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Journal articles on the topic 'And game-based learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Leitão, Rui, J. M. F. Rodrigues, and Adérito Fernandes Marcos. "Game-Based Learning." International Journal of Art, Culture and Design Technologies 4, no. 1 (January 2014): 63–75. http://dx.doi.org/10.4018/ijacdt.2014010105.

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In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.

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Schmitz, Birgit, Roland Klemke, and Marcus Specht. "Game-Based Learning." International Journal of Learning Technology 9, no. 2 (2014): 202. http://dx.doi.org/10.1504/ijlt.2014.064493.

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Avdiu, Eliza. "Game-Based Learning Practices in Austrian Elementary Schools." Educational Process: International Journal 8, no. 3 (September 15, 2019): 196–206. http://dx.doi.org/10.22521/edupij.2019.83.4.

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Wang, Dan, and MAS NIDA MD. KHAMBARI. "The application of game-based AR learning model in English sentence learning." Malaysian Online Journal of Educational Technology 8, no. 1 (January 1, 2020): 63–71. http://dx.doi.org/10.17220/mojet.2020.01.005.

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Bennis, Lamyae, and Said Amali. "From Learning Game to Adaptive Ubiquitous Game Based Learning." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (August 29, 2019): 55. http://dx.doi.org/10.3991/ijet.v14i16.10701.

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Mobile Learning (also known as m-learning) and game based learning (GBL) are two important elements in Technology-Enhanced Learning. By using mobile technology and benefiting from their features we can provide a pervasive learning without being restricted by time and space (Learning anywhere and anytime). GBL over the last decade has played an important role in increasing the motivation of the learner player through the integration of gamification into the learner’s learning process. The combination of the two elements gave birth to a new concept of educational system called Ubiquitous Learning Game (ULG). Mobile technologies are very diverse and market demands push the continued development of new technologies and features that present a big challenge in time and development costs. On the other hand creating a nice game for different player profiles requires the addition of the learner’s model in the design phase of the game. In this sense the main aim of this paper is to present the new architecture of the <e-Adventure > educational adventure games authoring tool and its implementation by addressing the different challenges already cited in order to generate an adaptive ULG for multiples mobile platforms.

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Maindalkar, Advait, Sarvesh Gharat, and Prof Vinod Rathod. "Learning Game Development Life Cycle through Project-Based Approach." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 1302–5. http://dx.doi.org/10.31142/ijtsrd11314.

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Prensky, Marc. "Digital game-based learning." Computers in Entertainment 1, no. 1 (October 2003): 21. http://dx.doi.org/10.1145/950566.950596.

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Sadera, William A., Qing Li, Liyan Song, and Leping Liu. "Digital Game-Based Learning." Computers in the Schools 31, no. 1-2 (April 3, 2014): 1. http://dx.doi.org/10.1080/07380569.2014.879801.

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Spires, Hiller A. "Digital Game-Based Learning." Journal of Adolescent & Adult Literacy 59, no. 2 (April 17, 2015): 125–30. http://dx.doi.org/10.1002/jaal.424.

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Shah, Kavita A. "Game-Based Accounting Learning." International Journal of Information Systems in the Service Sector 9, no. 4 (October 2017): 21–29. http://dx.doi.org/10.4018/ijisss.2017100102.

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Accounting students should enrich themselves with the technical knowledge, critical thinking, and problem-solving skills to be successful in today's competitive environment. To reach these objectives, they should be highly engaged and motivated in the learning process. It has been argued that games can play a useful role in making the study of accounting more interesting, hence increasing motivation. The research presented in this paper explores the impact of learning in an introductory accounting course attributable to the use of games supplementary to the traditional teaching methods. The perceptions of 18 students and six faculties at a tertiary institution in the United Arab Emirates relating to the integration of games in an introductory accounting course were uncovered through semi structured interviews. Prior to the students being interviewed, they had been given the opportunity to play three different types of games in a controlled classroom. The exploratory research found that faculty and students believe that games can motivate students and maintain their enthusiasm and interest in learning in an introductory accounting course. However, faculty are generally not in a favour of introducing accounting concepts in introductory accounting course to students through games. They do agree that games should be used for practicing homework and as fillers in an introductory accounting course. The study accentuates that games are one of the motivational factors to maintain student's interest in the course consistently. This exploratory research will give an idea of innovative learning in the accounting class. It will assist accounting faculty to understand the fact that the use of games can make complex and quantitative subjects like accounting easy to understand and fun without sacrificing the quality of students' foundation learning in the subject.

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Roy, Anupama, and Mike Sharples. "Mobile Game Based Learning." International Journal of Mobile and Blended Learning 7, no. 1 (January 2015): 1–12. http://dx.doi.org/10.4018/ijmbl.2015010101.

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This paper describes an investigatory project to pilot an SMS based game to enhance the training of peer educators of MSM (Males having Sex with Males) groups in India. The objective of this research was to increase the efficacy of the MSM peer educators by bridging the gap between the training needs and their real life experiences. An SMS based game was designed using participatory approaches as a learning support, upholding their real life experiences in game form. The game was designed on an existing platform which provides text role-play games accessed through SMS messages. This paper examines the learning benefits. The findings show that after the intervention the peer educators had better understanding of peer education and organizational support. They also learnt to think critically.

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Yee Tze Yun, Zoe, Noorhaniza Wahid, Norhanifah Murli, Rahayu A. Hamid, and Muhammad Fakri Othman. "2D Platform-based Game of Arithmetic Game-based Learning." Journal of Physics: Conference Series 1049 (July 2018): 012080. http://dx.doi.org/10.1088/1742-6596/1049/1/012080.

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Yang, Shu-Hung, Yu-Ying Wang, Ah-Fur Lai, Yi-Nan Lin, Gwo-Jen Chiou, Ming-Kuen Chen, Victor R. L. Shen, and Chi-Yen Hsiung. "Development of a Game-Based e-Learning System with Augmented Reality for Improving Students’ Learning Performance." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 1–10. http://dx.doi.org/10.14710/ijee.2.1.1-10.

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Currently, the school children usually spend a lot of time on the games in their recreational activities and some of them are even addicted to the games. Compared with other extracurricular activities, the e-Learning system reflects the fact that school children are very interested in the games. As a result, educators have lately craved to develop effective teaching activities that allow the school children to learn some subjects and to play the games simultaneously. Therefore, this study is based on an e-Learning system which combines the serious game by Unity3D Game Engine with augmented reality (AR). Students are able to acquire their knowledge and to foster logical skills via this game-based e-Learning system. According to its efficacy and utilities, this study has assessed and compared the game-based e-Learning system with the traditional learning and other e-Learning systems. The experimental results have indicated that the proposed game-based e-Learning system can outperform other existing systems.

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Shi, Yen-Ru, and Ju-Ling Shih. "Game Factors and Game-Based Learning Design Model." International Journal of Computer Games Technology 2015 (2015): 1–11. http://dx.doi.org/10.1155/2015/549684.

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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.

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Barzilai, Sarit, and Ina Blau. "Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences." Computers & Education 70 (January 2014): 65–79. http://dx.doi.org/10.1016/j.compedu.2013.08.003.

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Emerson, Andrew, Elizabeth B. Cloude, Roger Azevedo, and James Lester. "Multimodal learning analytics for game‐based learning." British Journal of Educational Technology 51, no. 5 (July 3, 2020): 1505–26. http://dx.doi.org/10.1111/bjet.12992.

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Sigurðardóttir, Helga Dís Ísfold. "Domesticating Digital Game-based Learning." Nordic Journal of Science and Technology Studies 4, no. 1 (December 1, 2016): 5. http://dx.doi.org/10.5324/njsts.v4i1.2168.

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<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>

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WenChih Chang, YuMin Chou, and KuenChi Chen. "Game-based Collaborative Learning System." Journal of Convergence Information Technology 6, no. 4 (April 30, 2011): 273–84. http://dx.doi.org/10.4156/jcit.vol6.issue4.30.

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Plass, Jan L., Bruce D. Homer, and Charles K. Kinzer. "Foundations of Game-Based Learning." Educational Psychologist 50, no. 4 (October 2, 2015): 258–83. http://dx.doi.org/10.1080/00461520.2015.1122533.

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Dormann, Claire, and Robert Biddle. "Humour in game‐based learning." Learning, Media and Technology 31, no. 4 (December 2006): 411–24. http://dx.doi.org/10.1080/17439880601022023.

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Karagiorgas, Dimitrios N., and Shari Niemann. "Gamification and Game-Based Learning." Journal of Educational Technology Systems 45, no. 4 (May 17, 2017): 499–519. http://dx.doi.org/10.1177/0047239516665105.

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In the last 10 years, gaming has evolved to the point that it is now being used as a learning medium to educate students in many different disciplines. The educational community has begun to explore the effectiveness of gaming as a learning tool and as a result two different ways of utilizing games for education have been created: Gamification and serious games. While both methods are used to educate, serious games are meant to provide training and practice without entertaining. Whereas, gamification uses game-like features such as points and similar to serious games are not meant to entertain. This review will provide an overview of gamification and serious games as well as the learning possibilities of noneducational games such as massively multiplayer online role-playing games. Finally, massively multiplayer online role-playing games will be discussed in detail as to whether they can meet the general behavioral requirements of effective learning.

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Yi, Liu, Qiqi Zhou, Tan Xiao, Ge Qing, and Igor Mayer. "Conscientiousness in Game-Based Learning." Simulation & Gaming 51, no. 5 (June 9, 2020): 712–34. http://dx.doi.org/10.1177/1046878120927061.

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Background. An increasing number of studies support a mediating influence of personality on video-game preferences and player experiences, and in particular, traits associated with playfulness, such as extraversion. Educational institutions, however, tend to reward serious personality traits, such as conscientiousness. Aim.To discern how students respond to Game-Based Learning (GBL) in the classroom, and to understand if and how conscientiousness mediates GBL, we performed a field study at a leading university of technology in northeast China. Method. In May 2019, 60 bachelor and executive students in public-administration studies consecutively played two digital serious games, TEAMUP (multiplayer) and DEMOCRACY3 (single player). Data accrued through surveys with pregame measurements of personality (conscientiousness), mediating factors (motivation, player experience), learning effectiveness (cognitive and non-cognitive learning), and GBL acceptance. Results. Analysis showed a strong overall learning effect for both games. Conscientiousness significantly related to cognitive learning in both games and noncognitive learning in the multiplayer game only. Conscientiousness also significantly related to player experiences in the multiplayer game. Furthermore, the conscientiousness facet of perfectionism was a dominant factor in player experience and learning. We discuss the findings in light of several aspects around GBL that require more attention and research, especially that, alongside other factors, conscientiousness may be an important dimension to consider in the design and implementation of GBL in education, and GBL can have a positive role in the modernization of education in non-Western countries.

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Yoke Seng, Wong, Maizatul Hayati Mohamad Yatim, and Tan Wee Hoe. "LEARNING OBJECT-ORIENTED PROGRAMMING PARADIGM VIA GAME-BASED LEARNING GAME – PILOT STUDY." International journal of Multimedia & Its Applications 10, no. 06 (December 31, 2018): 181–97. http://dx.doi.org/10.5121/ijma.2018.10615.

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Hartt, Maxwell, Hadi Hosseini, and Mehrnaz Mostafapour. "Game On: Exploring the Effectiveness of Game-based Learning." Planning Practice & Research 35, no. 5 (June 16, 2020): 589–604. http://dx.doi.org/10.1080/02697459.2020.1778859.

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Abdul Jabbar, Azita Iliya, and Patrick Felicia. "Gameplay Engagement and Learning in Game-Based Learning." Review of Educational Research 85, no. 4 (December 2015): 740–79. http://dx.doi.org/10.3102/0034654315577210.

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Baran, Medine, Abdulkadir Maskan, and Şeyma Yaşar. "Learning Physics through Project-Based Learning Game Techniques." International Journal of Instruction 11, no. 2 (April 3, 2018): 221–34. http://dx.doi.org/10.12973/iji.2018.11215a.

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Moon, Jewoong, and Fengfeng Ke. "In-Game Actions to Promote Game-Based Math Learning Engagement." Journal of Educational Computing Research 58, no. 4 (September 27, 2019): 863–85. http://dx.doi.org/10.1177/0735633119878611.

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Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement). This study used and examined the game E-Rebuild, a single-player three-dimensional architecture game that requires learners’ application of math knowledge. Using in-depth gameplay behavior analysis, this study sampled a total of 92 screen-recorded and video-captured gameplay sessions attended by 25 middle school students. We adopted two analytic approaches: sequential analysis and thematic analysis. Whereas sequential analysis explored which in-game actions by students were likely to promote each type of learning engagement, the thematic analysis depicted how certain gameplay contexts contributed to students’ enhanced learning engagement. The study found that refugee allocation and material trading actions promoted students’ content engagement, whereas using in-game building tools and learning support boosted their cognitive engagement. This study also found that students’ learning engagement was associated with their development of mathematical thinking in a GBL context.

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Koivisto, Matti T. "Player Enjoyment in Game-based Learning." International Journal of Assessment and Evaluation 20, no. 2 (2014): 57–62. http://dx.doi.org/10.18848/2327-7920/cgp/v20i02/48341.

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Chee, Yam San, Swee Kin Loke, and Ek Ming Tan. "Becoming Citizens Through Game-Based Learning." International Journal of Gaming and Computer-Mediated Simulations 1, no. 2 (April 2009): 32–51. http://dx.doi.org/10.4018/jgcms.2009040103.

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Whitton, Nicola. "Encouraging Engagement in Game-Based Learning." International Journal of Game-Based Learning 1, no. 1 (January 2011): 75–84. http://dx.doi.org/10.4018/ijgbl.2011010106.

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It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging–either in terms of an initial motivation to play or sustained participation. This paper describes the Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project, which experienced unexpectedly low motivation and participation. Despite extensive marketing, only a small fraction of potential students participated in the game and of those a far smaller number were highly engaged. Evidence from the project is presented and the reasons for the lack of engagement in the game created are considered. Finally the paper reflects on ways in which engagement with game-based learning might be encouraged.

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Charlier, Nathalie, and Bieke De Fraine. "Game-Based Learning in Teacher Education." International Journal of Game-Based Learning 2, no. 2 (April 2012): 1–12. http://dx.doi.org/10.4018/ijgbl.2012040101.

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As educational technology is rapidly changing, greater emphasis has been placed on preparing the next generation of teachers for effective technology integration into the classrooms. In this article, the authors describe the design, implementation, and evaluation of a course on digital game-based learning (DGBL) developed for the preservice teacher training programme in health science education in Flanders, Belgium. The objective was to provide an opportunity for teacher students to explore (i) the possibilities, considerations and constraints related to the use of digital games, and (ii) the practical design and try-out of a game in classroom settings. Results show that the games’ inclusion in the formal curriculum helps students to experience how DGBL can contribute to teaching and learning, improves self-confidence on technological skills, encourages the students to use DGBL in their future teaching activities, and enables them to engage their supervising teachers into using games in their classrooms.

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Vate-U-Lan, Poonsri. "Transforming Classrooms through Game-Based Learning." International Journal of Game-Based Learning 5, no. 1 (January 2015): 46–57. http://dx.doi.org/10.4018/ijgbl.2015010104.

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This article reports an exploratory study which investigated attitudes towards the practice of game-based learning in teaching STEM (science, technology, engineering and mathematics) within a Thai educational context. This self-administered Internet-based survey yielded 169 responses from a snowball sampling technique. Three fifths of respondents were female (59.2% or N=100 females and 40.8% or N=69 males). Slightly more than half (55.6%) of the participants were elementary, secondary and university students. An additional second group of thirty-five per cent (N=59) were teachers who were in charge of STEM educational programs. Almost one tenth (9.5%, N=16) were parents. Frequency tables were used to analyze the quantitative data. The qualitative data was derived from a single open-ended question. The study found some divergent opinions that are useful in considering game-based learning for STEM education in Thailand. The overall average attitude towards the usage of game-based learning was very positive (3.92 out of 5, S.D. = 0.80). The study found that the majority of informants preferred that the delivery mode was online through a web browser followed by the mobile mode through an application and the least preferred was the offline mode recorded on CD-ROM (55.0%, 31.4% and 13.6% respectively). Thai was still the most preferred language to be used though both students and parents surveyed had a stronger preference for English and a Thai-English bilingual mode than the teachers. An important finding in this research was that stakeholders expected game-based learning to be integrated into the traditional classroom because of its enhanced learning approach.

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Wilson, Scott Neal, Caroline E. Engler, Jessica E. Black, Derik K. Yager-Elorriaga, William Michael Thompson, Andrae McConnell, Javier Elizondo Cecena, Ryan Ralston, and Robert A. Terry. "Game-Based Learning and Information Literacy." International Journal of Game-Based Learning 7, no. 4 (October 2017): 1–21. http://dx.doi.org/10.4018/ijgbl.2017100101.

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In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance (relative to controls) on end-of-instruction testing (EOI; end-of-year state testing) suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.

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Sousa, M., and E. Costa. "Game Based Learning Improving Leadership Skills." EAI Endorsed Transactions on Game-Based Learning 1, no. 3 (August 26, 2014): e2. http://dx.doi.org/10.4108/sg.1.3.e2.

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Robbins, Thomas R. "A Learning Curve‐Based Assembly Game." Decision Sciences Journal of Innovative Education 17, no. 4 (October 2019): 344–62. http://dx.doi.org/10.1111/dsji.12190.

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Chang, Wen-Chih, Te-Hua Wang, Freya H. Lin, and Hsuan-Che Yang. "Game-Based Learning with Ubiquitous Technologies." IEEE Internet Computing 13, no. 4 (July 2009): 26–33. http://dx.doi.org/10.1109/mic.2009.81.

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Kearney, Paul. "Cognitive assessment of game-based learning." British Journal of Educational Technology 38, no. 3 (May 2007): 529–31. http://dx.doi.org/10.1111/j.1467-8535.2007.00718.x.

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Aleksic, Veljko. "Digital Game-based Learning Operationalization Strategies." Zbornik radova, no. 21 (December 2019): 279–90. http://dx.doi.org/10.46793/zbradova21.279a.

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The paper presents a theoretical overview of digital game-based learning operationalization strategies. As digital games gradually permeated all the pores of modern society, they clearly cannot stand a side in contemporary educational practice. Three referent strategies for the successful digital game-based learning implementation are presented in the paper, each with its advantages and shortcomings. As this approach is relatively new, there still lacks a unique recommendation for the most efficient or the most successful way to implement digital games in learning process.

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Denham, André R., and Kelly W. Guyotte. "Cultivating critical game makers in digital game-based learning: learning from the arts." Learning, Media and Technology 43, no. 1 (June 25, 2017): 31–41. http://dx.doi.org/10.1080/17439884.2017.1342655.

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Khalafalla, Farid G., and Rafal Alqaysi. "Blending team-based learning and game-based learning in pharmacy education." Currents in Pharmacy Teaching and Learning 13, no. 8 (August 2021): 992–97. http://dx.doi.org/10.1016/j.cptl.2021.06.013.

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Ingole, Nayana, Sunil Kuyare, Preeti Mehta, Madhav Sathe, and Purva Sarkate. "Game-based Learning and Case-based Learning-Exploring Alternative Ways of Learning Medicine." Journal of Research in Medical Education & Ethics 8, no. 1 (2018): 18. http://dx.doi.org/10.5958/2231-6728.2018.00005.7.

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Aguilar, Lourdes. "Learning Prosody in a Video Game-Based Learning Approach." Multimodal Technologies and Interaction 3, no. 3 (July 8, 2019): 51. http://dx.doi.org/10.3390/mti3030051.

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With the growth in popularity of video games in our society many teachers have worked to incorporate gaming into their classroom. It is generally agreed that by adding something fun to the learning process students become more engaged and, consequently, retain more knowledge. However, although the characteristics of video games facilitate the dynamics of the educational process it is necessary to plan a pedagogical project that includes delimitation of learning goals and profile of the addressees, the conditions of application of the educational project, and the methodologies of evaluation of the learning progress. This is how we can make a real difference between gamification and video game based learning. The paper addresses the design of an educational resource for special education needs (SEN) students that aims to help teach communicative skills related to prosody. The technological choices made to support the pedagogic issues that underlie the educational product, the strategies to convert learning content into playful material, and the methodology to obtain measures of its playability and effectiveness are described. The results of the motivation test certified that the video game is useful in encouraging the users to exercise their voice and the indicators of the degree of achievement of the learning goals serve to identify the most affected prosodic skills.

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Wouters, Pieter, and Esmee S. van der Meulen. "The Role of Learning Styles in Game-Based Learning." International Journal of Game-Based Learning 10, no. 1 (January 2020): 54–69. http://dx.doi.org/10.4018/ijgbl.2020010104.

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Adapting learning to the level and preferences of learners and game-based learning have increasingly received much attention. The current study examined whether learning styles based on the Felder-Silverman classification (perception, input, processing and organization of information) influence learning in GBL. Only the input and processing scales were found to be reliable. 109 students from prevocational secondary education played a math game (proportional reasoning) after which learning gain and motivation were measured. Gameplay yielded no learning, but a median-split breakdown (prior knowledge) indicated that students with little prior knowledge did learn from the game, while those with much prior knowledge deteriorated. Subsequent multiple regression analyses revealed no predictive effect for motivation. The processing preference was predictive for learning: Students with an active processing preference performed better than students with a reflective processing preference. The discussion discusses consequences and a number of directions for follow-up research.

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Saba, Tanzila. "Intelligent game-based learning: an effective learning model approach." International Journal of Computer Applications in Technology 64, no. 2 (2020): 208. http://dx.doi.org/10.1504/ijcat.2020.10033899.

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Saba, Tanzila. "Intelligent game-based learning: an effective learning model approach." International Journal of Computer Applications in Technology 64, no. 2 (2020): 208. http://dx.doi.org/10.1504/ijcat.2020.111587.

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Denham, André R., Robert Mayben, and Terri Boman. "Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based Learning Within K-12 Classrooms Through Professional Learning Groups." TechTrends 60, no. 1 (January 2016): 70–76. http://dx.doi.org/10.1007/s11528-015-0019-y.

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Groff, Jennifer, Cathrin Howells, and Sue Cranmer. "Console Game-Based Pedagogy." International Journal of Game-Based Learning 2, no. 2 (April 2012): 35–54. http://dx.doi.org/10.4018/ijgbl.2012040103.

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The main focus of this research project was to identify the educational benefits of console game-based learning in primary and secondary schools. The project also sought to understand how the benefits of educational gaming could transfer to other settings. For this purpose, research was carried out in classrooms in Scotland to explore learning with games played on games consoles, such as PlayStation, Xbox, and Wii. Interviews were carried out with school leaders, classroom teachers, and students in 19 schools and followed up by a series of lesson observations in four of these schools. Findings include significant impact on students’ performance and engagement, as well as strong support from participating teachers and school leaders.

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Jayanti, Esti. "Concept and Implementation of Online Game-Based Learning Approach in Distance Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 444. http://dx.doi.org/10.20961/shes.v3i4.53382.

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<p><em>Education is an endeless learning process either formally or nonformally. To achieve student’s goal, they must develop their potential. This potential can be achieve through learning that is education. In this pandemic situation, student’s doing online learning. But students don’t have any meaningfull learning in this activities. Students have been enamored in online games. The purpose of this study is to describe 1. Online game-based learning approach, 2. Implementation of a online game-based learning in distance learning. The result of this study are: (1) Online game-based learning is a learning approach based on software.; (2) the implementation of the online game-based learning approach in distance learning is combining data collection, system analysis, coding, implementation, and maintenance. The conclusion of this study are online game-based learning is an educational system where teacher can apply an online game for cognitive interest and learning motivation that students need.</em></p>

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Fathoni, Kholid, Rizky Yuniar Hakkun, and Wildan Andaru. "Mobile Game Based Chemical Bond Learning Application." DoubleClick: Journal of Computer and Information Technology 3, no. 2 (February 4, 2020): 99. http://dx.doi.org/10.25273/doubleclick.v3i2.5840.

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<p>Mobile game technology is growing rapidly and this is directly proportional to the increasing number of mobile games in circulation. The growing market of the mobile game industry is not accompanied by the number of games that have educative content in them. The challenging, fun, and addictive nature of the game has a negative impact if no educational content is provided. Therefore, educational content needs to be present in a game so that the game can have a positive impact on the players. This research makes a chemical educational game to study chemical bonding material that aims as an interactive learning media for students and the general public. This game is made based on mobile with 2D characters consisting of 5 levels. Level 1 contains material for salt compounds, level 2 contains material for acid compounds, level 3, 4 and 5 contains material for basic compounds. The results of this game trial show that all the features of this game application run well, can be run on several smartphones, and most users from 20 audiences stated that this game is comfortable and easy to use.</p>

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Kober, Silvia Erika, Guilherme Wood, Kristian Kiili, Korbinian Moeller, and Manuel Ninaus. "Game-based learning environments affect frontal brain activity." PLOS ONE 15, no. 11 (November 19, 2020): e0242573. http://dx.doi.org/10.1371/journal.pone.0242573.

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Inclusion of game elements in learning environments to increase motivation and learning outcome is becoming increasingly popular. However, underlying mechanisms of game-based learning have not been studied sufficiently yet. In the present study, we investigated effects of game-based learning environments on a neurofunctional level. In particular, 59 healthy adults completed a game-based version (including game elements such as a narrative and virtual incentives) as well as a non-game-based version of a number line estimation task, to improve fractional knowledge, while their brain activity was monitored using near-infrared spectroscopy. Behavioral performance was comparable across the two versions, although there was a tendency that less errors were made in the game-based version. However, subjective user experience differed significantly between versions. Participants rated the game-based version as more attractive, novel, and stimulating but less efficient than the non-game-based version. Additionally, positive affect was reported to be higher while engaging in the game-based as compared to the non-game-based task version. Corroborating these user reports, we identified increased brain activation in areas associated with emotion and reward processing while playing the game-based version, which might be driven by rewarding elements of the game-based version. Moreover, frontal areas associated with attention were also more activated in the game-based version of the task. Hence, we observed converging evidence on a user experience and neurofunctional level indicating that the game-based version was more rewarding as well as emotionally and attentionally engaging. These results underscore the potential of game-based learning environments to promote more efficient learning by means of attention and reward up-tuning.

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