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Dissertations / Theses on the topic 'Digital-game based learning'
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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.
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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.
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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/.
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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.
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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.
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Vogt, Spencer. "Middle School Teachers' Use and Perceptions of Digital Game-Based Learning." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6290.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Berg, Marklund Björn. "Unpacking Digital Game-Based Learning : The complexities of developing and using educational games." Doctoral thesis, Högskolan i Skövde, Forskningscentrum för Informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11805.
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Digital game-based learning has traditionally been examined from an ‘artefact-centric’ perspective that focuses on understanding how game design and principles of learning are, or can be, intertwined. These types of examinations have resulted in many descriptions of games’ educational potential, which has subsequently led to many types of arguments for why games should be used more extensively in formal education. However, comparatively little research has been done to understand the educational settings in which many game-based learning processes and educational games are intended to be applied. The relative lack of research on formal education settings has resulted in a scenario where the educational potential of games is well detailed through theory and understood independently of their actual contexts of use, while successful examples of games “making good” on their promises as educational tools remain rare. This thesis explores and describes the various challenges that the realities of formal education present to developers and educators who attempt to work with educational games. In order to examine the multi-faceted nature of educational games, the research has used a qualitative mixed-method approach that entails extensive literature reviews coupled with several case studies that involve educators, students, and developers. Interviews were conducted in order to investigate these actors’ various attitudes towards, and experiences of, educational games and game-based learning. In addition, more in-depth researcher participation methods were employed during case studies to examine the processes involved in developing, integrating, and using educational games in formal settings. The research revealed obstacles which indicate that processes associated with “traditional” game development are incommensurable with educational game development. Furthermore, the research demonstrates that the use of games in formal education introduces heavy demands on the recipient organisations’ infrastructures, cultures, and working processes. So, while games created for “formal” and “informal” use are superficially similar, the different contexts in which they are used make them distinctly different from one another. The conclusion of this research is that educational games manifest a unique mixture of utility, gameplay, and context-dependent meaning-making activities. Educational games cannot be understood if they are only seen as a teaching utility or only as a game experience. To make educational games viable, both educators and developers need to alter their working processes, their own perceptions of games and teaching, as well as the way they collaborate and communicate with each other and other actors within the educational game ‘system’. The thesis thus argues that a more systems-oriented understanding of educational games, where the game artefact is not treated separately from the context of use, is necessary for both research and practice in the field to progress. To contribute to such an understanding of educational games, a comprehensive model (dubbed the Utility, Gameplay, and Meaning Model) of the ‘educational game system’ is presented, as well as a series of recommendations and considerations to help developers and educators navigate the complex processes involved in creating and using educational games.I denna avhandling presenteras en djupgående undersökning av digitala lärospel och hur de utvecklas för, och används inom, skolutbildning. Lärospelsforskning har traditionellt sett främst fokuserat på att undersöka spels utbildningspotential ur ett produktcentrerat perspektiv där spel och spelare sätts i centrum. Detta perspektiv har bidragit till en högre förståelse av sambandet mellan olika typer av spelmekanik och pedagogiska principer, samt vad spelare lär sig av sina interaktioner med spelinnehåll. Allteftersom denna typ av forskning påvisat olika typer av positiva sammanhang mellan spelande och lärande har således även argumenten och trycket för att använda spel i skolan ökat. Men trots att vår förståelse för vad som händer i förhållandet mellan spel och spelare stärkts, så är förståelsen av de krav och förutsättningar som spel ställer som utbildningsverktyg fortfarande väldigt begränsad; prioriteringen av att förstå spelens inneboende potential har lett till ett synsätt som inte tar utbildningsmiljöers realiteter i beaktande. Resultatet av detta är att det i dagsläget finns en stor mängd argument för varför digitala spel har stor potential för lärande och därmed bör användas mer i skolutbildning. Men det finns få studier som påvisar hur denna potential faktiskt kan uppnås, eller om den ens uttrycker sig som förväntat när spel används i verkliga utbildningssammanhang. Med denna kunskapsbrist i åtanke undersöker och beskriver denna avhandling hur formella utbildningssammanhang och digitala spel förhåller sig till varandra både konceptuellt och praktiskt. Genom fältstudier som inkluderat både utvecklare, utbildare och elever har utmaningar som uppstår i det unika mötet mellan utbildning och spelande identifierats. Observationer från fältstudier stöds även av intervjuer där lärare och utvecklares arbetsprocesser och synpunkter kring utbildning och lärospel undersökts. De huvudsakliga utmaningarna som uppdagats i dessa studier är att den ”traditionella” synen på spelutveckling, spelande och spelare är svårförenlig med skolutbildnings realiteter, pedagogiska principer och skolan som marknad för spelkonsumtion. Kort sagt så delar spel skapade för informellt och formellt spelande (till exempel för hemmabruk respektive klassrumsanvändning) många ytliga likheter, men användningskontexterna introducerar så pass olika krav och förutsättningar att informella och formella spel och spelsituationer inte är jämförbara. I avhandlingen konstateras slutligen att lärospel utgör en unik blandning av användbarhet, spelupplevelser och kontextberoende aktiviteter för meningsskapande. Lärospel kan inte förstås till fullo om de endast ses som läroverktyg, eller endast som spelupplevelser. För att lärospel ska mogna och bli användbara och effektiva inom skolutbildning i större utsträckning behöver både utvecklare och utbildare förändra arbetsprocesser i sina organisationer, och metoderna genom vilka de skapar och använder spel som läromedel. Lärospel kan inte förstås som ett förhållande mellan spel och spelare då de i själva verket utgör ett stort system av aktörer, processer och användningskontexter, som var och en påverkas av individuella och lokala krav och förutsättningar. Med detta i åtanke yrkar denna avhandling för en mer systemorienterad förståelse av lärospel där spelobjektet inte separeras från kontexter och arbetsprocesser. Avhandlingen bidrar till detta systemperspektiv genom att presentera modeller som beskriver systemet som lärospel utgör, samt en serie rekommendationer som kan hjälpa utbildare och utvecklare att navigera de komplicerade processerna involverade i användandet och utvecklingen av lärospel.
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Frederick, Patricia Ann. "Using Digital Game-Based Learning to Support Vocabulary Instruction for Developmental Reading Students." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/154.
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The number of underprepared students entering post-secondary education continues to be a national problem community colleges struggle with by providing remedial instruction while having to satisfy the demands for effective teaching accountability. Reading is one identified area needing remediation; and, a goal for programs to address this shortcoming is to increase vocabulary to improve reading comprehension. The problem was that students placed into developmental courses are often discouraged learners with low motivation and eschew the practice requisite for vocabulary learning.
Many educators are interested in re-creating the compelling environment found in games to parlay the power of digital games to required curriculum learning in order to engage their students. However, despite the preponderance of recent literature advocating digital games for classroom learning, especially the use of complex endogenous games, there is limited empirical evidence for using digital games to achieve defined learning outcomes. Further, no recent studies have examined digital games use with developmental populations. The study designed, developed, implemented, and evaluated the blending of computer-based games with traditional classroom instruction to provide the repetition and active processing required for students to acquire new vocabulary.
The goal was to develop a blended learning design to integrate instructional design and blending design practices to support and improve learning for vocabulary acquisition of developmental readers. A mixed-method (quantitative and qualitative) approach was employed and instructional events for vocabulary lessons were designed and developed using the framework of established models. Pretests and posttest measured achievement in vocabulary gains using three methods of practice: paper-based worksheet, text-based digital game, and video-style digital game. Survey instruments were used to determine students' enjoyment of and motivation using different treatments.
Results confirmed that students found digital games a motivating instructional method; however, no advantage in improving achievement was found using text-based or video-style games over the traditional paper-based worksheets method. A description of the analysis, design, development, implementation, and evaluation of digital games blended with traditional classroom instruction is provided to assist those interested in pursuing digital game-based learning with post-secondary developmental populations. Recommendations are also provided for future research and educational game development.
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Nguyen, Song Huyen Chau. "Impact of digital game-based learning to support students’ cognitive skills development for English language learning in Vietnam." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206449/1/Song%20Huyen%20Chau_Nguyen_Thesis.pdf.
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This research examined how EFL students may enhance their EFL learning by developing cognitive skills through digital game-based learning in a Vietnamese higher education context. The research adopted a qualitative approach involving a cognitive task analysis approach with a pre- and post-test design. The findings indicated that the adoption of digital game-based learning in EFL learning might have had a positive impact on the participants’ cognitive skills development and learning outcomes. The findings of this study contribute to further understanding of the interrelationship between digital game-based learning and cognitive skills in enhancing teaching and learning in the EFL discipline.
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Máthé, Melinda. "Mapping the Landscape of Digital Game-Based Learning in Swedish Compulsory and Upper Secondary Schools : Opportunities and Challenges for Teachers." Licentiate thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181004.
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Interest in the use of digital games in education has been increasing over the past few decades. Advocates argue that digital games are powerful learning tools with the potential to support increased motivational, cognitive, behavioural, affective, physiological and social outcomes. However, empirical evidence for their effectiveness is mixed. Research has focused primarily on measuring the effect of games on learning in researcher-controlled experiments, whilst relatively less attention has been paid to the role of teachers. The thesis addresses the research gap by investigating how teachers in Swedish compulsory and upper secondary schools use digital games on their own initiative and how they develop their competencies. It also considers the challenges they face. Data from in-depth qualitative interviews and a mixed method survey are used to investigate the research questions. Both the data collection and analysis have been informed by activity theory. This is also used to problematise the adaptation of digital games as teaching and learning tools. In addition, the analysis explores teachers´ self-reported activities in relation to their disposition towards digital games. The findings show that a diversity of digital games and gamification tools have found a foothold in Swedish classrooms. The participating teachers are interested in introducing and further developing digital game-based approaches, though there are limitations in their use of gaming resources and the extent to which they can leverage these to achieve educational outcomes. The research identifies and discusses four general categories of teachers: non-game users, sceptics, curious adopters and advanced adopters. Results indicate that the more positive disposition of game-using teachers tends to be related to a higher level of pedagogical integration, a greater variety of game use, and a wider range of educational outcomes, as well as an interest in professional development. Digital game-based learning is often understood as the use of gamification tools in the form of quizzes, whereas complex games and longer gameplay are less typical. Whilst most teachers agree on the motivational benefits of digital games, not as many perceive them as effective in teaching new knowledge and cognitive skills. The introduction of digital games is hampered by the lack of access to relevant and good-quality products, financial resources, preparation time and adequate technology, as well as contextualised and flexible forms of professional development. These challenges hint at deeper issues with preexisting education structures. Future research should have a twofold focus: the development of adequate game resources that can support collaborative forms of learning and higher-level skills, and flexible and contextualised competence-development solutions for teachers which are relevant to their needs. The thesis contributes to the current literature by mapping the landscape of digital game-based learning in Swedish compulsory and upper secondary schools. It provides a nuanced understanding of the perspectives of teachers on digital game use and the opportunities and challenges presented by digital game-based learning.
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Nino, Miguel Alfonso. "Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100686.
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The adoption of new technologies in K-12 classrooms usually generates claims about their
effectiveness, but in many cases, these claims are not carefully studied. Furthermore, conclusions drawn from effectiveness studies generally focus on technologies as the sole responsible factor for such effectiveness, without considering other factors and conditions. Through an integrative review, this study evaluated and critiqued the current status of K-12 digital game-based learning (DGBL) to determine the implications and limitations of these effectiveness claims, as well as problems when conducting this type of research. In addition, this study explored factors and conditions, beyond the digital game, that could have had an impact on effectiveness. Findings from this study can provide teachers and researchers a guide to effectively implement and research DGBL in K-12 classrooms, as well as conceptual classifications of factors and conditions that could play an important role when adopting digital games in instruction.Doctor of Philosophy
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Ivarsson, Anette. "Digital teknik och game based learning samt gamification i de yngre åldrarna : En intervjustudie." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-409076.
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The aim of the study was to explore preschool teachers and preschool pre-service teachers approaches to gamification, game based learning and digital technology in early childhood education. The theoretical framework in the study is based on Mishra and Koehler's (2006) Technological Pedagogical and Content Knowledge (TPACK) theory. The method for the study was individual interviews and focus group interview. The results show that the area is relatively unknown to the participants in the study, as their focus when using digital technology is on documentation of preschool activities as well as searching for facts about various subject areas. Personal attitudes and values are of great importance for how digital technology is used in early childhood education. The results also show a lack of knowledge in teaching with digital technology, game based learning and gamification. Further research in the area is needed to support active preschool teachers to develop their didactic approach and to find ways to work with digital technology, game based learning and gamification.
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Raptopoulou, Anastasia Thomai. "Mind the Gap : A qualitative study on preschool teachers’ perception on digital game-based learning." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118785.
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The research reported here is a qualitative case study aimed to identify the position of digital game-based learning (DGBL) in the public and private preschools of Stockholm. The research is placed within the broader framework of digital game-based learning and the practical implementation of digital games in education, while the emphasis of the study is given to the role of the teachers in the practical implementation of digital games into the classroom. The research examines the attitude of the teachers towards digital games and investigates the role of these attitudes in the implementation of DGBL. The empirical findings of the study are analyzed and discussed through the prism of the existing literature on the field.The study shows that the perception of teachers on digital games and on the use of technology in early childhood education is the main factor that influences the implementation of digital games in preschools. The attitudes of the teachers can be distinguished in two categories: the positive teachers and the sceptical teachers. Furthermore, there are several other barriers that prevent the spreading of DGBL in the education institutions. Regardless of the teachers’ stance and the existing barriers, teachers are aware of the existence of digital games applicable to the early childhood education and many of them do make use of them. In this study, the ways of implementation of the digital games are also presented. However, teachers do not discuss digital games with the parents, while the discussion among colleagues is limited. The lack of information and appropriate training reveal a gap between the research community and the educational practice of DGBL.
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Mieure, Matthew C. "Gamification: A Guideline For Integrating and Aligning Digital Game Elements into a Curriculum." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339096406.
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Aslan, Serdar. "Game Based Improvement of Learning Fractions Using iOS Mobile Devices." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32013.
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Education plays a pivotal role in shaping the future of any nation. Researchers, pedagogists, and teachers all over the world are constantly working towards improving the process of teaching at all levels of education in order to help impart knowledge in a more effective way. One of the most fundamental branches of education is mathematics. Unless a strong foundation is laid in childhood, it becomes difficult for adults to apply mathematics to their daily lives. Mathematics is such a field that it is integrated in most of our activities. Fractions, a mathematics topic, pose significant challenges for middle school students Although the students generally understand proper fractions (i.e., the numerator is smaller than the denominator), they find it very difficult to learn improper fractions (i.e., the numerator is greater than the denominator). One cannot do away with parts of mathematics curriculum, just because the concept is hard to grasp.
The solution is to come up with alternative methods to teach these concepts, such that they are easier to understand and more fun to learn. This thesis describes a digital game-based solution for teaching fractions to middle school students using iOS mobile devices, i.e., iPad, iPhone, and iPod Touch. We developed a universal iOS game, called Candy Factory, which runs on all iOS mobile devices. The game assigns the student the role of the owner of a Candy Factory and tasks the student to manufacture a candy bar to match the kind and size of a customer order from a whole candy bar that is retrieved from the warehouse. The game is created to teach fractions based on the concept of partitioning and iterating. The student performs various activities such as partitioning, iterating, and measuring to produce the candy bar to satisfy the customer requirements. The game consists of three levels, which help the student progress smoothly from easier problems to more difficult ones. The Candy Factory game, not only helps students learn the fundamentals of fractions, but also makes the learning process enjoyable.Master of Science
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Holmes, Wayne. "Level up! : a design-based investigation of a prototype digital game for children who are low-attaining in mathematics." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:bf3b2309-2d18-4c46-a38a-419ed3d262f2.
Full textAbstract:
In the UK, as many as 20% of children in primary schools are more than two years behind their peers in mathematics. Research-based intervention for such disadvantaged children has been shown to be effective but not always sufficient, such that alternative approaches might sometimes be necessary. One alternative might involve digital games. This study used a design-based research approach to investigate a prototype digital game, that implements principles of an effective numeracy intervention and draws on insights from learning theory and the cognitive sciences, designed for children in primary schools who are low-attaining in mathematics. It comprised three cycles of design, intervention, analysis and reflection. The first research cycle involved the initial design of a prototype digital game, which was researched in one school. The second research cycle involved a second iteration of the game, designed in response to the feedback of teachers and children, which was researched in three schools. The third research cycle involved the design of a final iteration of the game, which to achieve theoretical saturation was researched online with twenty-four schools. The study has shown that a game that implements principles of an effective numeracy intervention and that draws on insights from learning theory and the cognitive sciences can be designed and can be useful in schools for children who are low attaining in mathematics. However, for it to be taken up by schools, the game has to be perceived by teachers to have achieved a quality threshold. In any case, such a game is of limited use in and of itself. Where the prototype game has been shown to be most useful is when it serves as a fulcrum for social interaction and educationally productive discussion between the children and teaching staff: when it becomes an artefact that both supports individual learning and stimulates, scaffolds and mediates dialogue-based collaborative learning.
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Zhou, Ting. "THE EFFECTS OF FULLY VS. PARTIALLY GUIDED LEARNING ON DECLARATIVE AND PROCEDURAL KNOWLEDGE WITH A DISASTER PREPAREDNESS SERIOUS GAME." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1659.
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The purpose of this study was to explore the variables that might affect the learning outcomes of a serious game for disaster preparedness. Literature review in the field has revealed a number of variables that might have effects on the learning outcome with serious games, including: prior knowledge, in game guidance, gaming frequency, and playing skills. However, there has been no study on the relationships and effects between the types of knowledge (i.e., declarative, or procedural) used in serious games and the intended learning outcomes. Using disaster preparedness as a learning context, this study examines the two types of knowledge: (1) declarative (i.e., learners’ ability to retain facts and information), and (2) procedural knowledge (learners’ ability to perform actions and procedures), and their relationships with the learning outcomes of a serious game. The research question was: “To what extent do: prior knowledge, in-game guidance, and gaming frequency, predict the learning outcomes, in the forms of declarative and procedural knowledge of a disaster preparedness serious game?”
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Byun, JaeHwan. "EFFECTS OF CHARACTER VOICE-OVER ON PLAYERS' ENGAGEMENT IN A DIGITAL ROLE-PLAYING GAME ENVIRONMENT." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/595.
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Learner engagement has been considered one of the keys that can lead learners to successful learning in a multimedia learning environment such as digital game-based learning. Regarding this point, game-based learning advocates (e.g., Gee, 2003; Prensky, 2001) have asserted that digital games have great potential to engage learners. Nonetheless, there have been only a small number of empirical research studies of players' engagement, and there is little consensus on which elements of digital games critically engage people in play (Garris, Ahlers, & Driskell, 2002). Furthermore, despite the possibility that sensory stimuli can be factors influencing digital game players' engagement, there have been very few attempts to examine empirically the relationship between engagement and sensory stimuli. This study examined the effects of game characters' voice-over in digital games on players' engagement, by using a short digital role-playing game modified from Neverwinter Nights 2. A randomized control-group post-test only design was used to collect data from 74 participants (22 female, 52 male); engagement was measured by a modification of the Game Engagement Questionnaire (Brockmyer et al., 2009). Data analysis revealed that the GEQ mean scores of the participants who played the game with voice-over was much higher than that of the participants who played without voice-over. The difference of the mean scores between the two groups was statistically significant (t = 2.45, df = 72 p = .02), and the effect size, Cohen's d, was .58 (moderately significant). The results of this study will guide educational practitioners to the identification of more effective ways of adopting, developing, and modifying digital games for educational purposes, as well as furthering the research and guiding the practice in instructional multimedia design and development.
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Vieira, Carla Patrícia Pinto. "Digital game based learning." Master's thesis, 2017. http://hdl.handle.net/10400.26/24621.
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A Hotelaria pode combinar elementos de jogo e utilizá-los para induzir certos tipos de comportamento. As empresas podem através da gamification, motivar os seus trabalhadores para participar na aprendizagem e melhorar a sua produtividade (Negruşa et al., 2015).
Gamification na formação pode ser definida como a adição de elementos comumente associados com jogos para um programa educacional ou de formação, a fim de tornar o processo de aprendizagem mais envolvente (Negruşa et al., 2015).
O projeto tem como finalidade a elaboração de uma proposta de uma plataforma formativa assente em gamification, com conteúdos que respondam às necessidades de formação mais comuns nos estabelecimentos hoteleiros. E concretizou os seguintes objetivos: a) a definição das principais necessidades formativas existentes nas diferentes unidades, centradas em competências técnicas, standards de qualidade de serviço, línguas, técnicas de vendas, gestão de reclamações, mas também comportamentais; b) percecionou os principais obstáculos sentidos pelos gestores e trabalhadores na execução do plano formativo, como o downsizing das equipas, a rotatividade, a gestão de tempo e a desmotivação, e c) identificou a gamification aplicada à formação como uma estratégia motivacional e de adesão à formação.Hospitality can combine game elements and use them to induce certain types of behavior. Companies can use gamification, to motivate their employees to participate in learning and improve their productivity (Negruşa et al., 2015). Gamification in training can be defined as adding elements commonly associated with games to an educational or training program in order to make the learning process more engaging (Negruşa et al., 2015). The project aims the proposal of a training platform based on gamification, with contents that respond to the most common training needs in hotel establishments. And it achieved the following goals: a) the definition of the main training needs in the different units, centered on technical competences, standards of quality of service, languages, sales techniques, complaints management; and also behavioral competences b) perceived the main obstacles felt by managers and employees in the execution of the training plan, such as team downsizing, turnover, time management and demotivation, and c) identified the gamification applied to training as a motivational and engagement strategy to trainning.
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Huang, Li Song, and 黃麗松. "Online Engineering Material Laboratory—Digital Game-Based Learning." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/76986824805774075502.
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碩士國立交通大學
土木工程學系
99
Engineering Material Laboratory is one of the basic courses of Civil Engineering for undergraduate students. The objective of the course is to introduce the properties and relationship between materials which later will greatly help students in other advanced Civic Engineering courses. In traditional Engineering Material Laboratory class, safety procedure, time management and experiment-material costs are the essential limitations, however, give students neither less nor even no chance to review or repeat the experiments from time to time. Using computer capacity and internet efficiency to create an online Civic Material Laboratory platform, this thesis attempts to overcome the restriction in traditional experiment course for students to be able to review the experiments anytime and anywhere. Furthermore, to increase students’ interest, this learning platform is designed as computer games. It’s aimed that through games, students learns the basic knowledge and skills of Civic Engineering students that shall have. Following, the system is verified via civil students and non-civil students. After work, comparing the grades of the pre-test to the post-test, the positive difference show that students’ learning effects are improving. The results of verification reveal that the system is useful for assisting students in learning the Engineering Material Laboratory course.
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Chen, Kuan-chang, and 陳冠璋. "A Digital Board Game Based Learning System for Authentic Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07096107919095363243.
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碩士國立中央大學
資訊工程研究所
99
In this paper, we embedded authentic learning content into a themed board game and presented them by a set of educational equipment- Digital Learning Playground (DLP). DLP applied the idea of mixed reality that students interact to the simulative situations, and also remain some hands-on experience with realia. With this device, we build a digital board game and require students and the teacher to join in to yield the best learning environment- proper assistance and peer cooperation. The showing resulting data depicts that the students were highly engaged and satisfied with learning through a gaming flow. With respect to learning performance, the assessing data indicates an effective learning has been achieved.
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Wu, Yi-Wei, and 吳毅緯. "A Study of Experiential Learning in the Digital Game-based Learning." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/51696979522901533494.
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碩士國立高雄應用科技大學
資訊管理系
97
Recent years, digital game-based learning has become a popular instructional method in education. There are lacking of studies about learning courses with different game types and the effects. Consequently, in this research we develop two instructional games named RPG (role playing game) and LBD (Learning by doing) to discuss which game type is suit for the software engineering course. There are three phases in the research. The first phase is development. By doing literature review, we understand the digital game-based learning and its strength. After that we use experiential learning theory as the learning theory to develop the instructional game. At last, we adopt different game styles to represent these games. Second phase is system implementation. We design and implement games according to the results of previous phase. The final phase is confirmation. Via the experiment and survey, we discuss the learning performance and the differences between two games. After the experiment we have some findings from it. Results show that the scenario of RPG can help students to understand the real situation and gain knowledge. Learners who play the LBD game can learn from making mistakes and promote their memory during this game process. As to the game design aspect, the game tips, interface, usability, and the bugs are important elements for designers to develop an instructional game.
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Chai, Tzu-Yi, and 翟子毅. "Using Digital Game-Based Test to Promote Learning Motivation." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/k99va7.
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碩士國立中央大學
資訊管理學系
105
For the reason to examine the learning effect of the students, the most common way is using a test. But a common test is boring to the student who didn’t have deep inner learning motivation, so it will cause student doesn’t have idea of learning after test, the worst situation is that the student even doesn’t do the test. How to promote student’s learning interest and effect by using Game-Based Test will be explored in this research. Three goals will be achieved, establish a digital learning method and using this method to design Game-Based test to make sure the knowledge will be obtained by learner. The subject of Military training education will be applied in the research, using Keller’s ARCS Motivation Theory as the main architecture, integrate the Game Theory and Digital Game-Based learning features to design the Game-Based test. The pre-test and post-test will be done by experimenter to verification system’s effectiveness. A brand new Digital Game-Based learning architecture will be created, using this architecture to promote student’s learning interest and effect, also verify the effectiveness of digital game learning method.
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LU, HUI-CHUN, and 盧慧君. "Integrating the Digital Game-Based Learning in ElementaryInsurance Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/hw5unz.
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碩士國立臺北教育大學
教育傳播與科技研究所
107
In the “12-year Basic Education Curriculum Outline”, insurance education is part of curriculum in the society, health and sports and comprehensive curriculum for elementary students. The purpose of this study was to explore the effects of integrating digital game-based learning in insurance education for elementary student. This study developed a digital game-based learning material, which used in insurance education for sixth-grade students. The quasi-experimental research was adopted in the study. There were 58 sixth graders in one of New Taipei City elementary school participated for four weeks. The experimental group students learned the concept of insurance by using digital game-based learning materials. The traditional instruction was implemented in the control group. The results were as follows: 1.The experimental group students who used the digital game learning showed significantly higher learning outcomes than the control group students. (1)Students’ scores in the experimental group were significantly higher than the students in the control group in overall learning outcomes. (2)The female students in the experimental group had higher scores than the female students in the control group. There was no significant difference between male students in the two groups. (3)Low-achieving students in the experiment group performed significantly higher the students in the control group in the learning outcomes. There was no significant difference in the learning outcome between the two groups of high-achieving students. 2.In the insurance education learning attitude, the experimental group students showed significantly higher than the control group students (1)The students in the experimental group showed significantly higher than the students in the control group in overall learning attitude. (2)The overall learning attitude scale and aspect of scale in motivation, self-efficacy and learning preference, the female students in the experimental group performed significantly higher than those in the control group. The male students in the experimental group performed significantly higher than those in the control group in overall learning preference. There were no significant differences in the other aspects of scale. (3)The low-achieving students in the experiment group showed significantly higher than those in the control group in the overall learning attitude scale and aspect of scale in motivation, self-efficacy and learning preference. There was no significant difference in the learning attitude between high-achieving students in two groups. 3.Students reported that they had positive attitude towards digital game- based learning materials which can improve learning motivation. They also believed that insurance education can help themselves in the future. Base on the findings of the study, the results of this study can contribute the digital game-based learning for elementary students.
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Yang, Kai-Lan, and 楊凱蘭. "Effects of Game Theory With Digital Game-Based Learning on Sixth Graders’ Speed Class Learning Performance." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/hk4cwf.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
104
Digital Game-based learning have a positive impact on the performance of learning, attitudes and motivation in many learning areas. Thus, digital game-based learning has become one of the important teaching strategy now.Cooperative learning not only helps students obtain basic knowledge and skills, but also help them enhance high-level cognitive abilities. Some scholars put forward that other strategies should be imported in cooperative learning to enhance knowledge sharing between teams. This study hopes to import game theory for improving the sixth graders’ learning performance.To evaluate the effectiveness of the proposed approach,an experiment was conducted on an elementary school Mathematics course by assigning two classes of students to an experimental groups and a control group. The experimental group learned with the game theory integrated digital game-based learning system,while the students in the control group learned with the digital game-based learning system without using game theory strategy.The experimental results show that:1.The experimental group performed significantly better than the control group.2. This strategy enhance math learning attitude effectively in the experimental group.3. This strategy enhance cooperative learning attitude effectively in the experimental group.4. This strategy enhance the acceptance of digital game-based learning effectively in the experimental group. Students have more depth group discussions and better learning performance through this strategy.
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Hsueh, An-Yu, and 薛安鈺. "The Effects of Digital Badge on English Learning Performance and Learning Satisfaction in Digital Game-Based Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/38et9x.
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碩士國立中央大學
網路學習科技研究所
105
In recent years, with the increasing development and prevalence of digital game-based learning and digital badges, how to effectively and efficiently help learners acquire the largest learning outcomes is a crucial question worth deep investigation. A digital game-based English learning system was employed in the current study to examine the effects of different teaching methods on students’ learning performance and learning satisfaction. The study also probed into the relationship between digital badge mechanism and learning performance as well as learning satisfaction. The participants were 49 fourth graders (23 males and 26 females) from three classes in an elementary school in Taoyuan City. Pre-test, post-test, and delay post-test were adopted to examine students’ learning performance and learning satisfaction. The three classes were divided into two experiment groups (Group A and Group B) and one control group (Group C). While Group A adopted a digital game-based English learning system with digital badge mechanism, Group B adopted the same system without digital badge mechanism. Students in Group C learned through a conventional textbook-based instruction. Data analysis included descriptive statistics, ANOVA, correlation analysis, and regression analysis. The results revealed that the proposed digital game-based English learning significantly enhanced students’ English learning performance and learning satisfaction. Furthermore, digital badge mechanism enabled students to learn with personal goals, thus leading to better learning performance. The question practice times and badge collection also facilitated English learning performance.The combination of digital game-based English learning system and English textbooks used in elementary schools effectively enhanced students’ English learning satisfaction and performance.
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Lamas, Miguel Moreira da Cunha. "Digital game-based learning as an active learning approach to promote adaptive transfer." Master's thesis, 2013. http://hdl.handle.net/10071/7354.
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Esta dissertação tem como objectivo analisar a promoção da aprendizagem activa nas secções de formação que utilizem digital game-based learning e em que medida essa promoção se traduz num aumento da adaptabilidade dos formandos.
O estudo consistiu num questionário que mediu as percepções que os jogadores de jogos de vídeo tinham acerca da presença de componentes de treino (aprendizagem exploratório e gestão de erros), processos auto-regulatórios (actividade metacognitiva, motivação intrínseca e auto-eficácia) e de resultados de aprendizagem (transferência analógica e transferência adaptável) em jogos de vídeo. O questionário foi preenchido por uma amostra de 220 indivíduos de diversas idades.
Os resultados do estudo mostraram que quando jogos de vídeo são percepcionados como indutores de aprendizagem exploratória ou gestão de erros, têm uma relação positiva com os diversos processos auto-regulatórios. Para além disso, os processos auto-regulatórios actuam como mediadores da relação entre os componentes de treino e os resultados da aprendizagem testados. O estudo também descobriu que reacções emocionais negativas a erros têm um impacto positivo fraco nas actividades metacognitivas e uma relação positiva com a transferência adaptável, mediada pela actividade metacognitiva.
As conclusões apresentadas permitem considerar os jogos de vídeo como adições relevantes a formação organizacional profissional, uma vez que estes têm o potencial de promoverem os mesmos resultados de aprendizagem que outras intervenções que usaram uma abordagem de aprendizagem activa, quando incluem os componentes de treino requeridos.
O presente trabalho é o primeiro que tenta analisar digital game-based learning como uma abordagem capaz de promover componentes de aprendizagem activa e, igualmente importante, o primeiro que analisa a capacidade que os jogos de vídeo têm de promover a transferência adaptável dos conceitos apreendidos enquanto os jogam.This dissertation aims to analyse the promotion of active learning components in training interventions that use digital game-based learning and, moreover, if said promotion translates in an increase of the adaptability of the trainees. The study consisted on a survey that measured the perceptions of video game players about the training components (exploratory learning and error framing), self-regulatory processes(metacognitive activity, intrinsic motivation and self-efficacy) and the learning outcomes (analogical transfer and adaptive transfer) promoted by playing the games. The survey was answered by 220 persons of several ages. The results of the study showed that when video games were perceived as inducing exploratory learning or error framing they had positive relationships with several self-regulatory processes. Also, these self-regulatory processes also acted as mediators in the relation between the training components and the learning outcomes tested. The study also discovered that a negative emotional reaction to errors had a weak positive impact on the metacognitive activity, and had a positive relation with adaptive transfer, mediated by metacognitive activity. The presented conclusions lead to the consideration that video games are relevant additions to professional training in organizations, as they have the potential of promoting the same learning outcomes present in training interventions that used an active learning approach, if embedded with the required training outcomes. The present work it is the first one, to the knowledge of the researchers, to see analyse digital game-based learning as an approach capable of promoting an active learning intervention and equally important the first to analyse the capacity that video games have of promoting an adaptive transfer of the learned concepts while playing.
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Lin, Chia-Wei, and 林家葳. "Digital Game-Based Learning: A Case Study on Elementary Students' English Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/68337212852159185541.
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碩士國立彰化師範大學
英語學系
104
With the trend of children living in a highly media-influenced environment, this study investigated Digital Game-Based Learning (DGBL) on elementary students’ English learning in Taiwan. Additionally, students’ attitudes and perceptions were examined. Participants were four fourth-grade elementary students in a private science and language classroom in Changhua County. To explore the students’ attitudes and perceptions, qualitative data including classroom observation notes, student interviews, and researcher reflection journals were collected, examined, and analyzed. Findings indicate that students held positive attitudes and perceptions toward DGBL. It provided several benefits including arousing students’ interest, making learning fun, improving students’ attention, shifting classroom authority, and boosting the classroom atmosphere. Overall, this study recommends that DGBL could serve as an alternative in teaching to facilitate students’ English learning in Taiwan elementary school classroom.
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Hong, Ting-Wei, and 洪婷瑋. "Effects of Digital Game-based Learning on Students’ Confucian Analects Learning Performance." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/16258786540862455832.
Full textAbstract:
碩士國立臺灣科技大學
數位學習與教育研究所
103
As the most prominent classic of Chinese Confucianism, Confucian Analects covers issues of politics, education, literature, philosophy, life attitudes, etc.; courses of Confucian Analects help students learn manners and responsibilities of life. It is more important to internalize the ideas of Confucian Analects by one’s spontaneous behaviors rather than to memorize them. Even though traditional teachings which center on memorization make students recite Confucian Analects fluently, they do not exactly comprehend and use its idea in everyday life. This study explores the effects of applying game-based learning, which creates story-like scenarios and guides students to learn its meanings, in studying Confucian Analects. The participants of this experiment are two rooms of fifth graders in Taipei City. The experimental group is twenty-five fifth graders in room eight who learn by using RPG Marker’s digital-game-based learning mode while the control group is twenty-five fifth graders in room three who are lectured with the help of ordinary technology. As the result of this experiment shows, the scenarios of game-like learning considerably benefit students' motivation, learning method, and acceptability of using technology.
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LIN, PING-YUN, and 林平芸. "The Effect of Digital Game-Based Learning—Parasitic Morphological Identification." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/q7eqp9.
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碩士國立臺北科技大學
互動設計系
107
Medical parasitology is an important applied course in clinical medicine. As various parasites have diverse appearances and extremely high similarity, clinical teachings emphasize on observation and identification techniques. When faced with problems on the identification of parasites, students can only listen to the explanation provided by their lecturers or memorize the content from textbooks. Thus, for beginners, medical parasitology is a difficult subject to understand, and it does not pique their learning interest. Therefore, in this study, we examined theories on game-based learning, scaffolding, flow experience, and others from available literatures. In addition, we employed an ADDIE model and used common human gut parasites in clinical practice as the learning content. According to the learning objectives of the course, “scaffolding” is used in the learning content to plan the learning map of the course, to develop and design the “parasite identification mini-encyclopedia” game-based learning app, and to guide the reading of teaching materials through game levels. To understand the effects of this learning method on student learning, our study was divided into two stages with a total of 131 valid samples. In the first stage, we examined the effects of integrating the “Parasite Morphological Identification Mini-Encyclopedia” game-based learning APP into a practical course that taught flow experiences to students. The study subjects were students from a five-year junior college program and the Department of Medical Biotechnology and Laboratory Science of two medical universities, who were beginning to learn about parasites. The results of this study showed that students had the best perception for the “Exploration” dimension in the flow experience scale. Regardless of the entrance score of students, there were no significant differences in the five dimensions of flow experience (Enjoyment, Concentration, Control, Exploration, and Challenge), and all students showed positive learning emotions. For the second stage, we selected students from a medical university and divided them into the experimental and control groups based on their classes. A learning model satisfaction questionnaire was administered for subjective testing. The results showed that students who used the game-based learning APP were able to understand the learning content, found it more interesting than the previous teachings, learned how to identify parasite morphology, and observed the morphology of different parasites. In summary, the game-based learning APP can increase the learning interest of students with different entrance scores and can change the rote memorization study method. Guidance through the game levels can enable students to better understand the differences in parasite morphology, effectively stimulate self-exploration, and result in positive experiences.
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Huang, Ru-wen, and 黃如妏. "The Impact of Digital Game-Based Learning and Digital Badges on English Learning Motivation and English Learning Performance." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/25728987243519604243.
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碩士國立中央大學
網路學習科技研究所
103
In recent years, the field of digital game-based learning is widely explored. Many studies utilized digital game to help learners acquire knowledge in an engaging way, reduce frustration, and enhance learning motivation. As a gaming mechanism, digital badge help learners build learning objectives, connect to learning content, enhance active participation, track records of learning, and provide proof of achievement. However, the effectiveness and correlations of digital game-based learning and digital badge with learners' English learning achievement and English learning motivation are worthy of further exploration. This study developed a digital game-based English learning system, analyzing the difference between traditional teaching and digital game-based learning. In addition, this study featured a digital badge mechanism (star achievement practice question, leaderboard and badge), discussing correlations of digital badge mechanism with English learning achievement and English learning motivation. A total of 54 third grade elementary school students participated in this study. The experiment group (DGBL) was 33 students. The control group (traditional teaching) was 21 students. This study used descriptive statistics, t test, Pearson correlation coefficient and regression to analyze the data. The results showed that the digital game-based English learning systems can improve learning performance, but there is no significant influence on learning motivation. Learners in traditional teaching and DGBL are no significant differences in English learning performance and English learning motivation. Learners with lower English learning achievement made use of the star achievement practice to frequently practice and drill. Learners with higher English learning achievement and higher English motivation got higher number of badges. Overall, it was found that the digit badge mechanism can predict and explain the English learning achievements and English learning motivation to a certain extent.
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Wu, Shu Chen, and 吳叔鎮. "The Effect of Digital Game-Based Learning on Sixth-Grade Students’ Science Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/48776150302930585115.
Full textAbstract:
碩士國立臺北教育大學
教育傳播與科技研究所
99
The purposes of this study were to develop the digital game-based learning material and to examine the effects on elementary students’ science learning and science process skills. The game-based learning system was developed to integrate the game factors into science contents including “Oxygen and Carbon Dioxide”, “Electromagnetic World” and “Science Process Skills ”. The quasi-experimental research was implemented for eight weeks. Fifty-four sixth-graders from two classes were assigned to the experiment group for digital game-based learning and the control group by the web-based learning. The achievement tests on the lessons of “Oxygen and Carbon Dioxide” and “Electromagnetic World” Learning were used as the pre- and post-tests. The Science Process Skills Learning Test was also adopted in this study. Students’ attitudes toward the digital game-based learning were collected by interviews. According to quantitative and qualitative analyses, the results were shown as follows: 1.In terms of science learning, the results revealed that the students in the game-based learning group performed significantly than the control group on the “Electromagnetic World” lesson, especially for average-, high-achieving, and male students. 2.Thers is no significant differences between the digital game-based learning group and the control group on the Science Process Skills Learning Test. 3.According to the online learning process, the data showed the digital game-based learning inspired the experimental group students’ motivation on learning science. The results also indicated the significant positive correlation between students’ performance online and their science achievement. 4.The results of interviewing revealed that the most of the students generally had ideal performance in “formulating hypotheses”, “interpreting data” and “experimenting”, however, poor performance in the “controlling variables” and “defining operationally”.
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Hao, Kuang-Chung, and 郝光中. "The research on digital game-based learning and learning motivation—the digital materials for elementary school students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/kbnhp4.
Full textAbstract:
博士國立臺北科技大學
設計學院設計博士班
104
Digital game-based learning is already quite common in various subjects. Teaching materials with animation and games can increase the learners’ motivation. Therefore, this study focused on the relationship between game design elements of digital game-based learning and learning motivation. In the parts of theory construction, we established a newly design framework for digital game with 5 elements: game Mechanics, Operating functions, Fun, Fiction and narrative, Aesthetics and graphics --MOFFA framework. In order to verify the feasibility of the MOFFA framework, two digital educational games and four experiments were developed to explore the relationship between digital game design and learning motivation. In experiment one, an educational game (CCMLS) of the natural science and technology and life course was developed based on digital game design elements, combined ARCS motivation model, and the theory of humor. This experiment explored the impact on ARCS Motivation Theory due to digital game design. Canonical correlation analysis was used to identify the most significant factors. The results display fun and interest increases the level of confidence. In experiment two, a digital game teaching material and non-digital game teaching material were compared on learning motivation and learning effectiveness. CCMLS was used in the experimental group while the videos used in the control group. The results showed significant differences on learning motivation and learning effectiveness between 2 groups. In experiment three, the canonical correlation analysis between Augmented Reality design elements and ARCS Motivation Theory were explored, and the result showed that 3D graphics and Relevance were exhibited a high correlation in canonical correlation analysis. In experiment four, four genres of Augmented Reality English learning games were developed. They were each rated for their level of learner satisfaction. The result showed that the one with role-playing and animation received the highest praise in all aspects of 3D images, interface design, operational function, and fun of materials. Moreover, boys’ favorite type of games is role-playing, while girls’ favorite type of games is quiz game. This study contributes to the MOFFA framework of digital game design. In addition, it provides a foundation for the developmental process of educational digital game. Educational game designers can use this as reference materials in the future.
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Tsai, Cheng-Kang, and 蔡承剛. "Flow and Learning Performance; When Special Education Students Learning with Digital Game-Based Learning System." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/37719270604119488908.
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碩士國立彰化師範大學
資訊管理學系數位內容科技與管理碩士班
104
This study aims to investigate the differences between digital game based learning and traditional learning on flow experience and learning performance in math study. The experiment uses the brain computer interface (BCI) and a digital game based learning system developed by researcher, as the tools to the experimental group. On the other hand, traditional teaching material will be the tools to the control group. The experimental subjects are third to sixth grade students with learning disabilities (LD) or mild mental retardation (MMR). We then analyze the collected data and compare the differences between two groups on attention data and learning performance. According to the results, we find that students who used the digital game based learning system (experimental group) will get a better flow experience than students who used the traditional teaching material (control group). In addition, with the aid of the digital game based system, experimental group does increase their learning performance significantly. Last but not least, experimental group also achieve significantly better learning performance than control group. To sum up, we can say that use of the digital game based learning system assist the students with LD and MMR gain better flow experiences in study, and improve their learning performance.
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Kuo, Tzu-Yu, and 郭姿妤. "A study of Parent-Child Play in Digital Game-Based Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/673cqj.
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碩士中華大學
資訊管理學系碩士班
101
This study conducted an empirical study of parent-child play in a multiplayer competitive English vocabulary learning game to investigate parents’ and children’s attitudes towards educational games and whether there were differences between parents’ and children’s attitudes after parent-child play. In the globalized society, English communication competence is indispensable and learning English has be-come a part of lives in many non English speaking countries Twenty groups of par-ent-child volunteers were recruited. The children were fifth or sixth grade elemen-tary students. The results show that the educational game can effectively enhance children’s recognition of English vocabulary. Both children and parents had positive attitudes towards the game in terms of pedagogy, game, society, and system. Inter-view responses show that parent-child play in multiplayer competitive educational games provides a solution for parents to help low academic performance children learn. Many parents gave their children advice to spell words and almost children were willing to accept advice even though they were opponents in the game. Chil-dren may feel a sense of accomplishment when they win their parents so that get motivated to learn through parent-child play. Children enjoyed parent-child play in that they can have more time to interact with their parents. This study provides evi-dences that parent-child play in educational games can be a possible way to not only let parents help children learn but also enhance parent-child relationships.
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Yu-Wen, Chiang, and 蔣昱雯. "A Study of Digital Game-based Learning Teaching Material Evaluation Indicators." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/97852433313315786385.
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碩士國立臺北教育大學
教育傳播與科技研究所
96
The purpose of the paper is to construct the evaluation indicators for the elementary and junior high school stage’s teaching material of Game-based learning, provides for the digital teaching material manufacturers and suppliers who has ambition to step into Game-based learning sphere. The evaluation indicators established by analyzing the literatures of digital games、educational media evaluation and quality criteria for E-learning courseware, and according to the characteristics of Game-based learning. After collecting related information, the research used the Delphi Technique Method to determine the evaluation indicators of Game-based learning teaching material. The findings of this study described as below: 1. After reviewing the following literature such as “digital games’s characteristics and riles“、“educational media evaluation items” and “quality criteria for E-learning courseware” etc., the researcher concluded the 5 dimensions and 53 indicators of Game-based learning teaching materia. There were the considerations of the integral design、the intergration of game elements、basic environment needs、function design and interface design. 2. After using the Delphi Technique Method, five dimensions and 47 indicators were constructed into the evaluation indicators of Game-based learning teaching material. Finally, the researcher made some suggestions for future.
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Chen, Ying-Hao, and 陳鷹皓. "E-learning supporting system for medical education based on digital game." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/02896946422063980617.
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碩士臺北醫學大學
醫學資訊研究所
92
The main purpose of this study was to develop an e-learning supporting system for medical education based on digital game. Primarily the purpose of this study is to integrate the characteristics of e-learning and online games., Presents the medicine contents by game. All medical science data is looked for up by textbook and internet. After the classification, according to curricular data of the learning target sorting. Finally transforms the medicine content for the online game uses the script. Set the different game mission according to the structure of the game. This research using the online game to simulates a Virtual environment. Let the user carried on the quest in pre-established environment through the way of the role play. In the game platform, This study uses Synthetic Reality Corporation Well of the Souls software game platform to design the online game. Well of Souls is a shareware and don’t need to use high level hardware. This game platform can design include console games or online games .This research uses Well of Souls make the medicine content transfer to the online game environment.
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Huang, Shao-Yu, and 黃劭宇. "The Effectiveness Analysis of Digital Game-based Learning Materials with Challenges." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56906912747479643146.
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碩士國立暨南國際大學
資訊管理學系
103
Digital game-based learning is a new way of education that combines “digital games” and “game-based learning”. It includes the characteristics of game-based learning such as entertainment, interactivity and fun. Furthermore, it also contains the elements of digital games such as images, sounds, stories and sensory stimulation. According to the research of the experts, applying digital game-based learning can enhance not only the learning efficiency and the cognitive ability but also the learning motivation and the studying concentration. Flow theory describes that an individual completely sinks into a situation without any irrelevant perception. In other words, the situation of entering into the mode of common experience is called “Flow”. In addition, the prerequisite of entering into the mode of “Flow” is the equilibrium between the skills of the individual and the challenges from the situation; namely, only if both of them balance considerably, the individual may enter into the mode of “Flow”. The main purpose of this research is to combine digital game-based learning and the equilibrium between individual skills and situational challenges. This research took database normalization as the material topic and compared three different kinds of instruction materials including traditional learning method, simple game learning method and challenging game learning method. Finally this research found the different effects of the users’ degree of flow, the aspiration to keep using the teaching material, and the learning efficiency among those teaching material.
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Chang, Jo-Ling, and 張若羚. "A Systematic Review of Research on Digital Game-Based Language Learning." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/53534163914042541686.
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碩士國立高雄第一科技大學
應用英語系應用語言學與英語教學碩士班
103
Grounded in the field of Digital Game-based Language Learning (henceforth, DGBLL), this review aims to analyze the emerging trends of DGBLL research through a qualitative and narrative approach. The research questions addressed are as follows: 1) What are the frequencies and percentages of published articles related to DGBLL in the selected journals? 2) What research methods are employed in the selected DGBLL studies? 3) What target languages are studied in the selected DGBLL studies? 4) What language learners are investigated in the selected DGBLL studies? 5) What digital games are used for second or foreign language learning in the selected DGBLL studies? Four key journals in the field of computer assisted language learning were selected as the corpus to be searched for relevant articles published during 2010 and 2014, including Language Learning and Technology (LLT), Computer Assisted Language Learning (CALL), ReCALL, and The Computer Assisted Language Instruction Consortium Journal (CALICO). A total of 23 articles met the inclusion criteria, and thus were subject to further analysis. The results can be summarized as follows: 1) Only 4% of the articles are identified as related to DGBLL in the reviewed journals; 2) most DGBLL studies employed mixed methods; 3) higher education learners were the most frequently examined group of participants; 4) English was studied by the majority of the DGBLL articles examined in this work; and 5) Massively Multiplayer Online Role-Playing Games are the most commonly used games in the literature. It is hoped that the findings reported in this review may provide new insights and directions for future DGBLL researchers and educators.
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Cho, Yu-Tzu, and 卓玉子. "A Digital Game-Based Learning on Interactive Chinese Idioms Solitaire System." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/16587272041491901285.
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碩士中華大學
資訊管理學系碩士班
99
The current educational environment, the majority of the students understanding of idiomatic language teachers from a direct statement or supplementary materials, to memorize the way to learn, not only the students lack motivation, but also idiom’s meaning is misunderstanding, which led to idiom’s application is wrong. Therefore, this study make a test on first-year junior high school’s students, hopes through digital game-based learning, that become the materials of teachers’ teaching, enable to enhance students' motivation to learn. In this study Idioms Solitaire System, first, according to the students select degree of difficulty, the computer program make a quiz, the students do answer, then the Idioms Solitaire System will make a quiz by your answer, the system’s interactive is go on to you, in the whole course of the game, you can use a variety of prompts to help answer, with the game time rules, to test the amount of student learning and familiarity with idioms, and can learn new idioms and enhance motivation to learn and fun. The results show that the way the game used in the study of learning idioms, for the user is interesting and helpful, the system prompts be enable to assist users to learn more idioms and answer, let the user is willing to learning idioms by using this system, it can prove that digital game-based learning, can become a way of learning.
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Asbell-Clarke, Jordis Jodi. "Martian Boneyards: Sustained Scientific Inquiry in a Social Digital Game." Thesis, 2011. http://hdl.handle.net/1807/31681.
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Social digital gaming is an explosive phenomenon where youth and adults are engaged in inquiry for the sake of fun. The complexity of learning evidenced in social digital games is attracting the attention of educators. Martian Boneyards is a proof-of-concept game designed to study how a community of voluntary gamers can be enticed to engage in sustained, high-quality scientific inquiry. Science educators and game designers worked together to create an educational game with the polish and intrigue of a professional-level game, striving to attract a new audience to scientific inquiry. Martian Boneyards took place in the high-definition, massively multiplayer online environment, Blue Mars, where players spent an average of 30 hours in the game over the 4-month implementation period, with some exceeding 200 hours. Most of the players’ time was spent in scientific inquiry activities and about 30% of the players’ in-game interactions were in the analysis and theory-building phases of inquiry. Female players conducted most of the inquiry, in particular analysis and theory building. The quality of scientific inquiry processes, which included extensive information gathering by players, and the resulting content were judged to be very good by a team of independent scientists. This research suggests that a compelling storyline, a highly aesthetic environment, and the emergent social bonds among players and between players and the characters played by designers were all responsible for sustaining high quality inquiry among gamers in this free-choice experience. The gaming environment developed for Martian Boneyards is seen as an evolving ecosystem with interactions among design, players’ activity, and players’ progress.
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Lai, Wan-Ching, and 賴宛靖. "The Effect of Digital Game-Based Learning on students’ Learning Outcomes: A Meta-Analysis." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/31701619805116691014.
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博士國立臺灣師範大學
教育學系
103
It is assumed that Digital Game-Based Learning is effective because the students now are digital natives. However, the results from previous reviews are ambiguous. This study used meta-analysis as research tool, searched on 78 electronic databases and got 21,502 abstracts at first round search. Followed by the research procedure, 96 articles fitted in the inclusion criteria and yielded 11,898 sample sizes. These 96 articles were carefully coded into six categories: sample characteristics, research design characteristics, program characteristics, digital game categories and digital game characteristics, which 29 moderators were examined. The findings are: DGBL is significantly better than Non-DGBL in academic achievement, affective outcomes and higher level thinking. Academic achievement achieved medium effect size level; affective outcomes achieved medium level; higher level thinking achieved large effect level. Moderators significantly affected the effect of learning. Therefore, based on the research, the researcher gave 16 suggestions: six suggestions for educational field teacher; five suggestions for game designers and five suggestions for future researchers.
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Wu, Chia-chia, and 吳佳佳. "Design and Evaluation of A Digital Game-Based Learning System in English Learning Activity." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/89321939279611222860.
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碩士國立中央大學
網路學習科技研究所
95
Many researchers believe that the learners'' learning motivation and interest can be enhanced by participating in educational games. Video Capture Virtual Reality technology hasn’t been widely used in the field of education. Our team has developed a Digital Game-Based Learning system, PILE (Physical Interactive Learning Environment), which utilized the technology and was applied in educational settings. The main focus of this research is to integrate learning material, technology, learning theories, and learning activities into a re-designed PILE system. A 2-month adoption of the system in field study was conducted for evaluation of learning outcome, motivation, and attitude. This research presented the English learning materials of elementary school grade 3 along with the phonics by the re-designed PILE system in a Digital Game-Based Learning setting. PILE was integrated into the design of learning activities. The experimental group adopted the PILE as an English learning auxiliary tool, while the control group used presentation slides. The learning outcome, motivation and attitude were compared with each other and analyzed. According to results, using the PILE could elevate the learning outcome of learners. Besides, using PILE caused positive enhancements on learning motivation, engagement and attitude. This research has also been verified by the theory of Legitimate Peripheral Participation with the analyze. PILE was adopted as an artifact in the learning environment and became the learners’ focus.
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Chang, Pei-Jung, and 張佩蓉. "Effects of Digital Game-Based Learning on Fifth Grades’ Learning of Factors and Multiples." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/jaxws9.
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碩士國立臺灣師範大學
資訊教育研究所
105
This research was to develop a digital game-supported learning material on concepts of greatest common divisor (G.C.D.) and least common multiple (L.C.M.), to examine its effects on fifth grade students’ math learning achievement, and to investigate learning attitude toward mathematics and students’ perceptions of satisfaction about the learning material. Participants are 61 fifth grade students of two classes at Kaohsiung of Taiwan. All of the students have learned the concepts of divisors and multiples. Research instruments included a game-supported learning material, a mathematical achievement test, a mathematics learning attitude questionnaire, a satisfaction questionnaire, and a teacher interview form. A pretest-posttest quasi-experimental design was used. The research results indicate that both classes have significant improvement on the mathematical achievement test, but without significant difference between classes. Students’ self-confidence in mathematical learning, feeling of the usefulness of mathematics, and motivation toward mathematical learning are highly positive. Class B showed a more positive attitude toward game-supported math learning and had a less mathematical anxiety than class A. Students had a high satisfaction toward the ease of use and the usefulness of the game-supported math learning material.
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Lo, Chin-Tsun, and 羅志圳. "A Study for Effect of Learning Achievement by Using Digital Game-Based Learning from Learning style." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/74885692010142892926.
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碩士康寧大學
資訊傳播研究所
103
The thesis mainly aims to research the effect of digital game-based learning for elementary school students' learning achievement which by learning style. According to the experimentation and auxiliary questionnaire survey, the research selected the teaching unit of “multiplication” in the third grade of elementary school. And the study sample were obtained from one of Tainan country elementary school of two third–grade classes, a total of 56 students. There had a same teacher for experimental group of 28 student that adapted the digital-game based learning and used the traditional teaching method for other 28 students of control group. The major findings of the study were as following: 1. the students of experimental and control group hadn’t reached a significant difference level in the posttest of mathematics learning achievement test. 2. the high,median,low score student groups of experimental and control group hadn’t reached significant difference level in the posttest of mathematics learning achievement test. 3. the kinesthetic learning style students of experimental and control group had significant different level in the posttest of mathematics learning achievement test. 4. the visual and auditory learning style students in the posttest of mathematics learning achievement test hadn’t reached significant difference level. By means of analysis of experiment, we could know how the teacher adapted the different teaching methods which had effect of learning achievement in the students that came from different score group and learning style. Finally, we wish to provide the teacher have more innovations and suggestions for teaching.
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Hsaio, Kai-Chung, and 蕭凱中. "Evaluating Digital game-based learning system by using MCDM model based on Flow theory." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/85216048080941790497.
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碩士國立雲林科技大學
資訊管理系碩士班
101
The game-based learning as a well-known learning method used to teach students in education which learning effect depends on the quality of educational games. In the past the educators are difficult to determine whether the game is quality. Because of game environment is too complex and evaluation methods is difficult to implement. And also there is no method to help educator chosen the appropriate educational games for course. This research proposes a novel model to evaluate educational game based on flow theory and combined the MCDM method to rank educational game for assisting educator selects the best educational game with quality before curriculum implementation. In addition, this study designs the questionnaire of dimensions of flow based on previous related literature. And re-examine the dimension of flow by Delphi method which ask expert to build a new evaluation model for evaluating educational game. And this study developed a game evaluation system named eMLG based on TOPSIS method with situational OWA weighting. In case verification, several experts use the developed system to evaluate three educational games with different type of knowledge and style, and ask experts to fill questionnaire of system satisfaction after evaluation process. The results show that uses this system to evaluate game is more fast and convenient and can effectively recommended best education game with quality for educators in different situations.