Effectiveness Of Game-based Learning Research Articles

Game-based learning in orthodontic education: a systematic review

ObjectiveTo evaluate educational impact of game-based learning (GBL) in orthodontic education.MethodsA systematic search was undertaken across four databases (Scopus, PubMed, ProQuest Dissertations & Theses Global, and Google Scholar) to identify relevant articles published from January 2000 to December 2023. Additionally, the reference lists of identified literature were examined to further search for relevant literature. The last search was performed on 28 January 2024.ResultsFollowing the article selection process, seven articles were included in this systematic review, comprising four randomized control trials and three questionnaire surveys. Six articles were assessed to have a moderate risk of biases, whereas one research exhibited a low risk of bias. GBL interventions assessed in five articles were designed in digital format, while one study implemented evaluated traditional learning, and another employed a card game format. Two RCTs indicated a greater effectiveness of GBL in enhancing learner performance compared to traditional learning methods, while one article found no significant difference. Across all articles, positive perceptions of GBL were consistently highlighted at both undergraduate and postgraduate levels.ConclusionThis systematic review supports the potential of GBL in orthodontic education. The implementation of GBL is recommended to integrate entertaining and educational elements, fostering learner performance within engaging learning environments. However, it is imperative to acknowledge that the overall quality of evidence is limited, primarily due to the moderate risk of biases identified in six of the included articles. Consequently, further high-quality experimental studies are required to validate the effectiveness of GBL in orthodontic education.

Improving Science performance through games: An Analysis of Game-based Learning in Earth and Life Science

Game-based learning (GBL) has emerged as a promising pedagogical strategy in science education, aiming to enhance student engagement and academic performance. This study investigates the effectiveness of GBL in Earth and Life Science classes among grade 11 students. A quasi-experimental design with pre-test and post-test measurements was employed, comparing a control group with traditional instruction to an experimental group using GBL. Results indicate a significant improvement in students' academic performance in the experimental group compared to the control group. Statistical analysis revealed higher post-test scores in the experimental group, suggesting the efficacy of GBL in enhancing learning outcomes. The study underscores the importance of individualized approaches and innovative methodologies in science education, emphasizing the potential benefits of integrating GBL into the curriculum. Recommendations include integrating GBL methodologies into science curriculum, providing professional development for instructors, fostering collaboration among stakeholders, and assessing long-term effects on student performance and attitudes toward science. Overall, GBL presents a valuable supplement to traditional instructional methods, catering to diverse learning styles and preferences in science education.

The effect of game-based learning on the development of entrepreneurial competence among higher education students

The effect of game-based learning on the development of entrepreneurial competence among higher education students

How game-based learning supports the creativity of university students? The context of China

ABSTRACT Nowadays, gamification has gained widespread acceptance in education. However, limited studies have focused on whether and how game-based learning impacts university students’ creativity. This study aims to explore the relationship between university students’ engagement in game-based learning and their creativity. By drawing upon flow theory principles, we conducted interviews with nine actively participating university students in game-based learning. The findings highlight that game-based learning stimulates the generation of novel ideas and fosters the adoption of innovative behaviours among students. Subsequently, an empirical study involving 142 undergraduate students was conducted, utilising game-based learning as an intervention. The results demonstrate a significant positive effect of game-based learning on university students’ creativity. Furthermore, the effect varied among individuals with different personality traits: game-based learning exhibited stronger effects for individuals characterised by high conscientiousness, low openness, or a combination of low neuroticism and high openness.

Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study

BackgroundIn the field of nursing education, the expertise and knowledge required to perform Leopold's Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold's Maneuvers has become a core component of nursing education. Despite this, the prevailing didactic methods in many nursing courses tend to limit interactive and contextual learning experiences, which can hinder students' ability to engage deeply with the subject matter. This lack of engagement may subsequently affect both the effectiveness of students' learning and students' clinical judgment capacity, essential elements in the competencies of Entrustable Professional Activities. MethodsA quasi-experimental design was employed in this study, involving a total of 55 nursing university students, with 28 participants in the experimental group and 27 in the control group. The research incorporated game-based learning integrated with the self-regulated learning strategy, and employed a pretest, posttest, and questionnaires to assess students' learning performance, self-efficacy, and learning motivation. The experimental group participated in game-based learning with the self-regulated learning strategy, whereas the control group experienced game-based learning without the integration of self-regulated learning. Learning performance was analyzed using an independent samples t-test, while Analysis of Covariance was employed to compare the self-efficacy and learning motivation of the two groups. ResultsThe findings showed that the integration of game-based learning with the self-regulated learning strategy can significantly improve students' learning performance, self-efficacy, and learning motivation. ConclusionAs an integral part of Entrustable Professional Activities, Leopold's Maneuvers were integrated into an interactive game-based learning environment, coupled with the self-regulated learning strategy in nursing education. This approach aimed at cultivating core competencies among nursing students. This study has demonstrated its efficacy in engaging students effectively, serving as a dynamic resource for immersive learning in Leopold's Maneuvers, aligning well with the design considerations for promoting Entrustable Professional Activities in nursing education.

Effect of game-based learning on educational technology Students’ performance: A case of simple repeated measures approach

Effect of game-based learning on educational technology Students’ performance: A case of simple repeated measures approach

GAME-BASED LEARNING ENHANCING LEAST LEARNED COMPETENCIES IN APPLIED SOCIAL SCIENCES

In the rapidly evolving landscape of education, incorporating innovative and engaging teaching methods is crucial for fostering effective learning outcomes. Teacher needs to ensure that learners can cope up with classroom challenges especially in a class composed of learners with heterogeneous level of understanding for a particular subject is strenuous to handle since they have different expectations and abilities. By leveraging the power of gamification, the study aims to investigate the effectiveness of game-based learning in facilitating the acquisition and retention of critical competencies that have historically proven to be more challenging for learners. The game-based learning intervention will consist of interactive and immersive educational games specifically designed to address the identified least learned competencies. The games will be implemented as supplementary learning tools, integrated into the existing applied social sciences curriculum. Through an extensive review of existing literature and empirical evidence, the study aims to provide insights into the impact of game-based learning on enhancing skill development, critical thinking, problem-solving, teamwork, and other competencies specific to the applied social sciences domain. Hence, the findings of this study will contribute to the existing body of knowledge on game-based learning and its effectiveness in enhancing least learned competencies in applied social sciences. In addition, it will inform educators, policymakers, and curriculum developers on the potential benefits and implications of integrating game-based learning approaches within the applied social sciences domain. Ultimately, this study aims to promote more engaging and effective pedagogical strategies that foster comprehensive skill development in students, preparing them to excel in the dynamic and complex world of applied social sciences.

Game-based learning enhances students' understanding of endocrine physiology in veterinary medicine.

Endocrine physiology is a complex subject for students. Game-based learning (GBL) and case-based learning (CBL) are active methodologies that are widely used because of their potential for motivation and greater proximity to the reality of modern students. We evaluated the effectiveness of GBL and CBL among veterinary medicine students compared with a control group using peer tutoring. Students (n = 106) from two institutions volunteered to participate in this study. The participants were submitted to a pretest questionnaire and subsequently were divided into three paired groups by their performance on the pretest exam: 1) traditional class + peer tutoring, 2) traditional class + GBL, and 3) traditional class + CBL. After the students completed the activities, their performance was once again evaluated by applying a new test with the same initial 10 questions and another set of 10 different questions. The students' perceptions and satisfaction with the methodologies and learning strategies were assessed. Anxiety was assessed with the State-Trait Anxiety Inventory before and after the conventional class and after the active methodologies. The GBL group significantly improved their correct answers compared with the baseline (P < 0.05), with no significant difference from CBL and peer tutoring. Anxiety levels did not differ regardless of the time of evaluation or the teaching methodology applied. GBL promoted a greater perception of the stimulus for self-study and problem-solving ability and contributed to the development of group dynamics compared with the group who received CBL (P < 0.05). In conclusion, GBL showed better results than peer tutoring and CBL.NEW & NOTEWORTHY We compared the supplementary use of game-based learning, case-based learning, and peer tutoring in the study of endocrine physiology by veterinary students and observed a slight advantage for game-based learning over the other two methodologies. The game was developed by the authors and is an unprecedented tool that can prove useful to improve knowledge acquisition in students of veterinary medicine. Thus, game-based learning is an effective supplementary teaching strategy.

Is Immersion in 3D Virtual Games Associated with Mathematical Ability Improvement in Game-Based Learning?

AbstractPrevious studies have found positive effects of Game-Based Learning for mathematics. While most studies assume that this effect is explained by the presence of flow/immersion during games, this has not yet been established. The aim of the current study is to verify if immersion indeed is associated with mathematical skills improvement when using a Game-Based Learning intervention. This was tested among 59 Greek high school students, using authentic design. After having received a traditional education module, the students were tested and then engaged for four weeks in a desktop-based 3D Virtual Learning Environment where they could play mathematic minigames. They were subsequently re-tested to verify if they showed a significant increase in mathematical skills. The students showed an improvement in their mathematical skills (Cohen’s d = 1.26), with significant results for functions, geometry, and thinking skills and methods. On the individual level, about half of the students showed a 10% increase in one of the domains (numbers &amp; calculations, functions, geometry, thinking skills and methods, and algorithms and number theory). Immersion was found to be reflected by engagement and presence, but neither one of these aspects was associated with mathematical achievement after the intervention. It is concluded that Game-Based Learning is an effective approach to increasing mathematical skills, yet the underlying mechanisms are not yet understood. The authors discuss several alternative mechanisms based on the literature that can be verified in future studies.

Perspectives On Game-Based Learning Within The Higher Education Sector

This study investigates the perceptions of faculty members on the integration and implications of game-based learning (GBL) in higher education, specifically within the United Arab Emirates (UAE). It aims to understand how GBL influences student motivation, engagement, and the achievement of learning outcomes, thereby offering a faculty-centric perspective on the effectiveness of GBL strategies in enhancing educational experiences at the tertiary level. The research methodology employed semi-structured interviews with 18 faculty members across various disciplines in UAE universities. These interviews were meticulously analysed through open coding, selective coding, and axial coding using NVivo software. The findings indicate a strong consensus among faculty members on the positive effects of GBL on student motivation and engagement. A crucial insight is the necessity for GBL tools to be directly relevant to subject matter and aligned with specific learning outcomes. Despite these benefits, challenges such as the need for game design to meet educational objectives were noted. The study highlights the potential of GBL to transform learning experiences in higher education by fostering an engaging, interactive, and motivational learning environment. It suggests that for GBL to be effectively integrated into higher education curricula, there must be a concerted effort to develop subject-specific games that are pedagogically sound and aligned with learning outcomes. This research contributes to the academic discourse by focusing on the relatively underexplored area of faculty perspectives on GBL in the higher education sector of the UAE. It extends the understanding of GBL's applicability beyond K-12 education, addressing a gap in the literature regarding its use and effectiveness in tertiary education. Through its faculty-centric lens, the study provides invaluable insights into the challenges and opportunities of implementing GBL in higher education settings, thereby offering a foundational framework for future research and practice in this emerging field.

Effects of Game-Based Learning in Caring for Patients with Intercostal Drainage on Knowledge, Practical Skills, and Satisfaction in Nursing Students

Introduction In the 21st century, the pedagogy of teaching and learning has transitioned towards self-directed learning, aiming to motivate learners while enhancing the link between theoretical knowledge, and clinical practice skills. Gamification, known as game-based learning, is increasingly emerging as a strategy to complement simulation-based approaches. Proficiency in caring for patients with intercostal drainage is vital for both life-saving and acute care, highlighting the need for effective teaching, and learning methodologies. Objectives This study aimed to examine the effect of game-based learning on knowledge and skills related to caring for patients undergoing thoracic drainage, and satisfaction with game-based learning in nursing students. Design This research employed a one-group pretest-posttest quasi-experimental design, using cognitive constructivism, and game-based learning as the research framework. Method A total of 108 third-year nursing students voluntarily participated in a one-month game-based computer-assisted learning program titled “Fun Games: Awakening ICD Knowledge.” The research instruments included a knowledge questionnaire (CVI =.99, KR-20 =.70), an objective structured clinical examination (OSCE) (CVI =.99, Inter-rater reliability = 1.0), and a questionnaire on satisfaction with game-based learning (CVI =.99, Cronbach’s alpha coefficient =.90). Data were analyzed using descriptive statistics and Paired t-tests. Results After the game-based learning, knowledge scores (M = 7.01, SD = 1.14) were significantly higher than pre-test scores (M = 5.12, SD = 1.77, t=-10.153, p &lt; .001). All nursing students successfully passed the OSCE examination. Overall satisfaction with game-based learning was at a high level (M = 4.37, SD = 0.62). Recommendation Game-based learning facilitates nursing students in acquiring knowledge and skills related to caring for patients with intercostal drainage, and their satisfaction reflects the need for an enhanced strategic pedagogical approach that aligns with current educational trends. It is recommended to further utilize and develop this learning method as an integrated approach to bridge theoretical knowledge with nursing practice courses.

The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification

The conceptual change approach has been a prevalent theoretical foundation for comprehending students’ acquisition of scientific knowledge. Despite its extensive use, only a limited number of studies have employed this framework to examine the effectiveness of game-based learning (GBL). The GBL was utilized to teach 101 middle school students concerning bioaccumulation and biomagnification concepts. Concept cartoons were used for pre- and post-test to assess the extent of conceptual change. Students’ reflections were employed to understand the emotional and social aspects analyzed by content analysis. The result indicated that before engaging in the GBL activity, most students had limited concepts of bioaccumulation (50%) and held partially accurate concepts of bioaccumulation without biomagnification (49%). After learning with the game activity, the students changed their concepts range from limited concepts to accurate concepts of bioaccumulation and biomagnification. The Wilcoxon signed-rank test revealed a significant change (Z = 2850, p ≤ 0.001), with an effect size of 1.00 indicating a large effect. This result provided evidence of the cognitive and the intentional aspects of conceptual change in which students extended their conceptions through GBL experiences. Furthermore, the students reported feeling joyful and expressed positive sentiments toward the learning activity and collaborative work.

Keefektifan Pembelajaran Berbasis Game untuk Meningkatkan Minat dan Motivasi Belajar Fisika: Metaanalisis

This study aims to analyze the impact of interest and motivation levels in learning physics using a game-based learning approach. To achieve this goal, we conducted a meta-analysis by reviewing 20 journals from various sources, focusing on the effect of interest and motivation levels on physics learning outcomes after applying game-based learning methods. The results showed overall effectiveness with a summary effect of 64%. The study concluded that Fighter Plane War was the most effective game, while Angry Bird Game was less effective. This journal explores the effectiveness of game-based learning in increasing physics learning interest and motivation in students, involving the implementation of interactive games specifically designed to be fun and engaging. The research method involved an experimental group and a control group to compare learning outcomes as well as students' emotional responses. The research findings showed a significant increase in physics learning interest and motivation in the group using game-based learning. The practical implications of this research can help develop innovative learning strategies to improve the quality of physics education in various educational contexts.

Effectiveness of GBL in the Engagement, Motivation, and Satisfaction of 6th Grade Pupils: A Kahoot! Approach

In the modern day, educational demands necessitate student-centered instructional approaches at all levels of educational institutions. Through the integration of digital technology, these frameworks incorporate up-to-date teaching methods, encourage social engagement, and promote cultural values. Gamification in digital technologies assists in establishing an educational environment that is engaging, entertaining, personalized, and constantly available. This educational environment is based on digital learning resources and draws on stored human knowledge, articulating education by removing geographical and temporal boundaries. Kahoot! is a platform that allows the creation of and access to gamified assessment quizzes while integrating technology into the teaching and learning process. In this article, we present the results of a study based on a Kahoot! quiz used in a classroom with 27 6th-grade pupils in a Greek elementary school. Our objective is to determine the effectiveness of game-based learning by using Kahoot! as a supplementary element to traditional teaching methods. With the inclusion of a post-activity questionnaire for overall interest and motivation to learn while using Kahoot! and the Driscoll Questionnaire, we aim to explore the potential benefits of Kahoot! in the learning process, pupil engagement, and assessment. The analysis of the collected data from the questionnaire demonstrated a positive attitude toward Kahoot! as an alternative educational method and learning approach. It also revealed positive feedback on the motivation, enjoyment, sense of autonomy, creativity, and pupil interest in the learning process. In addition, the study indicated a moderate positive effect on pupils’ understanding of the learning content and a slight inclination towards the technology-based, non-traditional approach compared to traditional teaching. Based on the findings, by fostering an encouraging and creative environment, we can improve pupil engagement and overall motivation while promoting autonomous learning through a game-based experience.

THE IMPLEMENTATION OF GAME BASED LEARNING (GBL) METHOD TO IMPROVE EFL STUDENTS’ VOCABULARY MASTERY

This study was aimed to evaluate the implementation of Game-Based Learning (GBL) method to improve EFL students vocabulary mastery at SMPN Satu Atap 1 Katingan Hilir. The researcher chose class VII students totaling 23 as the subjects, and the informant was one English teacher. The research method employed was qualitative descriptive, enabling the researcher to gain in-depth insights into the effectiveness of GBL in improving the English vocabulary mastery of the students. Data was collected through observation, questionnaires, and interviews with English teachers involved in the teaching process. This data was used to evaluate the implementation of GBL in three phases: pre-teaching, while teaching, and post-teaching. The finding indicated that the implementation of Game-Based Learning (GBL) methods was effective in improving English vocabulary mastery EFL students at SMPN Satu Atap 1 Katingan Hilir. This indicated that a more interactive and enjoyable approach to learning addressed the previous weakness in English vocabulary mastery. The data analysis results demonstrated a substantial improvement in students' vocabulary mastery after they participated in learning sessions using the GBL method. Presenting learning material in the form of engaging games had the capability to improve students' learning interest, thus motivating them to actively participate and interact within the learning environment. Therefore, method GBL could be regarded as an effective alternative in designing enjoyable and efficient teaching strategies to improve EFL students' vocabulary mastery.

Designing GBL for Higher Education: Pitfalls &amp; Recommendations

Game-Based Learning (GBL) has gained significant attention in recent years as an effective educational approach to enhance student engagement and learning outcomes in higher education. This conference paper aims to emphasise the significance of GBL in higher education and presents a comprehensive review of a case study involving the application of GBL in a linguistics course. The study explores the impact of games on student learning, motivation, and engagement with the course content.By integrating gaming principles and mechanics into the curriculum, students are encouraged to actively participate, explore concepts, and apply their knowledge in a dynamic and stimulating environment. The study examines data gathered from student surveys and structured interviews to evaluate the effectiveness of GBL in fostering student engagement and knowledge acquisition. Furthermore, this paper provides a valuable set of recommendations and strategies for educators and administrators interested in implementing GBL in higher education settings. It explores the potential benefits of GBL, including increased motivation, improved critical thinking skills, and enhanced problem-solving abilities. Additionally, it highlights the importance of aligning game design with specific learning objectives and ensuring the integration of assessment mechanisms to gauge student progress effectively. Moreover, this paper discusses potential pitfalls and challenges that may arise during the implementation of GBL in higher education. It addresses issues such as technology requirements, accessibility considerations, and the need for appropriate training and support for instructors. By acknowledging these challenges and offering potential solutions, this research aims to guide educators and administrators in overcoming obstacles and optimising the implementation of GBL in higher education courses.

From Traditional to Game-Based Learning of Climate Change: A Media Comparison Experiment

Widespread climate change engagement is needed to confront our current environmental crises, but it remains difficult to attain. Methods such as visualizations and experiential learning activities, including games and gamification, have been proposed to engage citizens beyond what generic and one-way information sharing can, but rigorous studies comparing the effects of game-based learning with traditional methods are rare. Therefore, this study investigates the effects of a serious game vs. control on learning outcomes related to climate change concepts. We conducted an experiment involving N=105 participants randomly assigned to two treatment groups (a desktop screen-based video game and an immersive VR version of the same game) and a control (a text with charts) and investigated the differences between pre- and post-intervention measures of knowledge. The results show that all three conditions had a large effect on learning, but there were no significant improvement differences between groups. Therefore, video games, either on desktop or virtual reality, may be as effective as more traditional instructional materials. Based on detailed observations of the questionnaire data, we also provide game design recommendations. Future studies could focus on specific features of learning and cognitive engagement and expand this experimental design to affect and behavior.

Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group). <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been explored. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Research Questions:</i> Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format? <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Methodology:</i> A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness of game-based learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software design. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students’ perceptions were more positive when a face-to-face format was used.

The Effect of Game-Based Learning on Understanding Binning in Grade 1 Students

This study reviews how the Effect of Game-Based Learning on Understanding Binning in Grade 1 Elementary School Students. This study aims to describe the stages of planning, implementation, observation and reflection in the learning process of binning in grade 1 elementary school students. This type of research is Classroom Action research (PTK) which is carried out to determine learning outcomes, student creativity, which implements game-based learning on binning materials.

Comparing effectiveness of educational video games of different genres in computer science education

Educational video games have been proven effective for many purposes. However, little research has been conducted in order to analyze the effect of the game genre on the pedagogical effectiveness of the game-based learning experiences conducted using them. This article aims to fill this gap by analyzing and comparing, for the first time, the instructional and motivational effectiveness of two educational video games of different genres: third-person shooter and endless runner. The research questions addressed in this article are as follows: Is Game-Based Learning using teacher-authored video games effective in terms of knowledge acquisition and motivation to learn about database administration in computer science education? Does the effectiveness of Game-Based Learning in computer science education depends on playing a third-person shooter or an endless runner game? An experimental design (randomized controlled trial with pre-post test design) supported by instruments to gather the knowledge acquisition and opinion of the students allowed for a rigorous analysis of the conducted experience. A total of 45 computer science students organized in two groups learned about database administration by playing two educational video games created through a teacher-oriented authoring tool. One group played a third-person shooter game, whereas the other group played an endless runner game. Both games integrated the same learning content and were played by the students the same amount of time. The results show that the analyzed video games are highly and equally effective in terms of knowledge acquisition (learning gains were statistically significant with a medium effect size in both groups) and motivation (average student ratings above 4.5 out of 5 in both groups). Although the students expressed a preference for third-person shooter games, they also expressed that they would have learned the same with other types of games. In conclusion, the evidence reported in this article suggests that educational effectiveness of game-based learning does not depend on video game genre.