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.

Conceptual Possibilities and Restraints in Educational Games

2014 ◽  
pp. 139-150
Author(s):  
David Richard Moore ◽  
E-Ling Hsiao
Keyword(s):  
Educational Games ◽  
Conceptual Learning ◽  
Game Play ◽  
Instructional Content

In this chapter, the authors explore arcade-style gaming and its limitations for promoting mastery in the conceptual learning domain. Arcade-style game play is primarily a function of presenting concepts to players and continually requiring them to respond with finer responses. The degree to which a concept is malleable determines how large its range is in game play. In other words, the characteristics of a concept determine its role in game play. The primary purpose of this chapter 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.

Conceptual Possibilities and Restraints in Educational Games

2018 ◽  
pp. 20-31
Author(s):  
David Richard Moore ◽  
E-ling Hsiao
Keyword(s):  
Educational Games ◽  
Conceptual Learning ◽  
Game Play ◽  
Instructional Content

In this chapter, the authors explore arcade-style gaming and its limitations for promoting mastery in the conceptual learning domain. Arcade-style game play is primarily a function of presenting concepts to players and continually requiring them to respond with finer responses. The degree to which a concept is malleable determines how large its range is in game play. In other words, the characteristics of a concept determine its role in game play. The primary purpose of this chapter 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.

Effective Knowledge Development in Game-Based Learning Environments

2010 ◽  
pp. 152-168
Author(s):  
Amy B. Adcock ◽  
Ginger S. Watson ◽  
Gary R. Morrison ◽  
Lee A. Belfore
Keyword(s):  
Learning Environments ◽  
Deep Understanding ◽  
Serious Game ◽  
Knowledge Development ◽  
Exploratory Learning ◽  
Simulation Design ◽  
Game Play ◽  
Knowledge Domains ◽  
Instructional Content ◽  
Exploratory Learning Environments

Serious games are, at their core, exploratory learning environments designed around the pedagogy and constraints associated with specific knowledge domains. This focus on instructional content is what separates games designed for entertainment from games designed to educate. As instructional designers and educators, the authors want serious game play to provide learners with a deep understanding of the domain, allowing them to use their knowledge in practice to think through multifaceted problems quickly and efficiently. Attention to the design of serious game affordances is essential to facilitating the development of domain knowledge during game play. As such, the authors contend that serious game designers should take advantage of existing prescriptions found in research on knowledge development in exploratory learning environments and tests of adaptive instructional designs in these environments. It is with this intention that the authors use evidence from research in cognitive processes and simulation design to propose design heuristics for serious game affordances to optimize knowledge development in games.

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.

Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

2013 ◽  
Vol 3 (2) ◽  
pp. 36-54 ◽  
Author(s):  
André R. Denham
Keyword(s):  
Conceptual Understanding ◽  
Strategy Instruction ◽  
Digital Game ◽  
Game Play ◽  
Multiplication Facts ◽  
Instructional Content ◽  
Narrow View ◽  
Significant Difference ◽  
Concurrent Development ◽  
Stages Of Learning

Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages of learning about multiplication. Woodward (2006) conducted a field study to investigate this instructional approach and found a significant difference between those who received instruction on multiplicative properties and timed-drills of multiplication facts on a conceptual measure than those who only spent time on timed drills. This study investigated the efficacy of integrating the same approach within a digital game. There was a significant decrease between pre- and post- measures of participants timed retrieval of multiplication facts, but no differences were found between conditions on pre- and post-measures of conceptual understanding. These findings indicate that special attention must be paid to intrinsic integration of instructional content in order to address conceptual understanding through digital game play.

Effective Knowledge Development in Game-Based Learning Environments

2011 ◽  
pp. 409-425 ◽  
Author(s):  
Amy B. Adcock ◽  
Ginger S. Watson ◽  
Gary R. Morrison ◽  
Lee A. Belfore
Keyword(s):  
Learning Environments ◽  
Deep Understanding ◽  
Serious Game ◽  
Knowledge Development ◽  
Exploratory Learning ◽  
Simulation Design ◽  
Game Play ◽  
Knowledge Domains ◽  
Instructional Content ◽  
Exploratory Learning Environments

Serious games are, at their core, exploratory learning environments designed around the pedagogy and constraints associated with specific knowledge domains. This focus on instructional content is what separates games designed for entertainment from games designed to educate. As instructional designers and educators, the authors want serious game play to provide learners with a deep understanding of the domain, allowing them to use their knowledge in practice to think through multifaceted problems quickly and efficiently. Attention to the design of serious game affordances is essential to facilitating the development of domain knowledge during game play. As such, the authors contend that serious game designers should take advantage of existing prescriptions found in research on knowledge development in exploratory learning environments and tests of adaptive instructional designs in these environments. It is with this intention that the authors use evidence from research in cognitive processes and simulation design to propose design heuristics for serious game affordances to optimize knowledge development in games.

Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

2015 ◽  
pp. 290-309
Author(s):  
André R. Denham
Keyword(s):  
Conceptual Understanding ◽  
Strategy Instruction ◽  
Digital Game ◽  
Game Play ◽  
Multiplication Facts ◽  
Instructional Content ◽  
Narrow View ◽  
Significant Difference ◽  
Concurrent Development ◽  
Stages Of Learning

Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages of learning about multiplication. Woodward (2006) conducted a field study to investigate this instructional approach and found a significant difference between those who received instruction on multiplicative properties and timed-drills of multiplication facts on a conceptual measure than those who only spent time on timed drills. This study investigated the efficacy of integrating the same approach within a digital game. There was a significant decrease between pre- and post- measures of participants timed retrieval of multiplication facts, but no differences were found between conditions on pre- and post-measures of conceptual understanding. These findings indicate that special attention must be paid to intrinsic integration of instructional content in order to address conceptual understanding through digital game play.

Towards a Collaborative Educational Game Model

2011 ◽  
pp. 645-654
Author(s):  
Jeane Silva Ferreira Teixeira ◽  
Eveline de Jesus Viana Sá ◽  
Tatiane Macedo Prudêncio Lopes ◽  
Inaldo Capistrano Costa ◽  
D’Ilton Moreira Silveira ◽  
...  
Keyword(s):  
Concept Learning ◽  
Learning Process ◽  
Computer Games ◽  
Educational Games ◽  
Educational Game ◽  
Game Model ◽  
Learner Motivation ◽  
Acquisition Process ◽  
Collaborative Game ◽  
Pedagogic Practices

In a collaborative learning process, concept learning may happen simultaneously with the practice of sociable attitudes and essential values, motivating the learner in the knowledge acquisition process. Among the tools that are likely to help reinforcing the learner motivation, both in and out of classroom settings, are computer games, especially the ones played interactively by two or more players, known as collaborative games, A collaborative game used as an educational tool in classroom settings or at a distance, integrated to appropriate pedagogic practices, is a collaborative educational game. Aspects as ludic engagement, competitiveness and interactivity inherent to collaborative educational games may deepen children and youngsters’ motivation to learn, helping to make the learning process more effective (Prensky, 2001).

scholarly journals Analisis Kesiapan dan Strategi Monitoring Evaluasi Program Pengembangan Perkuliahan Gelombang dan Optik Berbasis Game

2018 ◽  
Vol 2 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Saprudin Saprudin
Keyword(s):  
Physics Education ◽  
Educational Games ◽  
Monitoring And Evaluation ◽  
Input Process ◽  
Game Play ◽  
Physics Teachers ◽  
Program Monitoring ◽  
Need Analysis ◽  
Support Device ◽  
Model Context

This study is a survey focused on describing how the level of readiness of pre-service physics teachers and descriptions the elements of strategy to monitor and evaluate the program of wave and optic course based on game. The survey involved 41 students (9 M, 32 F) who joined waves and optics courses in physics education program at one of university in Ternate, Indonesia. Data were collected through questionnaire and analyzed by using descriptive technique. The results show that pre-service physics teachers in the population can be categorized into good in readiness in the implementation the program of wave and optic based on game. The readiness was supported by several indicators which are readiness related to game experience, game play frequency, game play device, game ownership support, device ownership and internet access capability, students' perception about the use of games in physics learning, the ability to design game, the need analysis for training to design educational games. The model used for program monitoring and evaluation was CIPP model (Context, Input, Process and Product).

Sign in / Sign up

Export Citation Format

Share Document