Relevant bibliographies by topics / Digital-game based learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Digital-game based learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Digital-game based learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Digital-game based learning"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
<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>
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

Ho, Shin-Jia, Yu-Shan Hsu, Chien-Hung Lai, Fong-Han Chen, and Ming-Hour Yang. "Applying Game-Based Experiential Learning to Comprehensive Sustainable Development-Based Education." Sustainability 14, no. 3 (January 20, 2022): 1172. http://dx.doi.org/10.3390/su14031172.

Full text
Abstract:
To promote the United Nations’ Sustainable Development Goals (SDGs), public awareness of the importance and urgency of sustainable development should be raised by providing relevant education programs. Although game-based learning has been confirmed to be one of the most effective routes to deepen public understanding of the SDGs and sustainable development in general, games for comprehensive sustainable development-based courses have yet to be popularized. Thus, we developed a game-based learning approach that delivers comprehensive conceptual information on SDGs. Based on Kolb’s theory of experiential learning, students understood the relevance of the SDGs by playing a board game designed to simulate the real world, including national and international policies. Furthermore, considering the suspension of in-person learning and shifts to digital instruction caused by the ongoing COVID-19 pandemic, a digital version of the board game was created to compare the effects of digital and non-digital game-based learning. A comprehensive sustainable development evaluation questionnaire was developed and optimized using the fuzzy Delphi method to assess the participants’ knowledge of and attitudes toward the SDGs. Our results reveal that the digital and non-digital board game both improve students’ knowledge and attitude toward sustainable development. However, the digital board game was more effective than the non-digital board game.
APA, Harvard, Vancouver, ISO, and other styles
7

Wu, Min Lun. "Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers." Journal of Studies in Education 8, no. 4 (September 27, 2018): 1. http://dx.doi.org/10.5296/jse.v8i4.13022.

Full text
Abstract:
Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.
APA, Harvard, Vancouver, ISO, and other styles
8

Miyan, Masooma Zehra. "Hygiene Awareness Through Digital-Game-Based Learning." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 6, 2018): 67–73. http://dx.doi.org/10.18844/prosoc.v4i8.2986.

Full text
Abstract:
Hygiene education is the major issue in developing nations. Improper sanitation and hygiene are hampering growth in other sectors, particularly education and health. Deaths of 110 children are being caused by improper hygiene in Pakistan [United Nations Children’s Fund (UNICEF)]. Hygiene is essential for eliminating communicable diseases, however in Pakistan, as UNICEF states few people wash their hands with soap after defecation. Hence, with intentions of diminishing malpractices, various serious games have been developed, focusing on training users regarding health, and are gaining admirations in this digital age. In Pakistan, serious games are being used for educational purposes only by elite schools. A pilot study was conducted as phase one of this research for impact assessment of the available games on hygiene as well as to assess the need for a hygiene game in local context. Qualitative research was adopted in this study. Ten learners from socio-economic marginalised areas volunteered in achieving goal by playing serious games. Keeping in mind the fact that these learners have limited vocabulary, interviews were conducted with participants from the focus groups. The participants were engaged and motivated during intervention; however, they required guidance throughout. Therefore, the need for hygiene games depicting local context to minimise guidance required by the learners. Keywords: Hygiene, education, serious game, Pakistan
APA, Harvard, Vancouver, ISO, and other styles
9

OLUWATOYIN, C. AGBONIFO, O. IBAM EMMANUEL, and O. AJAO TEMITAYO. "A DIGITAL GAME-BASED MATRIX LEARNING SYSTEM." i-manager's Journal of Educational Technology 17, no. 4 (2021): 29. http://dx.doi.org/10.26634/jet.17.4.17597.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bourgonjon, Jeroen, Martin Valcke, Ronald Soetaert, Bram de Wever, and Tammy Schellens. "Parental acceptance of digital game-based learning." Computers & Education 57, no. 1 (August 2011): 1434–44. http://dx.doi.org/10.1016/j.compedu.2010.12.012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Digital-game based learning"

1

Burgos, D. "Digital anthropology and educational eGames : learning through behavioural patterns in digital, game-based contexts." Thesis, University of Westminster, 2015. https://westminsterresearch.westminster.ac.uk/item/9x1qq/digital-anthropology-and-educational-egames-learning-through-behavioural-patterns-in-digital-game-based-contexts.

Full text
Abstract:
The selected publications are focused on the relations between users, eGames and the educational context, and how they interact together, so that both learning and user performance are improved through feedback provision. A key part of this analysis is the identification of behavioural, anthropological patterns, so that users can be clustered based on their actions, and the steps taken in the system (e.g. social network, online community, or virtual campus). In doing so, we can analyse large data sets of information made by a broad user sample,which will provide more accurate statistical reports and readings. Furthermore, this research is focused on how users can be clustered based on individual and group behaviour, so that a personalized support through feedback is provided, and the personal learning process is improved as well as the group interaction. We take inputs from every person and from the group they belong to, cluster the contributions, find behavioural patterns and provide personalized feedback to the individual and the group, based on personal and group findings. And we do all this in the context of educational games integrated in learning communities and learning management systems. To carry out this research we design a set of research questions along the 10-year published work presented in this thesis. We ask if the users can be clustered together based on the inputs provided by them and their groups; if and how these data are useful to improve the learner performance and the group interaction; if and how feedback becomes a useful tool for such pedagogical goal; if and how eGames become a powerful context to deploy the pedagogical methodology and the various research methods and activities that make use of that feedback to encourage learning and interaction; if and how a game design and a learning design must be defined and implemented to achieve these objectives, and to facilitate the productive authoring and integration of eGames in pedagogical contexts and frameworks. We conclude that educational games are a resourceful tool to provide a user experience towards a better personalized learning performance and an enhance group interaction along the way. To do so, eGames, while integrated in an educational context, must follow a specific set of user and technical requirements, so that the playful context supports the pedagogical model underneath. We also conclude that, while playing, users can be clustered based on their personal behaviour and interaction with others, thanks to the pattern identification. Based on this information, a set of recommendations are provided Digital Anthropology and educational eGames 6 /216 to the user and the group in the form of personalized feedback, timely managed for an optimum impact on learning performance and group interaction level. In this research, Digital Anthropology is introduced as a concept at a late stage to provide a backbone across various academic fields including: Social Science, Cognitive Science, Behavioural Science, Educational games and, of course, Technology-enhance learning. Although just recently described as an evolution of traditional anthropology, this approach to digital behaviour and social structure facilitates the understanding amongst fields and a comprehensive view towards a combined approach. This research takes forward the already existing work and published research onusers and eGames for learning, and turns the focus onto the next step — the clustering of users based on their behaviour and offering proper, personalized feedback to the user based on that clustering, rather than just on isolated inputs from every user. Indeed, this pattern recognition in the described context of eGames in educational contexts, and towards the presented aim of personalized counselling to the user and the group through feedback, is something that has not been accomplished before.
APA, Harvard, Vancouver, ISO, and other styles
2

Piller, Yulia. "Factors influencing parental attitudes toward digital game-based learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849636/.

Full text
Abstract:
The purpose of this non-positivistic mixed-methods study is to examine parental attitudes towards the use of computer and video games in their child’s classroom and to investigate how the sociocultural contexts in which parents live affect those attitudes. The research was conducted using a mixed-methods triangulation design, including both quantitative and qualitative techniques. First, the study tried to identify which groups of parents were better positioned to accept and support digital game-based learning and which groups were less likely to have a positive attitude toward integrating digital games into the classroom. This study tried to determine if socioeconomic status, age, education level, and/or cultural background could serve as a predictor of parental attitudes toward digital game-based learning. Second, the study tried to recognize how social and cultural contexts in which parents live affect their attitudes toward digital games in the classroom. Many researchers agree that parents play an important role in students’ and eventually, educators’ attitudes toward gaming. It has been argued that if parents accept a certain non-traditional (digital) learning tool, then their children would most likely have a similar attitude toward it. Parents might be the support system that educators need in order to ensure that students are able to see the educational value of video games and are willing to think critically and draw connections between what they learn in a gaming environment and core subject areas.
APA, Harvard, Vancouver, ISO, and other styles
3

Shearer, James D. "Development of a Digital Game-Based Learning Best Practices Checklist." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1303865257.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vogt, Spencer. "Middle School Teachers' Use and Perceptions of Digital Game-Based Learning." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6290.

Full text
Abstract:
Studies have shown that digital media and digital games can enhance students' learning experience. However, few teachers appear to use digital game-based learning (DGBL) regularly. The purpose of this qualitative study was to understand how middle school teachers use DGBL in the classroom and the factors that positively and negatively influenced their choices to use DGBL. Rogers's diffusion of innovations theory framed the study. Research questions examined how middle school teachers use DGBL in the classroom, what they view as positively and negatively influencing decisions to integrate DGBL, and differences based upon the point in their teaching career when they began using DGBL. Eight purposively selected middle school teachers who have integrated DGBL were interviewed. In vivo and pattern coding were used in analysis. Findings indicated that teachers use DGBL to engage students in content, support skill building, promote teamwork, individualize learning, and for feedback and classroom management. Factors that positively influenced adoption included teachers' own gaming experiences and perceptions of positive influence on lesson planning, classroom management, and students. Negative influences included technical difficulties, lack of self-efficacy, perceptions of students being distracted, time constraints, and the need for back up plans. There were some differences between number of years participants had been using DGBL. By better understanding how and why teachers use DGBL, policy makers, administrators, and preservice and professional development providers can develop strategies to better support DGBL use, which will benefit students' learning.
APA, Harvard, Vancouver, ISO, and other styles
5

Mosley, Valdez Lamont. "Learner Perceptions and Cognitive Outcomes of Digital Game-Based Learning in Mathematics." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103635.

Full text
Abstract:
Despite the recent popularity of digital game-based learning (DGBL), far too little evidence exists concerning its benefits in mathematics. The purpose of this research study was to: (a) determine whether or not DGBL is a viable tool in helping students to improve achievement in middle school mathematics and (b) gauge their perceptions regarding the use of DGBL. This study consisted of a convenience sample of sixth-grade students enrolled at a large suburban middle school in a school division in the Commonwealth of Virginia. This study followed a sequential explanatory mixed-methods approach using a one-group, pretest-posttest research design to collect data from participants before and after DGBL intervention to determine if a relationship existed with improved scores on the Ratios and Proportional Relationships Test. Ratios and Proportional Relationships Test scores were collected from the fall 2020 pre and post-test administrations. Students' Perceptions of Digital Game-Based Learning Survey (SPoDGBLS) responses were also collected from participants before (pre) and after (post) the intervention to determine the changes in student perceptions of DGBL. Small group, semi-structured, open-ended interviews were conducted to collect in-depth information regarding student perceptions of a digital game-based approach for learning mathematics. Results of the study found that on average student participants scored higher on the posttest than the pretest, albeit not significantly higher than the posttest cut score. Results also showed that student perceptions of the usefulness of DGBL improved over the course of the 5-week study. The study recommends that school and division leaders consider incorporating DGBL into mathematics instruction.
Doctor of Philosophy
The purpose of this research study was to: (a) determine whether or not digital game-based learning (DGBL) is a viable tool in helping students to improve achievement in middle school mathematics and (b) gauge their perceptions regarding the use of DGBL. A sequential explanatory mixed-method, one-group, pretest-posttest design was followed to compare 21 sixth-grade participants' Ratios and Proportional Relationships Test scores and Students' Perceptions of Digital Game-Based Learning Survey responses before and after a DGBL intervention. Small group interviews were conducted to collect in-depth information regarding participant perceptions of DGBL in mathematics. Results of the study found that participants scored higher on the posttest than the pretest and their perceptions of the usefulness of DGBL improved over the course of the 5-week study. The study concluded that DGBL is a viable tool that can be successfully integrated into regular math instruction and have a positive impact on middle school students' ability to learn and/or retain new math information.
APA, Harvard, Vancouver, ISO, and other styles
6

Cress, Bradley D. "Design and Development of a Digital Game-Based Learning Module on Transportation." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245724226.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Diao, Zhuo, and Yuan Gao. "The feasibility of computer games in learning theory based subjects." Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17480.

Full text
Abstract:
In the era of rapid development of science and technology wherethere has been an extensive development of computer games,The scope of this thesis is discussing the research on a computergame called “Treasure Hunt“, and it will establish whether acomputer game is helpful and has any advantage in learning asopposed to other traditional teaching methods. The aim of thisdocument is to let players interested in the history of Chinesecurrency learn more about it, and also to check the memory ofthe players through the real results of the survey we haveconducted. The thesis is also describing how to analyze andevaluate the result by the game and surveys to see if computergames can be considered as a helpful teaching aid. The game is a3D single player game. The main platform of game is creating inUnity3D .According to the survey results, the entertaining andteaching effectiveness of the game education is working verywell. Thus the author can conclude: computer games can bereally helpful in education.
APA, Harvard, Vancouver, ISO, and other styles
8

Lindskog, Jonas, and Michelle Stavroulaki. "What's their game? - A study of teacher preparation for using digital game-based teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29552.

Full text
Abstract:
The purpose of this study is to examine perceptions regarding digital game-based teachingand the extent to which teachers of English in Sweden have been prepared to use thisapproach. The basis for this study is the research on the effects of digital games for language learning and the perceived lack of the incorporation of these in teaching, creating a gap between student interests and teaching methods. Therefore, this study investigates the approach of teacher educators who are involved in the design of teacher training programs, as well as the perceptions of in-service teachers at secondary and upper secondary schools in Sweden. In-depth interviews and an online questionnaire were used to gather relevant data. The findings show that all teacher educators who were interviewed found digital game-based teaching to be a relevant approach, but they noted that it is not incorporated in their teacher training courses to a sufficient extent. Additionally, the great majority of in-service teachers did not perceive that they received any education on how to use digital games or game elements in their teaching, while most of them found it to be relevant and had used it to some extent. These results would indicate that digital game-based teaching should be integrated to a greater extent in teacher training programs, and steps should be taken to ensure that current research on the topic reaches the teachers out in the field.
APA, Harvard, Vancouver, ISO, and other styles
9

Bufe, Johannes Verfasser], Detlef [Akademischer Betreuer] [Krömker, and Wolfgang [Akademischer Betreuer] Müler. "Game-Design Paradigmen und Lernprozesse im Digital Game Based Learning / Johannes Bufe. Gutachter: Detlef Krömker ; Wolfgang Müler." Frankfurt am Main : Univ.-Bibliothek Frankfurt am Main, 2011. http://d-nb.info/1045005673/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bufe, Johannes [Verfasser], Detlef [Akademischer Betreuer] Krömker, and Wolfgang [Akademischer Betreuer] Müler. "Game-Design Paradigmen und Lernprozesse im Digital Game Based Learning / Johannes Bufe. Gutachter: Detlef Krömker ; Wolfgang Müler." Frankfurt am Main : Univ.-Bibliothek Frankfurt am Main, 2011. http://nbn-resolving.de/urn:nbn:de:hebis:30:3-237083.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Digital-game based learning"

1

Digital game-based learning. New York: McGraw-Hill, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nicola, Whitton, ed. Cases on digital game-based learning: Methods, models, and strategies. Hershey, PA: Information Science Reference, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Burmester, Michael. Digital game based learning: Proceedings of the 4th International Symposium for Information Design, 2nd of June 2005 at Stuttgart Media University. Karlsruhe: Univ.-Verl. Karlsruhe, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Prensky, Marc. Digital Game-Based Learning. McGraw-Hill Companies, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

(Foreword), Sivasailam Thiagarajan, ed. Digital Game-Based Learning. Paragon House Publishers, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Digital Game-Based Learning. McGraw-Hill, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Prensky, Marc. Digital Game-Based Learning. McGraw-Hill Companies, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Prensky, Marc. Digital Game-Based Learning. McGraw-Hill, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Merrick, Joav. Positive Youth Development: Digital Game-Based Learning. Nova Science Publishers, Incorporated, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Merrick, Joav. Positive Youth Development: Digital Game-Based Learning. Nova Science Publishers, Incorporated, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Digital-game based learning"

1

Eslami, Zohreh R., and Mahjabin Chowdhury. "Digital Game-based Learning." In Research Questions in Language Education and Applied Linguistics, 621–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Becker, Katrin. "Digital Game-Based Learning: Learning with Games." In Choosing and Using Digital Games in the Classroom, 25–61. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12223-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Schuldt, Jacqueline, and Helmut Niegemann. "Instructional Design for Digital Game-Based Learning." In Game-based Learning Across the Disciplines, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Go, Christian Anthony L., and Won-Hyung Lee. "Digital Game-Based Learning: An Agent Approach." In Lecture Notes in Computer Science, 588–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73283-9_65.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nieland, Thea, Anna Fehrenbach, Maximilian Marowsky, and Miriam Burfeind. "The Teacher-Centered Perspective on Digital Game-Based Learning." In Game-based Learning Across the Disciplines, 341–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Steinicke, Martin. "Digital Game-Based Learning as Digitization of Learning Culture." In Digitisation of Culture: Namibian and International Perspectives, 73–96. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7697-8_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yu, Jiaqi, and André R. Denham. "Designing an Augmented Reality Digital Game for Adaptive Number Knowledge Development." In Game-based Learning Across the Disciplines, 245–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Scholz, Kyle W. "Digital Game-Based Language Learning in Extramural Settings." In The Routledge Handbook of Language Learning and Teaching Beyond the Classroom, 129–41. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003048169-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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, 32–49. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Flores, Rafael Luis, Robelle Silverio, Rommel Feria, and Ada Angeli Cariaga. "Motivational Factors Through Learning Analytics in Digital Game-Based Learning." In Smart Computing and Intelligence, 213–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9335-9_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Digital-game based learning"

1

"Bad Game, Good Learning; Examining the Contradictions of Digital Game-Based Learning." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.079.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

"Stop Gaming! - Parents’ Attitude Towards Digital Game-Based Learning." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

"MeCo: A Digital Card Game to Enhance Metacognitive Awareness." In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.066.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tan, Phit-Huan, Siew-Woei Ling, and Choo-Yee Ting. "Adaptive digital game-based learning framework." In the 2nd international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1306813.1306844.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hsu, Sheng-Hui, Po-Han Wu, Tien-Chi Huang, Yu-Lin Jeng, and Yueh-Min Huang. "From Traditional to Digital: Factors to Integrate Traditional Game-Based Learning into Digital Game-Based Learning Environment." In 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. IEEE, 2008. http://dx.doi.org/10.1109/digitel.2008.24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Using Frugal Education Principles and the RPG Maker MV Game Engine to Aid the Co-creation of Digital Game-based Learning Resources." In 13th EuropeanConference on Game Based Learning. ACI, 2020. http://dx.doi.org/10.34190/gbl.20.029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"Digital Game-Based Learning for Early Childhood: Guardians’ Attitudes in Pakistan and Bangladesh." In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.163.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Magerko, Brian, Carrie Heeter, Joe Fitzgerald, and Ben Medler. "Intelligent adaptation of digital game-based learning." In the 2008 Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1496984.1497021.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Al-Hammadi, Mariam, and Abdelrahman Abdelazim. "Randomness impact in digital game-based learning." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7096064.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cariaga, Ada Angeli, and Rommel Feria. "Learning analytics through a digital game-based learning environment." In 2015 6th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2015. http://dx.doi.org/10.1109/iisa.2015.7387992.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Digital-game based learning"

1

Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

Full text
Abstract:
Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Digital-game based learning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography