The Pedagogical Application of Alternate Reality Games

2015 ◽  
Vol 5 (2) ◽  
pp. 18-38 ◽  
Author(s):  
Ronan Lynch ◽  
Bride Mallon ◽  
Cornelia Connolly
Keyword(s):  
Problem Solving ◽  
Evaluation Criteria ◽  
The Internet ◽  
Interactive Narrative ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
Alternate Reality Games ◽  
Alternate Reality ◽  
Pedagogical Application ◽  
Selection Of

The advent of the Internet has been instrumental in producing new Game Based Learning (GBL) tools where education and games converge. Alternate Reality Games (ARGs) are one such GBL tool. Interactive narrative games that use the Internet as a central communications platform, ARGs challenge players to collaboratively collate a fragmented story. When used for educational purposes, Serious ARGs provide a novel form of GBL that encourages critical thinking, develops problem-solving skills and fosters collaborative learning. However, the pedagogical application of ARGs is still relatively new. This article presents a background to ARGs and Serious ARGs. It also outlines the lessons drawn from Plunkett's Pages, a Serious ARG that focuses on actual historical events. A selection of evaluation criteria, extracted from the reflections of those who played Plunkett's Pages are presented. These criteria are intended to enable novice ARG designers or educators to formatively evaluate an emerging ARG design.

Encouraging Engagement in Game-Based Learning

2013 ◽  
pp. 17-26
Author(s):  
Nicola Whitton
Keyword(s):  
Higher Education ◽  
Game Based Learning ◽  
Learning Games ◽  
Alternate Reality Games ◽  
Common Misconception ◽  
Alternate Reality ◽  
Value Of Learning ◽  
Low Motivation

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging–either in terms of an initial motivation to play or sustained participation. This paper describes the Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project, which experienced unexpectedly low motivation and participation. Despite extensive marketing, only a small fraction of potential students participated in the game and of those a far smaller number were highly engaged. Evidence from the project is presented and the reasons for the lack of engagement in the game created are considered. Finally the paper reflects on ways in which engagement with game-based learning might be encouraged.

VISOLE

2010 ◽  
pp. 185-206 ◽  
Author(s):  
Morris S.Y. Jong ◽  
Junjie Shang ◽  
Fong-Lok Lee ◽  
Jimmy H.M. Lee
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Computer Game ◽  
Design Strategy ◽  
Game Based Learning ◽  
Pedagogical Approach ◽  
Specific Knowledge ◽  
Problem Solving Skills ◽  
Subject Specific ◽  
Virtual Interactive

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning. This approach encompasses the creation of a near real-life online interactive world modeled upon a set of multi-disciplinary domains, in which each student plays a role in this “virtual world” and shapes its development. All missions, tasks and problems therein are generative and open-ended with neither prescribed strategies nor solutions. With sophisticated multi-player simulation contexts and teacher facilitation (scaffolding and debriefing), VISOLE provides opportunities for students to acquire both subject-specific knowledge and problem-solving skills through their near real-life gaming experience. This chapter aims to delineate the theoretical foundation and pedagogical implementation of VISOLE. Apart from that, the authors also introduce their game-pedagogy co-design strategy adopted in developing the first VISOLE instance—FARMTASIA.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

Encouraging Engagement in Game-Based Learning

2011 ◽  
Vol 1 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Nicola Whitton
Keyword(s):  
Higher Education ◽  
Game Based Learning ◽  
Learning Games ◽  
Alternate Reality Games ◽  
Common Misconception ◽  
Alternate Reality ◽  
Value Of Learning ◽  
Low Motivation

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging–either in terms of an initial motivation to play or sustained participation. This paper describes the Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project, which experienced unexpectedly low motivation and participation. Despite extensive marketing, only a small fraction of potential students participated in the game and of those a far smaller number were highly engaged. Evidence from the project is presented and the reasons for the lack of engagement in the game created are considered. Finally the paper reflects on ways in which engagement with game-based learning might be encouraged.

Implementation of Game-Based Learning to Enhance Students’ Problem Solving Skills—A Meta Analysis

2018 ◽  
Vol 24 (6) ◽  
pp. 4474-4477
Author(s):  
Nurfazliah Muhamad ◽  
Jamalludin Harun ◽  
Megat Aman Zahiri Megat Zakaria ◽  
Shaharuddin Md Salleh
Keyword(s):  
Problem Solving ◽  
Meta Analysis ◽  
Game Based Learning ◽  
Problem Solving Skills

scholarly journals The Degree of Practice of Mathematics Teachers for Electronic Games and their Relationship in Developing the Problem-Solving Skills among Students from the Perspective of Teachers - An Empirical Study on the Public Schools in the Capital Amman-: درجة ممارسة معلمي الرياضيات للألعاب الإلكترونية وعلاقتها بتنمية مهارات حل المشكلات لدى الطلبة من وجهة نظر المعلمين – دراسة تطبيقية على المدارس الحكومية في العاصمة عمان –

2020 ◽  
Vol 4 (24) ◽  
Author(s):  
Wafa' Mohamad Liswi
Keyword(s):  
Public Schools ◽  
Problem Solving ◽  
Empirical Study ◽  
Mathematics Teachers ◽  
The Internet ◽  
Sample Population ◽  
Problem Solving Skills ◽  
The Public ◽  
Electronic Games ◽  
Computer Labs

The study aimed to identify the degree of practice of mathematics teachers for electronic games and their relationship in developing the problem-solving skills among students from the perspective of teachers – an empirical study on the public schools in the capital Amman. A descriptive correlative approach was used. The sample was taken randomly to represent the sample population, which consisted of teachers working in the public schools in the capital Amman totalling (252) teachers. The results of the study revealed that degree of the practice of mathematics teachers for electronic games in public schools in the capital Amman from the perspective of teachers was moderate. Furthermore, the level of problem-solving skills among students of public schools in the capital Amman from the perspective of teachers was also moderate. The study recommended that Educational departments must provide a solid infrastructure, including computer labs and the Internet, to promote the use of electronic games in the educational system.

scholarly journals Electronic thermodynamics teaching materials based on authentic learning to practice students’ problem-solving skills: Aspects of validity

2021 ◽  
Vol 2104 (1) ◽  
pp. 012018
Author(s):  
M Rizki ◽  
M Wati ◽  
M Misbah
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
The Third ◽  
A Value ◽  
Third Stage ◽  
Selection Of

Abstract The purpose of this study was to describe the validity of authentic learning-based electronic thermodynamic teaching materials to train students’ problem-solving skills during the covid-19 pandemic. The model used in this study was the ASSURE development model, which only reached the third stage, namely Selection of Media and Materials. The validation of teaching materials was assessed by three validators consisting of two physics education academics and one practitioner. Based on the validation results, it was found that the authentic learning-based electronic thermodynamic teaching material for training students’ problem-solving skills was declared valid with a value of 3.14. Appropriate teaching materials can then be used in schools’ teaching and learning processes and tested for practicality and effectiveness.

Games in E-learning

2012 ◽  
pp. 179-209
Author(s):  
Michelle Aubrecht
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Online Game ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
E Learning

Game-based learning is a dynamic and powerful way to engage students to develop evidence-based reasoning, analytical and critical thinking skills, problem-solving skills, systems thinking, and connect with peers, all of which are 21st century skills. Games can lead students to become participatory learners and producers instead of passive recipients. This chapter considers the following three approaches to using games with students: (1) an instructor makes a game for a specific learner outcome, (2) students make a game, and (3) an instructor uses a commercial or online game. The chapter emphasizes the second and third methods. Specific examples of how games are being used with students illustrate ways to teach with games.

Encouraging Engagement in Game-Based Learning

E-Marketing ◽  
2012 ◽  
pp. 878-887
Author(s):  
Nicola Whitton
Keyword(s):  
Higher Education ◽  
Game Based Learning ◽  
Learning Games ◽  
Alternate Reality Games ◽  
Common Misconception ◽  
Alternate Reality ◽  
Value Of Learning ◽  
Low Motivation

It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging–either in terms of an initial motivation to play or sustained participation. This paper describes the Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project, which experienced unexpectedly low motivation and participation. Despite extensive marketing, only a small fraction of potential students participated in the game and of those a far smaller number were highly engaged. Evidence from the project is presented and the reasons for the lack of engagement in the game created are considered. Finally the paper reflects on ways in which engagement with game-based learning might be encouraged.

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