an article by Nina Iten and Dominik Petko (Schwyz University of Teacher Education, Switzerland) published in British Journal of Educational Technology Volume 47 Issue 1 (January 2016)
Abstract
Serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains. Yet few studies have examined how these factors are related. Therefore, an empirical study was conducted to test the relationship between anticipated enjoyment and willingness to play, as well as between game enjoyment, self-reported cognitive and motivational learning gains and test results.
In an explorative study, 74 children from five primary schools played the learning game AWWWARE. The results of pre- and post-tests were analysed using multiple linear regressions. The analysis showed that anticipated enjoyment played only a minor part in students’ willingness to learn with serious games. Of greater importance was the students’ expectation that the learning game would be easy and instructive. The level of actual enjoyment of the game also had a smaller influence than expected.
While there was a correlation between enjoyment and the motivation to continue being engaged with the subject matter of the game, no effect was found with respect to self-assessed or tested learning gains. The results lead to the conclusion that other factors, such as explicit learning tasks, instruction and support inherent in the game or supplemented by teachers, may be more decisive than the experience of fun during the game.
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Showing posts with label educational_games. Show all posts
Showing posts with label educational_games. Show all posts
Tuesday, 12 July 2016
Wednesday, 9 January 2013
Computer-game-based tutoring of mathematics
an article by Fengfeng Ke (Florida State University, USA) published in Computers & Education
Volume 60 Issue 1 (January 2013)
Abstract
This in-situ, descriptive case study examined the potential of implementing computer mathematics games as an anchor for tutoring of mathematics. Data were collected from middle school students at a rural pueblo school and an urban Hispanic-serving school, through in-field observation, content analysis of game-based tutoring–learning interactions, and achievement test.
Findings suggested that game-based tutoring is dynamic in terms of its timing, initiation, content, style, and tutee reaction created. There was an improvement in students’ state test performance at the pueblo school after the game-based tutoring program, but the improvement was not statistically significant at the urban school.
The study can serve as a catalyst for insight and further research of using educational gaming as an instructional artifact to augment other instructional approaches.
Highlights
► Educational gaming as an instructional artifact to augment tutoring.
► Game-based tutoring is dynamic and multi-faceted.
► A collaborative partnership between tutors and tutees reinforces tutee reaction.
► Tutoring occurring before play or using informal language reinforces tutee reaction.
► An improvement in test performance at the pueblo school after game-based tutoring.
Abstract
This in-situ, descriptive case study examined the potential of implementing computer mathematics games as an anchor for tutoring of mathematics. Data were collected from middle school students at a rural pueblo school and an urban Hispanic-serving school, through in-field observation, content analysis of game-based tutoring–learning interactions, and achievement test.
Findings suggested that game-based tutoring is dynamic in terms of its timing, initiation, content, style, and tutee reaction created. There was an improvement in students’ state test performance at the pueblo school after the game-based tutoring program, but the improvement was not statistically significant at the urban school.
The study can serve as a catalyst for insight and further research of using educational gaming as an instructional artifact to augment other instructional approaches.
Highlights
► Educational gaming as an instructional artifact to augment tutoring.
► Game-based tutoring is dynamic and multi-faceted.
► A collaborative partnership between tutors and tutees reinforces tutee reaction.
► Tutoring occurring before play or using informal language reinforces tutee reaction.
► An improvement in test performance at the pueblo school after game-based tutoring.
Tuesday, 10 January 2012
The differences in motivations of online game players and offline game players: …
A combined analysis of three studies at higher education level
an article by by Tom Hainey, Thomas Connolly, Mark Stansfield and Elizabeth Boyle (University of the West of Scotland, Paisley) published in Computers & Education Volume 57 Issue 4 (2011)
Abstract
Computer games have become a highly popular form of entertainment and have had a large impact on how university students spend their leisure time. Due to their highly motivating properties computer games have come to the attention of educationalists who wish to exploit these highly desirable properties for educational purposes. Several studies have been performed looking at motivations for playing computer games in a general context and in a higher education (HE) context. These studies did not focus on the differences in motivations between online and offline game players. Equally the studies did not look at the differences in motivations of people who prefer single-player games and people who prefer multi-player games.
If games-based learning is to become a recognised teaching approach then such motivations for playing computer games must be better understood. This paper presents the combined analysis of two studies at HE level, performed over a two year period from 2007 to 2009. The paper focuses, in particular, on differences of motivations in relation to single-player/multi-player preference and online/offline game participation. The study produces a set of important motivations to be taken into consideration for each player preference type (single-player or multi-player) and each player participation type (online or offline) based on a large piece of empirical research.
an article by by Tom Hainey, Thomas Connolly, Mark Stansfield and Elizabeth Boyle (University of the West of Scotland, Paisley) published in Computers & Education Volume 57 Issue 4 (2011)
Abstract
Computer games have become a highly popular form of entertainment and have had a large impact on how university students spend their leisure time. Due to their highly motivating properties computer games have come to the attention of educationalists who wish to exploit these highly desirable properties for educational purposes. Several studies have been performed looking at motivations for playing computer games in a general context and in a higher education (HE) context. These studies did not focus on the differences in motivations between online and offline game players. Equally the studies did not look at the differences in motivations of people who prefer single-player games and people who prefer multi-player games.
If games-based learning is to become a recognised teaching approach then such motivations for playing computer games must be better understood. This paper presents the combined analysis of two studies at HE level, performed over a two year period from 2007 to 2009. The paper focuses, in particular, on differences of motivations in relation to single-player/multi-player preference and online/offline game participation. The study produces a set of important motivations to be taken into consideration for each player preference type (single-player or multi-player) and each player participation type (online or offline) based on a large piece of empirical research.
Friday, 6 January 2012
A computer card game for the learning of basic aspects of the binary system in primary education: …
Design and pilot evaluation
an article by Maria Kordaki (Patras University, Greece) published in Education and Information Technologies Volume 16 Issue 4 (December 2011)
Abstract
This paper presents the design, features and pilot evaluation study of a computer card game for the learning of basic aspects of the binary system (BS) by primary level education pupils. This design was based on modern social and constructivist theories of learning, in combination with basic game design principles. Pupils are asked to play against the computer with cards featuring Binary Numbers (BNs). To engage successfully with the game, pupils are provided with opportunities to review their previous knowledge of the decimal system and, subsequently, to use analogical reasoning to make connections between this knowledge and basic aspects of the BS. Several scaffolding elements are also provided for the pupils to construct, verify, extend and generalise their knowledge, at the same time using essential learning competencies. The game was piloted in the field using real pupils (20 6th Grade pupils) with encouraging results. Finally, an attempt has been made to address essential points of this game that have contributed to its becoming a successful learning environment. Addressing these points could be useful for both designers of educational computer games for Computer Science (CS) education and educators in Computing.
an article by Maria Kordaki (Patras University, Greece) published in Education and Information Technologies Volume 16 Issue 4 (December 2011)
Abstract
This paper presents the design, features and pilot evaluation study of a computer card game for the learning of basic aspects of the binary system (BS) by primary level education pupils. This design was based on modern social and constructivist theories of learning, in combination with basic game design principles. Pupils are asked to play against the computer with cards featuring Binary Numbers (BNs). To engage successfully with the game, pupils are provided with opportunities to review their previous knowledge of the decimal system and, subsequently, to use analogical reasoning to make connections between this knowledge and basic aspects of the BS. Several scaffolding elements are also provided for the pupils to construct, verify, extend and generalise their knowledge, at the same time using essential learning competencies. The game was piloted in the field using real pupils (20 6th Grade pupils) with encouraging results. Finally, an attempt has been made to address essential points of this game that have contributed to its becoming a successful learning environment. Addressing these points could be useful for both designers of educational computer games for Computer Science (CS) education and educators in Computing.
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