Educational Games Research Articles

Investigating the Role of Adaptivity in Video Games for Attitude Change

Video games have become one of the most widespread forms of media in the 21st century, bringing interactive digital narratives to over 3 billion people globally. Like other media, video games feature topics from our society, culture, and history. Research has shown that narrative-driven video games have a unique potential to influence explicit and implicit attitudes toward the topics they depict. However, the concrete mechanisms through which video games shape our attitudes remain unclear. Identifying the mechanisms behind the attitude-shaping effect would help to design more effective educational games and simulations. One aspect that reduces the potential of video games to change attitudes is a so-called credibility bias, a phenomenon where information contradicting one’s pre-existing beliefs is deemed less credible. For this reason, our work focuses on employing adaptivity to improve the attitude-shaping effect of video games. We hypothesize that adapting gameplay elements based on players’ pre-existing attitudes will mitigate the credibility bias, leading to greater attitude changes and enhanced game enjoyment compared to a static presentation. We propose assessing players’ attitudes before playing and adapting the game content accordingly, utilizing in-game metrics to track players’ actions to further refine the content. This work focuses on adapting highlights in user interfaces, narrative-related messages, and in-game goals. To empirically test our hypothesis, we have developed two versions of a video game – an experimental version featuring adaptive game elements and a control version with static content. For this proof-of-concept experiment, we have chosen the topic of electromobility, but we designed the adaptive elements to be usable with any topic. The experimental game is a delivery manager simulator featuring electric and combustion engine cars, with the aim of showcasing the usability and advantages of electric cars. Our experimental design involves a pretest-posttest setup with an experimental and a control group. We utilize measures for implicit and explicit attitudes and game enjoyment. This empirical study will bring valuable data reacting to the identified research gap. Should the adaptive approach prove to be usable, it could be widely utilized to improve the attitude-shaping potential of educational games.

Engagement Strategies in a Peer-quizzing Game: Investigating Student Interactions and Powergaming

Educational games are a popular means of engaging students in learning activities. However, students in game-based learning environments often engage in powergaming to reap undeserved rewards and spoil the experi-ence of their peers. This may happen when the students pretend to engage in game activities or collude with other students, exploiting the game settings and rules to maximize their points. In this explorative study, we investigate powergaming in three settings of an asynchronous online multiplayer peer-quizzing game in a blended learning setting – a first-year programming class in a Canadian university. We designed three experi-mental settings with three versions of an education game which allowed different levels of powergaming. The between-subject study involved three experimental groups: Group 1 used a game version where they received weekly performance feedback and tips on how to improve their performance, Group 2 used a game version with access to an existing resource bank, allowing them to maximize the number if their activities in the game, and Group 3 served as a control group with no additional interventions. The research aimed to investigate 1) the association between the power gamers' activity, their grades and their preference to work alone or in a group, 2) the types of activities (type of quiz questions) most used by power gamers, and 3) which game setting was the most conducive to power gaming. The results show that better grades are not associated with higher activity levels in the game. Students who engaged in more diverse types of game activities had better learning outcomes The control Group 3 had the highest average grades. As we expected, Group 2 engaged in the high-est number of activities, esp. in creating questions, a form of powergaming. The qualitative results showed that contrary to our assumption the powergamers in Group 2 was not harmful, because it created a rich set of re-sources in the game and fostered student engagement in the game.

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.

Game-based Learning for History: Student Perceptions and Preferences

With the rapid development of games in the 21st century, the panoply of games on history shows a wide variety. Backstories from most historical eras have been implemented in different game genres and modalities. Furthermore, a growing number of studies have pointed to the didactic potential of historical games as learning tools. This study aims at investigating university students' perceptions of gaming and their game preferences, with a particular focus on history. The research question to answer was: "What types of games do history students play, and how can games, in their view, contribute to learning in their subject?" Educational action research was used as the overall strategy in a study where data was collected from five different university course groups in general history at the basic level. Students answered questionnaires with open ended questions about gaming preferences and their perceptions of games. The answers were then analysed in an inductive thematic analysis. Findings show that the students play a mix of analogue board games, digital games and hybrid forms. In the transmedial array of games available, important genres include role playing games, strategy games, quizzes and first-person action games. The students frequently provide arguments for the use of games in history education, and they give reasons why they find a particular game useful for this purpose. They describe how these games have a potential to add value to history education. To some extent, they also discuss how this can be implemented. In conclusion, the authors argue that so-called technology tree games are particularly relevant to learning history from a structural perspective, while RPG:s can strengthen interpretive approaches through a subjective historical experience.

From Consoles to Classrooms: Preliminary Insights About Pre-Service Teachers and Video Games

Integrating video games into the classroom is a promising way to enhance learning experiences, as the market of serious games is expanding. European schools are investing in digital equipment, and the use of educational video games is technologically viable. Nonetheless, actual experiences of video games in class are still rare. A key gap to be explored is understanding how pre-service secondary teachers perceive and are prepared to use digital games in their future classrooms. Do they think it would enhance their teaching and their students’ learning? Do they feel prepared for it? To answer these questions, and possibly address future challenges, we conducted a comprehensive study with students at Zurich University of Teacher Education (PHZH). The research process began with the development and testing of a detailed questionnaire that focused on participants' personal gaming behaviour, preferences, and perceptions of the educational potential of video games. Key areas such as serious games, game design, gamification, game-based learning, and game culture were explored to assess the relevance and understanding of these concepts in an educational context. This paper explains the development and structure of the questionnaire as a measurement instrument as well as the underlying literature and methodological considerations. The first implementation and the preliminary survey with 48 PHZH students are presented, and the practicability and reliability of the questionnaire are evaluated. The result of the survey suggests pre-service teachers are generally positive about integrating video games and game design into the classroom, yet enthusiasm is not enough without additional support.

Digitising a Card Game for Teaching Pragmatic Markers

Most language learning applications focus on pronunciation, vocabulary, and grammar of a language. However, learning the pragmatics enables learners to interpret contextual meanings of specific words uttered by native speakers during conversations. An educational card game called Mind You! was developed for non-native English-speaking international students in Australia to help them learn English pragmatic markers. The card game was designed to encourage social constructivism and situated learning, where learners construct their own sentences based on their combined interpretations of pragmatic markers, images and scenarios displayed on cards to answer hypothetical questions. A mobile application of the card game is being developed as a supplementary resource when face-to-face or in-person learning is neither possible nor practical. Learners can listen to audios of pragmatic markers in sentences and type or record their own sentences based on their interpretations of the cards and share them online with other learners. This provides a platform for distance collaborative learning between other language learners where they share sentences based on different interpretations of different card combinations. The objective of the mobile application is to train learners in using pragmatic markers for English conversations outside the game. This work-in-progress manuscript outlines how the card game can be digitised into a mobile application.

Comparison of two Different Game Mechanics Applied to Learning of Electromagnetism

The paper presents two educational escape games, Tournament of J. C. Maxwell and Chest of Lord Maxwell, which were designed with the same topic and educational goal in mind: to consolidate and deepen knowledge about magnetism and electromagnetism, and to develop communication skills, teamwork skills, problem solving skills, experimental skills and analytical thinking. Both games were used in the teaching of electromagnetism in an upper secondary school. Data were collected through observation of the game process, administration of questionnaires to students and teachers, and interviews with students. The aim of this research is to compare two different game mechanics used to address the same subject matter and educational objective. The comparison will focus on the perception of the games by the students and the teachers who have incorporated the game into their teaching.

Acceptance and use of Video Games for Education by Secondary School Teachers

Video games (VGs) are frequently described as a transformational force within education and the use of video game technology for learning is becoming more common across all education sectors. Despite this, most literature regarding VGs in education focuses on measuring specific learning or engagement outcomes, and there is less of an emphasis on the attitudes of teachers on the uses of VGs in the classroom. A comprehensive understanding of teacher attitudes towards VGs within education is essential for their successful implementation within the classroom. This paper will present the development and progress of a PhD project that aims to explore the factors that influence secondary Australian teachers’ attitudes towards, and intentions to use, VGs within their own teaching. An online survey was used to collect data on teacher beliefs about technology and VGs and the factors that influence VG acceptance. A subsample of participants were also interviewed about their experiences and opinions in relation to VGs. This paper focuses on the proposed thematic analysis of semi-structured interviews. Respondents were divided into groups based on their opinions of, and level of experience with, VGs in teaching. The qualitative results provide a detailed and nuanced investigation of teacher attitudes and beliefs in relation to their competencies, obstacles, and facilitators of VGs use for teaching. The findings of this research will assist in building a deep understanding of VG use in secondary classrooms assisting game developers, administrators, teachers, and policy makers in decisions relating to effective and meaningful video game use within education.

Fun and Functional: Using Non-Digital Games to Promote Maths Engagement in Pre-service Teachers

Humans naturally engage in playful activities throughout their lives and play serves as a fundamental mechanism for cognitive development as well as the development of essential soft skills such as teamwork, decision-making, leadership, and communication. Recognizing this innate predisposition for play, educators are increasingly embracing gamification strategies into their classrooms. More attention has been driven to digital tools such as platforms Kahoot! and Duolingo which gained popularity and demonstrated the potential of game-based learning to increase engagement and knowledge retention. However, concerns about digital screen time fuelled a renewed interest in non-digital activities, including educational games. Non-digital games are often more accessible and affordable, making them suitable for schools with limited resources. Research suggests that non-digital games can effectively promote collaboration, communication, and critical thinking skills. In addition, they offer flexibility to teachers to adapt rules and scenarios to specific learning objectives and student needs. Recognizing the benefits of employing games as a pedagogical strategy, the first author of this study opted to incorporate game-based learning strategies into her classes, on a regular basis. Throughout the semester, various non-digital games were implemented, inspired on well-known classics such as memory card games, Monopoly and Pictionary. These games were carefully designed to address specific mathematics topics identified as either the most relevant or those where students revealed more difficulties. The participants in this study were pre-service pre- and primary school teachers enrolled in a maths undergraduate course. Since these students are future educators, the games served a dual purpose: improving current learning experiences and providing teaching resources for their future classrooms. At the end of the semester, a survey was conducted to evaluate students’ perceptions towards the use of games in the mathematics teaching-learning process. In this paper we describe some of the games used in this study and analyse the results of the survey. Previous studies reveal that students generally welcome the incorporation of games, perceiving them as effective tools for enhancing motivation and promoting positive learning outcomes. Our findings corroborate these studies.

Examining the Efficacy of a Physical Board Game for Geometric Transformations

A group of Hong Kong secondary school mathematics teachers collaborated on the creation of a physical board game, “War of Transformation”, specifically designed to aid Hong Kong Secondary 1 students in applying transformation (i.e. translation, reflection, and rotation) of 2D figures, a topic in the local mathematics curriculum. The objective of the study was to delve into the game design and player experience from the viewpoint of the students as indicators of the effectiveness of the board game, comparing these elements across different abilities. A mixed-method design was adopted, from which data was gathered utilizing questionnaires and a focus group. The study involved a total of 102 junior form students secondary school students from three districts in Hong Kong, with a selected group of five students and three school teachers participating in interviews. The questions for the questionnaire and interviews were derived from the Model for the Evaluation of Educational Games. Quantitative data were used to provide an overview of student experiences, while qualitative data from the interviews provided further insights of the results. The findings revealed that students valued the game’s design and had a positive gaming experience, comparing these elements across different abilities The design of the board and the use of online teaching aids were found to significantly enhance gameplay and learning. This study highlights the potential of thoughtfully designed game-based learning in fostering effective and engaging learning experiences.

Limes (the Roman Frontier): Developing a Video Game for History Learning

The use of gaming technologies in education holds great promise to provide engaging learning experiences. Whereas video games have been successfully used to foster learning in several school subjects, the current understanding of the potential of video games for history learning is still limited. This paper details the development of Limes, a 2D top-down educational game created in Unity and rendered in pixel art. The game targets 5th/6th grade secondary school students and is set in the third century AD in southern Germany, a period characterized by political and social instabilities. Limes digs into the complex relations between the Roman Empire and the Alemanni tribe, one of the most powerful Germanic tribes of this period. The player can experience this pixelated world through the eyes of an Alemanni child, who forms a friendship with a Roman centurion. The unfolding narrative places the young protagonist in the precarious balance of peace and conflict, and the player needs to navigate the diplomatic tensions of the era. The gameplay consists of five levels, including primary missions and optional secondary missions which unlock special features (e.g., puzzles, quizzes). Limes incorporates a variety of game mechanics, ranging from running and interacting with characters to stealth missions, throwing rocks, and horse racing. These dynamics are integrated into the historical narrative of the game, enriching the player's experience. The game development process combined insights and methods from multiple disciplines, including game-based learning, educational, social, and cultural psychology, education sciences and pedagogy, and history education. Moreover, the game capitalizes on Unity’s wide array of development tools, which provide extensive customization possibilities, and employs pixel art, facilitating an engaging environment while maintaining a cost-conscious development process. Initial tests and expert feedback highlight the promise of Limes as a game that leverages historical accuracy and innovative educational tools to foster a deeper understanding of Roman history. Next steps include empirical studies with students to test the game's effectiveness (e.g., in improving interest in and knowledge of Roman history).

Analysing Game Data to Evaluate Children’s Learning Progress with the EDURINO App

Game data offers a unique way to examine children’s learning progress in a gameplay context. Despite its relevance in evaluating the efficacy of game-based learning, this area is less researched than engagement and usability study. This paper presents a quantitative investigation of EDURINO, an educational gaming app targeting children aged 4-8. We implemented learning metrics to track children’s performance in EDURINO games. Specifically, the measurements included standardised variables from educational and experimental psychology, such as error count and duration. Here we reported data from a total of 18 EDURINO minigames in Literacy and Maths. Game data was collected by the learning metrics tracking system. A total of 66,463 players’ data was analysed using generalised linear mixed models with the lm4 package in R. Overall, children have shown improvements while playing the EDURINO app. We examined the relationships between children’s game performance, player demographics and game-specific features and discovered different patterns. First, the significant main effects of age and gender indicated that EDURINO’s educational content was developmentally sensitive and age appropriate. Second, children made fewer errors and spent less time when they were in the later rounds within a game or have played the same game more than once. Third, higher difficulty level undermined game performance. Worth noting is that the effect of game-specific factors varied among different educational content, and such discrepancy could be attributed to the nature of game design. When presented with engaging and interactive content, children may have chosen to deliberately make mistakes for fun effects. These findings are discussed in relation to game-based assessment for learning in EdTech research and industry. We also considered the interpretation of learning progress in EDURINO’s gameplay context while highlighting the need for further efficacy research.

Learning from Designing a Board Game for Policy Thinking in Computer Science

Technology does not exist in a vacuum, but is influenced by society and at the same time shaping it. In order to educate future computer scientists to be able to assess and create technology in a conscious and responsible manner, we provide first-year Computer Science (CS) students with an introductory course on different ways of thinking about CS by offering them a transdisciplinary view of the field. As we continuously strive to use engaging teaching methods to foster long-lasting interest for the topics of the course, as well as enhancing students’ learning experiences, we have introduced a unique game-based learning pipeline: In a game design course, advanced CS students design non-digital games that address various topics from the introductory course. These games are later played by first-year CS students, who are reflecting on the content and their experience as a part of their course assignments. In order to learn from the first iteration of this process, we analyse one of the games created, in particular its design and the educational objectives intended by the game designers, including the students’ feedback. We found that the game was perceived to be good in achieving learning outcomes; however, it scored even higher in terms of being an interesting and entertaining game. Overall, we conclude that the game was successful in creating an engaging learning experience, demonstrating the potential for game-based learning with non-digital games. This case study also highlights the importance of creating a suitable environment for game-based learning approaches to enhance the educational effects and utilise individual strengths of educational games, providing inspiration and groundwork for future research.

Play with Purpose: A Heuristic Approach to Evaluating Tabletop Serious Games for Academic Integrity Education

This article introduces a heuristic evaluation of CiteSaga, a tabletop serious game designed to enhance skills in referencing and citation, crucial for academic writing in higher education. We detail the application and outcomes of a novel heuristic evaluation framework tailored for tabletop serious games, dubbed "Play with Purpose." This framework is distinguished by its focus on eight essential categories: Learning Experience, Utility, Game Features, Social Dynamics, Adaptability, Learning and Feedback, Play Experience, and Accessibility, marking a significant contribution to the evaluation of non-digital game-based learning tools. Furthermore, we delve into the insights gained from participatory design sessions with students, aimed at evaluating CiteSaga's component appeal and game mechanics. The paper culminates in a discussion on how student feedback has informed subsequent iterations of CiteSaga, underscoring the critical role of heuristic evaluations in refining game-based learning experiences. Our findings not only advance understanding of empirical evaluation methodologies for tabletop serious games but also provide a valuable framework for future research and development in educational game design.

Gamification for Sustainable Management Education: Prosper Management Edition's Role in South Africa's Climate Policy Engagement

The escalating climate crisis necessitates inventive strategies to engage diverse stakeholders in sustainable management and policy-making, particularly in regions like South Africa. "Prosper Management Edition," developed under the GREAT project, leverages gamification to foster communication between future corporate leaders, citizens, and policy stakeholders. This educational game connects sustainability principles with their practical application in management and policy, focusing on the integration of Sustainable Development Goals (SDGs) into business operations. This paper presents the initial design stages, implementation strategy, expected outcomes, and theoretical underpinnings of the game, aiming to enhance participants' awareness of sustainability and strategic thinking.

Integrating Agile Methodologies and Gamification for Student Engagement and Success

The article highlights a flexible and adaptable approach for the development of game like activities for higher education students from Politehnica University of Timisoara, Romania. The approach embraces agile methodologies to guide the iterative development process of educational games and consists of several key elements. First, it underlines the importance of defining clear learning objectives and aligning them with the game’s design. Second, it encourages multidisciplinary collaboration between teachers and instructional designers to deliver relevant information to students, but also appropriate to their learning styles and needs. Regarding engineering problems and methods, students frequently encounter several difficulties. For this reason, the article attempts to provide an organized and engaging learning environment that encourages active participation and information retention. In industrial engineering, most of the students’ exposure is to theoretical materials; nevertheless, there are several ways to give them practical experience with the topics they are studying. Using a comprehensive review of the literature, the article explores the pedagogical benefits, challenges, and practices associated with the use of agile methodologies in education. Agile methods are very based on collaboration, teamwork, flexibility, and participation, and help create a more relaxed learning environment to support students' increasing need for control over their learning path. Throughout regular communication and feedback cycles, students can iterate on content and pedagogical approaches, resulting in activities and games that are more engaging and effective for learning. In the end, the paper presents the conclusions of the authors on the current advantages and limitations of using this approach based on agility and game-based learning in higher education.

Gaming the Industrial Revolution. Participatory design with historical data for classroom learning

Industrial Re:evolution is an educational game developed by a collaborative team of educators, historians, game designers, and developers. The game allows students to hypothesise about the underlying causal mechanisms of the Industrial Revolution while managing population and resources across 19 discrete regions in England and Wales from 1600 to 1851. The game was developed through a series of participatory workshops, which led to a gameplay concept based on a comprehensive model of the Industrial Revolution, centred on key theoretical frameworks. Through role-playing, problem solving, and in-class discussions, students are encouraged to explore various factors that contribute to the Industrial Revolution and their interdependencies. It helps them develop a deeper understanding of the intricate relationships between different causal factors, improving their ability to explain and analyse complex historical events, and promoting quantitative skills. The game is an open-ended historical simulation based on state-of-the-art research, providing students with the opportunity to interact with real historical data. To enhance classroom implementation, the game is provided with structured activities, lesson plans, student booklets, and multimedia materials, while an online platform will eventually offer a community for educators to share best practices. This study describes the design choices and development of the game.

Pemanfaatan Game Edukasi untuk Meningkatkan Kemampuan Literasi Peserta Didik SD N 2 Ponjen

Reading literacy skills are really needed by students along with the rapid development of information and technology. Improving elementary school students' literacy is very important because literacy is a basic skill needed to succeed in education and everyday life. The literacy problem of elementary school students in Purbalingga is caused by various factors, including students who are less motivated to read and write, so they face difficulties in improving their literacy skills, in addition to being caused by a lack of interest in the available reading materials. Educational games (Educational Games) can be an effective tool for improving elementary school students' literacy skills. Educational games can provide various benefits in developing literacy skills. The solution that will be implemented to solve partner problems is carrying out learning activities by utilizing educational games (Educational Games) to improve the literacy skills of students at SD Negeri 2 Ponjen. As a result of this activity, participants had high enthusiasm, apart from that it had increased literacy through educational games. This activity succeeded in increasing participants' interest in reading and writing skills

Design of virtual interactive educational games based on human perception

With the development of human body perception technology and virtual interactive experience, this technology has also been applied more in the field of driver education. However, the technology is not able to achieve 100 % real simulation in the process of simulating driving movement. In order to solve this problem, the study proposes to improve it by using the body sensing control wash-out filtering algorithm, and at the same time, further optimize it by genetic algorithm, and then carry out a study on the virtual interactive driving education game based on the improved technology. The proposed improved algorithm’s performance comparison results validated that it achieved the highest accuracy rate of 96 %, a final accuracy rate of 92 %, a final loss value of 1.99 %, a running time of 6.5 s, and a mean squared error of 3.8 %, all of which surpass the compared algorithm. After conducting experiments on the actual effectiveness of the designed driving education game, the maximum deviation between the simulated X-direction displacement curve of the game and the actual value was found to be 0.06 m, which outperformed the comparative experimental group. Additionally, both the angular displacement curve and perceived acceleration were the most accurate. In summary, the proposed virtual interactive driving education game based on human perception can more accurately reproduce the real scene during the driving process, providing users with better learning conditions.

Wordwall Media Game In Mastery Of Arabic Vocabulary

<p style="text-align: justify;">This study aims to provide insights into innovative, creative, and educational approaches in Arabic language learning in the digital era, with a focus on using Wordwall as a medium for mastering Arabic vocabulary. The study employs a qualitative research design through a library research approach, utilizing data from literature that discusses the use of Wordwall games in Arabic language education. Data collection techniques include documentation of journals related to Wordwall, while the data analysis technique used is content analysis. The findings of the study indicate that Wordwall is effective in enhancing students' ability to recall and comprehend Arabic vocabulary. The application offers various engaging features, such as diverse game templates, the ability to edit and customize content, and ease of sharing activities, all of which can motivate students and facilitate the understanding of complex concepts. Therefore, the use of Wordwall has proven to overcome challenges in teaching Arabic vocabulary and contribute to improving students' learning outcomes. The implication is that using Wordwall can help both students and educators achieve more effective and innovative learning goals in this digital era.</p>