scholarly journals Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Min Lun Wu
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Role Playing ◽  
Subject Area ◽  
Educational Game ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Making Sense ◽  
Commercial Off The Shelf

Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.

scholarly journals Game Factors and Game-Based Learning Design Model

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Yen-Ru Shi ◽  
Ju-Ling Shih
Keyword(s):  
Game Design ◽  
Past Research ◽  
Design Model ◽  
Educational Game ◽  
Learning Design ◽  
Digital Game ◽  
Game Based Learning ◽  
Game Value ◽  
Design Factors

How to design useful digital game-based learning is a topic worthy of discussion. Past research focused on specific game genres design, but it is difficult to use when the target game genre differs from the default genres used in the research. This study presents macrodesign concepts that elucidates 11 crucial game-design factors, including game goals, game mechanism, game fantasy, game value, interaction, freedom, narrative, sensation, challenges, sociality, and mystery. We clearly define each factor and analyze the relationships among the 11 factors to construct a game-based learning design model. Two application examples are analyzed to verify the usability of the model and the performance of these factors. It can assist educational game designers in developing interesting games.

Principles of Educational Digital Game Structure for Classroom Settings

2011 ◽  
pp. 229-239 ◽  
Author(s):  
Youngkyun Baek
Keyword(s):  
Teaching And Learning ◽  
Traditional Instruction ◽  
Role Playing ◽  
Learning By Doing ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Feedback Learning ◽  
Play Game ◽  
Learning By Discovery

The scope of learning with games is determined by their genre, characteristics and scenarios, or content. Therefore, the frame of a game containing its type and content somewhat confines the activities of players to learn and to play. Game-based learning adopts much of the same interactional techniques that have been used in traditional instruction. Learning with games includes activities such as ‘learning by practice and feedback’, ‘learning by doing’, ‘learning by making mistakes’, ‘learning by discovery’, and ‘learning by role playing’. Games are adopted for classroom based learning to motivate students, to support main curricular activities, to strengthen what is learned, and to summarize and evaluate what is learned. There is no straightforward guideline on how to use a game effectively in classroom settings. However, the instruction for teaching and learning with games needs to be designed before any other actions are taken.

Principles of Educational Digital Game Structure for Classroom Settings

2010 ◽  
pp. 281-292 ◽  
Author(s):  
Youngkyun Baek
Keyword(s):  
Teaching And Learning ◽  
Traditional Instruction ◽  
Role Playing ◽  
Learning By Doing ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Feedback Learning ◽  
Play Game ◽  
Learning By Discovery

The scope of learning with games is determined by their genre, characteristics and scenarios, or content. Therefore, the frame of a game containing its type and content somewhat confines the activities of players to learn and to play. Game-based learning adopts much of the same interactional techniques that have been used in traditional instruction. Learning with games includes activities such as ‘learning by practice and feedback’, ‘learning by doing’, ‘learning by making mistakes’, ‘learning by discovery’, and ‘learning by role playing’. Games are adopted for classroom based learning to motivate students, to support main curricular activities, to strengthen what is learned, and to summarize and evaluate what is learned. There is no straightforward guideline on how to use a game effectively in classroom settings. However, the instruction for teaching and learning with games needs to be designed before any other actions are taken.

Digital Hallyu 2.0: Transnationalization of Local Digital Games

2017 ◽  
Author(s):  
Dal Yong Jin
Keyword(s):  
Rapid Growth ◽  
Digital Games ◽  
Role Playing ◽  
Online Games ◽  
Online Gaming ◽  
Digital Culture ◽  
Digital Game ◽  
Role Playing Games ◽  
Korean Wave ◽  
Western Market

This chapter maps out the growth of locally based digital games. In the twenty-first century, the New Korean Wave has been expanding with the rapid growth of digital culture, in particular with online gaming. The rapid growth of the Korean digital game industry, including online gaming, and its export into the Western market have raised a fundamental question of whether digital culture has changed the nature of the Korean Wave, from a regionally focused intracultural flow to include a Western-focused contraflow. The chapter attempts to discuss the ways in which local online games, in particular massively multiplayer online role-playing games (MMORPGs), have advanced contraflow. In addition, it discusses a changing trend in the digital game sector, which has been occurring due to both the increasing role of China's game industries and the emergence of mobile gaming in the smartphone era. It also maps out the process by which Korean online games are appropriated for Western game users in a form of “glocalization”in both content and structure. Finally, the chapter articulates whether this new trend can diminish an asymmetrical cultural flow between the West and the East.

Examining the Characteristics of Digital Learning Games Designed by In-service Teachers

2017 ◽  
Vol 7 (4) ◽  
pp. 73-85 ◽  
Author(s):  
Yun-Jo An ◽  
Li Cao
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Educational Game ◽  
Digital Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Teacher Professional ◽  
Design Documents ◽  
Teachers Perspectives

In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.

Motivating By Design

2011 ◽  
pp. 283-309 ◽  
Author(s):  
Paul Toprac
Keyword(s):  
Self Efficacy ◽  
Intrinsic Value ◽  
Digital Games ◽  
Educational Game ◽  
Future Research ◽  
Digital Game ◽  
Game Based Learning ◽  
School Students ◽  
Motivational Constructs ◽  
Learning Programs

This chapter describes how to design a motivating educational game for middle school students using digital-game based learning techniques in a problem-based learning environment. Specifically, The Alien Rescue Game (TARG), a problem-based digital-game based learning program, is compared to commercial digital games to determine how to design a motivating educational game. Results showed that students believed that their interest in learning science was influenced by their self-efficacy, attainment value, intrinsic value, utility value, cost perceptions, and knowledge. Furthermore, these same influences affected players’ perceptions of and experience with commercial digital games. Thus, these motivational constructs should be considered when developing educational games, with self-efficacy, intrinsic value, knowledge, and cost being the most important based. Intrinsic motivation sources were found to be control, challenge, immersion, and socializing. Considerations and implications for the design of motivating digital game-based learning programs, recommendations, and future research directions are presented.

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

Designing Educational Games

2014 ◽  
pp. 181-198 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student’s learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

The MORPG-based Learning System for Multiple Courses

Gamification ◽  
2015 ◽  
pp. 1076-1096
Author(s):  
Kuo-Yu Liu
Keyword(s):  
Game Design ◽  
Computer Network ◽  
Role Playing ◽  
Learning System ◽  
Design System ◽  
Game Based Learning ◽  
Web Based ◽  
Effective Learning ◽  
Learning Content ◽  
Role Playing Game

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

Designing Educational Games

Gamification ◽  
2015 ◽  
pp. 576-594 ◽  
Author(s):  
Stephen Tang ◽  
Martin Hanneghan
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Game Based Learning ◽  
Computing Technology ◽  
Learning Tool ◽  
Educational Content ◽  
Constructive Learning ◽  
Informal Approach

Play has been an informal approach to teach young ones the skills of survival for centuries. With advancements in computing technology, many researchers believe that computer games1 can be used as a viable teaching and learning tool to enhance a student's learning. It is important that the educational content of these games is well designed with meaningful game-play based on pedagogically sound theories to ensure constructive learning. This chapter features theoretical aspects of game design from a pedagogical perspective. It serves as a useful guide for educational game designers to design better educational games for use in game-based learning. The chapter provides a brief overview of educational games and game-based learning before highlighting theories of learning that are relevant to educational games. Selected theories of learning are then integrated into conventional game design practices to produce a set of guidelines for educational games design.

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