Digital Educational Games Research Articles

Effects of incorporating a two-tier assessment-based guiding mechanism into contextual games on students’ learning achievement and behaviors in horticultural education

ABSTRACT Digital games have been used in various disciplines to enhance students’ learning interest and effectiveness through the gaming contexts. However, most of the digital educational games use multiple-choice questions to confirm students’ learning status, implying the challenge of understanding the actual learning status of students. Also, the gaming system cannot analyze the possible reasons for students’ wrong answers and so provide suggestions. Therefore, this study proposed a two-tier assessment-based contextual gaming (TTA-CG) approach to confirm whether students correctly answer the questions based on the right reasons as well as identifying the reasons for students’ wrong answers. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in a horticulture course. Two classes of first-year vocational high school students were recruited as the participants. One class with 35 students was the experimental group learning with the TTA-CG approach; the other class with 35 students was the control group adopting the conventional contextual gaming (C-CG) approach. The experimental results showed that the TTA-CG approach was more effective than the C-CG approach in terms of enhancing students’ learning achievement, motivation, and self-efficacy. In addition, there was no significant difference between the two groups in terms of cognitive load .

How a Digital Educational Game can Promote Learning about Sustainability

Education for Sustainable Development (ESD) has become an essential issue for schools facing major challenges such as bridging the knowledge-action-gap. Interactive simulations could help to focus on action-oriented learning. As part of a design-based research (DBR) process, we investigated the learning potential of game elements within a digital educational game for ESD we are currently developing. The final game aims to convey specific aspects of ESD ranging from sustainable land use to personal power consumption. Seven groups of 2–3 secondary school students (9th and 10th grade, n = 18) played the educational game in an early prototype phase. Following the DBR approach, students were shown screenshots of specific game situations in subsequent group interviews to reveal their conceptions and conceptual developments regarding sustainability. To analyze the causes of possible learning processes, we used the retrospective query on the learning process and qualitative content analysis. The results indicate that the observed learning processes can be primarily traced back to feedback mechanisms and the visualization of processes that would be too complex and long-termed to be experienced by students in real-life. This is how a simulation game, which makes complex interrelations tangible, can contribute to ESD. The possibility to make decisions and act (digitally) within the game allowed students to experience immediate feedback and self-efficacy. Therefore, the easily accessible visualizations and the immediate feedback are essential elements for the final game. It appears however necessary to embed the game in well-structured reflective processes. The study also contributes to adaptive game-based learning as a growing branch of research in which game elements are adopted and adapted for learning based on learner characteristics and the thematic context.

Designing inclusive educational games: accessibility rubric

Accessibility is an essential component of inclusive design. Through accessibility affordances, developers and design teams can allow players with various needs (vision, hearing, motor, and cognitive) to use any given educational game to its fullest purpose while enjoying the experience, and educators can ensure all students engage in digital activities. Despite the recent increase in accessibility efforts, it can still be challenging for design teams to evaluate accessibility quality in digital educational games. Educational games have an extra layer that aims to promote learning of specific content, meaning its accessibility features have to allow learners to receive and process the content of information. This study proposes an applied and research-based rubric to discuss accessibility quality in educational games. The rubric is designed to support the design process with reflective guiding questions to address educational accessibility challenges.

Understanding the Perspectives and Usability of Digital games for Children with Intellectual Disabilities

Typically, the digital games are used as a medium for teaching students having intellectual disabilities, and it helps the student to enhance their learning skills and to understand their surroundings. Intellectual disability is a neurological disease that manifests as a deficit in an individual's mental and adaptive functioning during childhood. Moreover, the computer-assisted training has been shown to be the most effective method of instruction for children with disabilities in terms of conceptual learning, academic accomplishment, and skill-based development. Traditionally, some existing research works are done in this field for analyzing the effectiveness of digital games. Accordingly, the main contribution of this research work is to determine the perception of special educators and usability of digital games in educational settings for children with intellectual disabilities. By identifying the needs for their design and use in those children's classes, this study intends to further illuminate how to employ digital games in education as a contribution to improving educable intellectually impaired children's teaching and learning practices. In addition, a case study is conducted in this work using a closed-ended questionnaire on a sample of 60 special educators, handling Children with Intellectual disabilities. According to this case study analysis, the quantitative analysis suggest that special educators have a strong need to use digital games to optimize learning for children with intellectual disabilities and to promote digital inclusion. Based on the outcomes, it is inferred that the digital game based learning could be more helpful and beneficial for the student with intellectual disabilities in real time.

JEDi - a digital educational game to support student training in identifying portuguese-written fake news: Case studies in high school, undergraduate and graduate scenarios

JEDi - a digital educational game to support student training in identifying portuguese-written fake news: Case studies in high school, undergraduate and graduate scenarios

Toward a framework for analyzing adaptive digital games' research effectiveness

Adaptive digital games for learning have been introduced as a motivating way for children to learn as they can provide instant feedback, embed the learning content in an attractive narrative, and adapt instruction according to individual needs of students. Although studies showed benefits of using adaptive digital educational games, a framework for analyzing research on the effectiveness of adaptive digital games is lacking. In this paper, we propose such a framework that accounts for a broad evaluation and is defined by (1) the learner variables that can affect effectiveness, (2) the adaptivity implemented in the tool, and (3) the learning outcomes being assessed . Next, this framework is used to describe recent intervention studies on the effectiveness of adaptive digital games in the context of K-12 education. We end with some concluding thoughts on the merits of such a framework for assessing the effectiveness of digital games and perspectives for future research.

Digital Gaming and Autistic Spectrum Disorder

The use of digital games in the educational process promotes interactivity and de-escalation of tensions, promotes active educational models, and offers new possibilities for communication, collaboration, and learning, giving the possibility of introducing the student with autism in a controlled environment that is predictable and without social stimuli to manage the concerned person’s attention and concentration in an activity. This paper aims to present the findings for the use of educational digital games in the field of special education and specifically in the education of people with autism spectrum disorder (ASD).

Adaptation of the Digital Learning Games Scale (DLGS) Into Turkish and Examining the Attitudes of Primary School Teachers Towards The Digital Learning Games

This study's objectives are to translate the scale to Turkish, conduct a validity and reliability analysis of the "Digital Learning Games Scale (DLGS)" produced by Mukh et al. (2021), and assess the scale in terms of numerous variables. The survey model, a quantitative research technique, was employed in the study to achieve this goal. Primary school instructors employed in Malatya throughout the 2022–2023 academic year make up the study's universe. Following the scale's conversion to Turkish, the data were analyzed using SPSS 2.0 and AMOS statistical programs. The scale scores derived from the field data collection were evaluated using descriptive statistical approaches, such as mean and standard deviation. When comparing quantitative continuous data between two independent groups, the t-test was used, and when comparing quantitative continuous data between more than two independent groups, the One-way Anova test was employed. There is a significant difference according to seniority, digital game playing status, digital game use status in lessons, and the infrastructure of the school they work in. Teachers were found to have educational digital games in general, developing social skills, developing cognitive skills, learning by having fun, developing affective skills, encouraging creativity, and developing psychomotor skills. However, there was no discernible difference between digital game production and training when the gender variable was taken into account.

An Innovative Educational Digital Game Design for Primary School Children with Autism

The aim of this study is to teach the acquisitions in the special education curriculum for primary school students with autism spectrum disorder through educational digital games. For this purpose, an educational digital game named "Together with Autism" was developed. In the designed game, there are numbers, geometric shapes, concepts of size and smallness, colours and emotions taken from the MEB's curriculum for students with autism. The designed educational digital game was applied to 5 students with autism in the presence of a special education teacher, and data on the subject were collected from 5 special education teachers with a semi-structured interview form consisting of 9 qualitative questions. The collected data were subjected to descriptive analysis and the findings were interpreted and conclusions were reached. When the findings are examined, it is emphasised that educational digital games have positive effects on students with autism and the number of such contents should be increased. During the implementation phase of the educational software, students with autism had fun and reacted to audio and visual stimuli with laughter. Teachers mentioned the lack of digital materials created academically for this field. In this context, it was concluded that educational digital games to be created for achievements in the field of special education should be included. Teachers stated that educational digital games developed for students with autism increase motivation, support faster and permanent learning, provide learning by having fun, mobilise multiple sensory organs and reduce the burden of the teacher.

The effect of designing educational digital games on pre-service teachers some competencies

The effect of designing educational digital games on pre-service teachers some competencies

Dental Case, a Brazilian Serious Game for Supporting Decision-making in the Dental Clinic: A Case Study

Background: Games are intrinsic to society and are used to represent a wide variety of human activities. Contemporary society has been digitalized, and the habit of playing games has naturally migrated to the digital environment. The use of digital games in education, where they are known as serious games, has given rise to the introduction of new educational approaches for dental students and dentists, which complement traditional approaches. A brief conceptual outline of games can help broaden our understanding thereof in social and educational contexts. Objective: To report the designing and development of a serious game for decision-making in clinical case management in the field of dentistry, for use as a complementary teaching tool. Method: The method used was a case study to describe the development of the content and narrative of a Brazilian serious game for decision-making in the dental clinic, called Dental Case. A player in Dental Case takes on the role of a dentist during a consultation, with the mission of completing the steps of anamnesis, clinical examination, complementary examination, diagnosis, and treatment. The clinical cases presented in the game were designed to resemble real-life decision-making situations in the dental clinic of a primary healthcare setting. The content developed was reviewed and validated by specialists, from both a technical and pedagogical point of view, and then included in the game software by an information technology (IT) team. Results: Dental Case was developed from a set of clinical cases. The game targets dental professionals and students, and its goal is to lend support to the teaching of decision-making in the different stages of clinical care. The game is freely available on the web, and on the Play Store and Apple Store mobile application platforms. Conclusions: The resources made available by Dental Case constitute a new complementary pedagogical approach, and a tool for the application of educational technologies in dentistry, which can contribute to expanding the scale and reach of educational activities. Future research is warranted to investigate the effectiveness of Dental Case in promoting learning and should include an evaluation of its performance by its users.

The Effect of Tablet App on Preschoolers’ Symbolic Number Abilities Development: Based on Activity Theory

Based on the Activity Theory, this study investigated the effect of an educational tablet app and conventional teaching method on Chinese preschoolers’ symbolic number abilities. With the significant difference of developmental characteristics, this study divided the 4-year-olds (N = 64) into experimental group and control group. The experimental group was trained for three months using an educational tablet app, while the control group followed regular teaching activities. The results showed that in most aspects of Chinese preschoolers’ symbolic number abilities training, the tablet teaching method was generally superior to conventional teaching method. The one-to-one teaching mode of tablets was more conducive to the integration of the six elements in the Activity Theory, thus effectively promoting the development of preschoolers’ symbolic number abilities. This result further confirmed that educational digital game apps can promote the development of the preschoolers’ symbolic number abilities. Therefore, in future educational and teaching practice, we should attach importance to the critical period of intervention and adapt a more effective teaching approach.

The Effect of Educational Digital Games Designed by Students on the Teaching of the 6th Grade Effective Citizenship Learning Area in Social Studies Course

Dijital oyunlar teknolojinin gelişmesiyle hayatımıza ve eğlence kültürümüze daha fazla dahil oldu. Her yaştan bireyin oynadığı ve aynı zamanda büyük keyif aldığı dijital oyunlar, eğitim faaliyetlerinde aktif olarak kullanılmaktadır. Ancak eğitim sürecinde kullanılan oyunların çoğunlukla farklı kurumlar tarafından geliştirilip pazarlandığı görülmektedir. Bu nedenle bu çalışmanın amacı, ortaokul öğrencilerinin kendi öğrenme deneyimlerinde daha aktif olabilmeleri ve dijital tüketiciler kadar dijital üreticiler de olabilmeleri için etkili vatandaşlık öğrenme alanında kullanılacak oyunları tasarlamalarını ve kodlamalarını sağlamaktır. Bu amaç doğrultusunda çalışmada karma yöntem araştırma desenlerinden biri olan açımlayıcı sıralı desen benimsenmiştir. Araştırmanın nicel boyutunda yarı deneysel desen kullanılarak veriler elde edildikten sonra bu verileri derinlemesine açıklamak için öğrenci görüşleri alınmış ve çalışma nitel verilerle desteklenmiştir. Nitel veriler, Etkili Vatandaşlık Öğrenme Alanı Akademik Başarı Testi (ECLDAAT) ile, nicel veriler ise öğrenci görüşmeleri ile toplanmıştır. Araştırma sonucunda öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir. ve araştırma nitel verilerle desteklenmiştir. Nitel veriler, Etkili Vatandaşlık Öğrenme Alanı Akademik Başarı Testi (ECLDAAT) ile, nicel veriler ise öğrenci görüşmeleri ile toplanmıştır. Araştırma sonucunda öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir. ve araştırma nitel verilerle desteklenmiştir. Nitel veriler, Etkili Vatandaşlık Öğrenme Alanı Akademik Başarı Testi (ECLDAAT) ile, nicel veriler ise öğrenci görüşmeleri ile toplanmıştır. Araştırma sonucunda öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir. öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir. öğrenciler tarafından kodlanan ve tasarlanan eğitsel dijital oyunların öğrenme üzerinde önemli etkileri olduğu tespit edilmiştir. Ayrıca öğrenciler uygulama sonunda dersin daha eğlenceli geçtiğini, daha motive olduklarını ve uygulama sürecinde öğrenmelerini artırdıklarını belirtmişlerdir. 

I DiG STEM: A Teacher Professional Development on Equitable Digital Game-Based Learning

Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and advancing equity. To support the development of such models, we conducted a professional development to explore teacher acquisition of technological, pedagogical, and content knowledge for games (TPACK-G) during a DGBL workshop series informed by culturally relevant pedagogy. This mixed methods pilot study used pre- and post-surveys and interviews to investigate shifts in teachers’ (n = 9) TPACK-G, perceptions of DGBL, and operationalizations of equity and cultural relevance. The survey findings showed increases in teachers’ TPACK-G, and corroboration between the surveys and interviews showed teachers’ expanded ideas about the range of applications of digital games in STEM education. However, the interviews revealed that teachers’ conceptualizations of equity and cultural relevance varied considerably.

РЕЗУЛТАТИ ОТ ИЗПОЛЗВАНЕТО НА ВИДЕОИГРИ В ОБРАЗОВАНИЕТО: ПРЕГЛЕД НА НЯКОИ ОСНОВНИ ИЗСЛЕДВАНИЯ ОТ ПОСЛЕДНИТЕ ДЕСЕТ ГОДИНИ

It has been proven that digital games, in addition to some negative sides that are often discussed in various media and on the Internet, do also have quite a few positive ones. In particular, they can be of great help in developing various skills in adolescents such as critical thinking, communication, and technical skills. The purpose of the present study is to scrutinize the results of approximately one dozen recently published research studies and publications in the area and to provide an evaluation of the achieved results. This evaluation will be of use to developers of online learning who may be hesitating about the benefits of the use of digital games in education. Do games have a positive impact on learner motivation and engagement, and if so, to what extent? Which elements in learning using games have a more tangible effect and which ones have a more negligible one? What are the bottom line results and to what extent do digital games have a positive effect on learner success? These are the questions that, in the era of distance learning, increasingly concern both the scientific community, teachers and school administration, as well as adolescents and their parents. In this paper we try to answer these questions by reviewing key research from the recent past.

Foreign Language Learning Gamification Using Quizizz: A Systematic Review Based on Students’ Perception

Abstract. Gamification, or the use of game attributes outside of a game context to affect learning-related behaviors or attitudes, is seen as an innovative way to support the diverse needs of students with learning or behavioral challenges. One digital educational game that is gaining popularity is Quizizz, a game-based online test that enables entertaining multiplayer teaching activities and allows learners to practice with their devices. This study aimed to examine students' perceptions of the use of Quizizz as a formative test tool in German classrooms at Universitas Pendidikan Indonesia. The participants of this study were first-year students studying German who were given a formative test using Quizizz for one semester. A descriptive qualitative research design was used in this study, in which data were collected from questionnaires to gain insight into how Quizizz affected the aspects of enjoyment, motivation, engagement, and satisfaction. The results showed that all aspects asked in the questionnaire received a strong positive response, indicating that students have a very good perception of Quizizz in the classroom. The positive response to the use of Quizizz in German language learning suggests that it could be used more widely as a formative assessment tool in language learning. The findings suggest that gamification can be an effective way to engage students and motivate them to learn. As a result, educators may want to consider using other gamified tools and techniques in the classroom to create a more enjoyable and engaging learning experience.Keywords: Gamification, German Classroom, Quizizz, Students' Perception

An Educational Computer Game: The Secret in Nature

Modern computer games use realistic animations, sound effects, and three-dimensional virtual environments to attract the attention of players. Forestry education achieved using digital computer games, such as developing students' planting information. Through it, learners can increase their motivation towards relevant subjects in a variety of fields. Learning becomes more interesting and curious when educational digital games are developed using the latest technology. An educational three-dimensional computer game was developed using the Unity game engine and C# coding language to provide information about nature to young people. A virtual environment and educational content were developed and can be used for educational purposes

The Effect of Digital Educational Games on Primary School 4th Grade Students' Science Learning Anxiety and Happiness at School.

This study aims to determine the effect of digital educational games on primary school 4th grade students' science learning anxiety and their happiness at school. The study was conducted with 36 primary school 4th grade students in İpekyolu district of Van. A quasi-experimental design with pre-test and post-test control group was used in the study. In the experimental group, the Science lesson was conducted through digital educational games, while in the control group, the Science lesson was conducted without the use of digital educational games. The data were collected using the Science Teaching Scale and the Happiness at School Scale. The collected data were analyzed using Mann Whitney U-Test and Wilcoxon signed-rank test. The findings of the study showed that digital educational games decreased 4th grade elementary school students' anxiety about learning science and increased their happiness at school. As a result of the research, it was concluded that it would be beneficial to use digital educational games in the teaching of primary school students, especially in Science and other courses.

Educational digital game for the development of skills in children outside the literacy range

The use of educational applications is becoming increasingly common, parents and guardians are already looking for ways to make their children develop skills from an early age that facilitate the literacy process, such as thinking, following the rules, motor control, memory, among others. The great challenge for these parents is to find something to train this knowledge without their child being disinterested in practicing, and the use of technology can make this problem something tangible when well planned and executed. The use of gamification provides a basis for application developers to create software capable of meeting what is necessary for the child to evolve learning and, of course, having fun. The game was conceived and modeled (UML), defining the necessary software requirements for this target audience and built using the Construct 3 tool. A validation stage will be carried out in which there will be the collaboration of pedagogues and early childhood education teachers to verify the possible contributions of the game. The preliminary results of the design and construction of the digital game are presented here.

Digital Transformation Stands Alongside Inclusive Education: Lessons Learned from a Project Called “Waking Up in the Morning”

AbstractThe right of people with special educational needs and disabilities to be educated alongside their typically developing peers is a fundamental human right protected by national laws and international conventions. However, education systems around the world still face the challenge of providing effective education for all children and young people. Nowadays, academic research on the implementation of inclusive education has shifted from “where” students should be educated to “what” and “how” they should be taught. Although teachers express willingness to implement inclusive education pedagogy, they nevertheless state that they lack educational materials and even encounter difficulties in creating their educational resources due to a lack of expertise. In this context and under the current research imperatives in inclusive education regarding the benefits of digital transformation, an inclusive transmedia application based on gamification techniques, called “Waking Up In the Morning” (WUIM), was designed and developed to supply an integrated educational method that can be applied in inclusive learning environments. The purpose of WUIM providing content for teaching Activities of Daily Living is to emphasize the participatory design for developing inclusive learning materials, while also using formative assessment elements that actively engage end-user. The conclusions of the formative assessment were drawn from the data collected to answer the main research question: “Can educational applications, based on transmedia learning principles, cutting-edge technology and game elements support inclusive education?“. Since for every educational innovation, it is necessary to identify teachers’ opinions about it, two parallel surveys were conducted on teachers’ attitudes towards inclusive education and digital games for learning and teaching. Based on the results, it can be concluded that teachers were hesitant in both cases, a reluctance that was not solely driven by ideological barriers but also by a lack of training in educational practices. This work highlights the lessons learned about teachers’ attitudes regarding inclusive education and digital educational games, the pedagogical foundations of game design, the power of transdisciplinary teamwork, and the affordances of virtual reality, augmented reality and digital games to support education and treatment of individuals with special educational needs and/or disabilities in inclusive settings.