Digital Educational Games Research Articles

Design and evaluation of a 3D serious game for communication learning in nursing education

BackgroundCommunication is essential for nursing practice; such competence is not intuitive and must be taught. Serious games in 3D virtual reality can support the nursing teaching-learning process; students connected to the virtual world can apply what they have learned in their professional practice. AimTo describe the design and heuristic evaluation of a serious game in 3D immersive VR for the development of communication competence. MethodA methodological study was conducted to develop and evaluate the serious game in a 3D immersive virtual environment using Oculus Rift®, called Comunica-Enf. The game consists of the user asking for authorization to the patient's avatar to perform a nursing procedure using communication abilities. Professors from six nursing courses and 30 students from two undergraduate nursing courses were recruited to evaluate the usability and appearance of the Comunica-Enf serious game. After using the game, the participants completed the Heuristic Evaluation of Digital Educational Games. A maximum of 25% of high or urgent priority problems in the whole game or heuristics is necessary to validate the game. ResultThe participants considered Comunica-Enf suitable for nursing education because none of the heuristics reached more than 25% of high or urgent priority problems. The participants made suggestions that were analyzed and incorporated into the Comunica-Enf when possible. ConclusionComunica-Enf is an educational technology that uses Oculus Rift® and a 3D virtual reality perspective as an innovative resource. It had its appearance and usability validated for nursing students, providing a safe and pleasant environment for communication competence.

Designing an argumentation-based educational digital game to teach the subject of force

The aim of this study is to design an argumentation-based educational digital game to teach the subject of force. Through a design-based research method, each game section includes the argumentation questions that foster students to think about the ‘force’ subject. We pilot studied the game with 12 grade 4 students in a state primary school. After successive three pilot studies, we revised and fixed technical and pedagogical problems. We believe that the argumentation-based digital game has the potential to improve grade 4 students’ argumentation qualities and stimulate their learning interest/motivations.

Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students

The current study examined the effects of digital escape room perceived by 528 elementary school students. Several precursors connected to those learning practices, namely, gameful experience, collaboration and motivation were examined. A game-based learning questionnaire applied in the study was validated. Findings indicated that students perceived the gameful experience as affecting their motivation and collaboration. Collaboration had a very low effect on motivation, whereas grade level played a mediating role in linking gameful experience and motivation. Significant differences were found between experiment group learning via digital escape room and control group learning via digital games in all main and sub-constructs, when students’ learning via a digital escape room showed higher levels of attitudes in all learning constructs - gameful experience, collaboration, and motivation. Results indicate students preferred the digital escape room game over other digital game-based learning activities in elementary school as it enhanced higher collaboration and social experience among students, greater internal and external motivation to learn, and stronger gameful experience creating challenge, playfulness, and a sense of accomplishment in learning. The study bridges the gap in the knowledge of using digital educational games in elementary school showing the advantage of escape room game effects on student learning.

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Background. In recent years, the use of digital serious games in the education of healthcare students and professionals has been frequent. However, there are no high-level evidence studies focused on the effect of this tool in the development of patient care-related competencies in pharmacy education. Aim. To assess the effect of digital serious games on learning about patient care in pharmacy education. Methods. The Cochrane Library, ERIC, Embase, IPA, LILACS, PubMed, Scopus, and Web of Science databases were reviewed to identify relevant studies published up to October 2, 2018. Standardized and non-standardized terms including “games,” “serious games,” “pharmacy education,” “pharmacists,” and “pharmacy students” were used as search terms. The quality of the studies was assessed using validated tools. Results and Discussion. Of the 1,521 studies reviewed, seven met the eligibility criteria. Three studies were performed in the United States (42.85%). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%). The number of participants ranged between 6 and 354. In most cases, game scenarios were based on simulations in which users performed the role of the pharmacist (n = 5; 71.42%). The predominant primary outcome was attitudes (n = 5; 71.42%) related to patient care. Only one study (14.27%) demonstrated significant improvements in the assessed primary outcomes. The methodology of the included studies lacked robustness. Conclusion. The effect of learning technological tools on patient care-related competencies was not significant in most of the included studies. Future studies must provide high-quality, integrated-manner evidence on the effect of digital serious games in pharmacy education (knowledge, skills, and attitudes) to facilitate the transfer of learning to real-life scenarios and changes in organizational practices.

PROTAGONISMO DE ADOLESCENTES NA CRIAÇÃO DE UM STORYBOARD PARA UM JOGO DIGITAL SOBRE HANSENÍASE

Objetivo: descrever o protagonismo de adolescentes escolares na elaboração de um storyboard para um jogo digital educacional sobre hanseníase.Método: estudo qualitativo do tipo pesquisa-ação. Realizado em uma escola pública em Pernambuco (Brasil) em 2019. Ocorreram oito oficinas pedagógicas com escolares, para conhecimento e construção do jogo digital educacional, utilizando o software Scratch versão 2.0. O processo de produção seguiu o modelo de desenvolvimento de material educativo digital, criado por Falkembach.Resultados: a ação educativa instrumentalizou as potencialidades e estimulou a criatividade dos adolescentes para assumirem uma atitude de protagonismo na elaboração do storyboard para um jogo digital sobre hanseníase.Conclusão: os adolescentes assumiram uma postura de protagonismo na criação do storyboard de um jogo digital sobre hanseníase. O interesse em utilizar o ambiente virtual concorreu para a desenvoltura e criatividade dos adolescentes ao serem instigados e terem acesso a condições propícias para a elaboração do storyboard.

Turkish Teachers’ Views on Educational Digital Games

Turkish Teachers’ Views on Educational Digital Games

Modelling the Player and Avatar Attachment based on Student’s Engagement and Attention in Educational Games

The Player and Avatar attachment help to motivate a student to strengthen their engagement in gameplay. The different types of avatar designs deployed in a game have an impact on students' engagements. The avatars are designed with different roles, wherein each role offers varying motivational effects on students' engagement. Several research in human and computer interaction have assessed user engagement and user attention in a computer or system application as well as in gameplay. Among the usual approaches to assess user engagement are using questionnaire and eye-tracking. Investigating the possible use of these approaches in determining the player and avatar attachment, particularly the attachment that associated with the various avatar designs and their effect on students' engagement are inconclusive and remains untapped. Essentially, studying students' engagement and attention perception while learning enriches one's comprehension about engagement in the education segment. As such, this study proposes a new model of player and avatar attachment based on the students' engagement and focus attention on the gameplay of digital educational games (DEGs). The model is developed follows a stepwise approach consisting component identification, relationship of the components, model development, and model validation. Several components were scrutinized, summarized, and developed into the model proposed in this study. A significant attachment can determine the avatar design that may influence a student's engagement in gameplay. Hence, this study offers several constructive recommendations for future avatars in game design for education purpose, which may validate the user's engagement based on his or her focus attention.

Juego digital para aprender inglés como segunda lengua utilizando el pensamiento complejo

Este trabajo presenta una propuesta de juego digital educativo para la enseñanza de inglés como lengua extranjera para hablantes nativos de portugués. A partir de la revisión de la literatura sobre el tema, se encontró que, para el desarrollo de este tipo de juegos, en general hay una falta de un enfoque pedagógico en la elaboración de materiales y herramientas diseñadas para el aprendizaje de lenguas extranjeras. Para esta investigación se eligió el enfoque pedagógico del pensamiento complejo para desarrollar un juego tipo RPG que integra como interlocutor un chatbot que contribuye en la tarea de adquirir conocimientos de inglés, manteniendo la motivación de los estudiantes.

A Semiotic Analysis of Digital Educational Games with Religious Themes for Children

Digital educational games with religious themes designed for children are examined in this study. Some of these digital games have educational content which can help in the learning of religious knowledge through the game experience and turning it into practice. Digital games of a religious theme are also designed and offered to consumers on digital platforms in Turkey. In this context, four games named “Path of Heaven”, “Power of Religion”, “Hereafter Quiz” and “Treasure Island” were analysed using Roland Barthes’ semiological method. The children’s religious (digital) socialization is discussed through signs which have the denotation and connotation meanings in these games. It is found that educational digital games with religious themes are functional for children’s religious socialization, but the signs and content need to be pedagogically controlled. It also seems that it is important for parents to check (tracking digital footprints) whether the games are sterile or not.

Digital games in teacher education: a game-based learning approach

The present research examines student teachers’ perceived learning gains from a game activity in which they were involved. During the game-activity, prospective teachers selected, evaluated and designed educational and non-educational digital games. The game-activity’s goal was student teachers to i) develop skills and understanding over digital games-based learning approach and ii) engage experientially in a game-based learning environment. Students reported learning gains concerning both the content (digital games-based learning) and the method (game-based learning) of the activity they engaged in, while their learning experience was influenced by their prior conceptions and experiences with teaching, learning, technology, and games.

The effect of educational digital games on education, motivation and attitudes of elementary school students against course access

The use of computer games is becoming more and more common among children thanks to its many features; from multimedia opportunities to motivation. This increase in its use also increases the importance of educational games. The purpose of this study is to investigate the effect of the use of educational games in education on the academic success, motivation and attitudes of elementary school students. The participants of the research consist of 90 students studying in a public primary school in the 2017-2018 academic years. The research is also important for carrying out with primary school students as younger individuals who are missing in the literature. In the research designed in the quasi-experimental model, an experimental process was carried out with two different units ("In the Classrom" and "Numbers") in the English lesson, and it was observed that the educational games increased the students' access to the lesson. On the other hand, while educational games caused a difference in motivation towards the English lesson, no difference was found in the attitudes towards the lesson.
 
 Keywords: Digital game, educational game, motivation, attitude,

Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis

Digital Education Games (DEGs) have been used to support children's learning in various domains. A number of existing studies on DEGs has focused on whether they could improve children's learning performance. However, only a few of them have attempted to address the critical question of how young children interact with DEGs. Bridging this gap was the main motivation underpinning this research study. With the use of eye-tracking technology, we explored our research goal by evaluating a bespoke DEG on numeracy and its cardboard version that we developed based on the UK Early Years Foundation Stage (EYFS) framework. A between-subject experiment study involving 94 five-year-olds was conducted. The research protocols and instruments were pilot tested and ethically approved. In analysing the eye-tracking data, we refined the Gaze Sub-sequence Marking Scheme to infer children's interaction strategies. Results showed that the difference in the learning effect between the digital and cardboard game was insignificant, that the children's interaction strategies varied significantly with their achievement level, and that children's gender was not a significant factor in determining the impact of learning with the DEG. Implications for rendering eye-tracking technology more child-friendly and designing DEGs for young children are drawn.

Educational Digital Games as Learning Tools: Microsoft Kodu's Case

Educational Digital Games as Learning Tools: Microsoft Kodu's Case

Primary school students' perceptions of scaffolding in digital game-based learning in mathematics

Abstract The present study explores approaches to teacher scaffolding in digital game-based learning in primary mathematics classrooms as well as the effects on students' perceptions of learning in a digital game in which scaffolding was provided. A total of 141 primary school students and four mathematics teachers participated in the experiment, and qualitative data were collected through classroom observations and student interviews. The results identified whole-class and one-to-one scaffolding strategies, both of which had an important effect on students' learning activities and perceptions of mathematics in the context of digital games in primary education.

When Preschoolers Use Tablets: The Effect of Educational Serious Games on Children’s Attention Development

ABSTRACT This quasi-experimental study investigated the effect of an educational tablet app based on the Theory of Multiple Intelligences with game mechanics and multiple-media features on young children’s attention. Participants (N = 128) aged between 3 and 4 years from a preschool in a northeastern city of China were divided into the experimental and the control groups based on their gender and age. The experimental group underwent training in using the app twice a week for 12 weeks, while the control group followed regular activities. Gaze duration (which indicates sustained attention) and first fixation latency (which reveals attention orientation speed) were analyzed before and after the training. Although Children’s fixation latency was not associated with the intervention, compared to the control group, the experimental group showed significant improvement in gaze duration, suggesting a better-sustained attention development. The result reinforces the previous findings that educational digital game apps could promote young children’s attention development.

Uma revisão sistemática sobre as pesquisas realizadas em programas de mestrado profissional que versam sobre a utilização de smartphones no ensino de Física

Este artigo apresenta uma Revisão Sistemática de Literatura (RSL), que tem por objetivo analisar as finalidades e as potencialidades dos aplicativos educacionais móveis em pesquisas em ensino de Física realizadas no âmbito dos programas de mestrados profissionais. A busca pelas dissertações ocorreu no banco de teses e dissertações da Capes. Tomamos por período de recuperação dos trabalhos as publicações a partir do ano de 2015. O critério de inclusão ficou estabelecido da seguinte forma: a dissertação deve apresentar propostas de atividades de ensino desenvolvidas, testadas e analisadas com o uso de aplicativos educacionais móveis para o ensino de Física. Com esse recorte, foram obtidas 20 dissertações para a análise. Conforme apontam os trabalhos selecionados nessa RSL, o uso dos smartphones a qualquer momento e espaço permite que as aulas de Física ultrapassem os limites da escola; facilita o acesso a jogos digitais educacionais em contextos narrativos, interativos e desafiadores; possibilita o uso de simulações, vídeos e animações, que contribuem na visualização de conceitos abstratos e na realização de experimentos virtuais que não podem ser realizados em laboratórios convencionais; e potencializa a aquisição de dados em atividades práticas, explorando os sensores e aplicativos disponíveis.

CliNCare: An Educational Game—The Reasoning Behind the Graphic Choices and Their Impact on Player Opinions

CliNCare is a digital educational game which aims to improve clinical reasoning skills in the delivery of nutrition care of third year dietetic students. From a game art point of view, it was important to decide on the graphical style that would be appealing to users and best support the achievement of the overall aim of the game by providing an authentic learning experience. Photorealism is a common art style applied to contemporary simulation games, however, we wanted to investigate the use of 3D cel-shading and 2D illustration as an alternative, more affordable art style and its ability to provide an engaging and authentic digital learning experience using design-based research principals. This paper discusses the reasoning behind art design choices made in the CliNCare game, presents findings on students feedback of the game fidelity, experience, and usability, as well as draw conclusions on art styles for future digital simulation games.

The effective components of creativity in digital game-based learning among young children: A case study

Recent studies regarding digital game-based learning (DGBL) are increasing, having the potential to enable new forms of learning, however, it remains unclear how DGBL applications can impact young students’ creativity. The main purpose of this study is to investigate whether DGBL application technologies (tablets and smartphones), can improve creativity skills in preschool children (aged 3–6) and “what the main components effective of creative skills are to enhance learning for young children in DGBL”. In this study, the procedure is a case study and the researcher used a sample of apps that were preloaded onto one tablet for seven children aged 3–6 years old in grade Foundation Stage 1 and 2 in a selected Montessori pre-school in Malaysia. In the present study, during using educational digital games by young children, the students’ creative thinking process and the relationship between these components based on Analyzing Children's Creative Thinking framework (ACCT) are investigated in order to understand perceptions of creativity skills involved in the learning approach. The findings suggest that DGBL can potentially affect students' ability to develop creative skills and critical thinking, knowledge transfer, acquisition of skills in digital experience, and a positive attitude toward learning as well as provide for deep, insightful learning. The students experienced opportunities for engaging the creative thinking process in their activity and thinking issue understanding and learning in educational digital games. This study provides an outlook for researchers, game designers, developers in the field of DGBL, and creativity. This research provides new insights, advice, and effective suggestions on how to increase creative skills, motivate, and improve learning outcomes and demonstrate learning with DGBL composition in teaching young students.

Assessing the black box of feedback neglect in a digital educational game for elementary school

ABSTRACT Background: Previous research shows that critical constructive feedback, that scaffolds students to improve on tasks, often remains untapped. The paper’s aim is to illuminate at what stages students provided with such feedback drop out of feedback processing. Methods: In our model, students can drop out at any of five stages of feedback processing: (1) noticing, (2) decoding, (3) making sense, (4) acting upon, and (5) using feedback to make progress. Eye-tracking was used to measure noticing and decoding of feedback. Behavioral data-logging tracked students’ use of feedback and potential progress. Three feedback signaling conditions were experimentally compared: a pedagogical agent, an animated arrow, and no signaling (control condition). Findings: Students dropped out at each stage and few made it past the final stage. The agent condition led to significantly less feedback neglect at the two first stages, suggesting that students who are not initially inclined to notice and read feedback text can be influenced into doing so. Contribution: The study provides a model and method to build more fine-grained knowledge of students’ (non)processing of feedback. More knowledge on at what stages students drop out and why can inform methods to counteract drop out and scaffold more productive and fruitful responses.

“Kian Santang” game as historical educational media using digital storytelling concept

The history of the Indonesian state began to be forgotten by its young generation. Today’s young generation or so-called “millennial” rarely studies history pursued by previous state fighters. One of the histories of the Indonesian state is the story of Prince Kian Santang. The lesson that taken from the story of Prince Kian Santang is the wise character of Prince Kian Santang, which used as an example for Indonesian people who are facing the current era of globalisation. Prince Kian Santang is not trapped in such a position and is more concerned with society and community rights. Through Digital Storytelling and educational games, researchers hope that Indonesian teens will not forget the Prince Kian Santang story. Using the ADDIE methodology, researchers designed the game “Prince Kian Santang” and got satisfactory results.