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Journal articles on the topic 'Educational games'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Ekaputra, Kresna Septyana, Rezki Yuniarti, and Agus Komarudin. "Educational Game Design for Introduction to Immune Systems in Biology Learning at High School." JUMANJI (Jurnal Masyarakat Informatika Unjani) 6, no. 1 (2022): 11. http://dx.doi.org/10.26874/jumanji.v6i1.102.

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Education is an important for students. Based on the recapitulation of the senior high school exam by Ministry of Education and Culture (KEMENDIKBUD), the average exam results for biology in 2017 below graduation level and the value is 45.01. This is because of limited class hours. For this reason, new media is needed to help students deepen the lesson, in this case the media is game. Educational game is one of the media that can be used to provide education to players through interactive media. In its making, this game uses the MDA framework, which is to analyze game design by breaking it int

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Van Horn, Royal. "Educational Games." Phi Delta Kappan 89, no. 1 (2007): 73–74. http://dx.doi.org/10.1177/003172170708900114.

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Belisario, Edni Rosalba, and Sandra Milena Hincapié Bernal. "Educational games." Revista Digital de Investigación y Postgrado 5, no. 10 (2024): 247–58. http://dx.doi.org/10.59654/kbc2pg21.

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El enfoque educativo basado en el aprendizaje a través del juego ha experimentado un crecimiento notable en términos de reconocimiento y aceptación en los últimos años. Este artículo se sumerge en la exploración de cómo el juego puede desempeñar un papel fundamental como facilitador del aprendizaje, ofreciendo una perspectiva detallada sobre sus beneficios y consideraciones esenciales. Desde una mirada histórica, se examinan los elementos clave del aprendizaje lúdico en las civilizaciones griega y romana, junto con la adaptación de juegos específicos para abordar las necesidades particulares d

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Yaman, Havva, Şeyma Nur Bekar, Hakan Yildiz, Salih Koyun, and Sibel Er Nas. "Secondary School Students’ Cognitive Structures Regarding Educational Games." Science Education International 34, no. 1 (2023): 15–24. http://dx.doi.org/10.33828/sei.v34.i1.2.

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To employ educational games in education as intended, it is required to show students’ cognitive structures for this concept. As a result, the purpose of this research was to reveal the cognitive structures of secondary school students regarding educational games. The research was a survey-based descriptive study. A total of 340 secondary school students were included for this research, which included fifth graders (n=80), sixth graders (n=95), seventh graders (n=69), and eighth graders (n=96). Simple random sampling was used to choose the participants. Data were gathered using the Word Associ

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Heintz, Stephanie, and Effie L. C. Law. "Digital Educational Games." ACM Transactions on Computer-Human Interaction 25, no. 2 (2018): 1–47. http://dx.doi.org/10.1145/3177881.

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Smith, D. R., and E. Munro. "Educational card games." Physics Education 44, no. 5 (2009): 479–83. http://dx.doi.org/10.1088/0031-9120/44/5/004.

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Mill, Daniel, Priscila Andreoni Ribeiro, and Braian Veloso. "WRITING EDUCATIONAL GAMES." Conhecimento & Diversidade 15, no. 37 (2023): 310–35. http://dx.doi.org/10.18316/rcd.v15i37.10909.

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This article explores the writing of educational games, outlining the key elements of games and their methodologies for selecting educational content. The aim is to consider how to write educational games, utilizing a literature review methodology. The instructional approaches, traditional and alternative, form a polarized narrative, leading to reflection on the best way to adapt educational games to the curriculum. The traditional approach teaches the elaboration of instructional objectives before the design of educational games. The alternative approach proposes a storytelling-based model fo

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USTA, GEZER Seda. "Educational Games and Relation of Educational Games with 21st Century Skills." Journal of Social Education 2, no. 2 (2023): 80–94. https://doi.org/10.5281/zenodo.10070348.

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One of the important activities that enable students to learn while having fun in today's educational environments are educational games. With the educational games, students can both reach educational goals and develop in cognitive, affective and psychomotor areas. With the educational games children socialize, communicate with each other and develop skills such as creativity and problem-solving skills. If the preparation, application and evaluation of the educational games are carried out properly by teachers, the aims of the educational games can be achieved. In this research it was aimed t

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Le, Huy Cuong, and Thi Huong Giang Nguyen. "Designing Digital Educational Games by Integrating Teaching Process into the Technology Platform of Entertainment Games." International Journal of Current Science Research and Review 07, no. 03 (2024): 1479–88. https://doi.org/10.5281/zenodo.10799084.

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Abstract : This study presents a method for designing Digital Educational Games (DEGs) that integrates educational content with entertainment game technology. The purpose is to create engaging learning experiences by leveraging theories of learning, emotion, and motivation. Methodology includes selecting popular entertainment games and incorporating educational objectives to enhance both learning and gameplay. This design has been applied into teaching Soft Skills according to the game based learning approach. This application was evaluated to find the effectiveness of this proposal and the wa

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Manero, Borja, Javier Torrente, Manuel Freire, and Baltasar Fernández-Manjón. "An instrument to build a gamer clustering framework according to gaming preferences and habits." Computers in Human Behavior 63 (September 1, 2016): 353–63. https://doi.org/10.1016/j.chb.2016.03.085.

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In the era of digital gaming, there is a pressing need to better understand how people's gaming preferences and habits affect behavior and can inform educational game design. However, instruments available for such endeavor are rather informal and limited, lack proper evaluation, and often yield results that are hard to interpret. In this paper we present the design and preliminary validation (involving N = 754 Spanish secondary school students) of a simple instrument that, based on a 10-item Game Preferences Questionnaire (GPQ), classifies participants into four ‘clusters’ or types of gamers,

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Sillaots, M., and I. Maadvere. "Students designing educational games." EAI Endorsed Transactions on Game-Based Learning 1, no. 1 (2013): e7. http://dx.doi.org/10.4108/trans.gbl.01-06.2013.e7.

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Noemí, Peña-Miguel, and Sedano Hoyuelos Máximo. "Educational Games for Learning." Universal Journal of Educational Research 2, no. 3 (2014): 230–38. http://dx.doi.org/10.13189/ujer.2014.020305.

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13

Münz, Ulrich, Peter Schumm, and Frank Allgöwer. "Educational Games in Control." IFAC Proceedings Volumes 41, no. 2 (2008): 12625–30. http://dx.doi.org/10.3182/20080706-5-kr-1001.02136.

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Flowers, Lamont A. "Testing educational digital games." Communications of the ACM 64, no. 9 (2021): 38–40. http://dx.doi.org/10.1145/3450758.

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Song, Chiann‐Ru. "Educational games with blogs." Online Information Review 32, no. 5 (2008): 557–73. http://dx.doi.org/10.1108/14684520810913963.

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Mozelius, Peter. "Game-construction students experiences of educational games - gaming outcomes and learning outcomes." International Journal of Information and Communication Technologies in Education 7, no. 2 (2018): 5–16. http://dx.doi.org/10.1515/ijicte-2018-0005.

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Abstract Game-based learning has been a rapidly expanding field in the 21th century, with research reports praising the motivational effects and learning outcomes of games. At the same time there have been doubts on the learning outcomes of even the most seriously designed learning games. The generation that today enrols for university programmes is in general a gaming generation, and game construction students are often so called hard core gamers. What are the game construction students’ experiences of educational games, and what are their perceived learning outcomes? This study is based on s

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Ubaydullayeva, Ra'no Furqat qizi. "THE IMPORTANCE OF GAME ACTIVITY IN THE DEVELOPMENT OF PRESCHOOL CHILDREN." EURASIAN JOURNAL OF ACADEMIC RESEARCH 1, no. 3 (2021): 442–46. https://doi.org/10.5281/zenodo.4985519.

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This article describes the role and importance of games in the development of preschool children in the educational process, the types of games. Information about the games used for each age group in preschool education.

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Helen, N. Perlas, and C. Ea Helmar. "THE LIVED EXPERIENCES OF THE MOBILE GAMERS." International Journal of Social Science and Humanities Research 11, no. 2 (2023): 188–94. https://doi.org/10.5281/zenodo.7924195.

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<strong>Abstract:</strong> For millennials, engaging in games on their mobile devices has evolved into an intriguing leisure activity.  With the diversity of online, free apps available, mobile games are a highly helpful learning tool in the educational setting.  It is a determinant of how adolescents and young adults develop in their day-to-day lives.  The paper will examine the real-world experiences of mobile gamers and draw themes from their narratives.  The information was acquired using the method of qualitative research through focus group discussions, interviews, an

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Jung, Mi-A., and Hyung-Won Jung. "Analysis of Educational Elements of Educational Online Games - Focused on Real Farm Games -." Journal of the Korea Entertainment Industry Association 14, no. 3 (2020): 173–80. http://dx.doi.org/10.21184/jkeia.2020.4.14.3.173.

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Georgieva-Tsaneva, Galya. "Application of Serious Educational Games in the Educational Process in Bulgaria." Innovative STEM Education 2, no. 1 (2020): 92–97. http://dx.doi.org/10.55630/stem.2020.0212.

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The paper presents concepts for serious educational games and their use in the educational process. The entry of serious games in Bulgaria is in its initial stages, but it has already begun. One preferred educational game suitable for testing the knowledge used in our country is Kahoot. The use of humanoid robots for training purposes is considered. Students' opinions on the use of serious games and virtual learning are presented.

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MacLean, Graham. "One Way to Create Educational Games." International Journal of Role-Playing, no. 6 (December 2, 2016): 51–54. http://dx.doi.org/10.33063/ijrp.vi6.247.

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Improv games, which are used to train actors in how to do improvisational theatre, may be used to train other professions as well. The games assist in the development of simple skills and also give context for the skills’ use. The director chooses a series of these quick and simple games, tailoring the games to the already existing skills of the students. The skills built through the games may assist with further exercises, which may vary widely depending on the field in which they are taught. Instructions on how to create improv games, and hazards to avoid, are also included, should a teacher

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Rankin, John R., Sandra Sampayo Vargas, and Paul F. Taylor. "Testing Metaphorical Educational FPS Games." International Journal of Computer Games Technology 2009 (2009): 1–5. http://dx.doi.org/10.1155/2009/456763.

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It is widely recognized that there is value in making use of modern Games Technology in Serious Games for educational purposes in the classroom and yet tools that enable teachers to construct such Educational Serious Games (ESGs) with minimal programming, artistic, or GT skills are not yet widely available. In this paper we investigate the feasibility of employing the FPS game genre for teaching purposes in the classroom. This is done by starting with a typical FPS game and constructing metaphorical correspondences with the desired ESG category. This mapping highlights the mentality level of F

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Hadzhikoleva, Stanka, Maria Gorgorova, Emil Hadzhikolev, and Georgi Pashev. "CREATING EDUCATIONAL GAMES WITH CHATGPT." Education and Technologies Journal 15, no. 1 (2024): 212–18. http://dx.doi.org/10.26883/2010.241.5981.

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The use of games in education has a positive effect on learning outcomes. They enhance learner engagement and motivation, encouraging active participation, creative, and critical thinking. The development and accessibility of artificial intelligence technologies today allow even educators without technical expertise to create games. This article proposes an approach for using the AI chatbot ChatGPT to create educational games. It is an iterative process that includes several steps – initial formulation of game requirements, testing, adding new requirements for functionality or game design, imp

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Yeptho, Vivi, Chideno Shitire, and Surendra Yadav. "Educational Implications of Naga Indigenous Games." Shodh Sari-An International Multidisciplinary Journal 04, no. 01 (2025): 297–308. https://doi.org/10.59231/sari7794.

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The study investigates the significance of indigenous games in education among the Nagas, an indigenous community inhabiting in North-Eastern region of India. Through primary and secondary sources, the paper discusses how the indigenous games are knotted with education among Naga context. The results and findings of the study is discussed based on the literature review and interaction with the elders of the Naga society who are well versed with the methods and importance of indigenous games in the Naga society. The paper reflects the role of indigenous games and its implications in education p

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Yeptho, Vivi, Chideno Shitire, and Surendra Yadav. "Educational Implications of Naga Indigenous Games." Edumania-An International Multidisciplinary Journal 3, no. 2 (2025): 269–80. https://doi.org/10.59231/edumania/9132.

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The study investigates the significance of indigenous games in education among the Nagas, an indigenous community inhabiting in North-Eastern region of India. Through primary and secondary sources, the paper discusses how the indigenous games are knotted with education among Naga context. The results and findings of the study is discussed based on the literature review and interaction with the elders of the Naga society who are well versed with the methods and importance of indigenous games in the Naga society. The paper reflects the role of indigenous games and its implications in education p

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Jukić, Dinko. "Educational Values in Digital Games." Media Literacy and Academic Research 2, no. 6 (2023): 157–76. http://dx.doi.org/10.34135/mlar-23-02-09.

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The aim of the study is to research, analyse and explain the media values and educational values of digital games. The work is based on the philosophy of education according to Vuk-Pavlović and the semiotics of the media according to Barthes’ theory. The aspect of media pedagogy towards digital media is discussed, especially the context of adventures and interactive drama. It answers the question of what the hidden meanings of digital games are. The author starts from the hypothesis that digital games users receive media messages on a semiotic level, and by deconstructing symbols, educational

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Alshar’e, Marwan, Ali Albadi, Malik Jawarneh, Noman Tahir, and Marya Al Amri. "Usability Evaluation of Educational Games: An Analysis of Culture as a Factor Affecting Children’s Educational Attainment." Advances in Human-Computer Interaction 2022 (August 22, 2022): 1–13. http://dx.doi.org/10.1155/2022/9427405.

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Educational games have been employed among Omani schools but those used by local Omani schools were imported and were mostly designed based on western contexts. For Omani children, these games may be culturally inappropriate and difficult to comprehend and follow, impeding children’s learning. Three questionnaires and one observational checklist were used to gather data from 40 respondents (observers). SPSS was used in data analysis. Through experiments, the behavior of Omani students towards the use of imported educational games was examined. Five main factors, namely, efficiency, learnabilit

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Escudeiro, P. M., N. F. Escudeiro, R. M. Reis, A. Barata, and R. Vieira. "Quality Criteria for Educational Games." EAI Endorsed Transactions on Game-Based Learning 1, no. 1 (2013): e3. http://dx.doi.org/10.4108/trans.gbl.01-06.2013.e3.

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Linek, Stephanie B., Birgit Marte, and Dietrich Albert. "Background Music in Educational Games." International Journal of Game-Based Learning 1, no. 3 (2011): 53–64. http://dx.doi.org/10.4018/ijgbl.2011070104.

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Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the flow experience of players. However, from a pure cognitive perspective on instructional design, background music could also be considered to be redundant information, which distracts from learning. The presented study investigated the influence of background music (present vs. not present) within an educational adventure game on motivational (intrinsic motivation, exp

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Druz, Yu M. "TYPES OF EDUCATIONAL BUSINESS GAMES." Educational Dimension 1 (May 19, 2022): 21–32. http://dx.doi.org/10.31812/educdim.5004.

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The article describes different types of business-like games, divided in accordance with their didactic purposes. The author gives the analyses of the mentioned types of games and shows in details the methods of acting at different stages of teaching and training o f new material, throws student’s and teacher's role in them, gives the criteria of an estimation of game’s results and turns readeґs attention to the methods of stimulation of activities of all participants. The content and the structure of games are determined in accordance with didactic aims of the lessons, but all the games are o

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Minovic, Miroslav, Velimir Štavljanin, and Miloš Milovanovic. "Educational Games and IT Professionals." International Journal of Human Capital and Information Technology Professionals 3, no. 4 (2012): 25–38. http://dx.doi.org/10.4018/jhcitp.2012100103.

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In this paper the authors will give a perspective on educational games application in the field of IT. Main topic of this research will be capacity for applying modern information technologies for developing game-based learning platform. During analysis, they found that more research is needed in order to improve application of games in education of IT professionals. At first place, researches should cover listed problems: how to design educative games in order to achieve better learning effects; how to develop software tools to automate educative game development process; and establish method

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Allery, Lynne A. "Educational games and structured experiences." Medical Teacher 26, no. 6 (2004): 504–5. http://dx.doi.org/10.1080/01421590412331285423.

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Ozcan, A. "Educational Games for Malaria Diagnosis." Science Translational Medicine 6, no. 233 (2014): 233ed9. http://dx.doi.org/10.1126/scitranslmed.3009172.

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Paiva, Ana C. R., Nuno H. Flores, André G. Barbosa, and Tânia P. B. Ribeiro. "iLearnTest – Framework for Educational Games." Procedia - Social and Behavioral Sciences 228 (July 2016): 443–48. http://dx.doi.org/10.1016/j.sbspro.2016.07.068.

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Allery, Lynne. "Make use of educational games." Education for Primary Care 25, no. 1 (2014): 65–66. http://dx.doi.org/10.1080/14739879.2014.11494245.

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Minovic, Miroslav, Milos Milovanovic, Dusan Starcevic, and Mladan Jovanovic. "Learning objects in educational games." International Journal of Technology Enhanced Learning 2, no. 4 (2010): 336. http://dx.doi.org/10.1504/ijtel.2010.035736.

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Manolova, Rositsa, and Veneta Stoyanova. "DIGITAL EDUCATIONAL GAMES IN KINDERGARTEN." Education and Technologies Journal 13, no. 2 (2022): 307–10. http://dx.doi.org/10.26883/2010.222.4314.

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This article presents the activities of teachers from IV age group „Slanchitse“ in kindergarten „Edinstvo Tvorchestvo Krasota“ Vratsa under the National Program „We succeed together“ Module 2, „Innovative Kindergarten“. It presents good practices for the use of digital resources in teaching „Bulgarian language and Literature“. The creation and active inclusion of digital educational games and ICT tools contributes to the optimization of the educational process, stimulates children’s potential and provokes interest in learning, to enhance their digital skills and improve Bulgarian language skil

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Kwon, Jungmin. "Educational Games and Bloom’s Taxonomy." Journal of Korea Game Society 22, no. 6 (2022): 33–42. http://dx.doi.org/10.7583/jkgs.2022.22.6.33.

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GLOBA, Angela, and Ala GASNAŞ. "Educational values of digital games." Acta et commentationes: Științe ale Educației 32, no. 2 (2023): 7–19. http://dx.doi.org/10.36120/2587-3636.v32i2.7-19.

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Digital Game - Based Learning is inevitable and is based on two big concepts: (1) digital transformation of society, including development of artificial intelligence, vis-à-vis digital natives (students) and digital immigrants (teachers) and (2) resetting training and education to be efficient. This scientific article highlights the formative values of digital games depending on its type. The advantages and risks in applying digital games during the educational process are pointed out.

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Kickmeier-Rust, Michael D., Elke Mattheiss, Christina Steiner, and Dietrich Albert. "A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games." International Journal of Game-Based Learning 1, no. 1 (2011): 45–58. http://dx.doi.org/10.4018/ijgbl.2011010104.

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One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. W

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Liu, Xiongyi, Patrick Wachira, Selma Koc, and Roland Pourdavood. "An Exploratory Study of Predictors of Pre-Service Teachers’ Intention to Integrate Computer Games in Mathematics Education." International Journal of Education in Mathematics, Science and Technology 10, no. 1 (2021): 145–61. http://dx.doi.org/10.46328/ijemst.1827.

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The purpose of this exploratory study was to examine whether specific attitudes and beliefs among pre-service teachers about the use of computer games in mathematics teaching and learning predict their intention to integrate computer games in future mathematics teaching. Data were collected via a questionnaire from 119 teacher education students in a mathematics methods class at a midwestern USA university. Findings indicate that previous experience of computer gaming, gamer identity, self-efficacy for computer game-based teaching, perceived educational benefits of computer games, and gender s

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Hayati, Nur, and Novada Indra Roesdiana. "Medical Students’ Frequency of Playing Online Games with Their Academic Performance: A Cross-Sectional Study." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 14, no. 1 (2025): 1. https://doi.org/10.22146/jpki.87453.

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Background: Recently, internet users in Indonesia are getting higher. About 10% of these users are online gamers. Playing games on video or computer is believed to be educationally beneficial, but this is still limited to educational type games for learning activities. This study aims to determine the relationship between the frequency of playing commercial online games on smartphones with academic achievement of the Medical Faculty of Universitas Muhammadiyah Yogyakarta students.Methods: This was a quantitative study with cross-sectional research design. Data on the frequency of playing onlin

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Gaydos, Matthew. "Co-designing Educational Games for Classrooms." International Journal of Designs for Learning 12, no. 1 (2021): 54–63. http://dx.doi.org/10.14434/ijdl.v12i1.31266.

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Over the past 15 years, various government agencies in Singapore have supported educational game development and research, producing multiple digital games (e.g., Legends of Alkhemia, Statecraft X), and non-digital games (e.g., Green City Blues, Money Matters). Although these games had been successful as research tools used to investigate gamebased learning, their impact in schools has been limited by contextual factors including the school environment and culture (Chee et al., 2014). Further, little is documented regarding the details of designing educational games for these contexts. This pa

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Sharipova nodira. "Designing Educational Games and Their Benefits." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 1, no. 11 (2023): 346–48. http://dx.doi.org/10.56778/jdlde.v1i11.99.

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Educational games are considered interactive activities that should be just as motivating and engaging as regular digital games, but players will learn rather than just be entertained. Despite some limited success over the past few decades, educational games have failed to reach mainstream adoption or success. This chapter claims that such a failure is the result of poor design. Designers can create better educational games once they have a better understanding of how to design games. To this end, three aspects of game design are investigated to see how they relate to the design of successful

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Sharipova, Nodira Shavkat qizi. "DESIGNING EDUCATIONAL GAMES AND THEIR BENEFITS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 5 (2023): 53–55. https://doi.org/10.5281/zenodo.7890574.

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Educational games are considered interactive activities that should be just as motivating and engaging as regular digital games, but players will learn rather than just be entertained. Despite some limited success over the past few decades, educational games have failed to reach mainstream adoption or success. This chapter claims that such a failure is the result of poor design. Designers can create better educational games once they have a better understanding of how to design games. To this end, three aspects of game design are investigated to see how they relate to the design of successful

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Alias, Siti Nursaila, and Faridah Ibrahim. "KEBERKESANAN PERMAINAN PENDIDIKAN TERHADAP PEMBELAJARAN HUKUM NEWTON THE EFFECTIVENESS OF EDUCATIONAL GAMES ON NEWTON’S LAWS LEARNING." Journal of Nusantara Studies (JONUS) 2, no. 1 (2017): 71. http://dx.doi.org/10.24200/jonus.vol2iss1pp71-85.

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The purpose of this study is to examine the effectiveness of Newton’s Laws educational games in improving Newton’s Laws achievement and instructional efficiency. Two educational games were developed, namely educational games with self-explanation (DPK) and educational games without self-explanation (TPK). Based on Rapid Prototyping model, these educational games were developed in Malay Language and the contents were arranged according to Form Four Physics syllabus. Unity3D software was used as the main software in developing the educational games. A total of 196 students attended Physics play

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Sherry, John L. "Formative Research for STEM Educational Games." Zeitschrift für Psychologie 221, no. 2 (2013): 90–97. http://dx.doi.org/10.1027/2151-2604/a000134.

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Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every

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Seytniyazova, Sarbinaz Bakhadirovna. "TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT." Eurasian Journal of Academic Research 1, no. 9 (2022): 584–88. https://doi.org/10.5281/zenodo.5813065.

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The article discusses the possibilities of using word games in the process of teaching a foreign language at a university. The main classifications of games are given, with the main attention being paid to games of a lexical nature. The article substantiates the conditions that allow the most effective use of word games in the classroom in a foreign language, and also provides examples of games at different stages of work with students.

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49

Dewi Yohana Br Ginting, Raheliya Br Ginting, Meiliyani Br Ginting, and Asprina Br Surbakti. "Game Edukasi Untuk Anak TK Dan Dampak Penggunaan Android Di TK Bintang Timur P.Siantar." MENGABDI : Jurnal Hasil Kegiatan Bersama Masyarakat 1, no. 5 (2023): 100–107. http://dx.doi.org/10.61132/mengabdi.v1i5.429.

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Community service activities are carried out at Bintang Timur Kindergarten in Pematang Siantar in order to help children at an early age understand android educational games that are suitable for consumption by the child himself. Educational games as a support for children's cognitive development so that parents must understand various types of educational game applications, how to choose the right educational games, and how to install on cellphones. The implementation method used is presentation, demonstration, practice, brainstorming, and sharing about educational games to the Principal at B

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50

Suryani, Ela, and Kartika Yuni Purwanti. "Pengenalan Game Edukasi Android Sebagai Penunjang Perkembangan Kognitif Anak." Aksiologiya: Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (2019): 148. http://dx.doi.org/10.30651/aks.v3i2.1486.

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Community service activities performed in PKK Payungan Village, Kaliwungu District Semarang Regency help to parents understand educational games android decent child consumed. Educational games to support cognitive development of children so that parents must understand the various types of educational game applications, how to choose the right educational game, and how to install on the phone The implementation method used was presentation, demonstration, practice, brainstorming, and sharing about educational game to PKK Payungan Village. This activity is done through three stages: 1) sociali

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