scholarly journals Surveying Hungarian Teachers’ Beliefs about Digital Game-based Learning

2021 ◽  
Vol 11 (4) ◽  
pp. 17
Author(s):  
Lilla Bónus ◽  
Erzsébet Antal
Keyword(s):  
Secondary School Teachers ◽  
Educational Games ◽  
Teaching Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Significant Difference ◽  
Teachers Beliefs ◽  
Affective Variables ◽  
Belief Scale ◽  
And Gender

This study examines Hungarian teachers’ beliefs and affective variables (confidence and motivation) in the context of digital game-based learning (DGBL). Our research questions were: How well does the Game-based-learning Teaching Belief Scale (GTBS) work among Hungarian teachers? What are Hungarian teachers’ beliefs about DGBL? To what extent do background variables (teaching level, gender, age, teaching experience) influence teachers’ beliefs about DGBL? We adapted the Game-based-learning Teaching Belief Scale to Hungarian. Primary and secondary school teachers (N=102) participating in our research completed the questionnaire online, in an anonymous form. Based on the results of the confirmatory factor analysis (CFA), we recommended deleting one item from the original questionnaire. The analyses were performed after deleting the item. Fillers have positive beliefs about DGBL, feel confident in applying DGBL, and are self-confident in their commitment to DGBL. Based on our results, teachers are happy to use digital educational games. Derived from the independent t-test, there is no significant difference in teachers’ beliefs about DGBL by teaching level and gender. Furthermore, determined from the ANOVA, there is no significant difference in the Hungarian teachers' beliefs about DGBL by age and teaching experience. The results highlight that the teachers are open to reform their teaching practices and to apply new methods. This could be an important aspect of teacher training.

scholarly journals Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other

2021 ◽  
pp. 142-160
Keyword(s):  
Teacher Perceptions ◽  
Educational Games ◽  
Digital Game ◽  
Traditional Values ◽  
Game Based Learning ◽  
Education Students ◽  
Perceptions And Attitudes ◽  
Key Stakeholders ◽  
Perceptions Of Students ◽  
Teachers And Parents

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students’ and parents’ intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.

scholarly journals Affective Educational Games and the Evolving Teaching Experience

2011 ◽  
pp. 206-228
Author(s):  
Karla Muñoz ◽  
Paul Mc Kevitt ◽  
Tom Lunney ◽  
Julieta Noguez ◽  
Luis Neri
Keyword(s):  
Bayesian Networks ◽  
Educational Games ◽  
Affective State ◽  
Computer Game ◽  
Teaching Experience ◽  
Learning Goals ◽  
Game Based Learning ◽  
Student Model ◽  
Tutoring Systems ◽  
Control Value

Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.

The Future of Digital Game-Based Learning

2011 ◽  
pp. 1999-2012
Author(s):  
Brian Magerko
Keyword(s):  
Real World ◽  
Educational Games ◽  
Individual Student ◽  
Digital Game ◽  
Educational Media ◽  
Game Based Learning ◽  
Teaching Techniques ◽  
Rigorous Evaluation ◽  
Games For Learning ◽  
Near Future

This chapter discusses the potential future of games for learning through the lens of current advantages of real-world education that are thus far lacking in educational games. It focuses on four main facets of the real-world educational experience: adapting content to an individual student, the rigorous evaluation of educational media, the ease of modification of educational games, and the application of games to new domains and teaching techniques. The chapter then suggests how we as designers and developers can make strides towards incorporating these lacking elements into how we build and use educational games. The author hopes that this discussion can be used to foster discussion about where the field could be and should be going in the near future.

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

scholarly journals The effects of learning style and gender consciousness on novices’ learning from playing educational games

2012 ◽  
pp. 63-77
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Extrinsic Motivation ◽  
Educational Games ◽  
Eighth Graders ◽  
Game Based Learning ◽  
Gender Consciousness ◽  
And Gender ◽  
Study Participants ◽  
Better Than

This study investigated the effects of novices’ learning style and gender consciousness on learning of programming concepts from game-based learning activities. Four classes of eighth graders with 59 males and 63 females participated in this study. Participants were identified as the diverger group and the converger group based on their stronger learning styles. Game-play activities were implemented to support participants’ learning of programming concepts. The results revealed that (a) for the programming comprehension performance, the convergers outperformed the divergers; (b) participants’ learning style and gender consciousness significantly affected their project performance; (c) for the high gender consciousness learners, the convergers performed better at abstract conceptualization and active experimentation than the divergers did; (d) for the divergers, the low gender consciousness learners possessed lower stereotype and were willing to challenge and performed better than the high gender consciousness learners; and (e) all the participants revealed positive intrinsic and extrinsic motivation.

Building Artificially Intelligent Learning Games

2011 ◽  
pp. 793-825 ◽  
Author(s):  
Richard Van Eck
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Psychology ◽  
Instructional Design ◽  
Educational Games ◽  
Digital Games ◽  
Educational Goals ◽  
Digital Game ◽  
Next Generation ◽  
Game Based Learning ◽  
Learning Games

The idea of digital game-based learning (DGBL) is gaining acceptance among researchers, game designers, educators, parents, and students alike. Building new educational games that meet educational goals without sacrificing what makes games engaging remains largely unrealized, however. If we are to build the next generation of learning games, we must recognize that while digital games might be new, the theory and technologies we need to create DGBL has been evolving in multiple disciplines for the last 30 years. This chapter will describe an approach, based on theories and technologies in education, instructional design, artificial intelligence, and cognitive psychology, that will help us build intelligent learning games (ILGs).

The Future of Digital Game-Based Learning

2009 ◽  
pp. 1274-1288 ◽  
Author(s):  
Brian Magerko
Keyword(s):  
Real World ◽  
Educational Games ◽  
Individual Student ◽  
Digital Game ◽  
Educational Media ◽  
Game Based Learning ◽  
Teaching Techniques ◽  
Rigorous Evaluation ◽  
Games For Learning ◽  
Near Future

This chapter discusses the potential future of games for learning through the lens of current advantages of real-world education that are thus far lacking in educational games. It focuses on four main facets of the real-world educational experience: adapting content to an individual student, the rigorous evaluation of educational media, the ease of modification of educational games, and the application of games to new domains and teaching techniques. The chapter then suggests how we as designers and developers can make strides towards incorporating these lacking elements into how we build and use educational games. The author hopes that this discussion can be used to foster discussion about where the field could be and should be going in the near future.

scholarly journals Evaluation of Assessment Strategies Used by Basic School Teachers in Ghana: The Case of Assessment for Learning

2020 ◽  
pp. 58-66
Author(s):  
Osei-Asibey Eunice ◽  
Kusi Prince ◽  
Nimoh Vivian ◽  
Bosson-Amedenu Senyefia
Keyword(s):  
Learning Strategy ◽  
Teaching Experience ◽  
Assessment For Learning ◽  
School Teachers ◽  
Immediate Feedback ◽  
Significant Difference ◽  
Male Teacher ◽  
Basic School ◽  
And Gender ◽  
Use Of Assessment

Ghana’s new curriculum for the basic school emphasizes collecting and evaluating information about learners and using the information to make decisions to improve their learning. This study employed the survey research design aimed at evaluating the use of Assessment for learning strategy by basic school teachers in Ghana. The features, strategies and principles underpinning Assessment for learning strategy formed the basis of the construction of 16 item Likert scale with a reliability coefficient of 0.979. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. The study found significant difference between demographic variables (such as teaching division, teaching experience and gender) and the use of assessment for learning strategy. Female teachers demonstrated greater skills with respect to providing interactive assessment that gives immediate feedback and direction to students than their male teacher counterparts .Class teachers demonstrated greater skills with respect to providing assessment that is inclusive of all learners than their subject teacher counterparts .Again, teachers with at least four years of experience in teaching demonstrated greater skills with respect to use of variety of feedback from students as a basis for deciding on groupings, instructional strategies and resources than their counterparts with less than four years of teaching experience . The study recommended for continuous professional development (PD) session to be introduced for basic school teachers by Ghana Education service on effective use of formative assessment.

scholarly journals SPIRITUAL INTELLIGENCE AND PURPOSE IN LIFE OF SECONDARY SCHOOL TEACHERS

2020 ◽  
Vol 7 (10) ◽  
pp. 26-34
Author(s):  
Swarupa Rani T. ◽  
A. Siva Padmavathi
Keyword(s):  
Secondary School ◽  
Meaning In Life ◽  
Secondary School Teachers ◽  
Purpose In Life ◽  
Teaching Experience ◽  
Spiritual Intelligence ◽  
Survey Method ◽  
School Teachers ◽  
Significant Difference ◽  
Specific Meaning

All around development means a person must be physically fit, mentally balanced, emotionally strong, socially adjusted and spiritually uplifted. The spiritual intelligence solves problems of meaning and value. It gives direction to our life in critical moment. Meaning/Purpose in life must be conceived in terms of the specific meaning of a personal life in a given situation. The study is design to examine the influence of the spiritual intelligence on purpose in life of secondary school teachers. The method used for the study is survey method. The sample of the study is 200 secondary school teachers. Two types of tools are used for this study. 1. The spiritual intelligence questionnaire constructed by Danah Zohar and Marshall (1999), it is a 5-point scale and 2. The purpose in life test prepared by Crumbaugh and Maholick (1969) is selected as an instrument to measure Viktor Frankl’s concept in meaning in life. It is a 5 point Likert scale. Both the tools are used to collect the data from secondary school teachers. The results of this study indicated that there is no significant difference is found in spiritual intelligence of secondary school teachers with below 10years, 10-20 years and 20 and above year’s groups.  No significant difference is found in purpose in life of secondary school teachers in their teaching experience with below 10years, 10-20 years and 20 and above year’s groups. The variable teaching experience does not influence significantly the spiritual intelligence and purpose in life of secondary school teachers. The study showed that there is no significant association between the levels of spiritual intelligence of secondary school teachers and their purpose in life. Findings of this study shows that all secondary school teachers have average level of spiritual intelligence and purpose in life.

Does avatar design in educational games promote a positive emotional experience among learners?

2021 ◽  
pp. 204275302199433
Author(s):  
Kogilathah Segaran ◽  
Ahmad Zamzuri Mohamad Ali ◽  
Tan Wee Hoe
Keyword(s):  
Learning Process ◽  
Educational Games ◽  
Emotional Experience ◽  
Virtual Learning ◽  
Digital Game ◽  
Emotional Experiences ◽  
Game Based Learning ◽  
Significant Potential

Virtual learning companions, such as avatars, have shown significant potential in assisting learners—particularly in the Digital Game-Based Learning (DGBL) condition. Since there are many avatar design approaches which can be utilized in DGBL, questions arise on which type of these are most preferred by learners. Mainly, in ensuring that the design promotes positive emotional experience throughout the learning process. This research has specifically explored the realism aspect of avatar design. In particular, we have found that moderate cartoon-like character designs can be more promising in promoting positive emotional experiences among viewers, in comparison to slightly realistic and overly exaggerated avatar designs.

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