher education faculty. Finally, a discussion of teaching strategies, instructional design processes, and assessment issues for effective digital game incorporation in e-Learning is included.

Building Artificially Intelligent Learning Games

2011 ◽  
pp. 271-307 ◽  
Author(s):  
Richard Van Eck
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Psychology ◽  
Instructional Design ◽  
Educational Games ◽  
Digital Games ◽  
Educational Goals ◽  
Digital Game ◽  
Next Generation ◽  
Game Based Learning ◽  
Learning Games

The idea of digital game-based learning (DGBL) is gaining acceptance among researchers, game designers, educators, parents, and students alike. Building new educational games that meet educational goals without sacrificing what makes games engaging remains largely unrealized, however. If we are to build the next generation of learning games, we must recognize that while digital games might be new, the theory and technologies we need to create DGBL has been evolving in multiple disciplines for the last 30 years. This chapter will describe an approach, based on theories and technologies in education, instructional design, artificial intelligence, and cognitive psychology, that will help us build intelligent learning games (ILGs).

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.

Leveraging the Affordances of an Electronic Game to Meet Instructional Goals

2009 ◽  
pp. 1127-1142 ◽  
Author(s):  
Yuxin Ma ◽  
Douglas Williams ◽  
Charles Richard ◽  
Louise Prejean
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Educational Games ◽  
Effective Instruction ◽  
Learning By Doing ◽  
Related Case ◽  
Research Questions ◽  
Electronic Games ◽  
Electronic Game

Electronic games have the potential to support learning by doing and enhance student motivation. However, there is little guidance in the literature on how to leverage the affordances of electronic games to design effective instruction. This chapter is our effort to start to accumulate knowledge to guide the design of electronic educational games. We present a case study describing how the unique components of electronic games enabled the design of Conquest of Coastlands, a learning environment delivered as an electronic game. We describe how our team synthesized two sets of design principles from the literature on electronic games, instructional design, and intrinsic motivation and how these principles informed the design of Conquest of Coastlands. The principles and the related case study may inform the design of future electronic educational games and generate research questions to be investigated in empirical research.

Leveraging the Affordances of an Electronic Game to Meet Instructional Goals

2011 ◽  
pp. 1023-1038
Author(s):  
Yuxin Ma ◽  
Douglas Williams ◽  
Charles Richard ◽  
Louise Prejean
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Educational Games ◽  
Effective Instruction ◽  
Learning By Doing ◽  
Related Case ◽  
Research Questions ◽  
Electronic Games ◽  
Electronic Game

Electronic games have the potential to support learning by doing and enhance student motivation. However, there is little guidance in the literature on how to leverage the affordances of electronic games to design effective instruction. This chapter is our effort to start to accumulate knowledge to guide the design of electronic educational games. We present a case study describing how the unique components of electronic games enabled the design of Conquest of Coastlands, a learning environment delivered as an electronic game. We describe how our team synthesized two sets of design principles from the literature on electronic games, instructional design, and intrinsic motivation and how these principles informed the design of Conquest of Coastlands. The principles and the related case study may inform the design of future electronic educational games and generate research questions to be investigated in empirical research.

scholarly journals Game-Based Learning in Project Sustainability Management Education

2021 ◽  
Vol 13 (15) ◽  
pp. 8204
Author(s):  
Elina Jääskä ◽  
Kirsi Aaltonen ◽  
Jaakko Kujala
Keyword(s):  
Decision Making ◽  
Project Management ◽  
Service Management ◽  
Management Education ◽  
Educational Games ◽  
Project Planning ◽  
Game Based Learning ◽  
Sustainability Management ◽  
Project Sustainability ◽  
Sustainability Principles

Projects and project-based activities account for over 30% of the global GPD and act as significant vehicles in the transition towards a more sustainable future. Sustainability strategies are typically enacted and implemented through projects in project-based organisations and firms. Incorporating sustainability principles into the project, product, and service management processes with successful project decision making is a challenging task and requires new personnel competencies and skills. Project sustainability management education requires the embedding of sustainability principles into project management education in a purposeful, integrative, innovative, and seamless manner. One way to facilitate this process is educational games. Active and experiential teaching methods will enable learning and practising complex project management activities in a simulative environment and are challenging at the same time. To extend knowledge of designing and using educational games for project sustainability management education, we explore the development and use of a novel educational game solution called the Project Business Game. It provides students and teachers with a computer game environment and game-based learning solution in which project planning, stakeholder management, cost management, decision making, and risk management skills can be enhanced by means of experiential, situational, and problem-based learning. The use of the game was explored in the context of educating European students of ‘Junior Expert in Circular Economy’ on a blended learning course in spring 2021. Action design research was applied as a research method. The results describe the requirements and goals for the instruction and the game design process based on these needs and experiences of the implementation. The findings indicate the strong suitability of using game-based learning methods to teach project sustainability management and create positive student experiences of achieving learning goals and improving engagement.

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