Effectiveness Of Digital Game-based Learning Research Articles

Effects of Digital Game-Based Learning on Elementary Science Learning: A Systematic Review

Digital game-based learning (DGBL) has been perceived as an engaging teaching approach to foster students' learning and motivation. There are different opinions about the potential benefits of gaming on students' academic achievements, motivation, and skills in science courses due to the lack of empirical evidence and mixed results. To address this issue, this paper provides a review of relevant literature from 2006 to 2017 to examine the effects of using educational computer games in teaching science at the elementary education level. This paper employed a multidimensional framework to classify learning outcomes from studies of DGBL applications in the area of elementary science education. The findings of this review show a promising potential of DGBL, particularly in the area of content understanding. However, the findings of the review also suggest that there is a need to provide additional research in order to gain a more comprehensive picture of the educational effectiveness of DGBL. Hence, researchers are advised to conduct more randomized controlled trials (RCTs), various learning modes (e.g., collaborative and individual), and comparisons of DGBL to traditional methods of teaching. Furthermore, the researchers are highly encouraged to examine the effectiveness of DGBL applications in other areas, such as problem-solving and critical thinking. The findings of this review can benefit educational computer game designers, educators, and practitioners in the area of science education, particularly at the elementary level.

Effects of digital game-based learning on achievement, flow and overall cognitive load

The purpose of this study was to examine differences in learning achievement, flow, and overall cognitive load between digital game-based learning (DGBL) and traditional computer-based learning (CBL). This study was conducted with 103 Taiwan college students: 50 college students in the experimental group used DGBL; 53 students in the control group used CBL. Results show the DGBL participants displayed significantly better learning achievement, flow, and lower cognitive load compared to the CBL participants. Learning achievement and flow exhibit a positive correlation, while negatively correlating with overall cognitive load. These results align with the existing research concepts of flow theory, cognitive theory of multimedia learning, and cognitive load theory.

Learning and motivational effects of digital game-based learning (DGBL) for manufacturing education –The Life Cycle Assessment (LCA) game

Despite its potential, empirical evidence of the educational effectiveness of Digital Game-based Learning (DGBL) for manufacturing education is still limited. To this respect, the Life Cycle Assessment (LCA) Game was developed in order to explain in an interactive way to university students life cycle assessment, a tool which is becoming increasingly important for sustainable manufacturing. The study was based on a two-group pretest-posttest quasi-experimental design involving 62 participants and was aiming at understanding the impact of LCA Game on both learning and motivation of university students. The results show that students using LCA Game performed significantly better on procedural knowledge while students involved in the non-gamified activity performed significantly better on factual knowledge. In addition, while higher levels of usability and enjoyment were associated to the LCA Game group, no particular differences were found on the other motivational dimensions. Thus, this study provides important insights about the specific educational benefits that can be obtained through DGBL in manufacturing education.

Effects of the Digital Game-Based Learning (DGBL) on Students Academic Performance in Arabic Learning at Sambas Purbalingga

Arabic has been an official language of the United Nations since 1971. However, infrastructure, availability of technology by either students or teachers and professional training for teacher's technological usage in Arabic teaching are still lacking. This paper presents the effectiveness of Digital Game-Based Learning as media towards students’ academic performance in Arabic learning. DGBL was designed by ADDIE model. Quasi experimental Design was used as the method for the implementation phase. The sample of this study was 72 students of the first grade of junior high school. They were divided into two groups of 36 respectively: Group A as the experimental group and Group B as the control group. Group A was treated with DGBL method whereas Group B treated with The Non-DGBL method. The learning results showed that Group A performed significantly higher than Group B cause the results of t table is smaller than the result based on t-Test value (1,67 < 3,244). The Digital Game-Based Learning (DGBL) suggested being used as a tool to increase student’s academic performance in Arabic learning for high school students.

Mobile Learning Game Effectiveness in Cognitive Learning by Adults: A Comparative Study

Background. The effectiveness of digital game-based learning is an important issue. Mobile learning games (MLG) are rapidly growing trends among the digital game-based learning genre. Although many studies have been conducted and mobile games have been shown to have an unquestionable potential as a learning method, their effectiveness has not been fully proven, and the positive impacts and outcomes of mobile learning games with respect to learning have yet to be investigated. Aim. The study aimed at capturing the cognitive learning outcomes and the process of knowledge acquisition. The study has demonstrated both positive and negative cognitive learning effects of using mobile learning game in comparison with the textbook learning process. Methodology. This article presents a comparative study conducted on a group of 160 freshman students majoring in management and finance. The participants of the study, divided into subgroups, were taught using either textbook-based learning or a mobile learning game. Three tests were applied to measure their performance: a pre-test at the beginning of the experiment, and two post-tests, the first administered directly after the learning process and the second 2-3 weeks after the initial learning. Results and recommendations. MLG have been proven to create many positive effect for learning. It is as effective in transferring factual knowledge as textbook learning, when measured directly after the learning process. In longer term, the effects are blurred because the affective effects interfere with the measurement.

The effectiveness of digital game‐based vocabulary learning: A framework‐based view of meta‐analysis

AbstractThis study presents the results of a meta‐analytic study about the effects of digital game‐based learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q = 5.857, df = 1, p = .016), but not with learners' age (Q = 0.906, df = 1, p = .341) or linguistic background (Q = 0.0001, df = 1, p = .994). In light of the research findings, Csikszentmihalyi's () Flow Theory was adopted to theorize the role of game design in DGBL. It is proposed that a hierarchy should exist on the “challenge” axis in the Flow Theory, with adventure‐oriented games above non‐adventure‐based games along the “challenge” axis. The theoretical underpinning is that the dynamic equilibrium between challenge and abilities can function independently of the effects of learners' age and linguistic background.

Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes

The objective of this study is to assess the effectiveness of videogames in comparison to simulations in a higher education environment and with regard to their attributes, motivation, and learning outcomes, as three of the main dimensions that play a role in the effectiveness of digital game-based learning. Results demonstrate significant differences between the attributes and motivation dimensions, while no significant differences were found for the learning outcomes. This would imply that although both instructional tools lead students to the desired level of knowledge acquisition, the motivation generated, together with the set of features provided by the games complement each other, leading to a superior learning experience. These results support the inclusion of videogames as a complement to simulations in higher education accounting and business environments and allow us to propose a blended approach that provides the learner with the ‘best of both worlds’.

Assessing the effectiveness of digital game-based learning: Best practices

In recent years, research into the effectiveness of digital game-based learning (DGBL) has increased. However, a large heterogeneity in methods for assessing the effectiveness of DGBL exist, leading to questions regarding reliability and validity of certain methods. This has resulted in the need for a scientific basis to conduct this type of research, providing procedures, frameworks and methods that can be validated. The present study is part of a larger systematic process towards the development of a standardized procedure for conducting DGBL effectiveness studies. In a first phase, the variety in methods that are used for sampling, implementation of the interventions, measures and data analysis were mapped in a systematic literature review using Cochrane guidelines. The present paper reflects the second stage, where this variety in elements are presented to experts in psychology and pedagogy by means of semi-structured interviews, in order to define preferred methods for conducting DGBL effectiveness studies. The interview was structured according to five dimensions that were used in the literature review: 1) participants (e.g., characteristics of the sample involved) 2) intervention (e.g., contents, format, timings and treatment lengths, intervention(s) in control group(s)) 3) methods (sampling, assignment of participants to conditions, number of testing moments) 4) outcome measures (e.g., instruments used to measure a certain outcome) and 5) data-analysis. The interviews were transcribed and analyzed using qualitative software package nVivo. Our results show that areas for improvement involve the intervention dimension and the methods dimension. The proposed improvements relate to implementation of the interventions in both the experimental and control group, determining which elements are preferably omitted during the intervention (such as guidance by the instructor, extra elements that consist of substantive information) and which elements would be aloud (e.g., procedural help, training session). Also, variables on which similarity between experimental and control condition should be attained were determined (e.g., time exposed to intervention, instructor, day of the week). With regard to the methods dimension, proposed improvements relate to assignment of participants to conditions (e.g., variables to take into account when using blocked randomized design), general design (e.g. necessity of a pre-test and control group) test development (e.g., develop and pilot parallel tests) and testing moments (e.g., follow up after minimum 2 weeks). In sum, the present paper provides best practices that cover all aspects of the study design and consist of game specific elements. While several suggestions have been previously made regarding research design of DGBL effectiveness studies, these often do not cover all aspects of the research design. Hence, the results of this study can be seen as a base for a more systematic approach, which can be validated in the future in order to develop a standardized procedure for assessing the effectiveness of DGBL that can be applied flexibly across different contexts.

Towards a conceptual framework for assessing the effectiveness of digital game-based learning

In recent years, interest has grown in the systematic assessment of the effectiveness of digital game-based learning (DGBL). A conceptual framework describing what effectiveness means in the context of DGBL and which are its subcomponents has hitherto been lacking however. Hence, the goal of this paper is to propose a conceptualization and operationalization of effectiveness rooted in social-cognitive theory. In order to identify desired outcomes and be able to operationalize effectiveness, focus groups were organized with three stakeholder groups following a user requirements analysis methodology.Results indicate that three categories of desired outcomes can be distinguished: learning, motivational and efficiency outcomes. For the different outcomes, different subcomponents can be extracted which can be organized hierarchically. Learning outcomes that are seen as relevant to the effectiveness of DGBL are 1) increased interest in the subject matter, 2) improvement in objective performance (e.g., in a test), and 3) transfer, referring to the player's ability to apply acquired knowledge or skills to real-world situations. Relevant motivational outcomes concern 1) enjoyment, the extent to which playing the game evoked an enjoyable experience, and 2) increased motivation to learn using DGBL. Efficiency outcomes relevant to DGBL effectiveness, finally, are related to 1) time management and 2) cost-effectiveness. Overall, it can be stated that a DGBL intervention is effective when it achieves similar or higher scores compared to other instructional methods in relation to any of the above mentioned outcomes without significantly (in the common, not the statistical sense) diminishing any of the others.

Development of a contextual decision-making game for improving students' learning performance in a health education course

Heath education is an important component of the curriculum for fostering children's correct health knowledge and good daily life habits. However, educators have indicated that most children might fail to realize the importance and meaning of health education content owing to the lack of authentic scenarios and daily life experience. With the advancement of computer technologies, researchers have tried to develop multimedia learning content in order to improve students' learning performance. Among various technology-enhanced learning alternatives, digital game-based learning has been recognized as a highly potential approach to motivating students. However, several previous studies have indicated that, without properly incorporating learning content into game scenarios, the effectiveness of digital game-based learning might not be as good as expected in comparison with conventional technology-enhanced learning. In this study, a contextual digital game was developed for improving students' learning performance in an elementary school health education course. A quasi experiment was conducted to evaluate the effectiveness of the proposed approach by situating the experimental group in the game-based learning scenario and the control group to learn with conventional e-books. The experimental results showed that the proposed approach not only improved the students' learning motivation, but also their learning achievement and problem-solving competences. Moreover, the significant two-way interaction suggested that the contextual game-based learning approach benefited the higher motivation students more than the lower motivation ones in terms of the advanced knowledge, showing the importance and potential of applying contextual games to health education activities.

Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics

In this study, a mathematical game-based learning environment is developed on e-books for helping children reduce mathematical anxiety and improve their self-efficacy, motivation, and achievements in learning mathematics. To evaluate the effectiveness of the proposed approach, an experiment was conducted on an elementary school mathematics course. With quasi-experimental research, a total of 69 pupils in three classes were selected as the research subjects. One class was assigned to be experimental group A, another class was experimental group B, and the third was the control group. Each group consisted of 23 students. In the experimental process, the three groups took pre-tests, had experimental instruction, and then took post-tests. The experimental results show that the game-based e-book learning model effectively promoted the students’ learning achievement, self-efficacy, and motivation of mathematics. However, no significant differences were found between the mathematical anxiety ratings of the three groups.

Measuring Effectiveness in Digital Game-Based Learning: A Methodological Review.

In recent years, a growing number of studies are being conducted into the effectiveness of digital game-based learning (DGBL). Despite this growing interest, there is a lack of sound empirical evidence on the effectiveness of DGBL due to different outcome measures for assessing effectiveness, varying methods of data collection and inconclusive or difficult to interpret results. This has resulted in a need for an overarching methodology for assessing the effectiveness of DGBL. The present study took a first step in this direction by mapping current methods used for assessing the effectiveness of DGBL. Results showed that currently, comparison of results across studies and thus looking at effectiveness of DGBL on a more general level is problematic due to diversity in and suboptimal study designs. Variety in study design relates to three issues, namely different activities that are implemented in the control groups, different measures for assessing the effectiveness of DGBL and the use of different statistical techniques for analyzing learning outcomes. Suboptimal study designs are the result of variables confounding study results. Possible confounds that were brought forward in this review are elements that are added to the game as part of the educational intervention (e.g., required reading, debriefing session), instructor influences and practice effects when using the same test pre- and post-intervention. Lastly, incomplete information on the study design impedes replication of studies and thus falsification of study results.

Understanding the relationship between physiological signals and digital game-based learning outcome

Digital game-based learning (DGBL) has been regarded as an effective method to drive learners’ motivation and positive emotions. Recent studies have mostly focused on exploring and determining motivational factors in digital games that support intrinsic motivation by means of questionnaire surveys. Investigating students’ emotions while they are learning has been an interesting and challenging issue as emotion is a vital factor that associates with learning attention. Furthermore, a few studies have focused on examining the effectiveness of DGBL on learning or relationships between DGBL and learners’ physiological state based on solid objective evidence, such as physiological signals. Therefore, this study designs an experiment that includes two learning methods to learn the Newton’s law of motion: one is a traditional e-learning method, and the other is DGBL by using SURGE physics game. Students’ eye movements, brain waves, and heart-beating data were measured during learning and then analyzed to possibly derive their attention and emotions. After learning, all participants were asked to take a posttest to evaluate their outcome. This study aims to adopt statistical analysis methods to examine the effectiveness of DGBL versus e-learning on learning achievement. Furthermore, the relationship between physiological signals and DGBL outcomes are tested in this study. Results showed that the relationship between physiological signals and DGBL learning outcome is significant. The learning outcomes in DGBL are positively influenced by cognitive load, however, negatively influenced by emotion. The findings of this study have a number of important implications for future practice. It is possible to obtain solid objective data such as physiological signals by using scientific sensing devices. The relationship between affective learning and academic achievement can be put into further research perspective by using more diverse data obtained from physiological sensors other than those employed in this study. In addition, the balance between high learning motivation and low cognitive load should be maintained to avoid learners’ cognitive capacity being overloaded but to positively influence learning outcomes.

Digital game-based learning

Although many studies have investigated the effects of digital game-based learning (DGBL) on learning and motivation, its benefits have never been systematically demonstrated. In our first experime...

Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness

Although many studies have investigated the effects of digital game-based learning (DGBL) on learning and motivation, its benefits have never been systematically demonstrated. In our first experiment, we sought to identify the conditions under which DGBL is most effective, by analyzing the effects of two different types of instructions (learning instruction vs. entertainment instruction). Results showed that the learning instruction elicited deeper learning than the entertainment one, without impacting negatively on motivation. In our second experiment, we showed that if learners are given regular feedback about their performance, the entertainment instruction results in deep learning. These two experiments demonstrate that a serious game environment can promote learning and motivation, providing it includes features that prompt learners to actively process the educational content. We examined the effects of two types of instructions on digital game-based learning.Experiment 1 showed that learning is deeper with a learning instruction.Experiment 2 showed that an entertainment instruction with feedback is beneficial.These results are discussed in terms of motivation and learning processes.