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Journal articles on the topic 'Game-based learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 March 2023

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1

Leitão, Rui, J. M. F. Rodrigues, and Adérito Fernandes Marcos. "Game-Based Learning." International Journal of Art, Culture and Design Technologies 4, no. 1 (January 2014): 63–75. http://dx.doi.org/10.4018/ijacdt.2014010105.

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In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.

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Schmitz, Birgit, Roland Klemke, and Marcus Specht. "Game-Based Learning." International Journal of Learning Technology 9, no. 2 (2014): 202. http://dx.doi.org/10.1504/ijlt.2014.064493.

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Gocheva, Margarita, Nikolay Kasakliev, and Elena Somova. "Mobile Game-Based Math Learning for Primary School." Mathematics and Informatics LXV, no. 6 (December 29, 2022): 574–86. http://dx.doi.org/10.53656/math2022-6-3-mob.

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The paper discusses modern learning approaches in which mobile devices are increasingly used. It presents an experiment to apply mobile game-based learning to primary school students. A suitable learning model has been designed using adaptive, micro lesson, behavioural and game-based approaches. Based on the model, a mobile math educational game was developed to complement traditional classroom learning and be used at home. The mobile game was tested in a real learning environment. A survey was conducted also with the students and teachers, participants in the experiment, which investigated the attitude toward using mobile game – based learning in mathematics in the direction of – practical applicability, motivation, design, accessibility, support and feedback.

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Avdiu, Eliza. "Game-Based Learning Practices in Austrian Elementary Schools." Educational Process: International Journal 8, no. 3 (September 15, 2019): 196–206. http://dx.doi.org/10.22521/edupij.2019.83.4.

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Bennis, Lamyae, and Said Amali. "From Learning Game to Adaptive Ubiquitous Game Based Learning." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (August 29, 2019): 55. http://dx.doi.org/10.3991/ijet.v14i16.10701.

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Mobile Learning (also known as m-learning) and game based learning (GBL) are two important elements in Technology-Enhanced Learning. By using mobile technology and benefiting from their features we can provide a pervasive learning without being restricted by time and space (Learning anywhere and anytime). GBL over the last decade has played an important role in increasing the motivation of the learner player through the integration of gamification into the learner’s learning process. The combination of the two elements gave birth to a new concept of educational system called Ubiquitous Learning Game (ULG). Mobile technologies are very diverse and market demands push the continued development of new technologies and features that present a big challenge in time and development costs. On the other hand creating a nice game for different player profiles requires the addition of the learner’s model in the design phase of the game. In this sense the main aim of this paper is to present the new architecture of the <e-Adventure > educational adventure games authoring tool and its implementation by addressing the different challenges already cited in order to generate an adaptive ULG for multiples mobile platforms.

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Wang, Dan, and MAS NIDA MD. KHAMBARI. "The application of game-based AR learning model in English sentence learning." Malaysian Online Journal of Educational Technology 8, no. 1 (January 1, 2020): 63–71. http://dx.doi.org/10.17220/mojet.2020.01.005.

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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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Shah, Kavita A. "Game-Based Accounting Learning." International Journal of Information Systems in the Service Sector 9, no. 4 (October 2017): 21–29. http://dx.doi.org/10.4018/ijisss.2017100102.

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Accounting students should enrich themselves with the technical knowledge, critical thinking, and problem-solving skills to be successful in today's competitive environment. To reach these objectives, they should be highly engaged and motivated in the learning process. It has been argued that games can play a useful role in making the study of accounting more interesting, hence increasing motivation. The research presented in this paper explores the impact of learning in an introductory accounting course attributable to the use of games supplementary to the traditional teaching methods. The perceptions of 18 students and six faculties at a tertiary institution in the United Arab Emirates relating to the integration of games in an introductory accounting course were uncovered through semi structured interviews. Prior to the students being interviewed, they had been given the opportunity to play three different types of games in a controlled classroom. The exploratory research found that faculty and students believe that games can motivate students and maintain their enthusiasm and interest in learning in an introductory accounting course. However, faculty are generally not in a favour of introducing accounting concepts in introductory accounting course to students through games. They do agree that games should be used for practicing homework and as fillers in an introductory accounting course. The study accentuates that games are one of the motivational factors to maintain student's interest in the course consistently. This exploratory research will give an idea of innovative learning in the accounting class. It will assist accounting faculty to understand the fact that the use of games can make complex and quantitative subjects like accounting easy to understand and fun without sacrificing the quality of students' foundation learning in the subject.

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Roy, Anupama, and Mike Sharples. "Mobile Game Based Learning." International Journal of Mobile and Blended Learning 7, no. 1 (January 2015): 1–12. http://dx.doi.org/10.4018/ijmbl.2015010101.

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This paper describes an investigatory project to pilot an SMS based game to enhance the training of peer educators of MSM (Males having Sex with Males) groups in India. The objective of this research was to increase the efficacy of the MSM peer educators by bridging the gap between the training needs and their real life experiences. An SMS based game was designed using participatory approaches as a learning support, upholding their real life experiences in game form. The game was designed on an existing platform which provides text role-play games accessed through SMS messages. This paper examines the learning benefits. The findings show that after the intervention the peer educators had better understanding of peer education and organizational support. They also learnt to think critically.

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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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Maindalkar, Advait, Sarvesh Gharat, and Prof Vinod Rathod. "Learning Game Development Life Cycle through Project-Based Approach." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 1302–5. http://dx.doi.org/10.31142/ijtsrd11314.

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Yee Tze Yun, Zoe, Noorhaniza Wahid, Norhanifah Murli, Rahayu A. Hamid, and Muhammad Fakri Othman. "2D Platform-based Game of Arithmetic Game-based Learning." Journal of Physics: Conference Series 1049 (July 2018): 012080. http://dx.doi.org/10.1088/1742-6596/1049/1/012080.

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Lee, Woo-Hyun, and Won-Hyung Lee. "Game Selection Method for Game-Based History Learning." Journal of Contemporary Educational Research 5, no. 10 (October 27, 2021): 67–81. http://dx.doi.org/10.26689/jcer.v5i10.2404.

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Games that are used in research on game-based learning and serious games that are used for education are usually exclusive, making it difficult for teachers to attempt new methods in education. According to the data published in 2009 by the European Schoolnet (EUN), a network of European Ministries of Education, most of the problems that teachers face when using games in class are related to game selection. Based on the aforementioned data, this study presents a set of criteria for selecting games in order to solve the inconvenience experienced by teachers. The games, which are used as teaching materials for game-based learning, have been replaced with commercial games that are easily purchased, rather than serious games that are difficult to obtain the licensing. Based on the criteria, two games were selected in this study and the classes were conducted at the educational site. Compared to the group trained with textbooks, it has been confirmed that the effect of game-based learning was sufficient. In addition, five out of ten problems that teachers face were resolved.

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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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Yang, Shu-Hung, Yu-Ying Wang, Ah-Fur Lai, Yi-Nan Lin, Gwo-Jen Chiou, Ming-Kuen Chen, Victor R. L. Shen, and Chi-Yen Hsiung. "Development of a Game-Based e-Learning System with Augmented Reality for Improving Students’ Learning Performance." International Journal of Engineering Education 2, no. 1 (June 15, 2020): 1–10. http://dx.doi.org/10.14710/ijee.2.1.1-10.

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Currently, the school children usually spend a lot of time on the games in their recreational activities and some of them are even addicted to the games. Compared with other extracurricular activities, the e-Learning system reflects the fact that school children are very interested in the games. As a result, educators have lately craved to develop effective teaching activities that allow the school children to learn some subjects and to play the games simultaneously. Therefore, this study is based on an e-Learning system which combines the serious game by Unity3D Game Engine with augmented reality (AR). Students are able to acquire their knowledge and to foster logical skills via this game-based e-Learning system. According to its efficacy and utilities, this study has assessed and compared the game-based e-Learning system with the traditional learning and other e-Learning systems. The experimental results have indicated that the proposed game-based e-Learning system can outperform other existing systems.

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Barzilai, Sarit, and Ina Blau. "Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences." Computers & Education 70 (January 2014): 65–79. http://dx.doi.org/10.1016/j.compedu.2013.08.003.

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Emerson, Andrew, Elizabeth B. Cloude, Roger Azevedo, and James Lester. "Multimodal learning analytics for game‐based learning." British Journal of Educational Technology 51, no. 5 (July 3, 2020): 1505–26. http://dx.doi.org/10.1111/bjet.12992.

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

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20

WenChih Chang, YuMin Chou, and KuenChi Chen. "Game-based Collaborative Learning System." Journal of Convergence Information Technology 6, no. 4 (April 30, 2011): 273–84. http://dx.doi.org/10.4156/jcit.vol6.issue4.30.

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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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Plass, Jan L., Bruce D. Homer, and Charles K. Kinzer. "Foundations of Game-Based Learning." Educational Psychologist 50, no. 4 (October 2, 2015): 258–83. http://dx.doi.org/10.1080/00461520.2015.1122533.

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Karagiorgas, Dimitrios N., and Shari Niemann. "Gamification and Game-Based Learning." Journal of Educational Technology Systems 45, no. 4 (May 17, 2017): 499–519. http://dx.doi.org/10.1177/0047239516665105.

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In the last 10 years, gaming has evolved to the point that it is now being used as a learning medium to educate students in many different disciplines. The educational community has begun to explore the effectiveness of gaming as a learning tool and as a result two different ways of utilizing games for education have been created: Gamification and serious games. While both methods are used to educate, serious games are meant to provide training and practice without entertaining. Whereas, gamification uses game-like features such as points and similar to serious games are not meant to entertain. This review will provide an overview of gamification and serious games as well as the learning possibilities of noneducational games such as massively multiplayer online role-playing games. Finally, massively multiplayer online role-playing games will be discussed in detail as to whether they can meet the general behavioral requirements of effective learning.

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Dormann, Claire, and Robert Biddle. "Humour in game‐based learning." Learning, Media and Technology 31, no. 4 (December 2006): 411–24. http://dx.doi.org/10.1080/17439880601022023.

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Kim, Yoon Jeon, José A. Ruipérez Valiente, Dirk Ifenthaler, Erik Harpstead, and Elizabeth Rowe. "Analytics for Game-Based Learning." Journal of Learning Analytics 9, no. 3 (December 16, 2022): 8–10. http://dx.doi.org/10.18608/jla.2022.7929.

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The purpose of this special section is to collect in one place how data in game-based learning environments may be turned into valuable analytics for student assessment, support of learning, and/or improvement of the game, using existing or emerging empirical research methodologies from various fields, including computer science, software engineering, educational data mining, learning analytics, learning sciences, statistics, and information visualization. Four contributions form this special section, which will inspire future high-quality research studies and contribute to the growing knowledge base of learning analytics and game-based learning research and practice.

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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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Rajan, S. Soundar. "Effectiveness of Game Based Learning to Enhance Student Learning." Technoarete Transactions on Application of Information and Communication Technology(ICT) in Education 1, no. 1 (March 31, 2022): 6–11. http://dx.doi.org/10.36647/ttaicte/01.01.a002.

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This research study has discussed the importance of game based learning. Game based learning is the technology based learning that helps to enhance student learning. In the present time, most countries have adopted game based learning to increase student meaning capabilities. This study has conducted the secondary qualitative data collection method from previous online research paper. In this regard, from this secondary data, the researcher has chosen thematic analysis to find authentic results of this research. This study has concluded that game based learning enhances student learning capabilities. This learning approach has increase student self-confidence and social interaction. Keyword : Video game, Game based learning, Traditional learning system.

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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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Yoke Seng, Wong, Maizatul Hayati Mohamad Yatim, and Tan Wee Hoe. "LEARNING OBJECT-ORIENTED PROGRAMMING PARADIGM VIA GAME-BASED LEARNING GAME – PILOT STUDY." International journal of Multimedia & Its Applications 10, no. 06 (December 31, 2018): 181–97. http://dx.doi.org/10.5121/ijma.2018.10615.

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Hartt, Maxwell, Hadi Hosseini, and Mehrnaz Mostafapour. "Game On: Exploring the Effectiveness of Game-based Learning." Planning Practice & Research 35, no. 5 (June 16, 2020): 589–604. http://dx.doi.org/10.1080/02697459.2020.1778859.

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Arifudin, Dani, Suliswaningsih Suliswaningsih, Dian Pramesti, and Linda Heryanti. "Implementasi Game Design Document Pada Perancangan Game Based Learning." CogITo Smart Journal 8, no. 2 (December 21, 2022): 385–97. http://dx.doi.org/10.31154/cogito.v8i2.431.385-397.

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Beberapa penelitian mengenai pemilihan model pembelajaran bertema game disimpulkan dapat menghilangkan kejenuhan dalam proses pembelajaran, sehingga siswa antusias dan berperan aktif mengikuti pelajaran, pembelajaran bertema game ini disebut Game Based Learning. Yaitu metode pembelajaran yang memiliki konsep menggabungkan konten pendidikan atau prinsip-prinsip belajar dengan game yang bertujuan untuk menarik siswa untuk belajar. Dalam perancangan game based learning, tentunya harus terstruktur dan terkonsep dengan baik, serta memenuhi standar penerapan konsep game ke dalam pembelajaran. Metode yang bisa merekam dan mendokumentasikan setiap detail dari desain gameplay dan perancangan game based learning adalah Game Design Document (GDD). Penelitian ini bertujuan untuk mengimplementasikan GDD dalam perancangan game based learning, dengan menggunakan metode Multimedia Development Life Cycle (MDLC). Diharapkan penelitian ini dapat menghasilkan kesimpulan mengenai standar perancangan pembelajaran berbasis game yang terdokumentasi dalam GDD.

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Abdul Jabbar, Azita Iliya, and Patrick Felicia. "Gameplay Engagement and Learning in Game-Based Learning." Review of Educational Research 85, no. 4 (December 2015): 740–79. http://dx.doi.org/10.3102/0034654315577210.

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Baran, Medine, Abdulkadir Maskan, and Şeyma Yaşar. "Learning Physics through Project-Based Learning Game Techniques." International Journal of Instruction 11, no. 2 (April 3, 2018): 221–34. http://dx.doi.org/10.12973/iji.2018.11215a.

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Stefan, Ioana A., Ancuta Florentina Gheorghe, Antoniu Stefan, Andriani Piki, Hariklia Tsalapata, and Olivier Heidmann. "Constructing Seamless Learning Through Game-Based Learning Experiences." International Journal of Mobile and Blended Learning 14, no. 4 (October 1, 2022): 1–12. http://dx.doi.org/10.4018/ijmbl.315625.

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The goal of this paper is to explore how game-based experiences can be leveraged through mobile technology to activate learner engagement and achieve a seamless connection between formal and informal learning. The paper presents a mobile game authoring tool that enables educators to create gamified lesson paths, drawing on the concept of atomic learning. Preliminary evaluation revealed three main findings. First, mobile games constitute a key driver in seamlessly blending informal, unguided learning that is driven by natural human curiosity with learning experiences which are driven by defined, formal learning objectives. Second, ensuring learning elements are suitable for direct use, and reuse, within game-based tools, requiring learning content with high granularity. Third, the success of gamified learning depends on visual and audio impact, along with an appropriate blend of challenges, rewards, learning content, and assessment units that form the narrative backbone.

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Moon, Jewoong, and Fengfeng Ke. "In-Game Actions to Promote Game-Based Math Learning Engagement." Journal of Educational Computing Research 58, no. 4 (September 27, 2019): 863–85. http://dx.doi.org/10.1177/0735633119878611.

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Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement). This study used and examined the game E-Rebuild, a single-player three-dimensional architecture game that requires learners’ application of math knowledge. Using in-depth gameplay behavior analysis, this study sampled a total of 92 screen-recorded and video-captured gameplay sessions attended by 25 middle school students. We adopted two analytic approaches: sequential analysis and thematic analysis. Whereas sequential analysis explored which in-game actions by students were likely to promote each type of learning engagement, the thematic analysis depicted how certain gameplay contexts contributed to students’ enhanced learning engagement. The study found that refugee allocation and material trading actions promoted students’ content engagement, whereas using in-game building tools and learning support boosted their cognitive engagement. This study also found that students’ learning engagement was associated with their development of mathematical thinking in a GBL context.

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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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Koivisto, Matti T. "Player Enjoyment in Game-based Learning." International Journal of Assessment and Evaluation 20, no. 2 (2014): 57–62. http://dx.doi.org/10.18848/2327-7920/cgp/v20i02/48341.

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Sousa, M., and E. Costa. "Game Based Learning Improving Leadership Skills." EAI Endorsed Transactions on Game-Based Learning 1, no. 3 (August 26, 2014): e2. http://dx.doi.org/10.4108/sg.1.3.e2.

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Whitton, Nicola. "Encouraging Engagement in Game-Based Learning." International Journal of Game-Based Learning 1, no. 1 (January 2011): 75–84. http://dx.doi.org/10.4018/ijgbl.2011010106.

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It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging–either in terms of an initial motivation to play or sustained participation. This paper describes the Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project, which experienced unexpectedly low motivation and participation. Despite extensive marketing, only a small fraction of potential students participated in the game and of those a far smaller number were highly engaged. Evidence from the project is presented and the reasons for the lack of engagement in the game created are considered. Finally the paper reflects on ways in which engagement with game-based learning might be encouraged.

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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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Vate-U-Lan, Poonsri. "Transforming Classrooms through Game-Based Learning." International Journal of Game-Based Learning 5, no. 1 (January 2015): 46–57. http://dx.doi.org/10.4018/ijgbl.2015010104.

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This article reports an exploratory study which investigated attitudes towards the practice of game-based learning in teaching STEM (science, technology, engineering and mathematics) within a Thai educational context. This self-administered Internet-based survey yielded 169 responses from a snowball sampling technique. Three fifths of respondents were female (59.2% or N=100 females and 40.8% or N=69 males). Slightly more than half (55.6%) of the participants were elementary, secondary and university students. An additional second group of thirty-five per cent (N=59) were teachers who were in charge of STEM educational programs. Almost one tenth (9.5%, N=16) were parents. Frequency tables were used to analyze the quantitative data. The qualitative data was derived from a single open-ended question. The study found some divergent opinions that are useful in considering game-based learning for STEM education in Thailand. The overall average attitude towards the usage of game-based learning was very positive (3.92 out of 5, S.D. = 0.80). The study found that the majority of informants preferred that the delivery mode was online through a web browser followed by the mobile mode through an application and the least preferred was the offline mode recorded on CD-ROM (55.0%, 31.4% and 13.6% respectively). Thai was still the most preferred language to be used though both students and parents surveyed had a stronger preference for English and a Thai-English bilingual mode than the teachers. An important finding in this research was that stakeholders expected game-based learning to be integrated into the traditional classroom because of its enhanced learning approach.

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Wilson, Scott Neal, Caroline E. Engler, Jessica E. Black, Derik K. Yager-Elorriaga, William Michael Thompson, Andrae McConnell, Javier Elizondo Cecena, Ryan Ralston, and Robert A. Terry. "Game-Based Learning and Information Literacy." International Journal of Game-Based Learning 7, no. 4 (October 2017): 1–21. http://dx.doi.org/10.4018/ijgbl.2017100101.

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In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance (relative to controls) on end-of-instruction testing (EOI; end-of-year state testing) suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.

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Chee, Yam San, Swee Kin Loke, and Ek Ming Tan. "Becoming Citizens Through Game-Based Learning." International Journal of Gaming and Computer-Mediated Simulations 1, no. 2 (April 2009): 32–51. http://dx.doi.org/10.4018/jgcms.2009040103.

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Mutchima, Prisana. "Online Teaching & Game-Based Learning." Journal Of Technical Education Development 34, no. 123 (September 22, 2022): 13–22. http://dx.doi.org/10.14416/j.ted.2022.06.012.

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Mani Dixit, Sanjaya. "Game-based learning in medical education." Journal of Kathmandu Medical College 10, no. 2 (November 23, 2021): 61–63. http://dx.doi.org/10.3126/jkmc.v10i2.40015.

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Oestreich, Julie H., and Jason W. Guy. "Game-Based Learning in Pharmacy Education." Pharmacy 10, no. 1 (January 6, 2022): 11. http://dx.doi.org/10.3390/pharmacy10010011.

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Game-based learning (GBL) involves adding game elements to non-game activities to encourage engagement. Pharmacy curricula are required to incorporate active learning to meet accreditation standards. The literature supports that well-designed GBL holds the attention of students and improves knowledge in some instances. Furthermore, these adaptable experiences can be leveraged for a variety of content areas in pharmacy education. Some activities utilized by educators require large amounts of technological expertise, while others involve minimal use of technology. The incorporation of technology can create highly immersive experiences for learners; however, there are barriers (e.g., financial and technology prowess) to implementation compared to simpler designs. One area of GBL that is not well defined in the literature is how to adequately assess student learning outcomes. Most current studies describe subjective attitudes and confidence or assess content knowledge through objective pre- and post-tests. In the future, more defined and connected methods for assessment—such as active demonstrations within the game—will be needed to better incorporate GBL into pharmacy curricula. Based on the collective evidence in the literature, some GBL activities may serve as useful tools to improve pharmacy student engagement and learning.

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Robbins, Thomas R. "A Learning Curve‐Based Assembly Game." Decision Sciences Journal of Innovative Education 17, no. 4 (October 2019): 344–62. http://dx.doi.org/10.1111/dsji.12190.

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Kearney, Paul. "Cognitive assessment of game-based learning." British Journal of Educational Technology 38, no. 3 (May 2007): 529–31. http://dx.doi.org/10.1111/j.1467-8535.2007.00718.x.

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Chang, Wen-Chih, Te-Hua Wang, Freya H. Lin, and Hsuan-Che Yang. "Game-Based Learning with Ubiquitous Technologies." IEEE Internet Computing 13, no. 4 (July 2009): 26–33. http://dx.doi.org/10.1109/mic.2009.81.

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Taqiyyah, Atikah, and Joko Soebagyo. "ANALISIS BIBLIOMETRIK MATHEMATICS GAME-BASED LEARNING." AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika 9, no. 1 (March 1, 2022): 1. http://dx.doi.org/10.12928/admathedust.v9i1.21070.

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