scholarly journals FoodCalorie: A Mobile Game to Learn Daily Calorie Intake Standard

2021 ◽  
Vol 11 (2) ◽  
pp. 61-81
Author(s):  
Anik Das ◽  
Sumaiya Amin ◽  
Muhammad Ashad Kabir ◽  
Sabir Hossain ◽  
Mohammad Mainul Mainul Islam
Keyword(s):  
Learning Experience ◽  
Educational Game ◽  
Calorie Intake ◽  
Game Based Learning ◽  
Traditional Foods ◽  
Mobile Games ◽  
Mobile Game ◽  
And Gender ◽  
The Impact ◽  
Daily Calorie Intake

Mobile games can contribute to learning at greater success. In this paper, the authors have developed and evaluated a novel educational game, named FoodCalorie, to learn food calorie intake standard. The game is aimed to learn calorie values of various traditional foods of Bangladesh and the calorie intake standard that varies with age and gender. They are the first in this field to perform an empirical study on women in Bangladesh to see how game-based learning can contribute to learn food calories. They further analyze and report the impact of participants' age, professions, and smartphone proficiency levels on their learning experience and progression. The study also conforms the finding of existing studies that game-based learning can enhance the learning experience.

Toward a Propensity-Oriented Player Typology in Educational Mobile Games

2018 ◽  
Vol 8 (2) ◽  
pp. 55-67
Author(s):  
Mehran Gholizadeh ◽  
Fattaneh Taghiyareh ◽  
Saeed Alvandkoohi
Keyword(s):  
Educational Games ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Educational Game ◽  
Game Based Learning ◽  
Mobile Games ◽  
Mobile Game ◽  
Different Types ◽  
Player Game

The pivotal role of identifying types of players is inevitable in the game contexts, and educational games are not an exception. This article aims to present a model of player-game interaction in the mobile game-based learning setting regarding the behavioral propensity. This model comprises five different features inherited from the player typology literature including precision, perfection, punctuality, presence, and pace. To this end, we analyzed the activities of players in a mobile educational game and then tried to classify players based on their preferences in how to deal with the game. Furthermore, as a step toward determining the association of features with each other, multiple linear regression analysis was conducted. The outcome of the investigations resulted in a model representing player interaction with the game in a way that it could be used to classify different types of players in educational mobile games.

scholarly journals Using the Concept of Game-Based Learning in Education

2020 ◽  
Vol 15 (14) ◽  
pp. 53
Author(s):  
Zi-Yu Liu ◽  
Zaffar Ahmed Shaikh ◽  
Farida Gazizova
Keyword(s):  
Cognitive Abilities ◽  
Teaching Practice ◽  
Negative Impact ◽  
Effective Means ◽  
Educational Material ◽  
Educational Game ◽  
Control Group ◽  
Game Based Learning ◽  
School Students ◽  
The Impact

A modern school deals with a generation of students who were born and grown up in a digital environment and require other teaching methods. Changes in the technological and social conditions of modern society need new professional skills, which are often called “21st century skills”. These skills should be devel-oped starting from the primary school, as they are psychological and behavioural, rather than practical. Game-based learning and gamification are effective means of such skills development. The use of video games in teaching practice is studied multifaceted, along with formats and requirements of educational game, methods for effectiveness assessment, and the effect of games on students. The controver-sial nature of game-based learning effect on students require deeper research, as the increase in motivation and learning efficiency cannot be disputed, as well as the negative impact of a long gaming on cognitive abilities, emotional state and social skills of students. The study tested both an increase in the motivation and attraction of school students for the learning process, and the impact on the prac-tical results of information assimilation. There was conducted a survey on the re-sults of the application of game training to determine the motivation and attraction of students. Likewise, we counted time, spent by the study and control group, for mastering the main educational material and the post-class study of game content and the educational material it presents. A comparative test was conducted on the results of educational material comprehension to determine the effectiveness of the methodology in mastering knowledge. The group, with game-based learning and gamification applied, showed an increase in motivation and attraction to learning, students paid additional efforts for assimilating the material studied, and also showed significantly higher learning outcomes compared to the control group.

scholarly journals The effects of restaurant nutrition menu labelling on college students’ healthy eating behaviours

2016 ◽  
Vol 20 (5) ◽  
pp. 797-804 ◽  
Author(s):  
Mary G Roseman ◽  
Hyun-Woo Joung ◽  
Eun-Kyong (Cindy) Choi ◽  
Hak-Seon Kim
Keyword(s):  
College Students ◽  
Affordable Care Act ◽  
Positive Impact ◽  
Nutrition Knowledge ◽  
Nutrition Information ◽  
Calorie Intake ◽  
Eating Behaviours ◽  
Southwest Usa ◽  
The Impact ◽  
Daily Calorie Intake

AbstractObjectiveAccording to the US Affordable Care Act, restaurant chains are required to provide energy (calorie) and other nutrition information on their menu. The current study examined the impact of menu labelling containing calorie information and recommended daily calorie intake, along with subjective nutrition knowledge, on intention to select lower-calorie foods prior to the implementation of the Affordable Care Act.DesignFull factorial experimental design with participants exposed to four variants of a sample menu in a 2 (presence v. absence of calorie information) ×2 (presence v. absence of recommended daily calorie intake).SettingLarge, public university in the Southwest USA.SubjectsPrimarily undergraduate college students.ResultsMajority of participants were 19–23 years of age (mean 21·8 (sd 3·6) years). Menu information about calorie content and respondents’ subjective nutrition knowledge had a significantly positive impact on students’ intention to select lower-calorie foods (β=0·24, P<0·001 and β=0·33, P<0·001, respectively); however, recommended daily calorie intake information on the menu board did not influence students’ intention to select lower-calorie foods (β=0·10, P=0·105). Gender played a significant role on purchase intent for lower-calorie menu items, with females more affected by the calorie information than males (β=0·37, P<0·001).ConclusionsFindings support the role menu labelling can play in encouraging a healthier lifestyle for college students. College students who are Generation Y desire healthier menu options and accept nutritional labels on restaurant menus as a way to easily and expediently obtain nutrition information.

scholarly journals Using Formal Game Design Methods to Embed Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour

2017 ◽  
Vol 7 (3) ◽  
pp. 63-73 ◽  
Author(s):  
Simon Grey ◽  
David Grey ◽  
Neil Gordon ◽  
Jon Purdy
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Game Design ◽  
Learning Experience ◽  
Careful Consideration ◽  
Science Students ◽  
Game Based Learning ◽  
Game Mechanics ◽  
Negative Effect ◽  
The Impact

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

scholarly journals Optimization of Educational Mobile Game Design 'Ayo Wisata ke Riau' based on User's Perspective

2021 ◽  
Vol 6 (1) ◽  
pp. 52-59
Author(s):  
Anggy Trisnadoli ◽  
Jan Alif Kreshna
Keyword(s):  
User Satisfaction ◽  
Game Design ◽  
Gap Analysis ◽  
Educational Game ◽  
Game Development ◽  
Mobile Games ◽  
Mobile Game ◽  
The Public ◽  
Design And Implementation ◽  
Direct Implementation

Educational Mobile Game ‘Ayo Wisata ke Riau’ is a mobile-based educational game application that was developed in 2017 on the Android platform. The quality requirements used in this game development have been adjusted for the available Educational Mobile Games. Even though it went well, there were many complaints from users during the direct implementation survey. This becomes material for re-evaluation, whether the game is ready to be disseminated to the public. Based on this occurence, a gap analysis was carried out to see the feasibility and the need for improvements to the game application that had been built. Based on the results of the gap analysis that has been carried out, it is indicated that there is a need for significant improvements in the areas of performance and user satisfaction. So that in this study, a design reengineering was carried out that was focused on improving the two things that were considered crucial, so that the results of the design and implementation that had been improved could provide better performance and user satisfaction scores than previous developments.

scholarly journals Pelatihan Pengembangan Mobile Game Edukasi untuk Guru SMK Bidang Teknologi Komputer dan Informatika Kota Malang

2020 ◽  
Vol 3 (1) ◽  
pp. 31
Author(s):  
Wahyu Nur Hidayat ◽  
Syaad Patmanthara ◽  
Asih Setiani ◽  
Tri Atmadji Sutikno ◽  
Eddy Sutadji
Keyword(s):  
Educational Game ◽  
Game Development ◽  
Mobile Games ◽  
Mobile Game ◽  
Teacher Skills ◽  
Questionnaire Assessment ◽  
Training Activities ◽  
Vocational Teacher ◽  
And Training

Tujuan artikel ini adalah untuk menguraikan kegiatan peningkatan keterampilan guru SMK bidang TKI untuk mengembangkan mobile game edukasi. Pelaksanaan kegiatan pelatihan dilakukan di SMKN 2 Singosari dengan jumlah peserta sebanyak 30 guru SMK se Kota Malang. Pelatihan dilakukan dengan metode IN-ON-IN yang dimulai dengan kegiatan seminar terkait disruptive learning innovation dan workshop pengembangan game edukasi. Kegiatan ON merupakan penugasan pengembangan game dan di akhir kegiatan IN adalah evaluasi tugas dan kegiatan pelatihan. Berdasarkan hasil penilaian angket didapatkan bahwa 85 persen guru telah memahami karakteristik macam-macam game dan sebanyak 80 persen guru telah dapat mengembangkan mobile game edukasi. Kata kunci— pelatihan, media pembelajaran, game edukasi, guru SMK. AbstractThe purpose of this article is to outline the activities of vocational teacher skills improvement in the field of TKI to develop educational mobile games. The implementation of training activities was carried out at SMKN 2 Singosari with a total of 30 SMK teachers in Malang. The training was conducted using the IN-ON-IN method which began with seminars related to disruptive learning innovation and educational game development workshops. The ON activity is an assignment for game development and at the end of the IN activity is the evaluation of the tasks and training activities. Based on the results of the questionnaire assessment, it was found that 85 percent of teachers had understood the characteristics of various games and as many as 80 percent of teachers had been able to develop educational mobile games.Keywords— training, learning media, game education, vocational teacher

scholarly journals The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

2019 ◽  
Vol 12 (4) ◽  
pp. 49 ◽  
Author(s):  
Nada Gamlo
Keyword(s):  
Language Learning ◽  
Game Based Learning ◽  
Learner Motivation ◽  
Efl Learners ◽  
Mobile Game ◽  
Perceptions Of Students ◽  
King Abdulaziz University ◽  
Efl Students ◽  
Period Data ◽  
The Impact

This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students&rsquo; motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students&rsquo; motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students&rsquo; motivation.

Social Studies Education Game Development as an Undergraduate Immersive Learning Experience

2012 ◽  
pp. 838-858 ◽  
Author(s):  
Paul Gestwicki ◽  
Ronald Morris
Keyword(s):  
Learning Experience ◽  
Educational Game ◽  
Future Research ◽  
Multidisciplinary Teams ◽  
Immersive Learning ◽  
Design Decisions ◽  
Game Development ◽  
Interdisciplinary Problem Solving ◽  
The Impact ◽  
Student Team

The authors describe a model for involving multidisciplinary teams of students in history education game development, focusing on the process as a learning experience. This is described in the context of immersive learning, a model for higher education that emphasizes interdisciplinary problem-solving through creative artifacts. The students involved in this multi-semester experience explored emerging theories of interactive entertainment and learning, diverging from traditional educational game designs to explore why people play games at all, the impact of design decisions on fun, and how to harness this insight to create games that are both fun and educational. The student team worked with educators and historians to create a game that would incorporate Civil War content involving the John Hunt Morgan Raid across Indiana. The game had to fit educational constructs and constrictions. Suggestions for future research and conclusions based on this experience are provided.

scholarly journals Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education

2019 ◽  
Vol 11 (20) ◽  
pp. 5623 ◽  
Author(s):  
Grivokostopoulou ◽  
Kovas ◽  
Perikos
Keyword(s):  
Virtual Reality ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Entrepreneurship Education ◽  
Evaluation Study ◽  
Educational Environment ◽  
Learning Activities ◽  
Game Based Learning ◽  
Gamified Learning ◽  
The Impact

Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.

Sign in / Sign up

Export Citation Format

Share Document