Relevant bibliographies by topics / Educational video game

Contents

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

Academic literature on the topic 'Educational video game'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Educational video game"

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López-Arcos, J. R., N. Padilla-Zea, P. Paderewski, and F. L. Gutiérrez. "Designing Stories for Educational Video Games." International Journal of Web-Based Learning and Teaching Technologies 12, no. 4 (October 2017): 1–13. http://dx.doi.org/10.4018/ijwltt.2017100101.

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The use of video games as an educational tool initially causes a higher degree of motivation in students. However, the inclusion of educational activities throughout the game can cause this initial interest to be lost. A good way to maintain motivation is to use a good story that is used as guiding thread with which to contextualize the other video game elements (characters, scenarios, challenges, scores, etc.). A method is necessary for analyzing the effectiveness of the story in a video game. The authors propose an analysis method that includes user-centered techniques. This method has been applied to several cases of study. In this paper, they describe its application to the design of an educational video game in the field of mathematics and an adventure game for training the reading skills.
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Ben Rebah, Hassen, and Rachid Ben slama. "The educational effectiveness of serious games." Médiations et médiatisations, no. 2 (November 15, 2019): 131–55. http://dx.doi.org/10.52358/mm.vi2.97.

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A serious game is a computer application that combines a serious intention of a pedagogical, informative and a communicational type with playful springs of the video game (want to win, collaboration, competition, strategy). This two-dimensional approach has transformed the game from a simple means of entertainment to a robust-integrated tool growing in the world of training and learning. Serious games include the engagement of video games with the worlds of educational and computer simulation to integrate the user in a safe and entertaining learning environment. Many techniques have been used to ameliorate computer graphics and technology in the last few years to make this type of game more adaptive to the learning context. In this study, we are interested in presenting the pedagogical contributions of serious games as well as the different possible approaches of their integration in a learning situation and this is based on a variety of case studies and examples of experimentation. We will start with definitions of other video games that have some valuable characteristics of learning in order to contrast and relate them with serious games. Subsequently, we discuss the definition of serious game and the benefits of its use in education. We will, then, examine approaches to integrate serious games into classrooms with an emphasis on the assets and liabilities of each approach. To finish, we conclude on the trends that will follow the serious games technology in the educational field as well as some recommendations to be taken into consideration in order to better exploit these tools in a pedagogical context.
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Findley, Michael R. "The Relationship between Student Learning Styles and Motivation during Educational Video Game Play." International Journal of Online Pedagogy and Course Design 1, no. 3 (July 2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.

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Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.
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Durkin, Kevin, James Boyle, Simon Hunter, and Gina Conti-Ramsden. "Video Games for Children and Adolescents With Special Educational Needs." Zeitschrift für Psychologie 221, no. 2 (January 2013): 79–89. http://dx.doi.org/10.1027/2151-2604/a000138.

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Almost all children play video games at some point and many play regularly. Not only are games ubiquitous in children’s leisure environments but the motivational and skill-enhancing potentialities of this technology are being exploited increasingly in education. Good quality games, which are challenging, instructive, and absorbing, can make learning enjoyable and effective. But is this the case for children who struggle in school? This paper reviews the emerging literature on video game uses by children with special educational needs. With reference to both entertainment games and “serious” games, we consider (i) the implications of developmental and learning disabilities for game play, (ii) the potential of games to address special cognitive and educational needs, and (iii) the social potential of game play. Gaps in current knowledge are identified and directions for future research are outlined.
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Nebel, Steve, Sascha Schneider, Janine Schledjewski, and Günter Daniel Rey. "Goal-Setting in Educational Video Games." Simulation & Gaming 48, no. 1 (November 30, 2016): 98–130. http://dx.doi.org/10.1177/1046878116680869.

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Background. The increased usage of educational video games with their strong graphical and technical potential raises the question of how to optimize the instructional elements of gameplay. In this article, the instructional goal was analyzed with the theoretical background of both motivational psychology (goal-setting theory) and cognitive psychology (goal-free effect). Aim. We compared different goal types within an educational video game specifically produced for this context, using MINECRAFT as a content creation tool. Method. Within a quantitative, empirical experiment, 87 students divided into three goal groups (specific learning goal, specific performance goal, goal-free condition) played the video game for nearly three hours per test session to gain knowledge about basic elements of computer science and basic electric engineering. Results. The results show effects of goal-setting on cognitive load and affective measures. Having specific learning goals lowered extraneous and intrinsic cognitive load. Additionally, players following a specific learning goal reported having significantly more fun, indicating the affective impacts of goal-setting. Conclusions. The outcomes of this study have practical implications for the creation of educational video games and theoretical implications for further work within the field of instructional psychology.
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Clarke, Rachel Ivy, Jin Ha Lee, and Neils Clark. "Why Video Game Genres Fail." Games and Culture 12, no. 5 (July 6, 2015): 445–65. http://dx.doi.org/10.1177/1555412015591900.

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This article explores the current affordances and limitations of video game genre from a library and information science perspective with an emphasis on classification theory. We identify and discuss various purposes of genre relating to video games, including identity, collocation and retrieval, commercial marketing, and educational instruction. Through the use of examples, we discuss the ways in which these purposes are supported by genre classification and conceptualization and the implications for video games. Suggestions for improved conceptualizations such as family resemblances, prototype theory, faceted classification, and appeal factors for video game genres are considered, with discussions of strengths and weaknesses. This analysis helps inform potential future practical applications for describing video games at cultural heritage institutions such as libraries, museums, and archives, as well as furthering the understanding of video game genre and genre classification for game studies at large.
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Ibrahim, Amer, Francisco Luis Gutiérrez Vela, Patricia Paderewski Rodríguez, José Luís González Sánchez, and Natalia Padilla Zea. "Playability Guidelines for Educational Video Games." International Journal of Game-Based Learning 2, no. 4 (October 2012): 18–40. http://dx.doi.org/10.4018/ijgbl.2012100102.

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Learning through play is currently an effective and attractive educational strategy. However, are all educational video games (EVG) successful and do they always keep the player motivated? Here, the authors emphasize that the success of an EVG will be more achievable if the game quality is measured, and suggest the use of playability property as a suitable and effective tool to do this. To this end, they present a set of guidelines that are based on Educational Playability (Playability in EVG), which were compiled by analyzing the existing game guidelines to achieve a good EVG design, to form a basis for evaluating the EVG quality, acting as useful tools for developers to enhance videogame playability. The authors propose that through the use of guidelines an acceptable level of playability can be achieved and this ensures the players’ motivation, which is a complicated process requiring the consideration of many aspects (playful, educational, etc.).
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Anagnostou, Kostas, and Anastasia Pappa. "Video Game Genre Affordances for Physics Education." International Journal of Game-Based Learning 1, no. 1 (January 2011): 59–74. http://dx.doi.org/10.4018/ijgbl.2011010105.

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In this work, the authors analyze the video game genres’ features and investigate potential mappings to specific didactic approaches in the context of Physics education. To guide the analysis, the authors briefly review the main didactic approaches for Physics and identify qualities that can be projected into game features. Based on the characteristics of the didactic approaches each video game genre’s potential for narration and simulation and affordances for reflection and assessment are evaluated, providing examples of specific games that adhere to those requirements and ways they can be utilized in educational contexts. The paper concludes by discussing the implications on serious game design and integration of games for Physics education in school environments and suggests topics for future research.
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Hamlen, Karla R. "General Problem-Solving Styles and Problem-Solving Approaches in Video Games." Journal of Educational Computing Research 56, no. 4 (September 12, 2017): 467–84. http://dx.doi.org/10.1177/0735633117729221.

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Video game play is a pervasive recreational activity, particularly among college students. While there is a large research base focused on educational video game play and uses of games in the classroom, there is much less research focused on cognitive strategies and entertainment video game play. The purpose of this study was to investigate potential relationships between general problem-solving styles and problem-solving approaches in video games. One hundred and thirty-eight undergraduate college students completed online surveys about their video game play and also an assessment of general problem-solving style. A multivariate linear regression revealed relationships between general problem-solving styles and problem-solving preferences in video games, with a few differences when looking at specific genres of games. This study provides evidence that approaches to video game play can be a reflection of real-life problem-solving styles.
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Minovic, Miroslav, Miloš Milovanovic, and Dušan Starcevic. "Delivering Educational Games to Mobile Devices." International Journal of Knowledge Society Research 2, no. 2 (April 2011): 47–58. http://dx.doi.org/10.4018/jksr.2011040105.

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A new generation of students is accustomed to daily use of mobile devices, and educating them in the proper way is a complicated task. Video games are an ideal tool for communicating with students, and finding the right combination of using mobile devices with educational games is important for educating them. This paper describes a novel approach to educational game defining and interpretation. Application of a model-driven approach to educational game interpretation enables the use of the same game on different devices and platforms. The authors enable the interpretation of an educational game on any mobile device. These games take learning outside the classroom and provide a fun and interesting way of learning anytime, anywhere. The authors use an adventure game as an example using this methodology.
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Dissertations / Theses on the topic "Educational video game"

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Freeman, Lucas Jerome. "Alchemically, an Educational Role-Playing Game." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/89252.

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Alchemically is an educational role-playing game that functions as a classroom aid for boosting middle school and high school students' memorization of molecular formulas and molecule's attributes. The game implements several diverse teaching methodologies, including trial and error, practice and feedback, and the presentation of information from audio and visual cues. It also motivates students to continue learning through both intrinsic and extrinsic motivators. Student players craft molecules by choosing and placing atoms into a crafting table, then bonding them together. To help players build molecules, players can reference a journal that includes images, diagrams, and factual information on the molecules included in the game.
Master of Fine Arts
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Okal, Ehab, and Sebastian Hovenberg. "On the development of an educational math game." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20493.

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Det finns många olika sätt att genomföra inlärningsaktiviteter i det moderna utbildningssystemet som det nu finns i skolorna. Men i en tid som snabbt digitaliseras har utbildningssystemet inte lyckats fånga eller lyckas med att implementera digitaliseringen på ett meningsfullt och effektivt sätt. Denna oförmåga att digitalisera har blivit alltmer utbredd för varje år som passerar med en minskning i matematisk prestanda hos studenterna, vilket tydligt framgår av det senaste resultaten som PISA utför varje år [1]. Utifrån dessa här upplysningar utarbetade den svenska regeringen ett finansierat forskningsprojekt för att förstå och undersöka orsakerna till detta fall i matematisk prestanda hos de testade studenterna. Men denna studie kommer inte att fokusera på PISA-resultatet. I den här undersökningen undersöker vi huruvida pedagogiska spel kan vara ett svar för att negera eller stoppa dessa fall i matematiska prestanda hos studenterna. Syftet med denna studie är att skapa ett pedagogiskt spel som är centrerat på att lösa matematiska problem på ett nytt sätt, som oftast inte ses i pedagogiska spel, detta genom att implementera designalternativ som oftast ses i högutvecklade videospel. Resultaten av denna studie visar att det finns några bevis som bekräftar att mer högutvecklade spel kan vara ett bra sätt att lära sig och eventuellt kanske nästa steg i skolsystemets utveckling, men resultatet visar också att den pedagogiska delen av spelet måste verkligen vara flexibelt och utmanande nog för att få spelaren eller studenten att komma tillbaka till spelet och lära sig mer.
There are many different ways to implement learning activities in the modern educational system as seen in schools nowadays. But in an era that is rapidly being digitized, the educational system has not really managed to catch up or succeed in implementing these digitalization’s in a meaningful and effective way. This inability to digitize has been growing more prevalent by each passing year with droppings in mathematical performance as shown in the latest result for the tests carried out by PISA [1]. Out of this enlightenment the Swedish government set out funding research projects in order to understand and examine the reasons behind this drop. But this study will not be focusing on the PISA result. In this study, we investigate whether educational games could be an answer to negate or halt these dropping in performance.The aim of this study is to create an educational game centered on solving mathematical problems in a new way not often seen in educational games, by implementing design choices mostly seen in highly developed video games. The results of this study show that there is some evidence that confirms that more highly developed games could be a good way of learning and possibly also the next evolution in the educational system seen in schools, however the result also show that the educational part of the game really has to be flexible and challenging enough for the player or student in order to have them coming back to the game and learn more.
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Kuoppa, Andreas. "Design Decisions for Indie Development of Educational Video Games : A Case Study." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74576.

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Educational video games – especially for the PC market – do not seem to perform as well commercially as games from other genres. We argue that there is room for independent – ’indie’ – developers to break into the marketplace, by identifying certain niches and innovating on the genre. This would generate commercial value for such actors and knowledge value for the players. Design decisions of high importance made during development of an educational video game demo at the small Swedish company Toleap Consulting AB were analysed in the pursuit of contributing to effective indie development of such games. Three main problems that arose during development were identified, and three design decisions where implemented to combat these respective problems; (1) Interpreted educational game pattern utilising XML, (2) Function-based game views and (3) Community created assets, open source, and no costly dependencies. In our case, the formulated design decisions effectively solved our problems, and we argue that they generalise. If a developer creating a similar game (educational video game) in a similar situation (independent development with limited resources) encounters one or more of these problems, the suggested design decisions may help the developer solve the problems, in turn making more educational video games available on the market, generating the aforementioned commercial and knowledge values.
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Hess, Taryn. "COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2108.

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The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
Ph.D.
Other
Education
Education PhD
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Böö, Rickard. "Video game playing, academic performance, educational activity, and motivation among secondary school students." Thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35525.

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

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Rutherford, Kevin J. "Playing/Writing: Connecting Video Games, Learning, and Composition." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281125116.

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Kuznetcova, Irina. "Video Games as Deweyan Worlds: A Desktop/Mobile VR Game-based Intervention to Improve Visuospatial Self-efficacy in Middle School Students." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588244345618764.

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Goujet, Raphaël. "Hero.coli : a video game empowering stealth learning of synthetic biology : a continuous analytics-driven game design approach." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB175.

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Les jeux vidéo ont prouvé leur valeur en tant que loisir et qu'outil pédagogique, que ce soit dans l'éducation ou dans le monde professionnel. Cependant, les jeux éducatifs doivent intégrer des stratégies pédagogiques et être finement ajustés pour être efficaces, et adoptés. La biologie de synthèse est une discipline émergente d'ingénierie centrée sur la conception de systèmes vivants pour accomplir des fonctions contrôlées. Elle partage des concepts avec les jeux vidéo de crafting et d'ingénierie. Nous avons conçu le premier jeu vidéo de biologie de synthèse, baptisé Hero.Coli, pour la vulgarisation et l'éducation. Pour intéresser et engager les joueurs volontaires et involontaires, c'est-à-dire les internautes lambda et les étudiants, notre principale stratégie est l'utilisation de techniques d'UX et d'apprentissage furtif. Cela consiste à créer un jeu éducatif sans coupure dans l'expérience (phases explicites d'apprentissage ou d'évaluation), par imitation des jeux commerciaux à succès. Les données d'utilisation ont été analysées en continu pour pouvoir améliorer le jeu, en identifiant les problèmes de game design, les mauvaises compréhensions révélées au posttest ainsi que les phases d'apprentissage réussies. J'ai validé l'utilité du jeu en comparant les pré- et posttests des joueurs (n=89). En moyenne, le pourcentage de réponses correctes s'accroît de 32 points de pourcentage par question entre le prétest et le posttest. Les plus grands accroissements se produisent pour les questions de plus haut niveau conceptuel, par opposition aux questions portant sur le lexique. Cela correspond à ce que l'on peut attendre d'un apprentissage furtif, qui met plus l'accent sur le fonctionnement (les mécaniques de jeu) que sur le lexique. J'ai ensuite corrélé différents paramètres des traces des joueurs avec leurs scores de posttest. Enfin, nous avons aussi établi à partir des caractéristiques des joueurs que l'intérêt pour la biologie est plus critique que la formation pour expliquer la variance dans le score. Ces résultats pourraient conduire à des innovations en apprentissage adaptatif comme des retours personnalisés, que ce soit virtuellement ou en présentiel. De façon plus générale, la méthodologie de développement d'Hero.Coli peut servir d'exemple pour le développement futur de solutions d'apprentissage par le jeu : conception, suivi (tracking et analytics), itération rapide et test, et évaluation finale
Video games have demonstrated their value as a hobby and as a pedagogic tool, both in academic and professional fields. However, learning video games have to integrate pedagogical strategies and be fine-tuned to be efficient and adopted. Synthetic biology is an emerging field focusing on engineering living systems to achieve controlled functions. It shares concepts with crafting and engineering games. We designed the first synthetic biology crafting game, named Hero.Coli, for popularization and learning. In order to engage both forced and voluntary users, ie students and citizens, our main pedagogical strategy is stealth learning. This means creating an educational game with no interruption in the experience - due to explicit learning or assessment phases -, mimicking successful mainstream games. I used embedded analytics to continuously refine this new pedagogical tool, by spotting the bottlenecks and issues in level design, the eventual misconceptions revealed in posttests, and the learning successes. I validated the usefulness of the game by comparing pre- and posttests of players (n=89). I found an average of 32 percentage point increase between pretest and posttest correct answer rate per question. The higher achievements stemmed mainly from higher-order thinking questions as compared to lexical questions. This is in line with our expectation from the chosen stealth learning strategy, which prioritizes function - game mechanics - over lexicon. I then correlated different user tracking parameters to their posttest scores. Lastly, by analyzing surveys, we also revealed that interest in biology is more critical than education to explain the variance in learning. These results could lead to future adaptive learning improvements including user-tailored feedbacks, in-game or in-class. Overall, the Hero.coli framework facilitates future implementations of game-based learning solutions by exemplifying a methodological approach of game development: design, tracking and analytics, quick iteration and testing, and final evaluation
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Rice, John W. 1967. "Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799468/.

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Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.
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Books on the topic "Educational video game"

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1966-, Novak Jeannie, ed. Game development essentials: Game simulation development. Clifton Park, NY: Thomson / Delmar Learning, 2008.

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Video game design foundations. Tinley Park, Ill: Goodheart-Willcox Company, 2011.

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Videogames and education. Armonk, N.Y: M.E. Sharpe, 2008.

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Learning to play: Exploring the future of education with video games. New York: Peter Lang, 2011.

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Elisabeth, Hayes, ed. Women and gaming: The Sims and 21st century learning. New York: Palgrave Macmillan, 2010.

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Integrating video game research and practice in library and information science. Hershey, PA: Information Science Reference (an imprint of IGI Global), 2015.

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Sosa, Carlos Hiram Culebro. Repercusiones del videojuego en el estudiante de preparatoria: Investigación en una escuela preparatoria de Tuxtla Gutiérrez. Tuxtla Gutiérrez, Chiapas, México: Universidad de Ciencias y Artes de Chiapas (UNICACH), 2010.

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Lande, Stephen L. A buyer's guide to American products: From automobiles to video games. Secaucus, N.J: Carol Pub. Group, 1995.

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Beale, Ivan L. Video games for health: Principles and strategies for design and evaluation. Hauppauge, N.Y: Nova Science Publisher's, 2010.

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Gamification: Concepts, methodologies, tools, and applications. Hershey, PA: Information Science Reference, 2015.

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Book chapters on the topic "Educational video game"

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Hickey, Daniel T., and Ellen Jameson. "Designing for Participation in Educational Video Games." In Assessment in Game-Based Learning, 401–30. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3546-4_20.

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Bontchev, Boyan, Albena Antonova, and Yavor Dankov. "Educational Video Game Design Using Personalized Learning Scenarios." In Computational Science and Its Applications – ICCSA 2020, 829–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58817-5_59.

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Medel, Daniela, and Jaime Sánchez. "Educational Video Game Design for Teaching and Learning Musical Harmony." In Learning and Collaboration Technologies: Games and Virtual Environments for Learning, 65–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_5.

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Jost, Patrick, and Monica Divitini. "From Paper to Online: Digitizing Card Based Co-creation of Games for Privacy Education." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 178–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_14.

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AbstractEducation is rapidly evolving from co-located settings to remote and online learning. However, many proven educational tools are designed for collaborative, co-located classroom work. Effective sketching and ideating tools, such as card-based workshop tools, cannot be applied in remote teaching.This paper explores how the paper-based card and playboard metaphor can be digitized for remote student co-creation via video call sessions. Therefore, a card-based toolkit for co-creating educational games is transformed into a digital representation for remote application. In a between-subject trial with two university student groups (n = 61), it is investigated how users perceive ideation/balancing support and applicability of the technology-enhanced card toolset compared to the paper-based variant. Both groups thereby created an analytic game concept for privacy education.The results remarkably revealed that remote co-creation using the technology-enhanced card and playboard in video call sessions was perceived as significantly more supportive for ideation and game concept balancing. Students also felt more confident to apply the digitized card toolset independently while being more satisfied with their created game concepts. The designed educational game concepts showed comparable patterns between the groups and disclosed the students’ preferences on how games for privacy education should be designed and when and where they would like to play them. Conclusively, design implications for digital card ideation toolsets were synthesized from the findings.
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Palomino, Sergio Luis Martinez, Victor Enrique Chiroque Landayeta, María Vanessa Vega Velarde, María José Espinosa Chueca, and Eudes Axel Muñoz Delmás. "A Theoretical Model of Video Game Design in the Educational Context." In Lecture Notes in Networks and Systems, 197–203. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80091-8_23.

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Riopel, Martin, Patrice Potvin, François Boucher-Genesse, and Geneviève Allaire-Duquette. "Impact of Educational Video Game on Students’ Conceptions Related to Newtonian Mechanics." In New Developments in Science and Technology Education, 141–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22933-1_13.

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Chen, Howard Hao-Jan, and Christine Yang. "Investigating the Effects of an Adventure Video Game on Foreign Language Learning." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 168–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_31.

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Rea-Peñafiel, Xavier Mauricio, Katherine Estefanía Coral-Pineda, José Antonio Quiña-Mera, Juan Pablo Carvallo-Vega, and Cathy Pamela Guevara-Vega. "Application of a Ludic Video Game as an Alternative Resource in the Classroom. A Case Study." In Technology, Sustainability and Educational Innovation (TSIE), 204–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37221-7_18.

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Pinto, Rômulo, Ernesto Filgueiras, and Karina Moutinho. "Emotional Design and Gamification in Educational Processes: Predictor Model to Increase Video Game Efficiency." In Lecture Notes in Computer Science, 506–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49757-6_37.

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Verma, Vipin, Hansol Rheem, Ashish Amresh, Scotty D. Craig, and Ajay Bansal. "Predicting Real-Time Affective States by Modeling Facial Emotions Captured During Educational Video Game Play." In Lecture Notes in Computer Science, 447–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63464-3_45.

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Conference papers on the topic "Educational video game"

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Moshirnia, Andrew. "The Educational Potential of Modified Video Games." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3130.

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As the popularity of video game playing has increased, educators have sought to co-opt video games as an instructional tool. However, educational games have made little impact in either the commercial market place or the average game player’s home library. The modification, or modding, of video games using in-game editors may be used by instructors to introduce educational content to professionally designed video games. This paper examines the effectiveness of a modified video game, Civilization IV, in improving the comprehension and retention of historical knowledge of 10th, 11th, and 12th grade students. Students exposed to the modified video game significantly improved their immediate recall of knowledge level history items. Students expressed interest in future educational game playing and felt that they had a better understanding of application level history items. While these results are encouraging, the small sample size of this experiment prevents generalization and necessitates further study.
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Chang, Mido, Michael Evans, Sunha Kim, Kirby Deater-Deckard, and Anderson Norton. "Educational Video Games and Students' Game Engagement." In 2014 International Conference on Information Science and Applications (ICISA). IEEE, 2014. http://dx.doi.org/10.1109/icisa.2014.6847390.

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Tawfik, Andrew, Zhenyu He, and Ngoc Vo. "Impact of video game experience and gender differences in educational video games." In 2009 Joint Conferences on Pervasive Computing (JCPC). IEEE, 2009. http://dx.doi.org/10.1109/jcpc.2009.5420089.

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Cincovic, Jelica, and Igor Tartalja. "Experience in Developing Multiplatform Educational Video-Game." In 2019 27th Telecommunications Forum (TELFOR). IEEE, 2019. http://dx.doi.org/10.1109/telfor48224.2019.8971353.

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Shliakhovchuk, Elena, and Adolfo Muñoz García. "Digital game-based learning for D&I: conceptual design of an educational digital game Chuzme." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10561.

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There is a demand for tools facilitating intercultural, diversity and inclusion (D&amp;I) education. Video games are one of the most advanced new media technologies, so it is only natural to suppose that they can offer remarkable possibilities for fostering learning in the area of intercultural, D&amp;I education. This article explores theoretical guidelines in the design of Chuzme, a serious educational game that focuses on raising cultural self-awareness, the acknowledgement of cultural bias, and aims to generate positive attitudes towards migrants, refugees and expatriates amongst its players and to train to be an inclusive leader. It is hoped that this will serve as a useful reference to guide the development of similar titles in the future.
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"Playing Emotions: Designing an Educational Resource That Promotes Emotional Education Through Independent Video Games." In 12th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.032.

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Feldman, Juan, Ariel Monteserin, and Analia Amandi. "Recommending educational video games based on game features and student's Learning Styles." In 2016 IEEE Biennial Congress of Argentina (ARGENCON). IEEE, 2016. http://dx.doi.org/10.1109/argencon.2016.7585274.

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Chen, Pingping, Min Zou, Xiaoran Geng, Jianyong Su, and Dingying Tan. "Development of educational game based on Cocos2d-JS engine." In The Second International Conference on Image, Video Processing and Artificial Intelligence, edited by Ruidan Su. SPIE, 2019. http://dx.doi.org/10.1117/12.2544580.

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Wilcox-Netepczuk, Daniel. "Immersion and realism in video games - The confused moniker of video game engrossment." In 2013 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational & Serious Games (CGAMES). IEEE, 2013. http://dx.doi.org/10.1109/cgames.2013.6632613.

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del Blanco, Ángel, Javier Torrente, Pablo Moreno-Ger, and Baltasar Fernández-Manjón. "Towards the Generalization of Game-Based Learning: Integrating Educational Video Games in LAMS." In 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.183.

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Reports on the topic "Educational video game"

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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