Thematische Bibliographien / Teaching aspects in digital games

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Auswahl der wissenschaftlichen Literatur zum Thema „Teaching aspects in digital games“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 7. Februar 2022

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Zeitschriftenartikel zum Thema "Teaching aspects in digital games"

Teixeira, Rafael Buback, Luiz Henrique Lima Faria, Vitor Murari Corrêa, Jonas Paluci Barbosa, and Max Filipe Silva Gonçalves. "EFFICIENCY OF DIGITAL SERIOUS GAMES FOR TEACHING IN THE SIMULATION DISCIPLINE." RINTERPAP - Revista Interdisciplinar de Pesquisas Aplicadas 2, no. 1 (2021): 31–40. http://dx.doi.org/10.47682/2675-6552.v2n1p31-40.

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This article on serious games addresses theories, taxonomies, and modeling in the field of research in education and psychology approaches, specifically, considering Bloom's taxonomy. In Brazil, this research path is fruitful. In this sense, this study contributes to the research stream about Production Engineering research, with an empirical analysis correlating education, the process of development, and the application of a serious game. Through a questionnaire created especially and applied in this study, we compare the cognitive and affective aspects present in Bloom's taxonomy. The results brought two contributions. The first concerns the cognitive aspects that identified a positive and significant influence in the teaching of manual simulation when used in the ACD game. The second contribution brings potential benefits for the development and application of serious games for educational purposes concerning the affective aspects in which it was identified that the ACD Game positively affected these benefits. These ones are potential for the development and application of serious games for educational purposes related to affective aspects.

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Morais, Dyego Carlos Sales de, and Taciana Pontual da Rocha Falcão. "Abordagem Participativa de Desenvolvimento de Jogos Digitais Educacionais no Contexto Escolar." Revista Brasileira de Informática na Educação 27, no. 01 (2019): 132. http://dx.doi.org/10.5753/rbie.2019.27.01.132.

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The current generation of young learners demands innovative educational approaches that meet their characteristics and needs. Recent initiatives go beyond the use of games and propose that students can construct games themselves, developing design and programming abilities, and learning curricular contents in more engaging ways. However, integrating digital games to educational settings involves several aspects related to the structure of educational systems and methods of teaching. This research analyzes two school-based processes of game development and identifies aspects that promote student engagement. Results form a model for game development in the educational context.

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Alkan, Ayşe, and Hüseyin Mertol. "Teacher candidates’ state of using digital educational games." International Journal of Evaluation and Research in Education (IJERE) 8, no. 2 (2019): 344. http://dx.doi.org/10.11591/ijere.v8i2.19260.

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The rapidly developing information technologies of our age offer new opportunities in every aspect of our lives. The use of information technologies in educational environments is an important element in creating enriched learning environments. Educational digital games used in teaching-learning environments help students to develop motivation, problem-solving, strategy development skills and creativity. The purpose of this research was to determine the teacher candidates’ state of using digital educational games. The study group of the research consisted of 4th-grade teacher candidates who are studying in the social sciences and classroom teaching departments of Süleyman Demirel University during the 2018/2019 academic year. It has been found that men teacher candidates were more positive than women teacher candidates. Teacher candidates studying social sciences were more positive than those studying classroom teaching. Although teacher candidates were concerned about using educational digital games, they were eager to use these games.

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Vitytė, Birutė. "Possibilities of the Application of Digital Games in the Implementation of the Curriculum of Arts Subject." Pedagogika 123, no. 3 (2016): 120–38. http://dx.doi.org/10.15823/p.2016.37.

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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.

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Ribeiro, Maria Do Céu. "Analog and Digital Games as a Pedagogical Tool in the Teacher Training Context." Research in Social Sciences and Technology 4, no. 2 (2019): 163–73. http://dx.doi.org/10.46303/ressat.04.02.12.

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This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.

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Mozelius, Peter, Wilfredo Hernandez, Johan Sällström, and Andreas Hellerstedt. "Teacher Attitudes Toward Game-based Learning in History Education." International Journal of Information and Communication Technologies in Education 6, no. 4 (2017): 27–35. http://dx.doi.org/10.1515/ijicte-2017-0017.

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AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

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El Arroum, Fatima-Zohra, Mostafa Hanoune, and Youness Zidoun. "Serious Game Design: Presenting a New Generic Creative Reflection Framework." International Journal of Emerging Technologies in Learning (iJET) 15, no. 19 (2020): 247. http://dx.doi.org/10.3991/ijet.v15i19.15603.

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Serious games are transcending the way of teaching and learning nowadays. Since serious games balance playful and educational aspects, it constitutes a privileged learning method for the digital natives. However, they are ubiquitous in today's society and their stakes and assets remain largely fuzzy. This paper describes different models and frameworks for serious game design. Between theoretical and technical consideration, authors propose a new reflection model that aims to help pedagogues guiding their conception of serious games. This model is a result of a thematic synthesis analyzing more than 40 texts offering a three-layered model covering the simplest to the most advanced design. Three study cases are announced to be conducted by the end of this year in order to challenge and evaluate this new model.

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Kuncoro, Roni Yudo, Triyanto Triyanto, and Rini Triastuti. "Constraints in the Implementation of Digital Ethics in SMA Muhammadiyah 1 Surakarta." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 1 (2020): 157–63. http://dx.doi.org/10.33258/birle.v3i1.767.

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Globalization has brought changes in all aspects of life in the political, economic, social or cultural fields. The purpose of this study is to determine the obstacles in the application of digital ethics. This study used descriptive qualitative method. Data sources used were informants (Citizenship Education Teachers and students). Data collection techniques used were interviews and observation. Analysis of the data used is interactive model data analysis. The steps of the research procedure are the preparation stage, the data collection stage, the data analysis stage, and the preparation stage. The results showed that some students who at the time of their teaching and learning activities did not pay attention to the teacher, because they were playing mobile phones when teaching and learning activities applications that were opened to male students more often open games, but for female students more often open social media. The teacher also has the right policy by giving strict sanctions in the form of punishment so that students have good ethics during teaching and learning activities.

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Araújo de Medeiros, Romero, Raniella Lima, Denise Silva, and Luis Paulo Mercado. "Jogos digitais como estratégia de ensino-aprendizagem no ensino superior. A construção e aplicação do jogo “Renascença” na disciplina de literatura." Obra digital, no. 10 (March 5, 2016): 69–83. http://dx.doi.org/10.25029/od.2016.74.10.

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O presente estudo apresenta uma proposta de estratégia didática baseada na aprendizagem com jogos digitais, buscando acrescentar ao ensino superior uma metodologia ativa, em que o aluno também atue no processo de ensino-aprendizagem. Nessa perspectiva é indispensável o uso de TIC´s como recurso para proporcionar aulas mais dinâmicas e interativas. O objetivo dessa prática com jogos é que o aluno possa, além de aprender o conteúdo específico da aula, desenvolver competências e habilidades úteis no ambiente extra-acadêmico. Outro aspecto importante na utilização dos jogos digitais é o envolvimento e o prazer que o aluno sente ao jogar, aprendendo de forma oblíqua, sem se preocupar necessariamente com um conteúdo. Essa aula de Literatura do curso de Letras, realizada com um jogo criado pela equipe intitulada Jogo Renascença, trouxe um resultado positivo, pois os alunos mostraram interesse, empolgação e também aprendizagem em relação ao assunto trabalhado. Abstract Digital games as a strategy for learning. Designing the game "Renascença" for the subject of literature This study proposes a teaching strategy based on learning with digital games, to provide an active method for higher education, in which students are also involved in the teaching-learning process. From this perspective, ICTs should be used as a resource to make classes more dynamic and interactive. The purpose of games practice is that the student can develop competencies and useful skills for non-academic settings, in addition to learning the specific content of the lesson. Another important aspect in the use of digital games is students’ involvement and pleasure in playing, learning obliquely, without necessarily worrying about content. This literature class for the Bachelor of Arts degree course, which is taught using a game entitled “Renascença”, created by the team, had positive results, because the students were interested, excited and successfully learnt the contents. Keywords: Higher education, digital games, active methodology , interaction, learning.

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Et.al, Charanjit Kaur Swaran Singh. "A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 928–60. http://dx.doi.org/10.17762/turcomat.v12i3.828.

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Gamification is a significant pedagogical approach employed to facilitate learning not limited in educational setting but also across other domains. This pedagogical approach is a hot topic among academics from various disciplines. Various studies domains including education, social sciences, healthcare, tourism, engineering, translation, nursing, arts and applied arts have ventured into gamification to aid learning. Different analysis measures were employed by the researchers to carry out studies on experimental research using different samples to develop the articles. This study is developed with the aims to review and analyse the existing literature related to gamification adding to the research methodologies, types of data analyses, significant findings and also samples used to collect the data. The taxonomies developed based on the reviews made have been categorised based on challenges, motivations and recommendations extracted from the researchers who want to take gamification to the next level in different areas of studies. The researchers of this study conducted a systematic search on topics related to gamification, approaches used for the data analysis and studied on the types of data employed. Search on five main databases were carried out namely Scopus, EBSCHO, ScienceDirect, Web of Science and Taylors and Francis from 2012 September to January 2020. These databases searched were sufficient and dependable to write on gamification. Articles were carefully selected on the basis the researchers’’ inclusion and exclusion criteria (n = 312). The first percentage of the studies (n=19/312) focused on game elements in relation to the implementation of gamification across different age of the learners. This portion of the studies (n=107/312) discuss on digital badges, digital gamification/digital tool, game like educational apps. The second section of the study describe about game-based learning in relation to gamification that emphasised on pedagogies, teaching skills, teaching beliefs, lesson outcomes, theories, learners, emotional engagement, innovative teaching and environment. The portion of the studies (n=43/213) discuss on serious games specifically game principles, behaviour, collaborative work, video games and accommodation of psychological needs. The fourth portion (n=66/312) is on novel emerging trends in gamification namely flipped classroom, blended learning in gamification, collaborative learning and gamification, mobile learning and gamification, CLIL and gamification, MOOC and problem solving that led to transformative pedagogy. The fifth portion (30/312 is on game based eLearning and the last portion is on motivation (47/312). Technological advancement and rapid development in information and communication technologies has increase researchers’ interest to pursue research in gamification to use it as a meaningful pedagogical tool to sustain students’ learning.

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Dissertationen zum Thema "Teaching aspects in digital games"

Pettersson, Izabella, and Ola Wictorin. "Matematiklärande genom digitala lärspel : En analys av digitala lärspel för årskurs 4–6 med fokus på matematiska kompetenser." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84757.

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Idag finns en stor mängd digitala lärspel med inriktning mot matematikundervisning. Tillgången till digitala verktyg i skolan är idag stor och därför finns det goda möjligheter för lärare att inkludera digitala lärspel i matematikundervisningen. Syftet med studien är att skapa ny kunskap om vilket lärande digitala lärspel möjliggör för eleven i matematikämnet. För att undersöka syftet gjordes en innehållsanalys mot några vanligt förekommande digitala lärspel i matematikundervisningen inom svenska skolor för elever tillhörande årskurs 4–6. För innehållsanalysen framställdes några analysfrågor. Analysfrågorna baserades på tidigare forskning och teorier inom läroaspekter hos digitala spel samt ett teoretiskt ramverk som beskriver matematiska kompetenser. Denna studie visar att de lärspel som undersökts har individuella styrkor och svagheter som varierar från lärspel till lärspel, men att alla lärspel ger möjlighet till elevens utveckling och lärande. Gemensamt för lärspelen var att procedurhanteringskompetens ofta aktiverades i uppgifterna medan resonemangskompetens sällan aktiverades. Utifrån studiens resultat identifierades ett behov av att granska de digitala lärspel som finns tillgängliga för undervisning eftersom lärspelens potential varierar, både när det gäller vilka kompetenser lärspelen ger eleven möjlighet att utveckla och på vilket sätt lärspelen skapar möjlighet för lärande. Today there is a large quantity of digital games made for mathematical teaching. Access to digital tools in today’s school are plenty and therefore there are many opportunities to include digital games in regular teaching. The purpose of the study is to create new knowledge regarding the possibility of what games can teach students in mathematics. To be able to explore this possibility, a content analysis was made on a few common games that are used in Swedish schools for grade 4-6. Some analysis questions were produced and were based on research and theories within teaching aspects in digital games. Other questions were produced based on a theoretical framework that describes mathematical competencies. This study shows that the games that were analyzed, had some individual strengths and weaknesses that varies between the games. But all games had some quality for mathematical development. A common feature for the games in the study were that procedural competency often were activated in the tasks and reasoning competency seldom activated. Based on the result in the study, a need to review the games that are available for teaching were identified. The reason for this is that the games teaching potential varies, both for the mathematical competencies and how the games enable teaching.

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Jonsson, Sandra. "Are games more than fun? : Motivational aspects on digital games." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-63288.

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Games are increasingly becoming a powerful and effective tool for training. The use of games as a training tool increase intrinsic motivation which enhances learning. This study concerns why people play and why they continue play. The study consists of two parts; a focus group and a web questionnaire. The results suggest that people prefer playing together with others, and that they play mainly because of entertainment, fellowship and pastime. Results also show that the participants come to an agreement of five different characteristics a game must have in order for the participants to play; a pleasant game feeling i.e.- effects like sounds, characters and environments, variation in tasks, successively increased difficulty, a exciting story and that the game must be understandable. These findings are important because these are factors that game designers must take into consider when designing training games. After all, entertainment and intrinsic motivation in games is some of the general reasons why people play and why they learn, and therefore, a game only designed for training is doomed to fail.

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Kluge, Jacob, and Jonas Bjärnmark. "Digital Games and Language Learning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31841.

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With this survey paper we have contrasted and summarized research on digital games and language learning in order to investigate whether digital games can be used to instil communicative competence in students. In addition, we have examined what kinds of considerations that need to be made by teachers when applying digital games in educational settings. In order to acquire an indication of whether games were being used as a language-learning tool in schools today, we conducted a small pilot study in the region of Skåne. In this pilot study, we asked 10 language teachers whether they had ever used videogames in their language teaching. The pilot study suggested that digital games were not being used as a teaching aid. However, the research examined in this survey paper suggests that videogames can be used to instil dimensions of communicative competence. Research also suggested that digital games only inherently supported one or two dimensions of communicative competence. With regard to this, we argued that all four dimensions of communicative competence can be supported through the use of different pedagogical strategies in combination with other approaches. Furthermore, research suggested that there are necessary precautions for teachers to consider before implementing digital games in teaching (e.g. having sufficient knowledge of the games to be used in order to be able to scaffold them according to students’ needs). Since the research explored in this paper suggest that videogames can be used to instil communicative competence in students, we argued that digital games might be an overlooked asset in language learning.

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Habgood, Matthew Peter Jacob. "The effective integration of digital games and learning content." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10385/.

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This thesis is concerned with how the coveted user-engagement of digital games can be usefully harnessed for educational goals. Educational software has traditionally used gaming elements as a separate reward for completing learning content. The early "edutainment" sector became synonymous with this cursory "chocolate-covered broccoli" approach (Bruckman, 1999): tagging games on to learning content in order to make it more palatable. However, such methods have often proved ineffective (Kerawalla & Crook, 2005; Trushell, Burrell, & Maitland, 2001) and have been criticised for combining the worst elements of both games and education (Papert, 1998) as well as for following extrinsically motivating design models (Lepper, 1985; Parker & Lepper, 1992). This thesis provides a theoretical and empirical exploration of game designs that follow a more integrated approach. Five studies are described which detail the development and evaluation of a new theory for creating intrinsic integration based on integrating learning content with the game mechanics of a game. This includes the development of Zombie Division: a game that teaches mathematics to children through swordplay with skeletal opponents. Two experimental studies examine the motivational differences between integrated and non-integrated versions of Zombie Division by measuring time-on-task. Two more examine the educational effectiveness of integrated and non-integrated versions by measuring learning gains for a fixed amount of time-on-task. Statistically significant results are found which suggest that the integrated version is motivationally and educationally more effective than the extrinsic equivalent. Full results and implications are discussed.

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Jin, Chengyue. "Game narrative conveyed through visual elements in digital games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20104.

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This thesis compares the different concepts of game narrative and traditional narrative, and aims to explore and analyze the relationship between visual elements and game narrative in video games. Game narrative is an emerging narrative based on digital media. It can not only include stories from traditional narratives, but also convey narratives through the virtual environment and mechanisms of games. This thesis discusses the concepts of traditional narrative and game narrative from the basic concepts of narrative, and lists different visual narrative elements and video games of different narrative types on this basis. In addition, this thesis designs a study that includes different dimensions of immersion to investigate the impact of narratives conveyed through visual elements on player immersion.

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Zhu, Jun Chao. "The evolution of official media reports on video games :a case study of the People's Daily." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953768.

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Tirén, Stina. "Digital Games in English Language Learning : A Mixed Method Study of Teachers' and Students' Attitudes to Digital Games and Its Effects in English Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36072.

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The possible benefits of digital games for English language learning and teaching have received increasing attention in recent years as more research shows that digital games can affect students’ learning and motivation within formal education. A great deal of the integration of digital games in school contexts depends on the attitude of teachers and students. The aim of this study is to investigate upper-secondary teachers’ and students’ attitudes toward digital games in the English language classroom in a Swedish context. Additionally, this study will also examine teachers’ and students’ views regarding the effects of using digital games for learning English. This is a mixed-method study, where semi-structured interviews and online surveys were conducted by participants from Uppsala, Gävleborg and Dalarna. 106 students and 11 teachers responded to the online survey, and 3 teachers participated in the semi-structured interview. The results found in this study confirm the findings from the majority of previous studies. Teachers and students are generally positive toward digital games in English language learning, and they see potential effects of using games in class. However, teachers find it difficult to implement digital games due to different obstacles, such as preparation time, lack of knowledge, and finding quality games.

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Lealdino, Filho Pedro. "Jogo digital educativo para o ensino de matemática." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1442.

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Acompanha: Manual operacional do jogo digital educacional: “As aventuras de Simon Bile” A educação matemática tem como um dos desafios criar espaços motivadores para o ensino. Jogos digitais tem o potencial de influir positivamente sobre o sentimento dos alunos quanto ao ambiente da disciplina e assim contribuir com os estudos. Este trabalho investiga elementos para o desenvolvimento de jogos digitais educativos, buscando uma relação clara com teorias de ensino-aprendizagem e aplicando técnicas de engenharia de software. O objetivo da pesquisa é aferir a motivação conseguida por um jogo educativo de matemática, “As aventuras de Simon Bile”, implementado dentro da dissertação. Depois de um teste inicial durante o desenvolvimento do jogo, uma pesquisa experimental foi conduzida com uma amostra de 50 alunos dividida em dois grupos, de controle e experimental. Utilizaram-se como instrumentos um questionário demográfico e um questionário de motivação baseado no modelo ARCS de Keller (2010). A análise dos dados indicou resultados favoráveis, no sentido do jogo construído sobre problemas matemáticos ser motivador para os alunos e permitir que eles dediquem tempo a ele. One of the challenges of mathematics education is creating motivational spaces to teach. Digital games are powerfull tools that have positive impact in students' feelings toward the subject and then contribute to their studies. The present work investigates the fundamental elements to develop educational digital games, in order to find a clear relationship between learning theories and software engineering. The aim of this research was assess the motivation achieved by an educational digital game, called “The Simon Bile’s Adventure”, developed during the dissertation. After an initial test during the game development, an experimental research was conducted with a sample of 50 students divided in two groups, control and experimental. A survey was used as an instrument based in ARCS model of keller (2010) and a demographic survey. The datas' analysis indicated positive outcomes, because the game, that has been constructed within mathematical problems, motivated students to enjoy it and spend time on it.

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Westin, Thomas. "Inclusive Digital Socialisation : Designs of Education and Computer Games in a Global Context." Doctoral thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-141340.

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Digital socialisation is to learn the ways of living online, across national borders, local cultures and societies and has to be inclusive for equal participation. Conditions for this socialisation process are different due to both local and individual limitations. In a high-income country like Sweden, playing computer games are one of the most common practices for digital socialisation among youth online (digital youth), but rarely in school with teachers. Thus, there is limited institutionalised support taking responsibility for the socialisation process online of digital youth. As contrast, in a lower middle-income country like Sri Lanka, telecentres provide holistic community services with free access to computer hardware and sometimes also Internet to bridge an internal digital divide. However, there are still several barriers for inclusive digital socialisation, such as shortage of teachers, infrastructure, accessibility and a language barrier. The problem is that digital youth have to overcome barriers for inclusive digital socialisation, often with limited institutionalised support. Game oriented education (GOE) is a potential approach to bridge these barriers. Thematic questions were: How can environments for inclusive digital socialisation be designed for digital youth who: T1) are gamers that are excluded in school; T2) are living in underprivileged communities; and/or T3) have disabilities and play games? A related thematic main question is: T4) how can education about game accessibility be designed for game developers? Within a design science framework, ethnography showed that GOE with entertainment games enabled gamers excluded in Swedish schools to be included, but could not be sustained by the schools. GOE workshops about programming were a possible way to raise awareness about ICT opportunities at Sri Lankan telecentres. Furthermore, a game prototype for deaf versus blind was demonstrated in workshops within formal education settings in Sweden and Sri Lanka, exploring a design method. Finally, two international online surveys provided data for designing a game accessibility curriculum framework, based upon opinions from researchers and game developers. Conclusions are that GOE may be an environment for inclusive digital socialisation, if it is: 1) sustained in the educational social system; 2) enabled within limits of ICTD; and 3) accessible for digital youth with disabilities. The latter requires: 4) education for game developers. This thesis shows how these requirements may be fulfilled, enabling GOE as a design to achieve inclusive digital socialisation in a global context. At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Manuscript.

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Răzman, Diana Cristina. "Press ‘F’ to pay respects : Grief and memorialization in video games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20098.

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This paper aims to present, discuss, and analyze the potential role of digital games within practices of memory, bereavement, and inheritance. The paper examines how users inhabit game environments, how their in-game memories and identities extend into the real world, and what kind of digital legacy players may be leaving behind. A study based on theoretical frameworks relating to memorialization and grief processing is conducted to look at how games can become part of mourning and memorialization practices.

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Bücher zum Thema "Teaching aspects in digital games"

Games, learning, and society: Learning and meaning in the digital age. Cambridge University Press, 2012.

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Digital games in language learning and teaching. Palgrave Macmillan, 2012.

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Reinders, Hayo, ed. Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267.

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Fay, Nissenbaum Helen, ed. Values at play in digital games. The MIT Press, 2014.

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Playful teaching, learning games: New tool for digital classrooms. SensePublishers, 2011.

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Expressive processing: Digital fictions, computer games, and software studies. The MIT Press, 2009.

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Playing along: Digital games, YouTube, and virtual performance. Oxford University Press, 2012.

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1951-, Dyer-Witheford Nick, and De Peuter Greig 1974-, eds. Digital games: The interaction of technology, culture, and marketing. McGill-Queen's University Press, 2003.

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Expressive processing: Digital fictions, computer games, and software studies. MIT Press, 2012.

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Multiplayer: The social aspects of digital gaming. Routledge, 2014.

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Buchteile zum Thema "Teaching aspects in digital games"

Husøy, Aleksander, and Tobias Staaby. "Teaching with video games." In The Digital Classroom. Routledge, 2020. http://dx.doi.org/10.4324/9781003104148-8.

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Becker, Katrin. "Digital Game Pedagogy: Teaching with Games." In Choosing and Using Digital Games in the Classroom. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12223-6_3.

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Annetta, Leonard A., Shawn Y. Holmes, David Vallett, Matthew Fee, Rebecca Cheng, and Richard Lamb. "Cognitive Aspects of Creativity: Science Learning Through Serious Educational Games." In Teaching Creatively and Teaching Creativity. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5185-3_4.

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Wu, Shaoqun, Margaret Franken, and Ian H. Witten. "Collocation Games from a Language Corpus." In Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_11.

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Wright-Maley, Cory, John K. Lee, and Adam Friedman. "Digital Simulations and Games in History Education." In The Wiley International Handbook of History Teaching and Learning. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch23.

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Reinhardt, Jonathon, and Julie M. Sykes. "Conceptualizing Digital Game-Mediated L2 Learning and Pedagogy: Game-Enhanced and Game-Based Research and Practice." In Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_3.

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Filsecker, Michael, and Judith Bündgens-Kosten. "Behaviorism, Constructivism, and Communities of Practice: How Pedagogic Theories Help Us Understand Game-Based Language Learning." In Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_4.

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Peterson, Mark. "Language Learner Interaction in a Massively Multiplayer Online Role-Playing Game." In Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_5.

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Chik, Alice. "Digital Gameplay for Autonomous Foreign Language Learning: Gamers’ and Language Teachers’ Perspectives." In Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_6.

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Jackson, G. Tanner, Kyle B. Dempsey, and Danielle S. McNamara. "Game-Based Practice in a Reading Strategy Tutoring System: Showdown in iSTART-ME." In Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_7.

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Konferenzberichte zum Thema "Teaching aspects in digital games"

Chaida, Igor, Nickolas Alves Scalabrin, Bruno Henrique Oderdenge, et al. "Aspects of Teaching Portuguese and LIBRAS to deaf children using digital games as a mechanism to improve their motor skills and perspectives." In 2020 3rd International Conference of Inclusive Technology and Education (CONTIE). IEEE, 2020. http://dx.doi.org/10.1109/contie51334.2020.00041.

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Mai, Vanessa, Susanne Wolf, Paul Varney, Martin Bonnet, and Anja Richert. "DIGITAL ENGINEERING: COMPETENCE ACQUISITION AND PROGRAM DEVELOPMENT AS AN OPEN CO-CREATION PROCESS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end090.

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Dealing with the increasingly complex interrelationships in companies, technologies and markets requires engineers to have a holistic, systemic understanding of digital change. Future engineers need future skills and must be able to react to ever faster changing technical requirements by independently expanding their knowledge, developing (technology-based) solution strategies as well as designing, evaluating and communicating these with regard to social, ecological and cultural aspects and requirements. In order to integrate these future skills into existing curricula, study programs must be designed in such a way that they are permeable to continuous and agile adaptation in relation to new knowledge and new technologies. This process can only succeed if universities see themselves as open learning systems that promote co-creation processes among all university stakeholders. The Faculty of Process Engineering, Energy and Mechanical Systems at TH Köln/University of Applied Sciences has recently recognized the resulting need for a transformation process in program development and has further developed the consecutive master's program "Mechanical Engineering/Smart Systems", in which agile learning environments and innovation spaces are created. However, the redesign and further development of modules is not enough. A holistic, systemic understanding in dealing with transformative technologies requires a cultural change in which lecturers and students shape the digital transformation on an equal footing. In a joint learning and research process, they iteratively and agilely test which competencies best prepare students for an increasingly digitalized workplace and which analog and virtual learning spaces this requires. As part of the project "Digital Engineering - Competence Acquisition for Mechanical Engineers in the Digital Age", the faculty is currently implementing the Technology Area, a measure whose aim is to accompany these digital transformation processes at the faculty and to provide lecturers and students with the necessary freedom to experiment with new technologies in teaching. Here, subject-specific teaching and research concepts for the use of new technologies are to be developed and tested together in a co-creation process. The first concepts developed in the Technology Area as well as other Best Practices from the faculty will be presented in the paper. These include the Mixed-Reality-Game FutureING, the Serious Game Worlds of Materials and the development of a StudiCoachBot. In order to promote co-creation processes within and outside the university, a Digitalization Conference was held in May as part of the project to present innovative and forward-looking innovations in engineering education. The reflection of all of the presented initiatives is structurally anchored and professionalized by the House of Excellence in Engineering Education.

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Campos, Ioli, and André Sardo. "Teaching news literacy to children with digital games." In IDC '18: Interaction Design and Children. ACM, 2018. http://dx.doi.org/10.1145/3202185.3210783.

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Mosashvili, Ia, Elmo De Angelis, Tamar Lominadze, Salome Oniani, and Giorgi Mamatelashvili. "Digital Games for Effective Teaching Models of Ecotourism." In 2019 International Conference on Information and Telecommunication Technologies and Radio Electronics (UkrMiCo). IEEE, 2019. http://dx.doi.org/10.1109/ukrmico47782.2019.9165456.

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Savvani, Stamatia. "Formalizing Casual Tabletop Games for Language Teaching." In FDG '20: International Conference on the Foundations of Digital Games. ACM, 2020. http://dx.doi.org/10.1145/3402942.3409792.

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Alekhina, L. "Digital Economy And Some Aspects Of Teaching Subjects." In International Conference on Finance, Entrepreneurship and Technologies in Digital Economy. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.63.

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Hubinakova, Henrieta. "SELECTED ASPECTS OF THE RAPIDLY EVOLVING PHENOMENON OF DIGITAL GAMES." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/4.1/s16.032.

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Kayali, Fares, Naemi Luckner, and Peter Purgathofer. "Teaching gameful design." In FDG '19: The Fourteenth International Conference on the Foundations of Digital Games. ACM, 2019. http://dx.doi.org/10.1145/3337722.3341823.

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Petri, Giani, Christiane Gresse von Wangenheim, and Adriano Ferreti Borgatto. "Quality of Games for Teaching Software Engineering: An Analysis of Empirical Evidences of Digital and Non-Digital Games." In 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SEET). IEEE, 2017. http://dx.doi.org/10.1109/icse-seet.2017.18.

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Zainon, Wan Mohd Nazmee Wan, and Abdullah Zawawi. "Exploring The Use of Digital Games for Teaching and Learning." In The 2013 International Conference on Computer Graphics,Visualization, Computer Vision, and Game Technology. Atlantis Press, 2014. http://dx.doi.org/10.2991/visio-13.2014.2.

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Berichte der Organisationen zum Thema "Teaching aspects in digital games"

Hunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley, and Camille Thomas. FSU Libraries Office of Digital Research & Scholarship Annual Report: 2020-2021. Florida State University Libraries, 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.

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The Office of Digital Research and Scholarship partners with members of the scholarly community at FSU and beyond to engage with and act on innovative ideas in teaching, research, and creative activity. We privilege marginalized voices and unique contributions to scholarly discourse. We support interdisciplinary inquiry in our shared pursuit of research excellence. We work with scholars to explore and implement new modes of scholarship that emphasize broad impact and access.Our dream is to create an environment where our diverse scholarly community is rewarded for engaging in innovative modes of research and scholarship. We envision a system of research communication that is rooted in open, academy-owned infrastructure, that privileges marginalized voices, and that values all levels and aspects of intellectual labor. In addition to the accomplishments related to our core work areas outlined in this report, we also developed an Anti-Racist Action Plan in 2020 and continue to work on enacting and periodically revising and updating the goals outlined therein.

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