Game Application Research Articles

Pengaruh Penerapan Game Based Learning Terhadap Motivasi Belajar Siswa Sekolah Dasar

Curriculum requirements require educators to be creative in developing learning styles. However, in reality, most educators in Indonesia currently only provide the things that are available in teaching modules and focus on fulfilling curriculum material without considering the expected learning outcomes. To overcome this problem, educators need to modify learning styles by providing learning innovations. One alternative that can be applied to elementary school students is to apply the Game Based Learning learning model. Therefore, the aim of the research is to find out the effect of implementing the Game Based Learning learning model on elementary school students' learning motivation. The literature review was carried out by conducting a literature review which aims to examine the application, factors and impact of Game Based Learning on elementary school students' learning motivation. Literature searches were carried out using the Google Scholar database for the 2013-2023 period. Based on article extraction, 6 articles were found that were appropriate to the discussion, which shows that there are several stages in the game based learning model, namely (1) identifying learning objectives. (2) determine the big idea. (3) create a game scenario. (4) create a learning activity design. (5) create groups. (6) apply game dynamics. In its application, GBL has several factors, namely: game design, instructional support, motivational aspects, and the ability to develop multiple intelligences. The impact of implementing GBL itself, among other things, can increase student learning motivation, increase student literacy motivation, and certainly have an effect on student learning outcomes.

An entrepreneurial education game for effectively Tracing the knowledge structure of college students - based on adaptive algorithms

The application of games in the field of education has brought new developments and updated educational needs to games. To maintain and improve students' learning motivation and interest, and more effectively carry out personalized teaching capabilities, research focuses on students' personalized knowledge structure. Starting from tracking the differences in knowledge structures among different learners, a game model based on entrepreneurial education theory has been designed. Through modeling learner knowledge using Bayesian network, the research constructs a game framework of entrepreneurial education for adaptive learning. On this basis, a new feature crossover method is proposed to construct a deep knowledge tracking model based on feature embedding and attention mechanism. It was combined with adaptive learning technology to ultimately construct an entrepreneurial education game model that integrates adaptive learning and improved deep knowledge tracking. A total of 379 students participated in the experiment. The experimental results on the ASSISTments09 open data set show that the area value under the receptivity curve of this model is 0.913, which is 8.8% to 26.6% higher than that of advanced models of the same type. The performance of the research model is optimal on different training scale data. Students' adaptability to entrepreneurship education games is higher than classroom teaching, with a difference between 2% and 11%. The experimental data demonstrates the high applicability of this research method and also achieves the goal of game design, which has certain practical teaching application value.

The Use of Educational Games to Promote Learning in Geology: Conceptions of Middle and Secondary School Teachers

Studies highlight researchers’ concerns about how science should be taught today. It is recognised that teachers have difficulty involving and motivating students to learn about different complex topics, such as geology. Schools must promote skills development to develop citizens who can be active and informed in society. One way of undertaking this is to use active methodologies such as educational games, in which students play an essential role in developing activities. Games encourage changes in conceptions regarding the relevance of this scientific topic that is often undervalued by students. Games have gained space in recent years in several disciplines, and it is essential that this tool is thought out and planned within a consistent pedagogical proposal. This educational resource is used to increase motivation for learning, as well as enhance and strengthen the effects of learning. An intervention plan can be framed within game-based teaching. Teachers have been underrepresented in the game-based learning literature, with more emphasis on games’ effects. However, the pedagogical issue of games has been particularly relevant in recent decades. The current investigation used a survey given to geology teachers (n = 112) from public and private middle and secondary schools in Portugal. Its purpose was to assess teachers’ perceptions regarding game-based teaching and its potential to promote active learning. Our sample ages ranged from 24 to 64 years (average of 48.9 years old); 81.3% were women and 18.8% were men. The analysis of the results seems to confirm that although they do not always use games to promote learning in geology, most teachers still recognise their potential to motivate, enhance, and reinforce the learning of geological content, with digital games being the preferred option. They emphasise the importance of teacher training in this area and the inclusion of game applications in school textbooks to approach different geology-related themes. Our results seem to indicate some lack of consistency in teachers’ opinions on the impact of games on student learning.

Development of Luwu Culture Through Interactive Educational Games Based on Android Smartphones by Using Abode Animate CC

This study aims to develop educational games application based on adobe animate cc and determine the validity and practicality of interactive educational games based on Android smartphones. This type of research is RD (Research and Development) with the MLDC (Multimedia Development Life Cycle) model. This research was conducted and The student population of the Madrasah Ibtidayah Teacher Education study program IAIN Palopo for the 2021/2022 academic year is as many as 87 students. Meanwhile, the subjects of the trial were second-semester students who programmed social studies courses MI/SD, as many as 15 students. Data collection techniques used in this study were interviews, observation of validity questionnaires, and practicality questionnaires. From the data collection, the application development process uses the MDLC (Multimedia Development Life Cycle) development model, which consists of 6 stages: concept, design, collecting material, assembly, testing, and distribution. This research find that this application can improve the comprehension of students specially the fundanemtal of palopo’s culture after using this game Experts tested the game application with the final result that the product value obtained from material experts was 94% (feasible for distribution). Media experts produce a percentage score of 90% (very decent for distribution). In contrast, the practicality test resulted in a final score percentage of 90% (efficient). Then the final value obtained from the practicality test results of 92% is efficient and can be disseminated.

Orientation and application of gamification as teaching learning method by medical physiologists in India

Background: Gamification, the integration of game elements into non-gaming contexts, has gained significant attention in education, including medical education. Researches revealed that gamification elements such as points, badges, levels, and feedback are commonly used in higher education. Gamification is seen as a tool that can help millennial and Gen Z students, who prefer social learning ecosystems, in competency development and contextual learning. A review of gamification-based learning tools in both preclinical and clinical settings highlighted heightened student engagement and superior educational outcomes, but competitive gamification yielded unexpected results, with students spending limited time and resisting competitiveness. Aims and Objectives: This paper presents a cross-sectional study conducted in India to assess the orientation and application of gamification among faculty members of Medical Physiology. The study aimed to identify the advantages, challenges, and potential of gamification in enhancing the quality of medical education in India. Materials and Methods: The authors addressed the deficiency in the orientation and application of gamification tools in medical education by conducting a questionnaire-based cross-sectional study among medical physiologists in various Indian institutions and colleges. Results: Results showed that approximately 25% of the faculty members surveyed in India were oriented toward gamification, with slightly more orientation among junior faculties and those from northern India. There were regional variations in the use of specific gamification elements, such as points and badges, letterboards, and storyline elements. Conclusion: The study highlighted a promising trend of gamification adoption among medical physiologists, while also noting that a significant portion of faculty members remained unoriented and had yet to explore the benefits of gamification in medical education. The paper emphasized the need for proactive promotion and application of gamification tools to enhance teaching and learning methods in medical education.

Comparison of Auditory and Visual Short-Term Memory Capabilities using a Serious Game Application

A comprehensive serious game application has been designed and implemented to examine the capacity and effective- ness of short-term auditory and visual memory, otherwise known as working memory in human subjects. Participants engaged in an adaptation of the well-known paired association game that entails turning over cards and recalling their placement within a 2D matrix structure of various resolutions. Each trial introduced either visual icons (vision only condition) or auditory objects (audio-only condition). User performance was evaluated through a detailed statistical analysis focusing only on the highest 6x8 resolution condition in the application. Findings suggest that visual memory did not conclusively outperform auditory memory in the context of this game. However, within the scope of auditory stimuli, familiar iconic sounds, such as excerpts of speech and commonplace sounds, were recalled more effectively than unfamiliar, synthetic sounds like parametric waveforms. Furthermore, performance appeared to be influenced by demographic factors, with male and younger subjects yielding superior results.

Empowering Slow Learners: Gamification’s Impact on Students’ Engagement and Academic Performance in an LMS for Undergraduate Students

Amidst the growing urgency to elevate student engagement and bolster academic performance within educational environments, the application of gamification has emerged as a promising avenue. In response to this imperative, the present research investigates the consequences of integrating gamification into the eLSIDA, a specialized Learning Management System (LMS) at STKIP PGRI Sidoarjo, meticulously designed to cater specifically to the needs of undergraduate students classified as slow learners. Using a single-group pre-experimental design, the study involved nineteen undergraduate students who experienced an enhanced learning opportunity by incorporating gamification techniques into the General English (GE) course offered through eLSIDA. By meticulously analyzing both quantitative and qualitative data, this study investigates the multifaceted impact of gamification on student engagement and academic accomplishments. The results reveal a notable surge in student engagement, characterized by heightened interaction with learning materials and active participation in LMS activities. Furthermore, the discernible progress in academic performance among the slow learners is evidenced through elevated assessment scores and an overall enhancement in academic outcomes. This study highlights gamification’s potential as a powerful tool for enhancing support and empowering slower learners within the LMS environment. The knowledge acquired from this study provides essential direction for educators and instructional designers seeking innovative approaches to effectively address the wide range of learning needs among students.

ГЕЙМИФИКАЦИЯ В УПРАВЛЕНИИ: ПРИМЕНЕНИЕ ИГРОВЫХ ЭЛЕМЕНТОВ ДЛЯ ПОВЫШЕНИЯ МОТИВАЦИИ И ЭФФЕКТИВНОСТИ КОМАНДЫ

The article examines the effectiveness and applicability of gamification in the context of team management. The research is also aimed at developing recommendations for the practical application of gamification in management activities. A critical understanding of research in the field of gamification will allow for a better understanding of the principles, theories and practical tools of this approach, as well as identify the potential advantages and limitations of its application in a managerial context.

Evaluation of User Experience on Learning Management System for Programming Course Through User Experience Questionnaire Method

The transition from the pandemic period to normal again requires adaptation to habits, one of which is in learning, which was previously carried out online, now the learning model is offline again. Students are accustomed to using gadgets in their daily lives. Even in the current conditions, although the situation returns to its original state, adaptation is needed, one of which is in the learning model and making learning media to support teaching and learning activities. Therefore, in this study we propose the idea that the application of gamification in mobile learning using Case Based Learning is expected to make it easier for students to understand the material, increase students’ competitive spirit, and motivate students to learn. This research uses ADDIE which is an acronym for Analyze, Design, Develop, Implement, and Evaluate. The trial was carried out by material and media tests, small group tests, and field tests. Data analysis in this study used descriptive statistical tests and qualitative analysis. On the results of the UEQ questionnaire test, the Attractiveness scale obtained a score of 1.60, the Perspicuity scale obtained a score of 2.00, the Efficiency scale obtained a score of 1.61, the Dependability scale obtained a score of 1.00, the Stimulation scale obtained a score of 1.14, and the Novelty scale obtained score 0.90. Based on the results of the UEQ questionnaire testing, the design improvement solution obtained a positive score and showed improvement compared to the initial evaluation. The development of mobile learning apps is expected to be a source of mathematics learning materials that are practical in nature and can be used anytime and anywhere by students.

Scientific Mapping of Research on Application of Gamification in Higher Education

Gamification significantly enhances educational objectives, with existing literature affirming its widespread use to improve student performance across various disciplines. This bibliometric mapping analysis investigates the realm of gamification within higher education, utilising the Scopus database as a source for the review. Through a systematic selection process, the study encompasses an examination of 609 scholarly articles. The bibliometric analysis, performed using the VOSviewer tool, aimed to ascertain trends in publications, the contributions of various countries, the most influential authors, journals, articles, and research methodologies employed, as well as the topics that have garnered the most attention and the research areas for future exploration. The results indicate a rising trend in the number of publications since 2016, peaking in 2023 with 146 articles. Spain, the United States, and the United Kingdom made significant contributions to the research output. Moreover, in this field, "Computers and Education" has been recognised as the leading journal, with Juho Hamari emerging as the most frequently cited author. Researchers in this field may find these findings beneficial, offering a comprehensive understanding of the current research landscape.

Application of gamification in work environment

Introduction: preliminary findings clearly suggest that games and gamified systems have motivational potential for workplaces. The use of gamified systems in work environments could be a positive and innovative solution to address contemporary problems in organizations such as: high levels of stress, reduced social capital, reduced loyalty and rapid changes in workforce demographics. The objective was to characterize the application of gamification in the work context. Method: a total of 23 articles in Spanish and English, from Science, Scielo and Dialnet, were reviewed; using as keywords: gamification, game, work environment, being more than 50 % of the last five years. Result: it is considered a technology with a potentially high impact in industries such as retail, media, consumer goods and marketing, manufacturing. Gamification in intra-organizational environments can affect employee attitudes and behaviors, make workplaces more attractive, create opportunities for productive collaboration, improve customer service, build loyalty, and increase productivity. Conclusions: gamification in the work environment uses game-like experiences to promote organizational and personal performance; It seems to be associated with improvements in motivation, productivity, performance, immediacy and remuneration according to true effort. However, its degree of applicability is still unclear.

Game On! The Effectiveness of Gamified Approaches in Thai Higher Education

Despite the growing interest in the use of gamification applications in English language teaching and learning, research on the effectiveness of gamified grammar learning compared to conventional methods and its impact on students’ learning enjoyment in the Thai higher education context remains limited. This study employed a quasi-experimental research design and a sequential mixed-methods explanatory design to investigate the learning outcomes and factors that contribute to students’ learning enjoyment in a gamified English grammar class. The study involved 52 first-year Liberal Arts and Management students aged 18–20 with A1–A2 CEFR levels. The quantitative data were analyzed using descriptive statistics and Wilcoxon tests, while the qualitative data were examined through thematic analysis. The results showed that gamified grammar learning (Z = 4.32, p < 0.001) is more effective than traditional learning approaches (Z = 4.49, p < 0.001), leading to better learning outcomes, and five themes that contributed to the students’ learning enjoyment in a gamified English grammar class were identified. The findings suggest that integrating gamification into English grammar classes could provide an engaging and motivating learning environment that enhances learning outcomes. Future research could expand on these findings by investigating other outcomes and comparing the effectiveness of different gamification applications.

A Multi Criteria Decision Making approach to integrate Gamification in Education

Abstract—The use of modern technologies and digital environments in the classroom creates new opportunities for the teaching and learning process. Gamification is one of them. Student engagement through different gamified assessment activities is one of the proven advantages of gamification, and hence, research in education has accepted gamification as a technical innovation to boost student engagement. Educators recognize that assessments are a fundamental part of learning because they help them determine whether or not educational goals are being achieved. Currently, there are numerous online assessment applications that integrate gamification that are available and readily accessible, among which certain applications are more popular in the academic community. Every application has common and unique features, which makes it very difficult for the instructor to choose the best application for assessment using gamification. The proposed research work identified four different popular gamification applications (Quizizz, Kahoot, Socrative and Quizwhizzer) and compared six different features of them to find the best gamification application for assessing student performance. To address the objective of the research, this study uses the Analytic Hierarchy Process (AHP) method, one of the well-known Multi-Criteria Decision Making (MCDM) techniques. The study implements MCDM with six different criteria, where each criterion is addressed by more than three subcriteria. The study's findings demonstrate that Quizwhizzer is the best gamification application for assessing student performance. The research study also extends the analysis to the selective needs of the instructors on these platforms. Keywords— Gamification in Education; Quizizz; Kahoot; Quizwhizzer; Socrative; MCDM-AHP.

Empathy-Aware Behavior Trees for Social Care Decision Systems

There is growing attention on the importance of building intelligent systems where humans and Artificial Intelligence-based systems (AIs) form teams exploiting the potentially synergistic relationships between humans and automation. In the last decade, the computational modeling of empathy has gained increasing attention. Empowering interactive agents with empathic capabilities leads, on the human’s side, to more trust, increases engagement, and thus interaction length, helps cope with stress. These findings suggest that agents endowed with empathy may enhance social interaction in educational applications, artificial companions, medical assistants, and gaming applications. This article focuses on modeling the empathic behavior of virtual agents interacting with humans. We propose a formal model that enables virtual agents to exhibit empathic, emotional behavior. Specifically, we extend the modeling of empathy via behavior trees with a new type of node allowing the specification of various kinds of empathy. Using the proposed extension, we show how different agents’ reactive behavior can be modeled.

Cultural Context as the Basis for Developing Reading Game Applications

This research aimed to determine the outcomes of concept analysis and to create and assess the viability of game applications for enhancing reading skills. This is R&D (Research and Development) utilizing the MLDC (Multimedia Development Life Cycle) model. This study was conducted in several elementary schools in Palopo City. The data for the needs analysis was collected from 10 students and two teachers in fourth grade. The number of participants in the effectiveness test phase was 268 students. Observation sheets, documentation, interview guidelines, product validation questionnaires, practicality, and product efficacy were among the data collection instruments. The method of analysis employed is the mixed sequential exploratory technique. The results of the concept analysis determine the type of game application to be developed using contextual media based on local culture and android-based interactivity that promotes independent reading achievement indicator learning. The development of a video game included character introduction features, learning features based on curriculum-based reading, and playing features based on adopting ethnic characters, skin color, clothing, and local genre instrumental music. Through Blackbox testing, the product's feasibility is determined. Practicality test results obtained on average are convenient. The effectiveness test results showed an increase in reading ability by using the developed game product. Keywords: educational game, media development, reading skills, cultural context, elementary school

The Effect of Gamification Using Kahoot on Students' Critical Thinking Abilities: The Role of Mediating Learning Engagement and Motivation

Gamification plays an important role in learning by bringing play elements into educational settings. One platform often used is Kahoot, the application of Kahoot in learning brings a pleasant experience for students. Many studies highlight the important role of gamification in education. However, limited studies still prove how Kahoot can improve students' critical thinking skills by involving motivation and engagement. This study investigates the effect of Kahoot gamification on students' critical thinking skills by involving motivational and engagement mediators. Three hundred twenty-nine state university students in Lombok were involved in filling out the data. Structural equation modeling (SEM) analysis was used to test the hypothesis of this study. The study's results revealed that the application of Kahoot gamification succeeded in influencing students' critical thinking skills directly and indirectly through motivational and engagement mediators. This study has important implications for improving the quality of teaching by optimizing various gamification platforms.

草木染环保卡牌游戏设计与应用

草木染环保卡牌游戏设计与应用

The application of language games in teaching and learning the English language in lower secondary schools: a case of the Meru district council (Tanzania)

Language games are one of the significant techniques appropriate for teaching and learning a foreign language. This paper examines how language games are applied in teaching and learning the English language in lower secondary schools: a case of Meru District Council (Tanzania). The paper is guided by the Communicative Language Teaching Approach. This study was qualitative; hence, data were collected from eight secondary schools through interviews and observations and then analysed thematically. Thirteen English language teachers were involved in data collection. The findings show that the majority of English language teachers do not use language games in language classes. The reasons for this are that many such teachers have had little exposure to a variety of games and lack awareness of language game instruction being among the techniques for teaching and learning the English language; hence, they lack the knowledge, skills, and competencies to apply such games in the language class. This study recommends that capacity building for English language teachers is needed, particularly in the language games technique.

Skinned Motion Retargeting with Preservation of Body Part Relationships.

Motion retargeting is an active research area in computer graphics and animation, allowing for the transfer of motion from one character to another, thereby creating diverse animated character data. While this technology has numerous applications in animation, games, and movies, current methods often produce unnatural or semantically inconsistent motion when applied to characters with different shapes or joint counts. This is primarily due to a lack of consideration for the geometric and spatial relationships between the body parts of the source and target characters. To tackle this challenge, we introduce a novel spatially-preserving Skinned Motion Retargeting Network (SMRNet) capable of handling motion retargeting for characters with varying shapes and skeletal structures while maintaining semantic consistency. By learning a hybrid representation of the character's skeleton and shape in a rest pose, SMRNet transfers the rotation and root joint position of the source character's motion to the target character through embedded rest pose feature alignment. Additionally, it incorporates a differentiable loss function to further preserve the spatial consistency of body parts between the source and target. Comprehensive quantitative and qualitative evaluations demonstrate the superiority of our approach over existing alternatives, particularly in preserving spatial relationships more effectively.

Interactive Media Articulate Storyline to Improving Students’ Learning Outcomes on Traditional Engklek Games Material

The application of traditional games in learning is still rarely implemented in elementary schools. Therefore we need learning media that is able to introduce traditional technology based on technology that is interesting for students. This study aims to analyze the effectiveness of interactive learning media Articulate Storyline in improving learning outcomes in fourth grade students Movement material on Traditional Engklek Games. The type of research used is research and development that refers to the ADDIE model. Determination of internal media validity is done by carrying out validation to experts and practitioners of media and material. Effectiveness is then determined by conducting small scale and large scale tests through pretest and posttest. The t-test results showed that the sig. value (2-tailed) is 0,000 meaning < 0.05. The N-Gain test shows a value of 0.69 with a medium category, so it can be concluded that there is an increase in the average value of the pretest and posttest. The conclusion of this study is that the interactive learning media Articulate Storyline is useful and effective used to improve the learning outcomes of fourth grade students on Movement on Traditional Engklek Games.