PBL as a Framework for Implementing Video Games in the Classroom

2012 ◽  
Vol 2 (1) ◽  
pp. 77-89 ◽  
Author(s):  
William R. Watson ◽  
Jun Fang
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Structured Learning ◽  
Game Based Learning ◽  
Implementation Framework ◽  
Games For Learning ◽  
Growing Body ◽  
Literature Base ◽  
Effective Use

Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with its similarities to game-based learning, can inform the effective use of games. In order to assist educators in integrating video games into their curriculum, a video game implementation framework based on PBL principles was developed. The efficacy of utilizing video games for learning in formal and structured learning environments may be improved by integrating PBL guidelines as a framework.

Using Video Gameplay to Measure Achievement for Students with Disabilities

2016 ◽  
pp. 326-352 ◽  
Author(s):  
Benjamin Gallegos ◽  
Michelle T. Kepple ◽  
Caitlyn A. Bukaty
Keyword(s):  
Academic Achievement ◽  
Video Games ◽  
Students With Disabilities ◽  
Empirical Research ◽  
21St Century ◽  
Video Game ◽  
Video Gaming ◽  
Game Based Learning ◽  
Games For Learning ◽  
Educational Video Game

Video gaming in the classroom offers students and educators the opportunity to conceptualize learning in new ways and address 21st century skills. This construct appears in research-based literature by leading trans-disciplinary experts in the field of special education and video gaming. Empirical research has established the application of video games as leaning tools in schools, and the benefits of video games for students with disabilities (Ke & Abras, 2013). This chapter focuses on the benefits and use of educational video game based learning for students with disabilities. The authors discuss (1) current barriers hindering widespread adoption of video games for learning and assessment, (2) characteristics of video games being used for learning and assessment, (3) how gameplay data represents academic achievement for grading, and (4) the types of assessments available and considerations for implementation. Finally, the authors explore avenues to prepare educators to use video gaming for learning and assessment in classrooms for students with disabilities.

Using Video Gameplay to Measure Achievement for Students with Disabilities

2016 ◽  
pp. 1689-1717
Author(s):  
Benjamin Gallegos ◽  
Michelle T. Kepple ◽  
Caitlyn A. Bukaty
Keyword(s):  
Academic Achievement ◽  
Video Games ◽  
Students With Disabilities ◽  
Empirical Research ◽  
21St Century ◽  
Video Game ◽  
Video Gaming ◽  
Game Based Learning ◽  
Games For Learning ◽  
Educational Video Game

Video gaming in the classroom offers students and educators the opportunity to conceptualize learning in new ways and address 21st century skills. This construct appears in research-based literature by leading trans-disciplinary experts in the field of special education and video gaming. Empirical research has established the application of video games as leaning tools in schools, and the benefits of video games for students with disabilities (Ke & Abras, 2013). This chapter focuses on the benefits and use of educational video game based learning for students with disabilities. The authors discuss (1) current barriers hindering widespread adoption of video games for learning and assessment, (2) characteristics of video games being used for learning and assessment, (3) how gameplay data represents academic achievement for grading, and (4) the types of assessments available and considerations for implementation. Finally, the authors explore avenues to prepare educators to use video gaming for learning and assessment in classrooms for students with disabilities.

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.

Best Practices for the Design and Development of Ethical Learning Video Games

2012 ◽  
Vol 2 (4) ◽  
pp. 1-23
Author(s):  
Rudy McDaniel ◽  
Stephen M. Fiore
Keyword(s):  
Video Games ◽  
Best Practices ◽  
Video Game ◽  
Relevant Literature ◽  
Design And Development ◽  
Self In Relation ◽  
Ethical Learning ◽  
Literature Base ◽  
Applied Design ◽  
Game Developers

This article builds upon earlier research (McDaniel & Fiore, 2010) in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of gameplay. To update and expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers.

Game-Based Learning

2010 ◽  
pp. 365-379 ◽  
Author(s):  
Begoña Gros
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Formal Education ◽  
Digital Games ◽  
Formal Context ◽  
Game Based Learning ◽  
Children And Young People ◽  
Production Of Knowledge ◽  
Problem Solving Strategies ◽  
Analyse Data

Children and young people today are introduced to the virtual world via video games, and the way that they interact with technology is changing ways of learning and the production of knowledge. The design of a learning environment based on the educational properties of games seems to be an ideal way of increasing learning. Digital games offer a very good example of the principles of successful learning environments; they are users-centered, and they promote challenge, co-operation, engagement and the development of problem-solving strategies. Games can help students learn to collaborate, solve problems, collect and analyse data, test hypotheses, and engage in debate. But there are differences between using digital games for play and using them in a formal context. For this reason, methodologies must be developed for their use in the classroom. In this chapter, the author proposes examples of methods that can be applied to the use of video games in formal education.

Blending Video Games Into Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

scholarly journals Video Game Pursuit (VGPu) Scale Development: Designing and Validating a Scale With Implications for Game-Based Learning and Assessment

2019 ◽  
Vol 51 (1) ◽  
pp. 55-86
Author(s):  
Diana R. Sanchez ◽  
Markus Langer
Keyword(s):  
Video Games ◽  
Video Game ◽  
Important Variable ◽  
Future Research ◽  
Game Based Learning ◽  
Confirmatory Factor Analyses ◽  
Research And Practice ◽  
Generalized Game ◽  
Game Performance ◽  
And Training

Background. Recent research on game-based assessment and training demonstrates growing interest in how individual differences affect game-based outcomes. However, there is still a lack of clarity about the variables that affect important game-based outcomes and issues with measurement approaches regarding these variables (e.g., no validation of scales). This study develops a model where video game pursuit (VGPu) is measured as an antecedent to entering the gaming cycle. We propose that VGPu-related antecedents lead to a feedback loop where engaging in the game cycle affects game-related outcomes which again affect the antecedents of re-entering the game cycle. Moreover, we validate a measure of VGPu and provide construct as well as criterion validity evidence. Methods. Within three studies ( N = 716) we develop and validate the VGPu scale - a psychometrically sound measure of intentions to pursue video games. Using Amazon’s MTurk (Studies 1, 2), participants responded to the VGPu items and we conducted exploratory and confirmatory factor analyses showing that VGPu consists of a general latent VGPu factor with four subfactors (Intentional Game Play, Generalized Game Self-Efficacy, Enjoyment of Games, Prone to Game Immersion). In Study 3, students responded to the VGPu items, to items examining construct validity, and played three video games from different genres to assess criterion-related validity of game performance and game reactions. Results. Results demonstrate construct and criterion-related validity showing that VGPu correlates with other game-related scales and predicts game performance and game reactions. Discussion. The findings demonstrate the value of the VGPu scale for research and practice because pursuing video games seems to be an important variable for predicting how individuals perform and react to game-based activities. Finally, we discuss implications for future research and practice in the realm of game-based assessment and training.

scholarly journals Do Future Teachers Believe that Video Games Help Learning?

2021 ◽  
Author(s):  
Beatriz Cabellos ◽  
Daniel L. Sánchez ◽  
Juan-Ignacio Pozo
Keyword(s):  
Video Games ◽  
University Students ◽  
Video Game ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Pedagogical Training ◽  
Wide Acceptance ◽  
Games For Learning ◽  
Teachers And Students ◽  
Positive Pattern

AbstractOne of the factors associated with the educational use of video games is the conception that teachers and students have about their educative usefulness. However, there are no studies that identify what aspects are considered more effective to learn with video games and what kind of learning is more accessible using them. This study aims at identifying pre-service teachers’ conceptions regarding video game use for learning and specifically to know what aspects and learning they consider are more feasible. Likewise, we analyzed the pedagogical training effect of these conceptions for three groups of university students: primary pre-service teachers (who received general pedagogical training), secondary pre-service teachers (who received pedagogical training in only one area of knowledge) and other university students without pedagogical training. We applied a questionnaire to a sample of 422 university students. This questionnaire had two dimensions that differentiated between the pragmatic and epistemic uses of video games for learning and three dimensions about the different verbal, procedural and attitudinal learning which can be achieved with them. The results showed wide acceptance of video games as a learning resource in university students, but in particular secondary pre-service teachers pointed out higher possibilities of achieving learning with video games than primary pre-service teachers. On the other hand, university students pointed out more learning when video games were used in an epistemic way. In addition, they considered video games favor more verbal and procedural learnings than attitudinal ones. In conclusion, despite the positive conceptions of the students about learning with video games, we observed a less positive pattern in pre-service teachers with general pedagogical training. These results suggest that video game incorporation in schools is not being carried out fruitfully by education faculties. Therefore, we advocated for 21st-century training that optimized new conceptions and uses of video games.

Game-Based Learning

2011 ◽  
pp. 583-605 ◽  
Author(s):  
Krestina L. Amon ◽  
Andrew J. Campbell
Keyword(s):  
Video Games ◽  
Video Game ◽  
Treatment Options ◽  
Growing Up ◽  
Game Based Learning ◽  
Biofeedback Treatment ◽  
Receive Treatment ◽  
The Mind

Whilst biofeedback video games are still new to AD/HD treatment options, this Chapter demonstrates that with children growing up in a technologically advanced world, it is not surprising that the prospect of learning relaxation skills to clear the mind, and calm anxiety or frustration, and receive treatment through a video game would increase a child’s interest and cooperate with biofeedback treatment.

Enhancing Adaptive Learning and Assessment in Virtual Learning Environments with Educational Games

2013 ◽  
pp. 578-597
Author(s):  
Ángel del Blanco ◽  
Javier Torrente ◽  
Pablo Moreno-Ger ◽  
Baltasar Fernández-Manjón
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Adaptive Learning ◽  
Educational Games ◽  
Digital Games ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Student Centered ◽  
Adventure Game

The rising acceptance of Virtual Learning Environments (VLE) in the e-Learning field poses new challenges such as producing student-centered courses that can be automatically tailored to each student's needs. For this purpose digital games can be used, taking advantage of their flexibility (good video games always try to adapt to different players) and capabilities to stealthily track players' activity, either for producing an accurate user model or enhancing the overall assessment capabilities of the system. In this chapter, the authors discuss the integration of digital games in Virtual Learning Environments and the need of standards that allow the interoperable communication of games and VLE. Authors also present a middle-ware architecture to integrate video games in VLEs that addresses the technical barriers posed by the integration. The chapter presents a case study with the implementation of the architecture in the “e-Adventure” game authoring platform, along with three examples of video game integration in educational settings.

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