Journal articles: 'Digital-game based learning'

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Nitisakunwut, Panicha, Gwo-Jen Hwang, and Natthaphong Chanyoo. "Pedagogical Design Perspective of Digital Game-Based English Language Learning." International Journal of Online Pedagogy and Course Design 12, no. 4 (October 1, 2022): 1–28. http://dx.doi.org/10.4018/ijopcd.311437.

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The number of digital game-based language learning studies over the past two decades has considerably increased. Conversely, game-based pedagogy from the instructional design perspective has been discussed to a lesser extent despite the emergence of a variety of digital games in the global educational technology market. The objectives of the present study were to examine the game design elements of digital game-based language learning as a pedagogical tool for English language settings and to address the application of digital games in pedagogical settings. A scoping review was employed as the research synthesis, and the PRISMA method was utilized to manage the screening process and to code the articles. The results revealed that game design elements including game genres, game availability, and game platforms have an impact on the effectiveness of digital game-based language teaching. In addition, the implementation of digital game-based pedagogy relies upon two aspects: system design and instructional design.

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

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Bakhsh, Khuda, Muhammad Hafeez, Shumaila Shahzad, Bushra Naureen, and Muhammad Faisal Farid. "Effectiveness of Digital Game Based Learning Strategy in Higher Educational Perspectives." Journal of Education and e-Learning Research 9, no. 4 (October 28, 2022): 258–68. http://dx.doi.org/10.20448/jeelr.v9i4.4247.

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Digital game-based learning strategy is now widely used in various fields such as education, marketing and advertising. This learning strategy has attracted great attention from scholars and practitioners in recent years due to its effectiveness in various educational fields. As more research studies favored the constructive impact of games on the learning process, more and more investigators are dedicated to developing digital educational games to enhance learning skills for 21st century requirements. The objectives of the current investigation were: to present a comprehensive and systematic review of the literature of previous studies on the effectiveness of digital game-based learning strategy in a higher educational context; to report the role of various adult learning theories in digital game-based learning strategy; to highlight some barriers and their solutions in digital game-based learning strategy. A total of 20 previous studies on digital game-based learning strategy in higher educational perspectives published from 2008-2021 were selected by inclusion and exclusion criteria for conducting this investigation. The results of the current investigation revealed that digital game-based learning strategy has deep effects on the learning skills of the learners in higher educational perspectives. The digital game-based learning strategy is a better option for the improvement of engagement of learners towards learning and critical thinking skills.

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Tresnawati, Dewi, and Ahmad Arif Budiman. "Game Edukatif Pengelolaan Sampah Menggunakan Digital Game Based Learning-Instructional Design." Jurnal Algoritma 18, no. 2 (March 17, 2022): 523–30. http://dx.doi.org/10.33364/algoritma/v.18-2.834.

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Sampah ialah produk samping yang tidak diperlukan, tidak di idamkan ataupun suatu yang telah dibuang yang bersumber dari aktifitas makhluk hidup serta tidak timbul dengan begitu saja. Didasarkan pada sifatnya, sampah dipecah kedalam beberapa golongan, ialah sampah organik, sampah non organik. Fokus yang diambil untuk penelitian ini adalah pemilahan sampah organik dan non organik. Dalam pemilahannya masih banyak masyarakat yang belum mengetahui mana sampah organik dan mana sampah non organik. Edukasi tentang pemilahan sampah organik dan non organik kepada masyarakat diperlukan untuk memudahkan proses pemilahan sampah. Kegiatan untuk memilah sampah organik dan non organik adalah kegiatan mudah dan nihil akan biaya untuk memelihara Kawasan tempat tinggal, disamping itu bisa memberikan keuntungan bagi kehidupan sendiri dan orang lain, kareana tidak sedikit sampah-sampah yang telah dibuang nyatanya masih memiliki nilai ekonomis. Bukan hanya kepada masyarakat umum, pengenalan dan pemilahan sampah organik dan non organik juga perlu untuk dikenalkan kepada kanak-kanak usia dini dan siswa sekolah dasar agar pemahaman yang ditanamkan sejak dini dapat mereka amalkan dari sekarang. Selain pemahaman sejak dini yang didapatkan, anak-anak juga diharapkan dapat menanamkan kebiasaan untuk memilah mana sampah organik dan non organik sebelum membuangnya pada tempat semestiny. Agar informasi yang disampaikan mudah diterima, maka dikemaslah informasi tersebut dalam bentuk aplikasi permainan yang memanfaatkan metode Digital Game Based Learning – Instructional Design. Hasil dari penelitian ini berbentuk sebuah aplikasi permainan (game) yang memberikan edukasi dan juga mengingatkan kepada seluruh lapisan masyarakat tentang betapa berartinya membuang sampah pada tempatnya serta dapat memilah sampah tersebut dengan baik dan benar.

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Lee, Yu-Hao, Norah Dunbar, Keri Kornelson, Scott N. Wilson, Ryan Ralston, Milos Savic, Sepideh Stewart, Emily Lennox, William Thompson, and Javier Elizondo. "Digital Game based Learning for Undergraduate Calculus Education." International Journal of Gaming and Computer-Mediated Simulations 8, no. 1 (January 2016): 13–27. http://dx.doi.org/10.4018/ijgcms.2016010102.

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This study has two goals: First, to investigate the effectiveness of using a digital game to teach undergraduate-level calculus in terms of improving task immersion, sense of control, calculation skills, and conceptual understanding. Second, to investigate how feedback and visual manipulation can facilitate conceptual understanding of calculus. 132 undergraduate students participated in a controlled lab experiment and were randomly assigned to either a game-playing condition, a practice quiz condition, or a no-treatment control condition. The authors collected survey data and behavioral-tracking data recorded by the server during gameplay. The results showed that students who played the digital game reported highest task immersion but not sense of control. Students in the game condition also performed significantly better in conceptual understanding compared to students who solved a practice quiz and the control group. Gameplay behavioral-tracking data was used to examine the effects of visual manipulation and feedback on conceptual understanding.

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Bufe, Johannes. "Lernprozesse und Lernstile im Digital Game Based Learning." i-com 9, no. 2 (September 2010): 24–30. http://dx.doi.org/10.1524/icom.2010.0019.

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ZusammenfassungVideospiele und Computersimulationen werden zum Vermitteln von Wissen seit vielen Jahren eingesetzt. Sie haben unter der Bezeichnung Serious Game ihr Nischendasein verlassen. Eine entscheidende Rolle für das Lernen mit Serious Games stellt hierbei das Konzept des Erfahren Lernens dar. David Kolb definierte in diesem Modell vier typische Lernstile. Gegenstand des folgenden Artikels ist, den Lernerfolg eines Serious Games FISS (Fertigungs- und Instandhaltungs-Strategie Simulation) in Bezug auf diese Lernstile zu untersuchen. FISS wurde in Zusammenarbeit der Goethe-Universität Frankfurt mit der Daimler AG entwickelt. Im vierten Quartal 2008 wurde FISS bei einem Training von Ingenieuren eingesetzt. In der Auswertung zeichnen sich signifikante Unterschiede zwischen den Lernstilen ab. Unabhängig von den Lernstilen der Teilnehmer wurde eine Leistungsverbesserung festgestellt, jedoch profitieren Lernstile mit Stärken im konkreten Beobachten überdurchschnittlich stark. Im Ausblick ergeben sich hieraus interessante Ansätze für die weitere Forschung.

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Becker, Katrin. "Digital game-based learning once removed: Teaching teachers." British Journal of Educational Technology 38, no. 3 (May 2007): 478–88. http://dx.doi.org/10.1111/j.1467-8535.2007.00711.x.

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Ronimus, Miia, Kenneth Eklund, Laura Pesu, and Heikki Lyytinen. "Supporting struggling readers with digital game-based learning." Educational Technology Research and Development 67, no. 3 (February 20, 2019): 639–63. http://dx.doi.org/10.1007/s11423-019-09658-3.

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Setiadi, AdolfRichardoBagus. "BENEFITS OF DIGITAL GAME-BASED LEARNING (DGBL) FOR ENGLISH LEARNING." International Journal of Advanced Research 6, no. 7 (July 31, 2018): 189–94. http://dx.doi.org/10.21474/ijar01/7351.

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Tsami, Eleni. "Differentiated Learning and Digital Game Based Learning: The KIDEDU Project." Journal of Systemics, Cybernetics and Informatics 20, no. 6 (December 2022): 53–57. http://dx.doi.org/10.54808/jsci.20.06.53.

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The present paper discusses the current developments with regards to digital game-based learning and its applications in the primary education. Furthermore, it presents the KIDEDU project initiated at the University of Piraeus, in order to provide a student-appealing means for cultivating mathematical aptitude.

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Govender, T., and J. Arnedo-Moreno. "Expert Review of Contextual Learning through Extensive Reading in a Digital Game-Based System." International Journal of Languages, Literature and Linguistics 8, no. 3 (September 2022): 137–41. http://dx.doi.org/10.18178/ijlll.2022.8.3.336.

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There are many factors involved in language acquisition, but immersive language experiences and consistent exposure are two crucial components. Creating these learningconducive settings can be challenging in a traditional classroom. However, learning a new language through context to connect words and definitions can be fun and engaging with a gamebased approach. Consequently, it’s important to create opportunities for this approach in a curriculum to diversify studies and excite learners about the language itself. Adding games based on their entertainment value may not translate into effective learning. Therefore, in this paper, a proposal for a gameful approach using a visual novel was evaluated. Ten industry experts from various fields of education were asked to review a game-based system that focused on acquiring language through reading and comprehension. The educational experts graded the system based on perceived acceptance and usability, learner experience and, qualitatively, its impact on education. The experts concluded that the system is an innovative and exciting implementation for language learning.

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Yasir, Ghulam Mujtaba, Ajaz Shaheen, and Muhammad Hafeez. "A Systematic Review on Digital Game-Based Versus Traditional Learning Approaches." Global Social Sciences Review VI, no. IV (December 30, 2021): 124–35. http://dx.doi.org/10.31703/gssr.2021(vi-iv).12.

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A digital game-based learning approach is a sophisticated method in which the student is dynamically involved in the learning. The traditional or old learning technique is fully replaced by this learning strategy. Several research studies have demonstrated that employing a game-based strategy boosts learning. The purpose of the current review study was to employ descriptive and statistical approaches to compare the learning outcomes of pupils who used a digital game-based learning approach to those who used traditional learning strategies. A total of 26 papers published between 2012 and 2021 were chosen based on the inclusion and exclusion criteria. The previous research' literature evaluation revealed that the digital game-based learning method has proved to be every operative learning technique in a number of disciplines and learning situations. Learners are extremely engaged in the learning process while using a digital game-based learning technique

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Şahbaz, Eray, and Aysun Özköse. "Experiencing historical buildings through digital computer games." International Journal of Architectural Computing 16, no. 1 (December 26, 2017): 22–33. http://dx.doi.org/10.1177/1478077117749960.

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This study aims to demonstrate the value of experiencing historical buildings through the digital game–based learning method. A three-dimensional computer game was developed to assess the digital game–based learning method as a supportive hypermedia tool in architectural education. The computer game features interactive game missions that enable students to get a close-up experience of the buildings. As part of the study, an experiment was conducted comparing the digital game–based learning method against other traditional methods in learning about historical buildings. The results of the study show that the digital game–based learning method can serve as a support for lecturing on historical buildings to help improve students’ learning experience.

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

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How to design useful digital game-based learning is a topic worthy of discussion. Past research focused on specific game genres design, but it is difficult to use when the target game genre differs from the default genres used in the research. This study presents macrodesign concepts that elucidates 11 crucial game-design factors, including game goals, game mechanism, game fantasy, game value, interaction, freedom, narrative, sensation, challenges, sociality, and mystery. We clearly define each factor and analyze the relationships among the 11 factors to construct a game-based learning design model. Two application examples are analyzed to verify the usability of the model and the performance of these factors. It can assist educational game designers in developing interesting games.

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Roedavan, Rickman, Bambang Pudjoatmodjo, Yahdi Siradj, Sazilah Salam, and BQ Desy Hardianti. "Serious Game Development Model Based on the Game-Based Learning Foundation." Journal of ICT Research and Applications 15, no. 3 (December 28, 2021): 291–305. http://dx.doi.org/10.5614/itbj.ict.res.appl.2021.15.3.6.

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Serious games or applied games are digital games applied in serious fields such as education, advertising, health, business, and the military. Currently, serious game development is mostly based on the Game Development Life Cycle (GDLC) approach. A serious game is a game product with unique characteristics that require a particular approach to its development. This paper proposes a serious game development model adapted from the Game-Based Learning Foundation. This paper’s main contribution is to enhance knowledge in the game development field and game-related application research. The proposed model was validated using the relativism approach and it was used to develop several game prototypes for universities, national companies, and the military.

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Fujiati, Fujiati, and Sri Lestari Rahayu. "Penerapan Digital Game Based Learning Pada Media Pembelajaran “LABIRIN”." IT (INFORMATIC TECHNIQUE) JOURNAL 7, no. 2 (October 7, 2019): 117. http://dx.doi.org/10.22303/it.7.2.2019.91-98.

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Seiring perkembangan telnologi sebuah permainan atau game dapat dijadikan sebuiah media pembelajaran, game edukasi merupakan salah satu media pembelajaran yang dapat digunakan oleh sekolah untuk menarik minat belajar para siswa. Selain dapat membantu guru ataupun sekolah dalam menarik minat belajar siswa, game edukasi juga dapat dimanfaatkan orangtua dalam memilih permainan yang baik untuk anak dirumah. Media pembelajaran berupa game edukasi yang mengguanakan gadget telah mengikuti perkembangan teknologi edukasi. Untuk menarik minat siswa dalam belajar baik disekolah maupun dirumah maka dari itu penulis akan membuat sebuah game edukasi yang akan dijadikan sebagai media pembelajaran mengguanakan metode digital game based learning. Metode ini menerapkan beberapa langkah yang akan disesuaikan dengan materi belajar siswa, sehingga game ini akan sangat baik dijadikan sebagai media pembelajaran.

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

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

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KAVAK, Şule. "DIGITAL GAME-BASED LEARNING MODEL AS AN EDUCATIONAL APPROACH." PRIZREN SOCIAL SCIENCE JOURNAL 6, no. 2 (August 31, 2022): 62–70. http://dx.doi.org/10.32936/pssj.v6i2.311.

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Today, the rapid development of technology has also affected the existing learning processes. In addition, this development has made it necessary for children to develop skills by the needs of the 21st century. In this research, an alternative to the question of how we can support and update learning activities suitable for our age is presented. Digital game-based learning concepts are explained in the light of the literature and suggestions on how to use them from early childhood are presented. Game is the most important supportive activity for development areas in early childhood. It also similarly affects learning processes. Learning with play makes the child more active and makes him excited about learning. This increases the motivation to learn. According to the research, when DGBL is used effectively, it has been seen that children support many 21st century skills such as critical thinking, problem-solving, and cooperative learning. This review demonstrated the importance of combining learning and game of digital technology used as an education model. In addition, Practical recommendations are presented for using technology in preschool children.

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Bösche, Wolfgang, and Florian Kattner. "Fear of (Serious) Digital Games and Game-Based Learning?" International Journal of Game-Based Learning 1, no. 3 (July 2011): 1–15. http://dx.doi.org/10.4018/ijgbl.2011070101.

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Digital games and their power as a tool for acquiring knowledge, training skills and changing behavior are – for some laymen – associated with rather negative concepts, and are thought to pose a general health risk. This paper shortly reviews and evaluates the scientific evidence for both positive and negative outcomes. It describes how particularly the negative effects are portrayed by the mass media and perceived by the general public and educators (especially in Germany). The conclusion is that negative effects such as addiction or personality changes towards aggression have been exaggerated in size, and that the positive effects and outcomes like their use as educational tools are at risk of being widely ignored. Additionally, the paper reports upon observations in a university lecture on the effects of violent digital games in which students could engage in a positive, healthy and enjoyable experience of learning with digital games.

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Bónus, Lilla, and Erzsébet Antal. "Surveying Hungarian Teachers’ Beliefs about Digital Game-based Learning." Journal of Studies in Education 11, no. 4 (October 5, 2021): 17. http://dx.doi.org/10.5296/jse.v11i4.18992.

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This study examines Hungarian teachers’ beliefs and affective variables (confidence and motivation) in the context of digital game-based learning (DGBL). Our research questions were: How well does the Game-based-learning Teaching Belief Scale (GTBS) work among Hungarian teachers? What are Hungarian teachers’ beliefs about DGBL? To what extent do background variables (teaching level, gender, age, teaching experience) influence teachers’ beliefs about DGBL? We adapted the Game-based-learning Teaching Belief Scale to Hungarian. Primary and secondary school teachers (N=102) participating in our research completed the questionnaire online, in an anonymous form. Based on the results of the confirmatory factor analysis (CFA), we recommended deleting one item from the original questionnaire. The analyses were performed after deleting the item. Fillers have positive beliefs about DGBL, feel confident in applying DGBL, and are self-confident in their commitment to DGBL. Based on our results, teachers are happy to use digital educational games. Derived from the independent t-test, there is no significant difference in teachers’ beliefs about DGBL by teaching level and gender. Furthermore, determined from the ANOVA, there is no significant difference in the Hungarian teachers' beliefs about DGBL by age and teaching experience. The results highlight that the teachers are open to reform their teaching practices and to apply new methods. This could be an important aspect of teacher training.

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Bónus, Lilla, and Erzsébet Antal. "Surveying Hungarian Teachers’ Beliefs about Digital Game-based Learning." Journal of Studies in Education 11, no. 4 (October 5, 2021): 17. http://dx.doi.org/10.5296/jse.v11i4.18992.

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This study examines Hungarian teachers’ beliefs and affective variables (confidence and motivation) in the context of digital game-based learning (DGBL). Our research questions were: How well does the Game-based-learning Teaching Belief Scale (GTBS) work among Hungarian teachers? What are Hungarian teachers’ beliefs about DGBL? To what extent do background variables (teaching level, gender, age, teaching experience) influence teachers’ beliefs about DGBL? We adapted the Game-based-learning Teaching Belief Scale to Hungarian. Primary and secondary school teachers (N=102) participating in our research completed the questionnaire online, in an anonymous form. Based on the results of the confirmatory factor analysis (CFA), we recommended deleting one item from the original questionnaire. The analyses were performed after deleting the item. Fillers have positive beliefs about DGBL, feel confident in applying DGBL, and are self-confident in their commitment to DGBL. Based on our results, teachers are happy to use digital educational games. Derived from the independent t-test, there is no significant difference in teachers’ beliefs about DGBL by teaching level and gender. Furthermore, determined from the ANOVA, there is no significant difference in the Hungarian teachers' beliefs about DGBL by age and teaching experience. The results highlight that the teachers are open to reform their teaching practices and to apply new methods. This could be an important aspect of teacher training.

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Anastasiadis, Theofylaktos, Georgios Lampropoulos, and Kerstin Siakas. "Digital Game-based Learning and Serious Games in Education." International Journal of Advances in Scientific Research and Engineering 4, no. 12 (2018): 139–44. http://dx.doi.org/10.31695/ijasre.2018.33016.

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Carenys, Jordi, and Soledad Moya. "Digital game-based learning in accounting and business education." Accounting Education 25, no. 6 (October 21, 2016): 598–651. http://dx.doi.org/10.1080/09639284.2016.1241951.

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Wang, Feihong, and John K. Burton. "Making Digital Game-based Learning Work: Domain Knowledge Transparency." i-manager's Journal of Educational Technology 6, no. 4 (March 15, 2010): 8–16. http://dx.doi.org/10.26634/jet.6.4.1107.

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Kiili, Kristian. "Digital game-based learning: Towards an experiential gaming model." Internet and Higher Education 8, no. 1 (January 2005): 13–24. http://dx.doi.org/10.1016/j.iheduc.2004.12.001.

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Halim, Hanasrullah, Wan Amirah Najwa Wan Idris, and Haslina Hassan. "Learning Logic Gate through 7-Gates Game." International Journal of Multimedia and Recent Innovation 2, no. 1 (March 22, 2020): 1–10. http://dx.doi.org/10.36079/lamintang.ijmari-0201.70.

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This game is based on Logic Gates that invented by Walther Bothe in 1924 and improvised by Konrad Zuse (from 1935 – 1938). This game is a simple method for a student that try to learn in Logic Gates, an educational game with futuristic adventure. The only way for the player to save the digital world in this game by using Logic Gates, with Logic Gates formulas the player can make the power connection on the circuit to the digital world engine. Without knowing how Logic Gates functional will make the player losing the power for the engine to the digital world. 7 Gates Digital World is a complex genre game. The main genre for this game absolutely is an Educational Game. Although, the game developer made a complex genre for this educational game. Puzzle include in this game combined with platforms games style the player must collect all the switches in confusion platform map to go through the next portal to the next level. Educational genre in this game giving the content level completely based on the level of understanding and give the player to memorize every gates formula.

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Fauzi, Moh Fery. "تطوير اللغز الرقمي لمادة التطبيق الصرفي 1 على الهاتف المحمول كالتدريبات الإضافية خارج الفصل الدراسي." Buletin Al-Turas 25, no. 1 (July 3, 2019): 129–39. http://dx.doi.org/10.15408/bat.v25i1.11506.

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Abstract: This research is generally aimed on producing a cellphone-based digital learning quiz for Tathbiq Sharfi I course in Arabic Department, Faculty of Letters, State University of Malang. Specifically, this research aimed at describing (1) the characteristic of a cellphone-based digital learning quiz for Tathbiq Sharfi I course, (2) degree of properness of a cellphone-based digital learning game for Tathbiq Sharfi I course, (3) the model of using of a cellphone-based digital learning quiz for Tathbiq Sharfi I course. The development of this media is using Sadiman & Rahardjo’s development design. The data collection is done by observation and giving questionnaire. The softwares used on developing this media are adobe flash CS 3, action script 2, and flash player. Based on the scoring by the material expert, it is known that this digital learning quiz is highly valid. Meanwhile, based on the scoring done by the media expert, the result shows that this digital learning game is valid to use. On the small-group tryout, it is known that this digital learning game is highly valid, and the field test also shows that this digital learning game is highly valid to use. Therefore, this cellphone-based digital learning game for Tathbiq Sharfi I course is highly valid to be used.Keywords: Digital Quiz, Cellphone, Learning Tathbiq Sharf I

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Sarbini, Riska Nurtantyo, Indah Yuni Astuti, and Tri Handayani. "Riska Nurtantyo Sarbini Integrasi Permodelan Game Content Model Pada Game Based Learning." Generation Journal 2, no. 2 (July 12, 2018): 62. http://dx.doi.org/10.29407/gj.v2i2.12254.

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Abstrak–Permainan digital menjadi salah satu inovasi yang terus menjadi pilihan yangmemberikan pengalaman dan membuka wacana sesuai dari pesan yang ingin disampaikan olehpembuat game tersebut. Secara implisit pesan tersebut secara tidak langsung memiliki pengaruhterhadap pemahaman pemain. Di dalam Game-Based Learning terdapat lingkungan pembelajaranberbasis permainan yang dapat menginspirasi siswa untuk belajar, dan memberikan para siswakesempatan belajar yang besar untuk meningkatkan pembelajaran mereka. Salah satu alasanbahwa game berbasis pembelajaran memiliki sejumlah karakteristik yang melibatkan siswa danmenawarkan pengalaman belajar yang menyenangkan. Dipadukan dengan formalitas dalampembuatan game agar membuat permainan semakin bagus.Formalitas Game Content Model merupakan ontologi permainan dari sudut pandangkonten interaktif. terdiri dari model yang mewakili aspek inti dari sebuah game yang seriustermasuk definisi objek, atribut, perilaku, hubungan dengan seni dan komponen pustaka game,peristiwa dan perkembangan, pembangunan situasi yang terdiri dari karakter, objek, tujuan,peristiwa dan masalah yang harus diselesaikan melalui gameplaying.Penelitian berfokus pada pengembangan media pembelajaran digital berupa game basedlearning dengan integrasi dengan game content model sebagai formalitas dalam pembuatan gameagar memiliki lingkup permainan yang serius..Kata Kunci—Game-Based Learning, Game Content Model.

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An, Yun-Jo, and Li Cao. "Examining the Characteristics of Digital Learning Games Designed by In-service Teachers." International Journal of Game-Based Learning 7, no. 4 (October 2017): 73–85. http://dx.doi.org/10.4018/ijgbl.2017100104.

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In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.

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Safitri, Desy, Suci Awalia, Tunjungsari Sekaringtyas, Sri Nuraini, Ika Lestari, Yustia Suntari, Arita Marini, Rossi Iskandar, and Ajat Sudrajat. "Improvement of Student Learning Motivation through Word-Wall-based Digital Game Media." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 06 (March 22, 2022): 188–205. http://dx.doi.org/10.3991/ijim.v16i06.25729.

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The development of technology has a lot of influence in the field of education, one of which is in terms of learning media. Digital-based learning media are now being developed to create more fun learning, one of which is digital games. It is also known that digital games themselves positively influence increasing student motivation in the learning process. For this reason, the purpose of this study is to prove the effectiveness of digital game-based media in increasing motivation to learn science. The population group consisted of 129 students from Cluster I, North Sukabumi Village schools. Research sampling was carried out by simple random sampling to calculate the number of samples. The Slovin formula was used, which resulted in 98 students as the sample. This study used experimental research methods with a single group pretest-posttest, as for the instrument in a questionnaire using a Likert scale. The type of data analysis used in this research is an inferential analysis using a t-test. The results of this study indicate that digital game media positively influences students' learning motivation. The literature review comprises 40 studies. This study also shows that students experience increased learning motivation by using this digital game media. Because with this digital game media, students become more motivated to follow and understand the learning material being taught.

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Shaheen, Anjuman, Frida Halvorsen, and Dr Panagiotis Fotaris. "A Reflective Game Design framework for Game-Based Learning." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 758–65. http://dx.doi.org/10.34190/ecgbl.16.1.876.

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Reflective practice is the ability to revisit and reassess one's previous actions to engage intentionally in the process of learning. The concept of reflection leads from unconscious aspects of learning or experience to mindful awareness, giving an individual the power to absorb everyday experiences to make appropriate conscious choices. Digital games in game-based learning (GBL) offer interactive learning with authentic practice and a high retention rate. Digital games are also considered an immersive and safe medium of stealth learning with the freedom to identify, explore, fail, and then retry. Main game elements such as feedback in a user interface (UI), head-up displays (HUDs), maps, prompt messages, and social discourse are reflective in nature; therefore, by default, games are reflection machines and appropriate mediums for triggering and supporting reflective learning. However, despite reflective learning having the ability to improve teaching and learning experiences in a practical form, work dedicated to reflective design in GBL is still limited. Previous studies have incorporated reflective practices into a learning environment to improve the learning rate. These practices may vary over domains and yield different outcomes that are not converged yet. While current game design comprises all features that facilitate reflection "as a whole set", it misses individual reflection differences. However, getting maximum usage of the reflective nature of games with authentic learning content while maintaining the fun criteria can be challenging. Hence, a sound design methodology and guidelines are needed to assist the game designer in aiding effective learning with reflective practices. In this paper, our primary purpose is to align reflective learning practices with existing GBL approaches and then provide a framework to incorporate reflective learning practices into designing GBL. The intention is that this framework will help designers, educators, and researchers to design game-based learning experiences following reflective design practices.

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Mohd. Yusof, Nurul Aqilah, and Masitah Shahrill. "The Effects of Non-Digital Game-Based Learning on Students’ Mathematical Perspectives and Achievements." Southeast Asian Mathematics Education Journal 11, no. 1 (September 8, 2021): 25–40. http://dx.doi.org/10.46517/seamej.v11i1.113.

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The purpose of this study is to investigate the effectiveness of non-digital game-based learning approach by assessing the students’ achievement score differences of the pre-test with the post-test on the topic of multiplication and division with indices. A paired sample t-test was used to investigate whether there is a significant difference in the students’ achievements after implementing the non-digital game-based learning intervention. A total of 35 students from two Year 9 classes in one of the secondary schools in Brunei Darussalam were involved in the study. Another aim of this study is also to investigate on the students’ perspectives on using non-digital game-based learning approach in their learning process. This was analysed through the questionnaire and interviews. The results showed that the integration of non-digital game-based learning in the mathematics lesson did have a positive effect on the students’ achievement scores. More than half of the students believed that the game has helped them to improve their skills.

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Mohd. Yusof, Nurul Aqilah, and Masitah Shahrill. "The Effects of Non-Digital Game-Based Learning on Students’ Mathematical Perspectives and Achievements." Southeast Asian Mathematics Education Journal 11, no. 1 (September 8, 2021): 25–40. http://dx.doi.org/10.46517/seamej.v11i1.113.

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The purpose of this study is to investigate the effectiveness of non-digital game-based learning approach by assessing the students’ achievement score differences of the pre-test with the post-test on the topic of multiplication and division with indices. A paired sample t-test was used to investigate whether there is a significant difference in the students’ achievements after implementing the non-digital game-based learning intervention. A total of 35 students from two Year 9 classes in one of the secondary schools in Brunei Darussalam were involved in the study. Another aim of this study is also to investigate on the students’ perspectives on using non-digital game-based learning approach in their learning process. This was analysed through the questionnaire and interviews. The results showed that the integration of non-digital game-based learning in the mathematics lesson did have a positive effect on the students’ achievement scores. More than half of the students believed that the game has helped them to improve their skills.

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Red, Ellenita R., Aira Jessica B. Corpuz, Genrev C. Arambulo, and Gabriel G. Delgado. "Web Log Analysis of a Digital Game-Based Learning System in Vocabulary Enrichment for College Students." International Journal of Machine Learning and Computing 10, no. 1 (January 2020): 25–30. http://dx.doi.org/10.18178/ijmlc.2020.10.1.893.

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Belda-Medina, Jose, and José Ramón Calvo-Ferrer. "Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning." Education Sciences 12, no. 3 (March 6, 2022): 182. http://dx.doi.org/10.3390/educsci12030182.

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There is a good body of literature about digital-game-based language learning (DGBL), but research has mainly focused on students as game players rather than as future educators. This paper reports on a research conducted among 154 teacher candidates at a higher-education institution in Spain regarding the adoption of digital games in education. It analyzes the participants’ knowledge of and attitudes toward digital games in foreign language learning. Quantitative and qualitative data were gathered through a pre/post-test, digital game presentations, and student blog posts. The research comprised five stages associated with critical thinking skills (definition, selection, demonstration, discussion, and reflection), including a game learning module. In the first two stages, preservice teachers completed the module activities and selected different games aimed at teaching English to children in preschool and elementary education. In the last two, they illustrated, discussed, and evaluated the digital games in class following a rubric and reflected on their perception in blog posts. In this four-week research based on a mixed method and convenience sampling, quantitative and qualitative data were gathered through a pre- and post-test survey about student perceptions toward the use of video game in the classroom, class discussion, and blog posts. Statistical data analysis unveiled gender-based differences related to gameplay frequency and genre preferences. The Wilcoxon signed-rank test was used as a nonparametric statistical hypothesis test to compare the two sets of scores resulting from the same participants, and it showed a significant difference (p ≤ 0.05) after the treatment in two of the five dimensions in the survey about teacher candidates’ attitudes toward game usage in education, namely, usefulness (U) and preference for video games (PVG). Research findings revealed preservice teachers’ positive attitudes but lack of practical knowledge about the use of digital games in foreign-language learning.

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Govender, Terence, and Joan Arnedo-Moreno. "An Analysis of Game Design Elements Used in Digital Game-Based Language Learning." Sustainability 13, no. 12 (June 11, 2021): 6679. http://dx.doi.org/10.3390/su13126679.

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Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

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Pivec, Paul, and Maja Pivec. "Digital Games." International Journal of Game-Based Learning 1, no. 1 (January 2011): 1–18. http://dx.doi.org/10.4018/ijgbl.2011010101.

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Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

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

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

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Park, Jae, and Run Wen. "A comparative framework for culturally differentiated digital game-based learning." International Journal of Comparative Education and Development 18, no. 3 (August 8, 2016): 138–49. http://dx.doi.org/10.1108/ijced-04-2016-0008.

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Purpose – The purpose of this paper is to explore culture as the unit of analysis in comparative education in the context of technology-mediated learning known as digital game-based learning (DGBL). Design/methodology/approach – Two digital games for Chinese language learning were purposefully designed and produced following existing studies in cross-cultural psychology, learning theories and second language acquisition. To corroborate the assumption that culture affects user’s preference of DGBL learning interface, the two newly developed instructional tools were evaluated with eastern and western learners to find out their perceptions and choices through direct observation, pre-/post-assessments and a group interview. Findings – The evaluation indicates the validity of the key assumptions in the theoretical framework: eastern learners were fond of the type of digital game that involves social cues and situational factors, whereas, western learners preferred a simple design and goal-oriented learning game in which they had the power of control. Originality/value – This paper suggests a theoretical and technical framework to design, and produce culturally sensitive DGBL learning tools. Extant studies on the relationship between culture and DGBL are usually on how digital games generate unique learning experiences and culture. Looking at the same phenomenon but in a reverse direction, this study reports on how learners’ culture determines their preferences in DGBL.

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Hsu, Tien-Yu. "Constructing a gamed-based learning website for children." International Journal of Humanities and Arts Computing 6, no. 1-2 (March 2012): 184–203. http://dx.doi.org/10.3366/ijhac.2012.0048.

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To realise the of promotion and sustainable development for the digital archives programme, the National Museum of Natural Science (NMNS) developed a game-based learning website for children with knowledgeable, storytelling, explorative learning, joyful and personalised characteristics. This website applied design principles including interdisciplinary island maps for exploration, theme-based design with learning content and games, multi-user interactive learning environments, good use of digital archives knowledge repositories, supporting school teaching and learning and personalised membership service. Some game factors were also infused into the website including curiosity, fantasy, self value, challenge, sense of control, exploring experience, sense of achievement, competitiveness, interpersonal interaction and virtual socialisation. An evaluation result indicates that the game-based learning website can inspire learning motivation and enhance learning effectiveness for children. In the near future a virtual-and-physical blended learning service model will be delivered to children by creating personalised and collaborative learning services across onsite and online spaces.

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

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