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game-based learning
New entry in Digiplay games research bibliography:
It is widely agreed that the traditional process of schooling can benefit from the usage of computers as supportive tools. Of various approaches using computers in education over the last decade, e-learning and edutainment have become the most prominent. Recently, a number of authors have criticised these approaches arguing that they conserve traditional ‘drill and practice’ behaviouristic methods of teaching instead of enhancing and augmenting them. It has been proposed that a ‘paradigm shift’ is needed and that this shift may come through utilizing all the advantages of full-fledged video games, so-called digital game-based learning (DGBL). However, several case studies reported serious problems with the DGBL. Among the most notable issues are the lack of acceptance of games as an educational tool, problems with integration of games into formal schooling environments, and the so-called transfer problem, which is the problem of the inherent tension between game play and learning objectives, the tension that mitigates the ability of students to transfer knowledge gained in the video game to the real-world context. Here, we present a framework for an augmented learning environment (ALE), which verbalises one way of how these problems can be challenged. The ALE framework has been constructed based on our experience with the educational game, Europe 2045, which we developed and which has been implemented in a number of secondary schools in the Czech Republic during 2008. The key feature of this game is that it combines principles of on-line multi-player computer games with social, role-playing games. The evaluation which we present in this paper indicates the successful integration of the game and its acceptance by teachers and students. The ALE framework isolates key principles of the game contributing to this success, abstracts them into theoretical entities we call action-based spaces and causal and grounding links, and condenses them in a coherent methodological structure, which paves the way for further exploitation of the DGBL by educational game researchers and designers.
New entry in Digiplay games research bibliography:
Computer games are tremendously successful and this is why the potential of using this medium for educational purposes is increasingly recognized and researched. However, as new learning technologies need to be appropriate for all students and ensure equal learning opportunities, it is important to take into account evidences on gender differences in the context of computer games. This paper reviews relevant research results on gender aspects. Aiming for the realization of gender-based adaptation in digital educational games, a model incorporating research evidences on gender aspects is elaborated and implications for adaptation are derived. Adaptation principles and game design are illustrated by means of the 80Days project.
New entry in Digiplay games research bibliography:
Using computer games for educational purposes is it fascinating idea that is getting increasingly popular amongst educators, researchers, and developers. From it technical as well as psycho-pedagogical viewpoint, today's educational games are at an early stage. Most products cannot compete with non-educational, commercial games and not with conventional educational software. Research must address fundamental challenges such as methods for convincing learning-game design or individualization of gaming experiences. An important key factor is development costs. To enter the market Successfully requires reducing development costs significantly, however, without reducing gaining or learning quality. In this paper we introduce an approach of using existing methods for educational adaptation and personalization together with ideas of emergent game design.
New entry in Digiplay games research bibliography:
The purpose of this study was to examine the effects of type of inter-activity, prior knowledge and gender on learners' performance in learning computer programming skills through an experiential game-based learning activity. One hundred and forty six junior high school students participated in the experimental activity. Participants' levels of prior-knowledge (high vs. low) were identified according to previous computer course performance. The interactions of type-of-interactivity-prior-knowledge and type-of-interactivity-gender were significant on participants' performance. The analysis revealed that (a) for the gender effect, the male group outperformed the female group while receiving the challenge-interactivity game-play activity, but while receiving the mixed-interactivity game-play activity, the male group and the female group performed equally; (b) similarly, for the prior-knowledge effect, the high prior-knowledge group outperformed the low prior-knowledge group while receiving the challenge-interactivity game-play activity, but while receiving the mixed-interactivity game-play activity, the high prior-knowledge group and the low prior-knowledge group performed equally. The mixed-interactivity game-play was found to compensate for females' gender disadvantage and insufficient prior-knowledge.
New entry in Digiplay games research bibliography:
This paper introduces the concept of an augmented learning environment into the field of game-based learning. An augmented learning environment (ALE) combines principles of on-line multi-player computer games with social, role-playing games in order to facilitate the development of key skills and transfer of knowledge. Fundamental features of ALE are discussed through the educational game paradigm, Europe 2045, which has been developed and successfully implemented in a number of secondary schools in the Czech Republic during 2008. On a more general level this paper aims to establish a theoretical and case-study-based methodological framework for game researchers and designers, involved in similar future projects, which capitalizes on the notion of ALE.
New entry in Digiplay games research bibliography:
This paper presents a theoretical framework, which has been adopted in designing an on-line multi-player strategy game Europe 2045. Europe 2045 is an educational tool for high school social science courses, aimed at familiarizing students with political, economic, and social issues in contemporary Europe. Apart from learning facts, players develop a range of key skills: discussion ability, negotiation, teamwork, and group decision-making. The presented theoretical framework is based on a critical analysis of crucial issues, which seem to determine the success or failure of development and implementation of an educational game in the formal school environment. It demonstrates key approaches the authors of Europe 2045 have adopted in order to overcome already known problems related to game-based learning. On a general level this paper discusses issues related to formal fact learning in educational systems and the possible role of educational games in enhancing these systems.
New entry in Digiplay games research bibliography:
The current buzz-word in the e-Learning community is game-based learning or serious games–games whose primary focus is education not entertainment. Until recently, much e-Learning consisted of page-turner lessons created in an attempt to fill the growing demand for online courses. However, e-Learning is moving beyond merely digitizing traditional classroom course content for online accessibility. These serious games are becoming the new
model for e-Learning. A good game, including a serious game, consists of a story, a clear goal, a significant yet not impossible challenge,
meaningful actions, and appropriate feedback all rolled up in an attention-getting package. A challenge for
instructional designers in creating these serious games is changing our mindset from the traditional presentation of the lesson followed by testing to assess student comprehension. These lessons are typically in text format followed by a multiple choice test. Even when we try to jazz it up with graphics and interactivity, it is still the same old thing. In creating games, we need to move away from putting text on a screen to creating engaging learning experiences. So, how do we make the transition from instructional designers to serious game designers? What do instructional
designers need to do differently? This paper describes the challenges and lessons learned in designing two game-based courses for the U.S. Army.
We’ve had to adapt everything from storyboarding to the changing roles of the development team members. instructional designers need to know how games work and how to keep the educational objective from being obscured by the entertainment and glitz of the game.
New entry in Digiplay games research bibliography:
This paper discusses how learning material in the form of computer games in the area of ICT security affect ICT security usage. The findings from a conducted user-study show that computer games can be efficient learning environments when using security tools in terms of accessibility, safety, and speed. By replicating an earlier usability study, in which the participants utilised security tools to send and receive encrypted emails, the practical consequences of learning via a Game-Based Instruction were evaluated; the findings show that none of the participants who were given the chosen computer game as an instruction before the actual assignment did make any serious error when applying their security knowledge in contrast to the participants who did not receive any instruction in forehand. They also finished the assignment faster than the corresponding participants. To be able to evaluate the "practical knowledge" acquired, a model for Vital Security Functions was created that allows for comparison of security usage between high-level security applications.
New entry in Digiplay games research bibliography:
Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental setting: The online game was used for the first time during a lecture on Structural Concrete at Master's level, involving 121 seventh semester students. Methods: Pre-test/post-test experimental control group design with questionnaires and an independent online evaluation. Results: The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called "joy" was introduced, according to [Nielsen, J. (2002): User empowerment and the fun factor. In Jakob Nielsen's Alertbox, July 7, 2002. Available from http://www.useit.com/alertbox/20020707.html.], which was amazingly high. Conclusion: The experimental findings support the efficacy of game playing. Students enjoyed this kind of e-learning.
New entry in Digiplay games research bibliography:
How to design effective learning opportunities? Why is learning by experience often more efficient than learning by studying? How to provide the learning experiences needed to respond to current challenges? Using computer games and games in general for educational purposes offers a variety of knowledge presentations and creates opportunities to apply the knowledge within a virtual world, thus supporting and facilitating learning processes. An innovative educational paradigm such as game-based learning, which is considered suitable for the given purpose, is described in this article. The connection of the collaborative social context of education with game-based learning is discussed in the first part of the paper. The second part of the paper introduces the game concept of "UniGame: Social Skills and Knowledge Training". Game ideas along the educational background of the UniGame game concept are outlined. UniGame scenarios presented and possible use cases should stimulate users to apply game-based learning approach in the future for their classes.
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