How Could the Use of Game Elements Help Students' Affective and Cognitive Engagement During Game Play?

2022 ◽  
pp. 1387-1401
Author(s):  
Ruth S. Contreras-Espinosa ◽  
Jose Luis Eguia Gomez
Keyword(s):  
Educational Games ◽  
Cognitive Engagement ◽  
Psychological Aspects ◽  
Student Experiences ◽  
Game Play ◽  
Theoretical Frameworks ◽  
Qualitative Methodologies ◽  
Game Elements ◽  
Play Experience ◽  
Basic Game

Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.

How Could the Use of Game Elements Help Students' Affective and Cognitive Engagement During Game Play?

2020 ◽  
Vol 13 (1) ◽  
pp. 17-29
Author(s):  
Ruth S. Contreras-Espinosa ◽  
Jose Luis Eguia Gomez
Keyword(s):  
Educational Games ◽  
Cognitive Engagement ◽  
Psychological Aspects ◽  
Student Experiences ◽  
Game Play ◽  
Theoretical Frameworks ◽  
Qualitative Methodologies ◽  
Game Elements ◽  
Play Experience ◽  
Basic Game

Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.

scholarly journals Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model

2018 ◽  
Vol 11 (3) ◽  
pp. 84 ◽  
Author(s):  
Marcela G. Cuellar ◽  
Vanessa Segundo ◽  
Yvonne Muñoz
Keyword(s):  
Critical Race Theory ◽  
Critical Role ◽  
Community Cultural Wealth ◽  
Student Experiences ◽  
Future Research ◽  
Race Theory ◽  
Theoretical Frameworks ◽  
Cultural Wealth ◽  
Postsecondary Access ◽  
Hispanic Serving

Hispanic-Serving Institutions (HSIs) play a critical role in advancing postsecondary access and success for Latinx students. Scholarship has begun to examine how HSIs influence Latinx student experiences and outcomes, yet much remains to be explored. In an effort to inform future research of Latinx students at HSIs, we argue that student experiences and outcomes should be based on notions of empowerment given the historically marginalized status of this group. We propose a model to guide assessment on Latinx empowerment at HSIs, which builds on the Inputs-Environments-Outcomes (IEO) model (Astin & antonio, 2012) and integrates critical theoretical frameworks, namely critical race theory and community cultural wealth. In proposing an adapted IEO model assessing Latinx empowerment, we encourage scholars and practitioners to expand notions of what constitutes success and excellence at HSIs in terms of how they educate and empower Latinx students.

Linking the Elements of Learning, Assessment, and Play Experience in a Validation Framework

2019 ◽  
pp. 93-122
Author(s):  
Chin Ike Tan
Keyword(s):  
Subject Matter ◽  
Game Design ◽  
Educational Games ◽  
Knowledge Retention ◽  
Learning Assessment ◽  
Game Based Learning ◽  
Validation Framework ◽  
Teaching Learning ◽  
World Environment ◽  
Play Experience

Educational games are often described as a balancing act between the entertainment aspects of video games—be it the engagement, motivational, or immersive advantages of it—and the serious subject matter of teaching, learning, and assessment. Thus the key challenge of game-based learning is how the merging of these two aspects could assist in the knowledge retention and application of the subject matters within the real-world environment, especially in the realm of education. The chapter proposes a validation framework that can link elements of learning and assessment in a subject matter to play experience in educational games before those games are developed. The framework will allow game designers and developers to understand the cognitive processes of learning, not only in designing effective educational games, but also to comprehend the intricacies and connections between learning and principles of game design. This in turn enables game researchers to develop effective educational games which are pedagogically and ludologically sound.

Teacher Gamers vs. Teacher Non-Gamers

2011 ◽  
pp. 1085-1103
Author(s):  
Christopher L. James ◽  
Vivan H. Wright
Keyword(s):  
Secondary Teachers ◽  
Video Game ◽  
Future Research ◽  
Game Play ◽  
Innovative Teaching ◽  
Video Game Play ◽  
Delivery Modes ◽  
Mean Differences ◽  
Word Processors ◽  
Play Experience

The purpose of this study was to identify secondary teachers with video game-play experience and determine if perceived levels of comfort in regard to completing job-related technology tasks, amounts of instructional technology usage, and amounts of participation in innovative teaching strategies are affected by experience or lack of experience with video games. Although significant differences were not found between teachers identified as gamers and those identified as non-gamers, researchers may choose to investigate specific areas where mean differences were found. For example, gamers were more comfortable using presentation software for demonstrating concepts in class, communicating electronically with colleagues and students, using the Internet for instructional purposes, and presenting information using various delivery modes. In comparison to gamers, non-gamers indicated a tendency to communicate electronically with parents more often, encourage students to use electronic tutorials outside of class more often, and allow students to use word processors to complete assignments more frequently. This study can be used as a reference point for future research into teachers and video game-play in regard to teaching practices and job-related tasks.

Teacher Gamers vs. Teacher Non-Gamers

2009 ◽  
pp. 295-314
Author(s):  
Christopher L. James ◽  
Vivan H. Wright
Keyword(s):  
Secondary Teachers ◽  
Video Game ◽  
Future Research ◽  
Game Play ◽  
Innovative Teaching ◽  
Video Game Play ◽  
Delivery Modes ◽  
Mean Differences ◽  
Word Processors ◽  
Play Experience

The purpose of this study was to identify secondary teachers with video game-play experience and determine if perceived levels of comfort in regard to completing job-related technology tasks, amounts of instructional technology usage, and amounts of participation in innovative teaching strategies are affected by experience or lack of experience with video games. Although significant differences were not found between teachers identified as gamers and those identified as non-gamers, researchers may choose to investigate specific areas where mean differences were found. For example, gamers were more comfortable using presentation software for demonstrating concepts in class, communicating electronically with colleagues and students, using the Internet for instructional purposes, and presenting information using various delivery modes. In comparison to gamers, non-gamers indicated a tendency to communicate electronically with parents more often, encourage students to use electronic tutorials outside of class more often, and allow students to use word processors to complete assignments more frequently. This study can be used as a reference point for future research into teachers and video game-play in regard to teaching practices and job-related tasks.

“Level Up”: Leveraging Skill and Engagement to Maximize Player Game-Play in Online Video Games

2019 ◽  
Vol 30 (3) ◽  
pp. 927-947 ◽  
Author(s):  
Yan Huang ◽  
Stefanus Jasin ◽  
Puneet Manchanda
Keyword(s):  
Video Games ◽  
Game Play ◽  
Data Set ◽  
Second Stage ◽  
Player Game ◽  
Multiplayer Video Games ◽  
High Engagement ◽  
Online Video Games ◽  
The Relationship ◽  
Play Experience

We propose a novel two-stage data-analytic modeling approach to gamer matching for multiplayer video games. In the first stage, we build a hidden Markov model to capture how gamers' latent engagement state evolves as a function of their game-play experience and outcome and the relationship between their engagement state and game-play behavior. We estimate the model using a data set containing detailed information on 1,309 randomly sampled gamers' playing histories over 29 months. We find that high-, medium-, and low-engagement-state gamers respond differently to motivations, such as feelings of achievement and need for challenge. For example, a higher per-period total score (achievement) increases the engagement of gamers in a low or high engagement state but not those in a medium engagement state; gamers in a low or medium engagement state enjoy within-period score variation (challenge), but those in a high engagement state do not. In the second stage, we develop a matching algorithm that learns (predicts) the gamer's current engagement state on the fly and exploits that learning to match the gamer to a round to maximize game-play. Our algorithm increases gamer game-play volume and frequency by 4%–8% conservatively, leading to economically significant revenue gains for the company.

Revisiting design guidelines for pervasive games

2017 ◽  
Vol 13 (4) ◽  
pp. 386-407
Author(s):  
Vlasios Kasapakis ◽  
Damianos Gavalas
Keyword(s):  
Game Design ◽  
Design Guidelines ◽  
Game Play ◽  
Pervasive Games ◽  
Content Type ◽  
Limited Applicability ◽  
Core Elements ◽  
Pervasive Game ◽  
Game Elements ◽  
And Control

Purpose Existing guidelines are typically extracted from a few empirical evaluations of pervasive game prototypes featuring incompatible scenarios, game play design and technical characteristics. Hence, the applicability of those design guidelines across the increasingly diverse landscape of pervasive games is questionable and should be investigated. Design/methodology/approach This paper presents Barbarossa, a scenario-driven pervasive game that encompasses different game modes, purposely adopting opposing principles in addressing the core elements of challenge and control. Using Barbarossa as a testbed, this study aims at validating the applicability of existing design guidelines across diverse game design approaches. Findings The compilation of Barbarossa user evaluation results confirmed the limited applicability of existing guidelines and provided evidence that developers should handle core game elements, taking into account the game play characteristics derived from their scenario. Originality/value Stepping upon those findings, the authors propose a revision of design guidelines relevant to control and challenge based on elaborate classification criteria for pervasive game prototypes.

scholarly journals Theorizing Polish migration across Europe: perspectives, concepts, and methodologies

2016 ◽  
pp. 106-127 ◽  
Author(s):  
Elżbieta M. Goździak ◽  
Marek Pawlak
Keyword(s):  
Theoretical Frameworks ◽  
Research Engagement ◽  
Polish Migration ◽  
Qualitative Methodologies ◽  
Migration Regimes ◽  
Liquid Migration

Theorizing Polish migration across Europe: perspectives, concepts, and methodologiesWith the focus on the post-2004 mobility of Polish citizens, in this article we discuss two interrelated questions; namely, what are the most productive ways to theorize contemporary Polish migration, and what are the most fruitful methodologies aimed at understanding Polish migration and Poles on the move? In the first part of this article we unpack three interrelated theoretical frameworks: ‘liquid migration’, ‘regimes of mobility,’ and ‘transnationalism’. The methodological discussion in the second part of the article focuses mainly on outlining and contextualizing the most common approaches to migration phenomena. By critically introducing quantitative and qualitative methodologies, we explore and indicate the advantages of the ethnographic perspective and the merits and predicaments of research engagement in multiple sites. Polskie migracje w Europie: perspektywy, koncepcje, metodologieZ naciskiem na mobilność obywateli polskich po przyłączeniu Polski do Unii Europejskiej w 2004 roku, w niniejszym artykule staramy się odpowiedzieć na dwa powiązane ze sobą pytania: jakie są najbardziej wydajne sposoby teoretyzowania współczesnej migracji polskiej oraz jakie są najbardziej owocne metody badawcze mające na celu zrozumienie polskiej migracji po akcesji do UE? W pierwszej części artykułu przedstawiamy więc trzy powiązane ze sobą koncepcje teoretyczne: „płynna migracja”, „reżimy mobilności” oraz transnarodowość. Dyskusja metodologiczna w drugiej części artykułu skupia się natomiast głównie na przedstawieniu najczęściej stosowanej metodyki i metodologii w badaniach zjawisk migracyjnych. Wprowadzając krytyczną perspektywę na temat ilościowych i jakościowych metod badawczych, staramy się wskazać wartość poznawczą perspektywy etnograficznej oraz wady i zalety etnograficznego zaangażowania badawczego w wielu miejscach.

Concept Learning and the Limitations of Arcade-Style Games

2012 ◽  
Vol 2 (3) ◽  
pp. 1-10 ◽  
Author(s):  
David Richard Moore ◽  
E-ling Hsiao
Keyword(s):  
Concept Learning ◽  
Educational Games ◽  
Game Play ◽  
Instructional Content ◽  
Primary Activity

This study suggests that conceptualization is the primary activity of arcade-style gameplay. Arcade-style game play is primarily a function of presenting concepts to players and continually requiring them to react with finer responses. The degree to which a concept is malleable determines how large its range is in gameplay. In other words, the characteristics of a concept determine its role in gameplay. The primary purpose of this article is to distinguish between two types of concepts; one that is appropriate for arcade style gaming and another that requires a different, more involved style. Designers of games, particularly of educational games, will find guidance for selecting concepts related to their instructional content.

Sign in / Sign up

Export Citation Format

Share Document