Digital Games

2011 ◽  
Vol 1 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Paul Pivec ◽  
Maja Pivec
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Digital Games ◽  
Design Guidelines ◽  
Game Based Learning ◽  
Constructivist Learning Theory ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
New Ideas ◽  
Collaborative Platform

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

Digital Games

2013 ◽  
pp. 253-272 ◽  
Author(s):  
Paul Pivec ◽  
Maja Pivec
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Digital Games ◽  
Design Guidelines ◽  
Game Based Learning ◽  
Constructivist Learning Theory ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
New Ideas ◽  
Collaborative Platform

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

Collaborative Online Roleplay for Adult Learners.

2010 ◽  
pp. 393-408 ◽  
Author(s):  
Paul Pivec ◽  
Maja Pivec
Keyword(s):  
Collaborative Learning ◽  
Corporate Culture ◽  
Cultural Awareness ◽  
Corporate Training ◽  
Real Life ◽  
Educational Process ◽  
Discussion Forums ◽  
Game Based Learning ◽  
Voice Chat ◽  
Collaborative Platform

Game-based learning has gained popularity in schools and has been proposed for adult education, both at Universities and in the corporate training sector. Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. In this environment the teacher or trainer becomes the active partner, moderator and advisor of the educational process, not just a repository of the information importing his or her own knowledge to a passive learner as in traditional education. Learners bring their prior skills and knowledge to the classroom community. The trainer structures learning situations in which each learner can interact with other learners to develop new knowledge and fashion their own needs and capacities. Knowledge is generated from experience with complex tasks rather than from isolated activities like learning and practicing separately. Skills and knowledge are best acquired within the context. This helps the learners easily to transfer learning from classroom to “real life” and back, or information from one subject to another. Therefore this method requires that the trainer and learners play nontraditional roles such as interaction and collaboration with each other within the educational process. The classroom drops the physical boundaries and becomes a goal-oriented platform dedicated to learning. Online role-play scenario platforms offers an environment where trainers can define their own role-playing scenarios and provide the opportunity for learners to apply factual knowledge and to gain experience through the digital world. Trainers can define new games or adopt and modify sample games without any programming skills. Some platforms provide a variety of communication means within the scenarios; players can communicate with the use of multimedia discussion forums, text and voice chat modules, as well as through multi-user video conferencing. These platforms foster participation in problem-solving, effective communication, teamwork, project management, as well as other soft skills such as responsibility, creativity, micro-entrepreneurship, corporate culture, and cultural awareness. They are designed for use as a supplement to normal in-class teaching and corporate training, but it is also possible to be used independently from a class course. The constructivist design required for successful Game-Based Learning will be discussed and a model is provided to display how Game-Based Learning occurs in a collaborative online environment. This chapter will present example scenarios and highlight resources available to interested teachers and trainers.

Serious Efforts at Bias Reduction

2018 ◽  
Vol 30 (1) ◽  
pp. 16-28 ◽  
Author(s):  
Adrienne Shaw ◽  
Kate Kenski ◽  
Jennifer Stromer-Galley ◽  
Rosa Mikeal Martey ◽  
Benjamin A. Clegg ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Cognitive Processes ◽  
Serious Games ◽  
Cognitive Biases ◽  
Digital Games ◽  
Blind Spot ◽  
Bias Reduction ◽  
Effective Learning ◽  
Training Video ◽  
Bias Blind Spot

Abstract. As research on serious games continues to grow, we investigate the efficacy of digital games to train enhanced decision making through understanding cognitive biases. This study investigates the ability of a 30-minute digital game as compared with a 30-minute video to teach people how to recognize and mitigate three cognitive biases: fundamental attribution error, confirmation bias, and bias blind spot. We investigate the effects of character customization on learning outcomes as compared with an assigned character. We use interviews to understand the qualitative differences between the conditions. Experimental results suggest that the game was more effective at teaching and mitigating cognitive biases than was the training video. Although interviews suggest players liked avatar customization, results of the experiment indicate that avatar customization had no significant effect on learning outcomes. This research provides information future designers can use to choose the best medium and affordances for the most effective learning outcomes on cognitive processes.

A study of Taiwanese children’s learning and preferences in game-based learning scenarios

2020 ◽  
pp. 204275302098012
Author(s):  
Joni Tzuchen Tang
Keyword(s):  
Big Data ◽  
Learning Outcomes ◽  
Game Design ◽  
Preschool Teachers ◽  
Digital Games ◽  
Big Data Analysis ◽  
Flow State ◽  
Game Based Learning ◽  
Learning Scenarios ◽  
Children's Interests

Game-Based Learning (GBL) today involves the use of computers and video games specifically aimed at producing learning outcomes among children. Most games are designed to balance different subject matters and to assess the ability of the learners in retaining or applying the acquired knowledge. Children enjoy playing games and are completely involved in the activity for its own sake. “Flow State” refers to the amplification of a child’s concentration, interest, and mindsets while learning. This study intends to verify children’s preferences and interests in Game-based Learning. The study used big data analysis and methods to let children play 10 different games. The results will answer the following questions: 1. How long can children stay engaged while playing digital games? What is the relation between the length of engagement and their flow state? 2. Do children’s preferences in games differ between genders? 3. What are the children's preferences in games regarding different ages? 4. What are the relations between children's interests and achievements? Is children’s flow state related to their learning performances? The study answered the above questions in a quality-focused manner as a reference to the game design for early childhood and preschool teachers.

scholarly journals Digital versus Manual. Two Sides of the Same Coin

2019 ◽  
pp. 203-212
Author(s):  
Ingrid LeRoux
Keyword(s):  
Learning Environments ◽  
Teaching Methods ◽  
Game Based Learning ◽  
Effective Learning ◽  
Know How ◽  
Effective Learning Environments ◽  
Positive Learning Environment ◽  
Marketing Positioning ◽  
Games And Simulations ◽  
Two Sides

In their preparation to educate future professionals, higher education institutions often employ innovating teaching methods, including games and simulations (Vlachopoulos Makri, 2017). Digital games and simulations have been used in entrepreneurship and business disciplines for many years and are designed to increase knowledge, improve skills and enable a positive learning environment in a realistic setting (Fox, Pittaway, Uzuegbunam, 2018). These simulations typically highlight the integration of business know-how such as strategy, marketing, positioning and finance to help students understand how a business works (Caruso, 2018). Furthermore, the need for entrepreneurs to obtain and acquire certain skills for them to be successful cannot be over emphasised (Costin, O’Brain, Slattery, 2018). Digital game-based learning is recognised as creating effective learning environments, engaging learners cognitively, emotionally as well as socially (Huang, Johnson, Han, 2014).

PENGARUH STRATEGI BELAJAR KELOMPOK TERHADAP HASIL BELAJAR BAHASA INGGRIS SISWA KELAS VII SMP NEGERI 2 BANGKINANG KOTA KABUPATEN KAMPAR

2018 ◽  
Vol 2 (5) ◽  
pp. 682
Author(s):  
Masniar Masniar
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Group Learning ◽  
Good Alternative ◽  
Observation Data ◽  
English Learning ◽  
Public Middle School ◽  
New Ideas ◽  
Almost All ◽  
Daily Test

Various difficulties in learning English which have been an obstacle for almost all students, this should be avaluable lesson to spark new ideas in group learning implementation programs. To overcome the problem of thelow level of English learning outcomes of class VII students of Bangkinang State 2 Junior High School inKampar Regency, group learning is one good alternative. The study is a classroom action research conducted inBangkinang Kota 2 Public Middle School, Kampar district. The subjects of this study were seventh gradestudents. The results of the study obtained data on teacher activity in the first cycle of the first meeting with apercentage of 57%, the second meeting with a percentage of 66.5%, in the second cycle at the third meeting thepercentage was 83.5%, and at the fourth meeting percentage obtained 90.5%. The observation data of studentsin the first cycle of the 1st meeting was 51%, the second meeting was 62.5%, in the second cycle the thirdmeeting was 80%, and the fourth meeting was 88%. Data on the improvement of learning outcomes in the initialdata obtained an average of 63, in daily I repetition of 75, and in the second daily test of 88.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

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