Digital Game-based Learning Research Articles

Comparison of perception indicators of the gaming chatbot with puzzles tasks for teaching programming with perception indicators of other educational tools

Digital Game-Based Learning (DGBL) can be very effective. However, not all digital educational tools are equally effective in different learning situations, for learners of various backgrounds and various disciplines.The aim of the article is to compare the attractiveness, complexity and perceived usefulness of a gaming chatbot with puzzle tasks designed to teach programming with the same indicators of other educational tools.To conduct the study, a gaming chatbot with puzzle tasks, working in individual and team modes, a computer game, as well as a non-gaming chatbot for preparing for seminars and testing were developed and used in the process of teaching programming. The 1st year bachelor’s students of the educational program “Information Security” of the Faculty of Information Technology and Big Data Analysis at the Financial University under the Government of the Russian Federation used these digital educational tools and then evaluated their attractiveness, complexity, and usefulness.Several conclusions were drawn from the study. First, the use of game mechanics and the gaming chatbot with puzzles tasks significantly increases interest in the educational tool, so gaming chatbot has advantages over games and non-gaming chatbots. Second, the attractiveness evaluation of the gaming chatbot exceeded the corresponding evaluation of workshops. Both individual and team modes of gaming chatbot proved to be equally interesting, useful, and challenging for students. Consequently, the gaming chatbot can be used outside the classroom as well as in classroom activities. Third, if different types of gaming chatbot tasks, including those related to writing program code, are incorporated into the gaming chatbot, it will increase the usefulness of the chatbot.The results of the study contribute to the development of digital game-based learning using chatbots, particularly in teaching informatics and programming, and can help to increase the attractiveness of workshops and student engagement in general. The findings may be of practical interest to informatics and programming teachers.

Progress Visualisation, Competition, and Collaboration in Digital Game-based Learning as Audience (DGBL-AA)

This study builds on previous work investigating the efficacy of a novel framework for the design of interactive learning activities based on Digital Game-Based Learning (DGBL). The work presented here provides further explanation of the setup from the previous experiment with the novel framework, DGBL-AA, by considering the provision of a game that a learner can ‘observe’ as an audience, with parameters related to a linked learning activity. Using a quasi-experimental approach, we analyse children’s reactions and perceptions of a game they observe as spectators. While the previous work was grounded in the same principles, this paper finalises the name DGBL-AA and elaborates on the details of the framework. It articulates the underlying principles that facilitate the framework's generalisation across traditional classroom education, GBL, DGBL, and life scenarios, typically phenomena seen in sports. The paper identifies the primary challenges in DGBL and sets specific goals for the framework to address these issues. The experiments and the Frogs game, developed specifically for this study, illustrate the framework's adaptability and offer insights into its potential for widespread implementation. This study evaluates the framework's impact on learning outcomes and student engagement. Our findings suggest that the framework significantly enhances the educational experience, as evidenced by quantitative and qualitative data from the experiments. The experimental group demonstrated higher engagement and better performance compared to the control group. However, there was no significant difference between the competition and collaboration modes of the Frogs game. Future research directions include developing additional games with various progress visualisations to further assess the framework's efficacy. We also aim to explore the long-term effects of the framework on student achievement and motivation. Eventually, a virtual world that allows people to observe and motivate their learning could be created. This could involve implementing the framework in different subjects, age groups, and educational settings to validate its versatility and robustness.

The Influence of Social Competition and Maths Anxiety on Game Performance

Digital Game-Based Learning (DGBL) uses serious games to deliver educational content. DGBL has the potential to aid children’s development of maths skills, providing educators with alternatives to traditional mathematics teaching. However, the efficacy of serious games can be affected by their attributes, including whether they are single or multi-player. While competition in a multi-player environment may enhance players’ interest and motivation, potential social pressure may lead to anxiety and affect performance. In maths education, there are additional challenges. Mathematics Anxiety (MA), the negative emotional response to mathematics, may interact with game features and impact players’ experience. This study assesses players' performance in a digital maths game called ’Seven Spells’ across two different game modes (vs. Human and vs. CPU), and it also investigates whether MA levels impacted players’ performance. 43 children from two classes in an Irish primary school participated in thisstudy. Each class played a different game mode of the ‘Seven Spells’ game, one group playing against computer-controlled characters (vs. CPU) and the other playing against their classmates (vs. Human). The game mechanics were identical between the two competition game modes. The children completed the modified Abbreviated Mathematics Anxiety Scale (mAMAS) and a mathematics questionnaire before participating in the intervention, which included 4 sessions. They also participated in a focus group session at the end of the intervention. Data on their gameplay were collected throughout the first three sessions and analysed through multiple linear regression models to investigate possible connections between MA, maths knowledge, game modes and game performance. The results of the multiple linear regressions indicate that game performance was positively influenced by the duration of gameplay and the complexity of moves — measured by the number of moves and cards used — while being negatively affected by MA. However, a significant interaction between MA and the competition game mode was observed, suggesting that MA had a more pronounced negative impact on players in the vs. Human game mode compared to the vs. CPU game mode.

Rekindling Connections to Languages through Socio-Cultural Immersion Using Game-Based Learning and Virtual Reality: Cipher VR Case Study

Traditional language learning methods often fall short in engaging learners, especially in the context of indigenous languages like Irish. In this study we show how the language learning game Cipher VR combines digital game-based language learning with Virtual Reality (VR) to reconnect learners with indigenous languages, using the Irish language as a case study. Initially designed for English, Cipher has undergone several iterations to adapt to the Irish context, and is now completing its metamorphosis into a VR platform aimed at meeting the needs of less-resourced and endangered languages. This paper explores Cipher VR's development, emphasising the learner-centric design that merges educational aims, engaging gameplay and a culturally grounded approach to create an immersive and motivating learning experience.

Impact of Digital Game-based Learning Experiences on Reasoning Skills and Science Engagement

This research seeks to use games to promote scientific reasoning and inquiry skills among middle-school children. Particularly, it focuses on the Control of Variables Strategy (CVS), a fundamental component of scientific thinking which enables individuals to test hypotheses and make valid causal inferences based on evidence. The present study draws on and combines existing streams of research in the fields of science education, embodied cognition, and game-based learning to investigate the efficacy of an intervention using the Preparation for Future Learning paradigm in which students play an online text-based adventure simulation game about solving escape rooms in order to prime them for later formal instruction in CVS via a randomized-controlled trial, as well as whether structured or unstructured access to the game has a differential impact on immediate learning vs. retention after a delay. Students were given tests of scientific reasoning at baseline, immediately following the training phase, and a week thereafter. The impact of playing this game on motivation and engagement with science is also analyzed in this trial through the use of survey data. The study found significant effects of study condition on all measures, with students assigned to the game groups outperforming control students, and the unstructured play group showing the strongest performance in the post-study test while the structured play group performed the most poorly in the retention test. The unstructured play group also showed the highest level of intrinsic motivation, as well as higher self-determination and self-efficacy than the structured playing group in the science engagement survey.

Breaking Math Anxiety: A Success Story From an Indian Government School

Mathematics anxiety and fear among children pose significant educational challenges worldwide. This study examines the efficacy of a hybrid learning approach that combines digital game-based learning with hands-on activities to enhance mathematics engagement, reduce anxiety, and improve numeracy skills while fostering algebraic and mathematical thinking. The research was conducted at Government School, Ramagondanahalli, Bengaluru (RGHL), involving over 400 children aged 6-10 years from grades 1-5. Participants were primarily first-generation learners from economically disadvantaged backgrounds with limited access to educational resources. The intervention comprised weekly 70-minute sessions over six months, featuring the digital game "Magic Math Spell Caster" alongside modified traditional board games such as Snakes & Ladders, Bingo with Place Value Cards, and a custom Memory Card Game. The curriculum also incorporated activity worksheets with math manipulatives and practice sheets. The didactical approach underpinning the intervention was based on six key principles: Treating mathematics as a language to be spoken, promoting algebraic thinking; Structuring games into levels with well-defined learning objectives to scaffold mathematical thinking; Connecting concrete and abstract concepts to deepen understanding; Employing a hands-on approach to reinforce learning; Providing resources to every child to ensure equal access; Integrating assessments as digital interactive worksheets within gameplay. This approach allowed children to explore, make connections, and construct knowledge independently, fostering both algebraic and broader mathematical thinking skills. The program encouraged peer-to-peer learning by grouping children with different math proficiencies. Students progressed through game levels at their own pace, often exceeding curriculum expectations. This study contributes to the growing body of evidence supporting hybrid learning approaches in mathematics education for all children, emphasizing the development of robust mathematical and algebraic thinking skills.

Design and Evaluation of the Digital Algebra Game for Children

Children may find learning algebra challenging as the algebraic concepts are abstract for them. To address this challenge, contextualizing algebraic concepts through storytelling and gamification can foster a more enjoyable and comprehensive learning experience. In this study, we introduced the Digital Algebra Game (DAG), a low-fidelity prototype designed to leverage digital game-based learning and storytelling frameworks. Our evaluation involved 96 children aged 9 to 11, along with four teachers, in a primary school setting. Thematic analysis of interview data revealed a positive reception of DAG among both children and teachers. The most unique feature of this game lies in students' ability to transform equations into stories. This approach is believed to not only enhance students' creative thinking but also contribute to their success in mathematics Furthermore, the narratives constructed by students around equations within their daily lives with familiar objects are particularly noteworthy. These insights underscore the potential of incorporating personal experiences into educational game design to enhance engagement and understanding. By bridging the gap between abstract concepts and tangible experiences, educational games like DAG have the potential to enhance learning processes and make mathematics more accessible and enjoyable for children.

Effects of Rewards on Motivation and Student Achievement in Digital Game-Based Learning in Teaching English as a Foreign Language for Primary School Pupils in Kazakhstan

Effects of Rewards on Motivation and Student Achievement in Digital Game-Based Learning in Teaching English as a Foreign Language for Primary School Pupils in Kazakhstan

Introducing pre-service teachers to game-based learning

Game-based learning has increased research and interest in teacher education and teacher pedagogy. However, there is still much to learn about how teachers understand and feel about game-based learning pedagogy in the classroom. This study utilized a quantitative research methodology to better understand the changes in beliefs and attitudes toward game-based learning of teachers before and after experiencing game-based learning opportunities first-hand. The participants in this study were ninety-six pre-service teachers enrolled in a Child Growth and Development course at a public Hispanic Serving Intitution in South Central Texas University. Findings from this study indicate that pre-service teachers are comfortable using game-based learning pedagogy prior to any game-based learning interventions. Specifically, game knowledge, game content knowledge, and game pedagogical content knowledge, had a strong positive relationship with learning opportunities, attitudes towards game-based learning and overall acceptance of digital game-based learning score. Access to game-based learning experiences significantly increased teachers’ game pedagogical knowledge, game content knowledge, and experience with games knowledge. Overall, pre-service teachers’ personal experiences with gaming and attitude towards gaming is one of the key factors that contributes to their positive attitudes towards game-based learning and their ability to see the learning opportunities games have in their future classrooms.

Postdigital Game-Based Learning: Complexity, Continuity, and Contingency

AbstractDiscourses that establish the potential learning benefits of digital games for schooling too often focus on learning as a product of relations between student and gameplay, adopting overly deterministic positions that have long been associated with digital technologies and education. This paper draws on ideas from postdigitalism to problematise such narrow conceptualisations of digital game-based learning (DGBL). The analysis of one Australian school’s experience of incorporating digital games into their senior English curriculum provides a break from broad generations and allows a focus on the web of relations within which digital games exist when deployed in formal school contexts. An analytical framework which draws on three ideas emerging from postdigital studies is utilized to explore relations of power through which digital games interact as they are played and studied in schools. This analysis suggests that unitary logics about learning and digital games are insufficient and highlights the importance of engaging with the complexity, continuity and contingency in DGBL contexts to combat the hyperbole that surrounds digital games and education. Postdigital attention on actual instances of digital game deployment reveals the fragility of all knowledge claims about these technologies, contributing to a more critical discourse regarding their potential to impact school learning.

MAXIMIZE DIGITAL GAME BASED LEARNING TO TEACH ENGLISH FOR YOUNG LEARNERS: TEACHER’S VIEW

Digital Game-Based Learning (DGBL) has gained significant popularity in Teaching English to Young Learners (TEYL) due to its potential to enhance student engagement and motivation. This article explores the teacher's view of the use of DGBL in TEYL. Several areas of the study such the different of conventional and digtal game for teaching EYL, lesson plan, and the use of Agenda web and duolingo as the digital platform in teaching DGBL obtained from the deepper interview. Support for future research are suggest in the conclusion. Keywords: DGBL, TEYL, Teacher’s view

Unlocking the Power of Play: Exploring Key Influences of Digital Game-Based Learning Adoption Among South African Mathematics Teachers

Integrating digital game-based learning (DGBL) into mathematics teaching has gained significant attention for its potential to improve learning outcomes. However, adopting DGBL in mathematics remains challenging, particularly in resource-constrained contexts such as South Africa. Consequently, this study used the Technology Acceptance Model (TAM) to investigate mathematics teachers’ adoption of DGBL in their classrooms. We interviewed twenty-four primary and secondary school mathematics teachers in the Northern Cape province about their use of DGBL. Inductive thematic analysis was employed to analyze the data. The findings revealed that external variables such as language barriers, teachers’ technophobia, parental influence, and students’ limited reading skills negatively influenced teachers’ perceived usefulness of digital games. We also found that the teachers’ attitudes toward DGBL, which were influenced by their positive perception of it, influenced their intention to use digital games for mathematics purposes. The study recommends targeted policy interventions, including the development of multilingual digital tools and comprehensive professional development programs, to enhance the adoption of DGBL among South African mathematics teachers.

PENGEMBANGAN MEDIA PEMBELAJARAN BERBABIS PERMAINAN DIGITAL ”BARET” BERDASARKAN KEMAMPUAN PENALARAN MATEMATIS BERBANTUAN UNITY

Effective education that supports future development is the type of education that focuses on developing students' abilities. Developing digital game-based learning media can be an innovative choice to expand digital media and add variety to the learning process, especially in mathematics education. This digital media development uses the Unity platform and follows the Research and Development (RD) method with the 4D model. The research results show that the development of the "baret" digital game media is very practical, as evidenced by the assessments from media and content experts, and the majority of students also find this media very practical to use in the teaching and learning process.

An examination of teachers’ views on video games and learning: Establishing the Games and Literacy Education (GALE) scale

Teachers' views impact if and how technologies are integrated into classroom practice, and research demonstrates that digital game-based learning can support student learning across content areas. Yet, quantitative examinations of teachers' views on digital game-based learning in literacy education are limited. This study establishes the Gaming and Literacy Education (GALE) Scale as a reliable and valid measure for examining literacy teachers' perspectives on digital games and learning. The GALE Scale is a 21-item five-factor model created by conducting an exploratory factor analysis with survey data from 516 literacy teachers in the central United States followed by a confirmatory factor analysis with data from another 516 teachers. While participants generally agreed that digital games can support student learning, they reported limited integration of games in their classrooms, and only 12.2% agreed they learned about game-based learning in their teacher preparation program. Given the efficacy of digital game-based learning across disciplines demonstrated in meta-analytic research, literacy teacher education and professional development on effective uses of games in literacy learning are warranted. Further, scholars can utilize the GALE Scale to examine teachers’ views on digital games and literacy learning across time and contexts.

The interplay of rewards and competition in digital game-based learning: Effects on intrinsic motivation, game performance and behaviors, and computational thinking

Although there is controversy surrounding rewards and competition in education, they are key elements in digital game-based learning (DGBL). Research on the influence of rewards and competition in DGBL often yields mixed results, suggesting a need to investigate individual game elements and their interactions. This study implemented DGBL focusing on computational thinking (CT) in 7th-grade classes. Both quantitative and behavioral data were collected to understand the impact of rewards (power-up or customization) and competition (with or without) on students’ intrinsic motivation, game performance, behaviors, and CT skills. The findings uncovered significant interactions between rewards and competition. Students with both competition and power-up rewards achieved the highest game points but the lowest CT performance, whereas those exposed to the same power-up rewards without competition attained the lowest game points but the best CT performance. Implications are drawn for DGBL research and practice.

Effectiveness of a minecraft education intervention for improving spatial thinking in primary school children: A mixed methods two-level cluster randomised trial

BackgroundSpatial thinking plays a crucial role in STEM success. Minecraft Education, a digital game-based learning platform, provides opportunities for developing students’ spatial thinking while supporting curricular content. AimThis study evaluated the effectiveness of a Minecraft Education intervention, integrated into the curriculum, in improving spatial thinking and creativity. SampleFifth and sixth year primary school students (Mage = 11.53, SDage = 0.58) and their teachers. MethodsThe study used a mixed-methods, two-level cluster randomised-controlled trial design. Thirty-two classes (N = 885 students) were randomly assigned to the intervention or education-as-usual control group. Assessments of spatial thinking and creativity were completed at pre-test, post-test and 6-week follow up. Teacher interviews were conducted to understand their experiences of the intervention. ResultsWhile no overall intervention-related improvements in spatial thinking were found, subgroup analyses revealed that 5th year demonstrated improved spatial thinking compared to 6th year at post-test. This may be attributable to 5th year students’ higher levels of engagement in the intervention. Unexpectedly, creativity scores were higher in the control group at post-test. Qualitative interviews identified four themes: 1) Improving spatial thinking, 2) Improving creativity, 3) Engagement, and 4) Difficulties implementing the programme. ConclusionThis study highlights the importance of increasing student engagement in spatial interventions to improve their spatial skills. Finally, the study suggests that sustained practice is required to maintain the benefits of spatial instruction/training.

Using Digital Game-Based Learning in Mathematics Education: A Case Study with Teacher Training Students

Using game-based learning (GBL) and digital game-based learning (DGBL) as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning (Santos et al.,2023). Even though primary school teachers are demonstrating strong preferences for using non-digital games instead of digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games (Russo et al., 2024). In this paper, I conduct a quasi-experiment using an empirical action research method and the same logical problem-solving environment–game-based or digital game-based learning–that I designed and used with two groups of pre-service teacher university students. I tested three digital games with their non-digital equivalent and observed the problem solvers primarily from a qualitative point of view. Most of the participants enjoyed working with both physical cards and digital games, which effectively engaged students in solving the tasks. My findings suggest that students found the task-solving enjoyable in both types of game-based learning and that solving tasks non-digitally with cards could be more flexible for the problem solvers.

Digital game-based learning: economic principles and systems in the context of multimodal mediarhetoric of videogame cybertexts

Introduction. Modern methods of teaching economics should take into account the high degree of media involvement of a person and include innovative forms of media-textual support of educational practices. Due to their original semiotic structure and effective rhetorical possibilities, video games contain special educational potential. The main purpose of our research is to investigate strategies for integrating video game cybertexts into the practice of teaching economics at different educational levels. Materials and Methods. Methodologically, the study is based on the multimodal approach to understanding the semiotic structure of video games by J. Hawreliak and W. Toh, as well as the procedural-rhetorical optics of interpreting the medial nature of video games by I. Bogost and simulation theory by G. Frasca. In the practicalpedagogical dimension, the work is based on M. Prensky's Digital Game Based Learning methodology, and a classification approach and comparative analysis method are applied. Results. The multimodal structure of video games forms special semiotic ensembles capable of broadcasting information in a multitude of sign modes. Most economic games are virtual simulations of business and resource management. The disadvantages of the architectonics and nature of their simulations include: reductionism, algorithmicism, unrealistic behaviour of economic agents and temporal inauthenticity. The comparative analysis of empirical results demonstrates that the use of video-game cybertexts led to a noticeable increase (especially among students) in the degree of interest in learning the basics of economics and financial literacy. At the end of the experiment there was a significant (58-61%) increase in positive attitudes towards video games as educational cybertexts, the vast majority of students (87-92%) recognised the methodological DGBL-integrations as useful for them. The results of the qualitative test of knowledge test indicate a rather high (72-81%) efficiency of studying a number of thematic sections of economics and financial literacy on the basis of DGBL methodology. Conclusion. It is recommended to include sections (first of all, on competence-based study of business strategies and resource management) based on the study of videogame cybertexts in the working programmes of disciplines on economic topics for higher and additional professional education systems. To increase the effectiveness of educational practices, it is necessary to accompany the educational work with video games with specialised software with methodological orientation.

Digital game-based learning in architecture education: Consolidating visual design principles in freshmen

Using games as educational tools has been a captivating subject in the academic domain. There is an increasing number of digital games designed to support architectural education. This paper introduces a serious game aimed at enhancing basic design knowledge for first-year architecture students. The game focuses on teaching and testing visual design principles such as emphasis, balance, and rhythm. Based on these principles, it allows students to create 2D compositions on a grid pattern by placing and manipulating simple shapes in terms of color, shape, and size. The final composition is evaluated by an artificial intelligence (AI) tool integrated into the game. This AI tool predicts the design principles present in the composition, providing three possible outcomes with associated percentages. The game, currently in the testing phase, has been played by 126 first-year students, and user experience has been assessed through questionnaires, surveys, and basic game metrics. The use of this game to teach visual design principles has proven to be an effective method for engaging students in active learning and enhancing their understanding and application of design concepts. The innovative use of AI to provide real-time feedback and the interactive nature of the game have fostered a deeper, experiential learning process. Additionally, students have proposed various innovative ideas to improve the gaming experience, suggesting potential enhancements that could lead to a more refined and enjoyable gameplay. These insights highlight the potential of digital game-based learning (DGBL) and AI-enhanced tools in creating an engaging and effective educational environment.

Chinese parents’ involvement in their young children’s app-based language learning

Abstract Parents and other primary caregivers play a critical role in shaping the environment in which their children develop language and literacy skills. Relatively little, however, is known about caregiver involvement in their children’s foreign language learning, especially when using a self-guided language learning app. This study focuses on whether and how Chinese parents and caregivers contribute to their young children’s English language learning as children use a digital game-based learning app to develop their English skills. Data collected from a larger efficacy study through interviews, focus groups, and surveys were examined to uncover information about how the app was effective and how parents and caregivers shaped their children’s language learning experiences. Results indicated that parents can be and often are involved in their children’s app-based language learning experiences, and that parental involvement can mediate learning. Results also suggest that time spent on digital media can be effectively leveraged by parents for educational purposes and parents who allow their children greater independence may more readily foster their children’s ability to achieve higher English language skills.