Digital Board Game Research Articles

Использование настольных и цифровых игр дошкольниками: результаты опроса российских родителей

<p>The article presents the results of an empirical study conducted within “The Influence of Digital Activity on the Development of Cognitive Functions in Preschool Age” project. In order to compare the data on the use of board games and digital games, a special “Contemporary Children: Digital Games vs. Board Games” questionnaire was developed (O.V. Salomatova, Yu.A. Tokarchuk, 2023), intended for the parents of preschoolers. The survey was conducted from March to September 2023 and involved parents of children aged 3 to 7 years old (N=556). It was shown that parents consider board games to be a more preferable pastime for children than digital games. According to the survey, board games in most cases involve the presence of a gaming partner, while digital games are more often an individual activity. In comparison with board games, parents more frequently use digital applications as a means of monitoring their child's behavior or as a method of reward. At the same time, according to the survey, parents less often actively participate in the process of digital gaming, allowing children to play independently or under their supervision. Board games more frequently involve parents in the gaming process.</p>

Gamifying the university classroom: a comparative analysis of game dimensions through educational Escape Room and a digital board game

IntroductionUniversity education is looking for innovative ways to enrich the teaching-learning process.MethodsThis study aims to describe and compare two gamified experiences: an educational Escape Room and a digital goose board game with Genially. The design of this research follows a quantitative correlational methodology. A total of 135 university students in the first year of the Bachelor’s Degree in Primary Education participated in the study.ResultsData were collected using the Gamified Game Experience Scale (GAMEX). The results of contrasting means for the game dimensions between both gamified experiences reveal a significant variability (p < 0.01) in favor of the Escape Room in fun, absorption, creative thinking, activation and mastery. On the other hand, the absence of negative affect was significant (p < 0.05) in favor of the digital board game.DiscussionIt could be said that the educational Escape Room manifests itself as a powerful resource for learning. However, it can induce a high level of stress, generating discomfort, hostility and frustration in students, so its implementation is not free of negative effects. These findings provide additional empirical evidence that could guide the design of gamified experiences in the Higher Education environment.

IMPROVING THE METHODOLOGY OF TEACHING CHEMISTRY LESSONS AT SCHOOL WITH THE HELP OF DIFFERENT GAMES

Chemistry education plays a crucial role in equipping students with the necessary scientific knowledge and skills. However, traditional teaching methodologies often fail to engage students effectively, leading to disinterest and limited retention of information. This article explores the potential of incorporating different games into chemistry education to enhance the learning experience and improve students' understanding and retention of key concepts.The integration of games into the classroom environment offers a dynamic and interactive approach to teaching chemistry. By leveraging gamification techniques, educators can create engaging and immersive learning experiences that foster curiosity, critical thinking, and problem-solving skills. Various types of games, including digital simulations, board games, and hands-on experiments, can be utilized to provide students with a multifaceted learning experience.Digital simulations provide students with a virtual laboratory where they can conduct experiments, observe chemical reactions, and explore complex concepts in a safe and controlled environment. These simulations not only enhance understanding but also allow students to visualize abstract concepts, making learning more tangible and relatable. Furthermore, gamified elements such as achievements, leaderboards, and rewards can be incorporated to promote healthy competition and motivate students to actively participate and excel in their learning.Board games designed specifically for chemistry education serve as valuable tools to reinforce knowledge and promote collaborative learning. These games encourage students to apply their understanding of chemical principles in a fun and interactive manner. By working together in teams, students can engage in strategic thinking, communication, and problem-solving, fostering a cooperative learning environment.

Pandemi Döneminde Çevrimiçi Yabancı Dil Eğitiminde Dijital Oyunların Konuşma Becerilerine Etkisi: Öğrencilerin Bakış Açıları

This article elaborates the ongoing discussion about whether digital board games can enhance speaking in language courses. The research targets 51 adult L2 Greek students in Istanbul/Turkey addressing if digital board games in on-line classes can enhance speaking in foreign language during COVID-19. The results show that: online lessons meet the learning needs of adults, but they still prefer the face-to-face ones, the digital version of the game Story Cubes motivated students to participate more in the lesson, to collaborate with their classmates and to express themselves freely. The aforementioned game created a positive atmosphere in the classroom and finally it had a positive effect on the students' speaking.

Monocelly

The structure and function of the cell is one of the essential topics in the biology classroom because it is one of the foundations for studying other topics in biology. Monocelly is a digital board game designed to help high school students identify and understand the structure and function of cells and the various organelles within them. This game was developed using Google Sheets to be easy to use and can even be modified by the teacher as needed to help students learn other materials using game-based learning designs.

A conventional and digital mathematical board game design and development for use by students in learning arithmetic

This paper reported the design and development of a conventional and digital mathematical board game for use by students in learning arithmetic. At the time of research, there is no significant indication that a mathematical board game is available in scientific and published patent documentation. The availability of mathematical board games for students’ drills and practice in arithmetic, especially in mathematical statement construction, would benefit them, as this competency is an essential life skill. This research was conducted through the design and development research method with the procedure of users’ need analysis, researcher as developer capability analysis, product design, product development, field testing in its natural setting environment, and the prototype. The board game prototype was developed in both conventional printed and digital versions. The field testing for the conventional printed version was conducted at secondary school classes with 34 and 36 students, respectively, while for the digital by selected participants. The field testing shows that the developed mathematical board game can work as expected in its natural setting environment.

Gamification of Strategic Thinking: Using a digital Board Game on Steam

This is the third article in a series of articles reflecting on implementing the Commercial Off The Shelf (COTS) Board Game "Scythe" in an educational setting. It reflects on the evolution of a Game-Based Learning (GBL) approach teaching fundamental management methods and training 21st Century Skills. The first iteration of Scythe as the board game platform to train and educate students in OODA-Loop and decision support techniques was planned as a three-day on-premise workshop in February 2020. The kick-off was in November 2019 and was followed by a long self-study preparation phase. It transformed into a fully distributed learning event on short notice due to the advent of COVID-19. The second iteration, from November 2020 to March 2021, was a four-month closely supervised distributed learning experience featuring SWOT-Analysis, Kanban-Board, Scrum and other agile management methods next to the OODA-Loop. These two iterations had one thing in common. The board game Scythe was used as an analogue board game, and a Slack Workspace was used to submit pictures of the physical board game to reflect on the current situation. In the second iteration, Steam licences for the digital version of Scythe (Digital Scythe) were provided to students as a decision support tool. From November 2021 to February 2022, the third iteration implemented Digital Scythe entirely. Therefore, the final tournament and highlight of the learning experience were also fully digital, with new challenges for facilitation. This complete digitalisation also provided unique learning opportunities, particularly concerning 21st-century skills. Overall, this new seminar prototype was a huge success, and the demand for this kind of learning experience looks pretty high. It emphasises virtualisation using the popular gaming platform Steam. This article also applies a framework for distributed wargaming.

The Heart Game: A New Tool for Digital Patient Education for Patients With Heart Failure

Background The COVID-19 pandemic has shown the need for new ways to perform remote patient education. Patients with heart failure are associated with a high readmission rate. Rehabilitation can prevent hospital readmissions, but there is poor participation in rehabilitation of patients with heart failure. Based on user-driven innovation in the Future Patient research project, we have developed the prototype of the digital Heart Game. The Heart Game is a new approach to digital patient education, where patients can access a digital board game via an app; through the board game, they can be presented with quizzes, activities, and reflection questions, all related to heart failure. Objective The objective of our study was to assess the usability of the Heart Game prototype app. Methods A total of 6 patients with heart failure were recruited. Think-aloud test, where participants were observed during play and sound and iPad screens were recorded, was conducted, followed by a questionnaire immediately after playing. Finally, an interview (n=6) was carried out. Qualitative data were analyzed in NVivo software (version 12.0). Results In total, 6 patients with heart failure (83% male; mean age 66 years) participated in the think-aloud tests. One participant did not complete the game. The game duration was from 9 minutes and 14 seconds to 16 minutes and 13 seconds. Findings from the think-aloud tests were shown in themes: digital games are a new world; practice makes perfect; the Heart Game is illogical; tasks are not generalizable, in understandable formulations, or entertaining; and the Heart Game is relevant, fun, and entertaining to play. Conclusions The usability of the Heart Game shows opportunities for digital patient education. However, there are some challenges in the prototype with illogical game structures in the board game. Further test and development of the prototype needs to be performed.

The VaccineLand: An Interactive Digital Board Game to Educate Public about Vaccines

The invention of the COVID-19 vaccines has resulted in various viewpoints and reactions from the public. The vaccines are guaranteed to be safe and clinically proven to enhance human antibodies preventing the virus from spreading. However, disseminating facts and truth about vaccines to the public is challenging due to many factors, including vaccine hesitancy and skepticism. Besides, some individuals are still concerned about vaccines' adverse effects and safety. Plus, the presence of various misleading online discussions promoted by anti-vaccine activists that spread false information about vaccines has worsened the situation. Therefore, in this paper, we proposed a digital board game, the VaccineLand, that provides information about vaccines in terms of their history, reasons for taking them, and the adverse effects on the public. Thus, VaccineLand was established based on the Game-Based Learning (GBL) model by its goal, which is to provide the public with facts and knowledge about vaccines in an interactive way. GBL is known as a type of gameplay with specific learning outcomes. Interactive GBL corresponds to the use of educational game applications for learning. This study investigates a usability evaluation consisting of four variables (usefulness, ease of use, ease of learning, and satisfaction) involving a total of 40 respondents. The finding indicates that the usability of this game was highly acceptable. We believe that VaccineLand can be a helpful tool to educate the public about vaccines

Applying Game-Based Experiential Learning to Comprehensive Sustainable Development-Based Education

To promote the United Nations’ Sustainable Development Goals (SDGs), public awareness of the importance and urgency of sustainable development should be raised by providing relevant education programs. Although game-based learning has been confirmed to be one of the most effective routes to deepen public understanding of the SDGs and sustainable development in general, games for comprehensive sustainable development-based courses have yet to be popularized. Thus, we developed a game-based learning approach that delivers comprehensive conceptual information on SDGs. Based on Kolb’s theory of experiential learning, students understood the relevance of the SDGs by playing a board game designed to simulate the real world, including national and international policies. Furthermore, considering the suspension of in-person learning and shifts to digital instruction caused by the ongoing COVID-19 pandemic, a digital version of the board game was created to compare the effects of digital and non-digital game-based learning. A comprehensive sustainable development evaluation questionnaire was developed and optimized using the fuzzy Delphi method to assess the participants’ knowledge of and attitudes toward the SDGs. Our results reveal that the digital and non-digital board game both improve students’ knowledge and attitude toward sustainable development. However, the digital board game was more effective than the non-digital board game.

An Exploratory Digital Board Game Approach to the Review and Reinforcement of Complex Medical Subjects Like Anatomical Education: Cross-sectional and Mixed Methods Study.

BackgroundSerious games have the potential to resolve educational problems faced by medical students, such as insufficient rehearsal due to boredom and lack of motivation. However, serious games’ relatively novel concepts in science and many genres of games that are common in recreation remain underresearched in the literature. Board games are one such genre that, despite their potential, affordability, and flexibility, are rarely designed for medical students, and little is known about student perceptions of them and their compatibility with rehearsal.ObjectiveIn this cross-sectional study, we sought to elicit, via an exploratory mixed methods approach, student perceptions of a digital serious board game specifically designed for the gamified rehearsal of complex medical subjects, with the chosen topic of anatomy.MethodsA digital serious board game, based on self-determination theory (SDT), was first designed and developed to facilitate the rehearsal of anatomy information. Students were then voluntarily recruited to partake in the intervention and were randomly split into three teams of 2 players per game session, after which they were administered the Flow Short Scale (FSS), which is a 13-item measure where items were rated on a 7-point Likert scale ranging from 1 (“not at all”) to 7 (“very much”). Students then participated in a focus group discussion to elicit their perceptions of the game. Findings from the FSS were subject to descriptive analysis, and the focus group discussion was subject to inductive thematic analysis.ResultsA total of 12 undergraduate, second-year medical students from the Lee Kong Chian School of Medicine in Singapore participated in the study. FSS results indicated a moderate level of overall flow (mean score 4.94, SD 1.07) via the subdomains of fluency (mean score 4.77, SD 1.13) and absorption (mean score 5.21, SD 1.1). Students perceived the game as fun, enjoyable, engaging, and appropriate as a rehearsal tool that alleviated the monotony of traditional methods of rehearsal.ConclusionsOur digital board game–based rehearsal tool, when based on SDT, appeared to be suitable for gamified rehearsal in a fun and enjoyable environment due to its facilitation of intrinsic motivation in its players.

Mobile-Assisted Language Learning (MALL) in Language Learning

This is a case study using an interactive digital game to teach grammar via Mobile Assisted Language Learning (MALL). The interactive game via MALL is aimed to ease TESL students' fear and trigger their interest in learning grammar. The game uses the Theory of Variation (Marton & Booth) to design the grammar exercises in the game. A survey questionnaire and a semi-structured interview were administered to gauge the students’ perceptions of using the game. The findings show that the game has somewhat improved students’ grammar knowledge.

Math talk during traditional and digital number board game play

This study examined variability in the quantity and type of math talk used by caregivers and their children during traditional and digital number board game play, and further examined how brief guidance might increase math talk in both game conditions. Sixty-three caregiver-child (3-to-5-years old; M = 53.32 months) dyads played a traditional board game (Chutes and Ladders) and a digital version of the same game. Half of the participants received a verbal prompt to encourage caregivers to foster their children's math skills during game play. Results showed that caregivers' and their children's talk about math was significantly higher in the traditional game condition. Caregivers and their children also engaged in significantly more math talk related to counting and identifying numerals in traditional board game play. Use of a prompt did not promote caregivers' math talk in either of the game conditions.

Exploring learners’ Acceptance and Attitude towards Mobile Assisted Language Learning (MALL)

Two main reasons contributing to the lack of mastery in English grammar by students are their apprehension towards the subject and their difficulty understanding tenses. To alleviate the fear and trigger learners' interest in learning grammar, an interactive digital board game was designed via MALL targeted at TESL students. This paper aims to explore these students' perceptions of the game. The game uses the Theory of Variation as a theoretical basis that acknowledges that discernment is a function of variation. A questionnaire and interviews were administered to the students. The findings show that the game helps enhance grammar learning. Keywords: Digital board game, Grammar, Mobile Assisted Language Learning, Variation theory eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i16.2734

Enhancing Language Learning using the Theory of Variation

The study is on the use of Throw Back Time (TBT), an interactive digital board game aimed at teaching grammar tenses and aspect. The game exclusively designed according to the Theory of Variation (Marton & Booth, 1997). Four patterns of variation including contrast, separation, generalization, and fusion were used. The study employed a qualitative content analysis in illuminating the principles of the Theory of Variation (ToV) in the design of the grammar exercises in the game. Hence, the study suggests that the elements in the (ToV) governing the tasks in the game delivers positive outcomes to help learners learning grammar.

인지능력 향상을 위한 초등학생 음악교육용 디지털 보드게임 콘텐츠 개발 연구

디지털 기능성 게임 시장은 스마트폰, 태블릿 PC등의 스마트 플랫폼으로 급격히 확대되면서 중요성이 커지고 있다. 게임이 디지털화되면서 교실 안에서 이루어지는 일방향적 교수법에서 양방향성이 가능한 단계로 발전해 가고 있다. 본 논문에서는 스마트 기기에 익숙한 초등학생들이 디지털 보드 게임을 통해 음악가와 연관된 음악적 지식을 습득하는 게임을 설계 및 개발하였다. 음악가와 연관된 음악가의 업적 카드를 수집하며 해당 음악가에 대한 정보를 얻어 학습하며, 초등학생들은 게임이 끝날 때까지 반복적으로 연관된 음악 지식을 얻게 된다. 개발된 게임은 게임플레이의 흐름이 원활히 작동이 되는지 페트리넷을 활용하여 시뮬레이션을 진행한다.

Digital Board Game Using the Theory of Variation to Enhance Grammar Learning

The study is on the use of Throw Back Time (TBT), an interactive digital board game aimed at teaching grammar tenses and aspect. The game exclusively designed according to the Theory of Variation (Marton & Booth, 1997). Four patterns of variation including contrast, separation, generalization, and fusion were used. The study employed a qualitative content analysis in illuminating the principles of the Theory of Variation (ToV) in the design of the grammar exercises in the game. Hence, the study suggests that the elements in the (ToV) governing the tasks in the game delivers positive outcomes to help learners learning grammar.Keywords: Grammar; The Theory of Variation; Interactive; Digital learnerseISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i12.1829

The Effect of Social Dilemma on Flow Experience: Prosociality Relevant to Collective Efficacy and Goal Achievement Motivation

According to social dilemma theory, students may be characterized as being indifferent to reciprocal behavior and disengaged from interacting with the board gaming process. Given a common goal, students’ prosociality can affect the collective efficacy and goal achievement motivation that reflects their flow experience in a cooperative-competitive computer-based digital board game, called Strike-Up. The players were randomly provided with five numbers, addition, subtraction, multiplication, and division signs, and parentheses, and needed to complete the arithmetic calculation to find the best approaches to achieve the goal of reaching the end of the game. In addition to the cognitive strategies, the game allowed players to help each other to win. To explore the correlation, 240 students were randomly grouped into three-player teams to play Strike-Up against other teams. Data of 180 players were effectively returned and subjected to confirmatory analysis with structural equation modeling. The results revealed that prosociality can positively predict players’ flow experience mediated positively by collective efficacy and performance-approach goal motivation. The results also implied that the higher level of prosociality students had, the higher level of flow state they experienced in the game which involved a social dilemma.

Lost in Transmediation. Transmedial Adaption of Videogames and GDNA Theory

Videogames and their transmedial adaptations share common persuasive messages. Their rhetoric is diverse, encompassing political as well as economic messages for the players. Yet, the possibilities to analyze the translation from videogames towards other media is so far limited. Without a systematic approach to address all circumstances behind videogame-rhetoric, the resulting insights for their transmedial satellites are difficult to compare. Therefore, this paper introduces the GDNA model. The Game Dynamic Narrative Analysis is crafted as a holistic approach. Based upon the notion of videogame as artificial orator (homunculus digitalis), it compares videogames analysis with DNA sequencing. Identifying rhetoric sequences within a game’s genome is marked by the interplay between those elements specific to games (like procedural rhetoric) and those transferred from other fields (like speech act analysis or visual rhetoric). Thereby, the GDNA model unifies narratological and ludological perspectives of game studies through incorporating both positions into every rhetorical analysis of games. As a result, it grants better understanding how game-specific elements are treated in their respective transmedial translation. In order to illustrate this, the Metal Gear Solid franchise was examined. Metal Gear Solid demonstrates different strategies for transmediation. With novelizations, comic books, digital graphic novels, audio drama and analog board games, the storyworld of Solid Snake and Big Boss became accessible for a wide audience. However, Hideo Kojima’s legacy contains a unique element that poses a problem to transfer from its videogame origin: immersion fractures. Those speech acts directly address the player and persuade her to change gameplay behavior. Examining scenes from the first two installments with the GDNA model illustrates that immersion fractures require specific adaptations to preserve their specific messages. Their respective novels, comics and digital graphic novels addressed this challenge quite differently. However, some messages got lost of in their transmediation.

Multisensory games-based learning - lessons learnt from olfactory enhancement of a digital board game

Serious games are becoming an alternative educational method in a variety of fields because of their potential to improve the quality of learning experiences and to facilitate knowledge acquisition and content understanding. Moreover, entertainment-driven learners are more easily motivated to benefit from the learning process through meaningful activities defined in a game context. Interfacing educational computer games with multisensorial interfaces allows for a seamless integration between virtual and physical environments. Multisensorial cues can improve memory and attention and increase the cognitive and sensory-motor performance. Despite of the increasing knowledge in sensory processes, multisensory experiences and interactions in computer based instruction remain insufficiently explored and understood. In this paper, we present a multisensory educational game - Fragrance Channel - and we investigate how enabling olfaction can contribute to users' learning performance, engagement and quality of experience. We compare results obtained after experiencing Fragrance Channel in the presence and absence of olfactory feedback on both a mobile and a PC. A knowledge test administered before and immediately after showed that our proposed educational game led to an improvement of performance in all the explored conditions. Subjective measurements carried out after the olfactory experience showed that students enjoyed the scenario and appreciated it as being relevant.