The Game of Game-Based Learning

2022 ◽  
pp. 1-12
Author(s):  
Reena Raj ◽  
Cecil Donald ◽  
Anand Patil ◽  
Manjula M. Y. ◽  
Swarnalatha P.
Keyword(s):  
Educational Games ◽  
Instructional Tool ◽  
Game Based Learning ◽  
Mathematical Skills ◽  
Effective Learning ◽  
Interesting Account

Games have been an inevitable part of education since the beginning. They have indescribably transformed the educational landscape with a higher emphasis on the learner-centric pedagogy. The educational games can be considered to be a contemporary manifestation of these centuries' old philosophies and practices aimed at imparting strategic and tactical thinking, language, logic, and mathematical skills amongst the learners. This chapter explores the meaning, significance, and scope of game-based learning as an instructional tool. It provides an interesting account of several games that are popularly used to facilitate effective learning in various settings. This chapter also examines the relevance and implications of games in education.

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.

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.

Benefits and Challenges of Using Educational Games

2019 ◽  
pp. 1-15
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.

DEVELOPMENT OF COGNITIVE SKILLS THROUGH COMPUTER EDUCATIONAL GAMES

2021 ◽  
Author(s):  
Todorka Terzieva
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Educational Games ◽  
Educational Process ◽  
Educational Game ◽  
Educational Institutions ◽  
Game Based Learning ◽  
New Knowledge ◽  
Subject Areas ◽  
The Relationship

This article presents the results of a study on the possibilities of computer educational games for the development of various cognitive skills for learners. The advantages they offer in the learning process are highlighted. Special emphasis is placed on the relationship between game-based learning and mental development of learners. Examples of game-based learning from leading educational institutions at different stages of the educational process are given. A prototype of an educational game with several interactive puzzles is presented. They are designed to teach students in mathematics and philology (learning a foreign language). The developed prototypes can be used to acquire new knowledge or to assess the acquisition of knowledge and skills in various subject areas.

scholarly journals Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other

2021 ◽  
pp. 142-160
Keyword(s):  
Teacher Perceptions ◽  
Educational Games ◽  
Digital Game ◽  
Traditional Values ◽  
Game Based Learning ◽  
Education Students ◽  
Perceptions And Attitudes ◽  
Key Stakeholders ◽  
Perceptions Of Students ◽  
Teachers And Parents

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students’ and parents’ intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.

scholarly journals Affective Educational Games and the Evolving Teaching Experience

2011 ◽  
pp. 206-228
Author(s):  
Karla Muñoz ◽  
Paul Mc Kevitt ◽  
Tom Lunney ◽  
Julieta Noguez ◽  
Luis Neri
Keyword(s):  
Bayesian Networks ◽  
Educational Games ◽  
Affective State ◽  
Computer Game ◽  
Teaching Experience ◽  
Learning Goals ◽  
Game Based Learning ◽  
Student Model ◽  
Tutoring Systems ◽  
Control Value

Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.

scholarly journals Design and evaluation framework for relevant chemistry-related educational card and board games

2015 ◽  
Vol 3 (4) ◽  
pp. 429-438
Author(s):  
Maiju Tuomisto ◽  
Maija Aksela
Keyword(s):  
Chemistry Education ◽  
Educational Games ◽  
Digital Games ◽  
Evaluation Framework ◽  
Game Based Learning ◽  
Board Games ◽  
General Rules ◽  
Games For Learning ◽  
Classification Evaluation ◽  
Novel Design

During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.

Designing Educational Games

2014 ◽  
pp. 181-198 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

Sign in / Sign up

Export Citation Format

Share Document