Digital Game-based Learning Research Articles

THE IMPLEMENTATION OF DIGITAL GAME-BASED LANGUAGE LEARNING IN A DEVELOPING COUNTRY: A LITERATURE REVIEW

<p>Implementing digital game-based language learning in a developing country faces many challenges due to the teachers’ and students’ digital competence and technological limitations. Furthermore, most of the research in implementing digital game-based language learning is conducted in developed countries. Therefore, this current research focuses on the studies of the implementation of digital game-based language learning conducted in developing countries to see whether some improvements can be made in this area. The results show that implementing existing games and developing new games are the two major distinctions in applying digital game-based language learning. On one hand, while using existing games is easier and more convenient, most educational games are in the form of quizzes with limited gameplay, and non-educational games are more fun but can cause addiction and are not entirely suitable for learning. On the other hand, the games developed specifically for learning English are great, but they are primarily simple games designed to achieve beginner goals such as vocabulary and reading skills for young learners. Therefore, the need for digital English language learning games designed for more complex objectives for various age groups with good visuals and gameplay is still available, and much future research should be done in this area.</p>

Integration of the ARCS Motivational Model in Digital Game-based Learning for Sustaining Student Engagement in Communication

Digital game-based learning is an instructional method that teaches students through games and other forms of entertainment. Digital games have the potential to naturally drive players to participate in an activity, which can be beneficial for learning. One of the essential factors in achieving success in second language acquisition is motivation. This research seeks to present a digital game-based learning framework integrated with the ARCS motivating paradigm to achieve this goal. Each of the four primary motivational factors elements is represented by an ARCS component. Attention (A), Relevance (R), Confidence (C), and Satisfaction (S) are the four components of motivation. This paper provides a high-level overview of the suggested framework, which is divided into three parts: input, process, and output. It is possible that the framework proposed will be useful to a wide range of stakeholders, including students, instructional designers, programme designers, and language practitioners. This research described a method for developing a successful digital game that included motivating components to keep learners engaged throughout the learning process.

Developing students’ self-regulated learning strategies to facilitate vocabulary development in a digital game-based learning environment

This study investigated how a digital game-based learning (DGBL) environment affected low- (LP) and high-proficiency (HP) primary school students’ self-regulated learning strategies and vocabulary development. Data were collected from 62 sixth graders (20 LP and 20 HP students) who learned English as a Foreign Language (EFL). The statistics suggested DGBL benefited both LP and HP students’ self-regulated learning strategies and vocabulary development. DGBL encouraged LP students to develop cognitive, metacognitive, and resource management aspects of self-regulated learning strategies. With self-regulated learning strategies, LP students could benefit more from DGBL than HP students did in vocabulary development, reducing the gaps between LP and HP students. The prediction of the simple regression analysis also showed self-regulated learning strategies in DGBL contributed to students’ progress in vocabulary learning.

A STUDY ON THE RELATIONSHIP BETWEEN GAME-BASED LEARNING AND SECONDARY SCHOOL STUDENTS’ MATHEMATICS ACHIEVEMENT IN SMK KOMPLEKS GONG BADAK

Digital game-based learning (DGBL) is an instructional method that incorporates educational content or learning principles into video games with the aim of engaging learners. The teaching techniques in schools are mostly still teacher-centered where the practice of exercise and memorization of tips and formulas are emphasized in learning. This research studied the relationship between game-based learning with the achievements of students in SMK Kompleks Gong Badak, specifically in Mathematics. Quantitative approach-based research and a single cross-sectional design were employed. A set of questionnaires were used for data collection. Data samples were collected from approximately 100 students in the selected school. The result shows that DGBL significantly affects student’s achievements, indicating a good perception of its application. Gender also plays a role in this case, where a significant difference was also found in the mean usage of game-based learning toward mathematics achievement between male and female students. Due to these results, it can be concluded that DGBL does affect students’ achievement in mathematics. In addition, one of the most effective approaches to achieving a student-centered learning process is through the use of DGBL.

Digital game-based learning in mathematics education at primary school level: A systematic literature review

In recent decades, digital game-based learning (DGBL) has become a trend among scholars and practitioners in many parts of the world. Therefore, there were some systematic literature reviews in the past few years conducted to identify the trends of DGBL research with diverse subjects and educational levels, however, there is a lack of review that focuses only on mathematics education at primary school levels. This study seeks to provide a comprehensive overview of DGBL research within the context of elementary mathematics learning. Using PRISMA (2020) flow diagram, this study identified 45 articles related to the topic during the period of 2006-2023. Papers were coded and analyzed by years, regions, elementary mathematics topics, research issues, outcomes, research approaches, research design, data collection tools, game genres, and gameplay mode. The results from this systematic review identified the trends in DGBL research related to elementary mathematics learning, highlighted gaps in existing literature, provided insights, and oriented future studies on the topic. The findings of the research reveal a pronounced interest among scholars in the content topics of elementary mathematics, highlighting the research issues that attract attention, the methodologies employed in studies, and the types of games and gaming modes frequently utilized for elementary school children. The article discusses the trends of DGBL within elementary mathematics education, offering in-depth analyses and identifying research gaps that could guide future directions.

Theories, Principles, and Game Elements that Support Digital Game-Based Language Learning (DGBLL): A Systematic Review

The potential of Digital Game-Based Language Learning (DGBLL) in enhancing language learning outcomes has been demonstrated in previous studies. However, some scholars and educators maintain a skeptical perspective regarding its integration into language classrooms. Thus, this paper presents a systematic review examining the integration of DGBLL and its impact on language learning outcomes. This study examines 18 peer-reviewed articles published between 2014 and 2023 from Scopus, Web of Science (WoS), and ERIC research databases. The review explores relevant theories, principles, and game elements supporting DGBLL. It also investigates the types of digital games developed by both researchers and game developers that have already been studied, the most popular of which is serious games (83%). While the examined studies did not explicitly focus on digital game elements, they acknowledged the pivotal role of certain aspects, such as narrative, goals, rewards, and feedback, in enhancing language learning experiences. Notably, this paper affirms the positive impact of digital games on contextualized vocabulary acquisition, oral communication skills, and grammar learning, compared to conventional language teaching methods. These findings underscore the benefits of DGBLL in language education. Hence, this systematic review looks to reveal the multifaceted dimensions of DGBLL, emphasizing the theories, principles, and game elements of digital games that support the transformative potential of DGBLL for language instruction. Lastly, this paper advocates for an ongoing inquiry into the diversity of game genres and the continual refinement of frameworks to meet the evolving needs of language learners.

Enhancing Academic Achievement and Engagement Through Digital Game-Based Learning: An Empirical Study on Middle School Students

Abundant research has tried to understand how games can be designed and used effectively to improve the learning process and to examine the correlations between digital learning games and student motivation, engagement, and knowledge retention. The current study examined the correlation between learning through digital game-based learning (DGBL) and students’ achievements, their sense of involvement, and motivation for learning. Using a quantitative approach, data was drawn from questionnaires and exams in two subjects: literature and language. Participants were 320 male and female students aged 12–14 attending a single middle school participated in the study. The students were randomly divided into three groups, each group was given a unique teaching and learning method. Group 1 studied and practiced using the traditional method (a teacher who teaches in the classroom and worksheets for practice), Group 2 studied with the traditional method but practiced with a digital game and Group 3 learned and practiced using a digital game. The findings showed that the students’ attained significantly higher achievements in the group that was taught traditionally but practiced with a digital game. It was also found that when digital learning games are integrated into teaching and learning, the students’ motivation and involvement in the class increased.

Digital Game-Based Inquiry Learning to Improve Eighth Graders’ Inquiry Skills in Biology

This research focuses on BioScientist, a digital game-based, inquiry-based learning program embedded in the biology curriculum that develops inquiry skills in 8th-grade students. The aim of this paper is to demonstrate a combination of elements of digital game-based learning (DGBL) with inquiry-based learning (IBL) through BioScientist and to report on its implementation. We examined whether inquiry skills and biology learning motivation change due to BioScientist. A total of 257 eighth graders participated in the research (Nexp. = 132, Ncontrol = 125). Students in the experimental group used BioScientist at home and in the classroom. The teachers in the control group did not change their teaching practices. Students’ inquiry skills were measured using the Inquiry Skills Test, and their biology learning motivation was measured using the Biology Motivation Questionnaire II. The experimental group and teachers were asked to evaluate BioScientist. The results indicated BioScientist digital game is suitable for developing inquiry skills, with the effect size being close to medium (Cohen’s d = 0.46). However, biology learning motivation was not developed. Student feedback on the BioScientist game and its use for learning is favourable. Based on the teachers’ responses, BioScientist can be used well in teaching biology. This research provides evidence that combining elements of digital game-based and inquiry-based learning is effective in developing inquiry skills. The game can be effectively integrated into the teaching practice, in line with the content of the biology curriculum.

LogicHouse-v1: a digital game-based learning tool for enhanced teaching of digital electronics in higher education institutions

LogicHouse-v1: a digital game-based learning tool for enhanced teaching of digital electronics in higher education institutions

Game-Based Learning experiences in primary mathematics education

Using game-based learning (GBL), especially 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. Effective manipulatives and games play a crucial role in promoting mathematical understanding. They support students in building, reinforcing and connecting varied representations of mathematical concepts. High-quality games are particularly valuable for learners as they provide them with control and adaptability. These games have properties that are adapted to cognitive and mathematical structures, facilitating the development of connections between different pieces and forms of knowledge. Digital games can help to achieve the same effects. In this paper, we conduct a quasi-experiment using games developed for this purpose. Our aim is to investigate whether non-digital games vs. digital games yield different results. Our results indicate that while students enjoyed themselves and found the task-solving enjoyable during both types of game-based learning, the use of non-digital games vs. digital games can sometimes lead to different outcomes.

Optimising Students’ Enjoyment and Engagement in Learning via Scaffolding-fused Digital Game-based Learning

Objective: To determine how a scaffolding-fused digital game impacted primary school students' enjoyment and engagement in Mathematics. Method: This experimental study was carried out with two groups of primary students. The experimental group was taught using the scaffolding fused digital game-based learning, whereas the control group was taught with the conventional method. The instruments used in this study were pre and post-interviews, and, pre and post-observations. The data were analysed using independent t-tests, matched pair t-tests and a One-way Analysis of Covariance. Findings: The results revealed statistically significant differences concerning enjoyment (F = 34.373, P < .05) and engagement (F = 6.498, P < .05) in mathematics learning at 0.01. The enjoyment and engagement of students in the experimental group were much higher than that of the control group. Novelty: As a result of technological advancement, games play an essential role in mathematics education today. Affective factors, precisely emotions, have been widely recognised as influential elements contributing to enjoyment engagement and achievement in the learning process. Engaged learners are motivated, inspired, and eager to put effort into their learning. Keywords: Scaffolding, Enjoyment, Engagemen, Digital game based learning

I think learning ancient Greek via video game is…’: An online survey to understand perceptions of Digital Game-Based Learning for ancient Greek

Abstract Playing is connected at a deep level to how we learn, participate in and create culture, as it is dynamic, complex and even unpredictable just as learning is (Reinhardt, 2019). Even Plato in his Theaetetus recognises the importance of such a component in experiencing culture and knowledge. Could playing (or gaming) therefore be a useful didactical approach in promoting the study of ancient Greek around the world? From 10th May 2023 at 1 pm. until 1st June 2023 at 1 pm., an internet survey was conducted online by the researcher Irene Di Gioia through the use of Google Forms questionnaires. This questionnaire was distributed via different social networks and communication tools. The survey aimed to understand if people around the world are interested in the idea of learning ancient Greek via a video game and if so, which video gaming activities learners prefer. The goal of the survey was therefore to understand if a ludic pedagogical approach using Digital Game-Based Learning could theoretically represent an interest experience for learners or potential learners, and furthermore to investigate their feelings, prejudices, and motivations regarding the study of ancient Greek. From the analysed data the researcher will therefore develop a video game to teach ancient Greek language and culture, which comprises the focus of her ongoing PhD dissertation at Georg-August University of Göttingen (Germany) and Alma Mater Studiorum University of Bologna (Italy).

EFFECTS OF DIGITAL GAME-BASED LEARNING IN STEM EDUCATION ON STUDENTS’ MOTIVATION: A SYSTEMATIC LITERATURE REVIEW

STEM education, which includes science, technology, engineering and mathematics, has been expanding for the past two decades. This study aimed to map new trends and the possibility of implementing digital game-based learning (DGBL) in STEM education. For this purpose, a systematic literature review was conducted. The resulting sample was further selected according to PRISMA guidelines, with screening and eligibility processes conducted based on the inclusion criteria defined concerning the research objective. This review consisted of twenty-eight studies. The findings revealed a growing interest in DGBL in STEM education from 2018 to 2023. Furthermore, most studies have focused on the K-12 education system and universities. According to the review, educational games for digital learning and simulation technology are the most promising tools used in research. The analysis is launched by studying the effects that influence the increase of student motivation in DGBL teaching STEM education. The findings support the conclusion that prior experience in gaming has a positive impact on increasing students' motivation to learn in DGBL STEM teaching. In addition, students' previous knowledge of a STEM subject increases engagement and motivation. Implementing educational computer games, therefore, showed a great interest in students in STEM education. Keywords: digital game-based learning, students’ motivation, STEM education, systematic literature review

Design and Development of Fuel Cell Learning through Digital Game-Based Learning to Raise Awareness of Low Carbon Emissions

Fuel cell technology is currently being widely promoted to the general public as one of the most promising sustainable energy sources that can contribute to reducing carbon emissions. Considering this, digital game-based learning (DGBL) was created to educate the general public about fuel cells, with a focus on the younger generation such as secondary school students. This paper discusses the design and development phases, during which instructional design and game elements are integrated into producing a fuel cell DGBL prototype. Five-panel experts examine the learning content to make sure it is valid in the design phase. Next, two testing cycles were conducted on the developed fuel cell DGBL prototype: one internal group test and one focused group test including five 14-year-old students from a chosen secondary school. During the testing, three different approaches to collecting data were used: written surveys, in-person interviews, and observation. The outcome presents useful information that may be applied to enhance the game's efficacy and playability. Therefore, any novice designer or practitioner can benefit from these findings' helpful advice while developing an effective DGBL.

Developing a Mobile Game Application to Enhance Learning Experience in Programmable Logic Controller (PLC) Wiring beyond the Laboratory

In the field of automation technology education, the primary emphasis is on instructing students in the use of programmable logic controllers (PLCs). Practical training for beginners includes sessions on wiring and programming. However, the training on wiring lacks resources for additional practice outside the laboratory. Recognizing the potential of mobile devices and digital game-based learning, this study aims to create a mobile game app for practicing basic PLC wiring at any time and in any location. The study also seeks to examine the impact of using the game app on student performance and user satisfaction. The game app underwent expert assessment and received a high suitability rating, garnering an overall score of 4.43. Subsequently, it was employed in an experiment involving an experimental group comprising 18 students and a control group consisting of 22 students. To address non-normal data, we utilized both parametric and non-parametric methods to ensure more robust data analysis. The study found that both the independent sample t-test and the Mann-Whitney U test yielded consistent results, with p-values of 0.009 and 0.01, both below 0.05. This led to the conclusion that additional practice with the game app improved students’ performance in wiring. The user experience received positive feedback, with an overall score of 4.25. Based on the results, we consider this game app to be an effective learning tool that can enhance student performance and the learning experience in basic PLC wiring.

Barriers to the Digital Game-Based learning at Secondary level In Punjab: Perceptions of Pre-Service Teachers

Teachers’ main aim is to make the students learn with interest by adding daily life activities and examples to get long-lasting effects on their learning. Introducing digital games in the classroom is a new innovative approach that makes it easy for students to learn new skills and knowledge. However, teachers are not frequently using this approach in their classrooms. The present quantitative descriptive study has explored the barriers that hinder teachers from using digital game-based learning approaches. Pre-service teacher perceptions were sought in the teacher training colleges, i.e., district campuses of Quaid-i-Azam Academy for Educational Development in Punjab. After checking its validity and reliability, a self-constructed closed-ended online questionnaire was used for data collection. The alpha value of the questionnaire was .825. All the pre-service teachers studying in the district campuses of Quaid-i-Azam Academy for Educational Development, Punjab were the population of the study. The online survey remained open for about one month, and 384 responses were received from pre-service teachers throughout the Punjab province. Data were collected based on five-point Likert type scale. Collected data was put into SPSS (Statistical Package for Social Sciences) version 25 and descriptive and inferential statistics were applied to get the study results. Major findings include that availability of insufficient resources, teachers’ lack of skills and use of digital tools, and difficulties in managing technology in the classroom are the main barriers to implementing digital game-based learning in the public secondary schools of Punjab. The study benefits stakeholders, policymakers, and decision-makers and has added new knowledge in education.

Exploring Pre-Service Teachers’ Perspectives on the Integration of Digital Game-Based Learning for Sustainable STEM Education

Digitalization of STEM in higher education is envisioned to foster digital societies through enhanced contextualised engaged learning, digital skills, and access to digital learning resources, specifically in developing countries, including those in Africa. The dearth of empirical evidence validating digitalization hinders implementation. This study aims to investigate pre-service teachers’ perspectives towards the use of digital game-based learning (DGBL) for sustainable development of STEM education and promoting 21st century skills. The study was based on the Technology Acceptance Model (TAM) as a framework. A quantitative survey design was adopted to collect necessary data from 255 pre-service teachers in a South African university. The fitness of the proposed model was acceptable to proceed with partial least squares structural equation modeling analysis. The model accounted for 59% explanatory strength of pre-service teachers’ perspectives towards using DGBL in teaching and learning. Pre-service teachers consistently express noteworthy perspectives on the DGBL approach, emphasizing the capacity to provide diverse learning opportunities, foster heightened engagement, and facilitate contextualised learning experiences. The findings contribute to the empirical validation and role of DGBL in STEM and the design of educational games promoting contextualised self-directed learning for sustainability teaching and learning in higher education.

Let’s make a game! A case of co-designing with teachers from a research-practice partnership to integrate a virtual reality-enhanced digital game-based learning science unit

This case study analyzed the co-design process of a digital game-based learning (DGBL) unit using a research-practice partnership between a university and a middle school. The study found that the design team paid equal attention to the learning, engagement, and context of the game during the design meetings. The teacher’s role in the game design process was crucial in addressing contextual factors. The R-PP relationship fostered an effective game design process, with both teachers and researchers contributing to the game and DGBL curriculum design. The equal contribution of all team members increased curricular alignment and feasibility in the unit design while providing teachers with a professional development opportunity in DGBL concepts and the design of the DGBL unit itself.

Digital game-based language learning for vocabulary development

Current literature suggests that one of the impressive benefits of digital game-based language learning is its potential to create engaging vocabulary learning experiences. However, this literature is dominated by game-play approaches, rather than game-making approaches. Drawing upon constructivist, motivation, dual-coding, and constructionist theories, this study examined elementary English language learners’ vocabulary learning experiences in a game-based learning context and investigated their experience as they built their own games based on their understanding of different non-fiction texts. This mixed-methods case study involved novel use of network analysis to examine student learning, investigate the relationships between various aspects of learner experiences, and evaluate the strengths and weaknesses of the program. Findings indicated that a complex set of interdependencies between enactments of theoretical principles including generativity, agency, tinkering, intrinsic motivation, and contextualized learning lead to enjoyment and powerful language learning experiences. Design principles for future digital game-based language learning include optimizing visual aspects, spending more time on technical skill development, increasing learner agency, and focusing more on generative and joyful learning experiences.

A Review of the Effectiveness of Educational Digital Game-Based Learning on Students in Tertiary Institutions

The higher institution’s evolution to a more digital era is increasingly making the long-standing learning approaches redundant and ineffective in maintaining student engagement. The digitalization of the educational system sometimes results in a misalignment of the learning approaches with contemporary students’ skill sets and experiences. Many studies have attributed the increase in students’ dropout and poor academic performance to this misalignment in the teaching approaches. Hence, introducing improved teaching methods is essential in uplifting students' learning experiences and academic engagement, contributing to successful student pass rates. Adopting the desktop literary review, the study utilizes relevant literature and theoretical frameworks including The Connectivism Learning Theory by George Siemens and Stephan Downes, The Cognitive Load Theory by John Sweller as well as, a range of theories surrounding the cognitive function in its interrogation of digital game-based learning, and to better understand their effectiveness among our students. This research study aims at advancing traditional conversations in the field of teaching and learning to the role of technology in modern day education, and will benefit educators as, valuable insights on digital game-based learning can be used to promote positive changes in the learning environment, transitioning from conventional approaches such as lengthy lectures in which, according to research studies, was said to be less effective in holding student engagement. The study concludes with a deep engagement and discussion on the positive influence of digital game-based learning on students’ ability to focus and pay attention in learning environments in addition to, processing, comprehending and retaining valuable information, maintaining engagement and increasing memory capacity as well as, improving strategic and critical thinking and problem solving abilities within and beyond the academic institution.