scholarly journals Domesticating Digital Game-based Learning

2016 ◽  
Vol 4 (1) ◽  
pp. 5 ◽  
Author(s):  
Helga Dís Ísfold Sigurðardóttir
Keyword(s):  
Educational Games ◽  
Social Stigma ◽  
Digital Games ◽  
Actor Network Theory ◽  
School Level ◽  
Digital Game ◽  
Game Based Learning ◽  
Norwegian Education ◽  
Group Interviews ◽  
Domestication Theory

<p>This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon <em>domestication theory</em>, <em>actor-network theory</em>, and the concept of <em>script</em>, and makes use of Latour's <em>assemblage </em>approach.</p><p>Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process.  </p>

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).

Building Artificially Intelligent Learning Games

2011 ◽  
pp. 271-307 ◽  
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).

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.

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 Design and evaluation framework for relevant chemistry-related educational card and board games

2015 ◽  
Vol 3 (4) ◽  
pp. 429-438
Author(s):  
Maiju Tuomisto ◽  
Maija Aksela
Keyword(s):  
Chemistry Education ◽  
Educational Games ◽  
Digital Games ◽  
Evaluation Framework ◽  
Game Based Learning ◽  
Board Games ◽  
General Rules ◽  
Games For Learning ◽  
Classification Evaluation ◽  
Novel Design

During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.

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 Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

2016 ◽  
Vol 48 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Jean-Nicolas Proulx ◽  
Margarida Romero ◽  
Sylvester Arnab
Keyword(s):  
Psychological Factors ◽  
Digital Games ◽  
Self Determination Theory ◽  
Self Determination ◽  
Flow Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Levels ◽  
Mapping Model ◽  
Game Mechanics

Background. Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT); the relation of SDT with the flow experience has neither been evaluated in the context of DGBL. Aim. This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL. Results. In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed.

scholarly journals Possibilities of the Application of Digital Games in the Implementation of the Curriculum of Arts Subject

Pedagogika ◽  
2016 ◽  
Vol 123 (3) ◽  
pp. 120-138
Author(s):  
Birutė Vitytė
Keyword(s):  
Digital Games ◽  
Pop Art ◽  
Artistic Expression ◽  
Traditional Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Art Cinema ◽  
Art Object ◽  
Integration Of Technology ◽  
The Subject

Digital games that involve entertainment, relaxation and technology are very attractive to modern students, while the traditional learning/teaching methods are inefficient and unattractive to them due to the change in learning habits. Surveys testify the successful incorporation of digital games into the curricula of Nature, Mathematics, Foreign Languages and other subjects and allow assuming that they might also be incorporated into the curriculum of the subject of Arts; therefore, this article investigates and reveals the possibilities of the application of digital games in the implementation of the curriculum of Arts subject. Many different interpretations of the concept of a digital game show that it is a manifold and multifaceted phenomenon. In addition to the concept of a “digital game” which can be understood in its broadest sense as the integration of technology and entertainment, the concepts of serious games, game-based learning / digital game-based learning, edutainment, and lecture games can also be encountered in the education contexts. Digital games can be incorporated into the subject of Arts first of all as a phenomenon of modern art. In certain aspects, digital games can be attributed to pop art and they have certain connections with installation art and, no doubt, with video and optic art and other art branches. The idea of digital games as a form of art is still questioned but some researchers suggest that their artistic value should be grounded on the analogy with art cinema. Cinema is undoubtedly considered a form of art although it is understood that not all films are works of art but, instead, an expression of the popular culture. Digital games can be incorporated into art classes as a means of artistic expression in several different ways. The first method is the creation of a digital game as an art object during art classes. The second method involves playing already created digital games as the tool/means of development of certain artistic expression abilities. Surveys show that children under 10 years of age are already capable of designing games: their script, graphics and other elements. Teenagers and older students are often capable of controlling programs intended for professionals. The process of creation of a digital game is analogous to the process of creation of any other art work but, according to the researchers, the nature of such creative work offers more education possibilities in certain aspects in comparison to traditional creative activities. The playing of digital games during art classes could be applied instead of traditional methods aiming to train the composing, designing and modelling abilities of the students or to deepen their knowledge on art history. Learning through digital gaming is an attractive and engaging experience to modern students who cannot learn and read consistently but are rather inclined to act and learn through experimenting; therefore, digital games can also be incorporated into art classes as a motivating element.

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.

Conceptions and Instructional Strategies of Pre-Service Teachers Towards Digital Game Based Learning Integration in the Primary Education Curriculum

2018 ◽  
pp. 356-368
Author(s):  
Margarida Romero ◽  
Jean-Nicolas Proulx
Keyword(s):  
Primary Education ◽  
Digital Literacy ◽  
Digital Games ◽  
Learning Activity ◽  
Digital Game ◽  
Education Curriculum ◽  
Game Based Learning ◽  
Curricular Integration ◽  
The Creation ◽  
Integration Strategies

Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.

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