Game-based Learning Application Research Articles

The Diverse Development and Clinical Application of Game-Based Learning

The effectiveness of game-based learning strategies lies in the ability of these strategies to engage learners and enhance their motivation to learn. This is particularly important for today's younger generations, which are known to respond better to visual rather than textual information. Gamified education provides stimulating, realistic, and enjoyable learning experiences, helping students understand complex nursing knowledge and skills. The diversity of game-based learning tools, including based board games, escape room games, digital games, simulation games, mobile serious games, and virtual reality games, not only enhances students' learning effectiveness and skills but also improves their problem-solving abilities, communication skills, and ability to cope with various challenges in clinical care. In general, game-based learning is a strategy with great potential and importance. This strategy not only has profound implications for modern nursing education and clinical practice but also, through its promotion of innovative thinking and diversified applications, can effectively promote the learning motivation of nursing professionals, improve teaching effectiveness, and enhance professional abilities and self-directed learning capabilities. In an era in which medical knowledge is constantly evolving, game-based learning should be promoted and utilized to cultivate nursing professionals' capabilities effectively.

Development of Game-Based Learning Applications to Increase Students’ Learning Motivation

In the continuously evolving digital era, education faces new challenges in maintaining students' interest and learning motivation. One approach that has been introduced to address this challenge is the use of technology in learning, specifically through game-based learning applications. The aim of this study is to develop an effective game-based learning application that enhances students' learning motivation. The research method employed is the Research & Development (R&D) method. The development stages include needs analysis, application design, implementation, evaluation, and revision. The application was developed with consideration to attractive game design principles that motivate and take into account curriculum needs. The research findings indicate that the development of the game-based learning application successfully increased students' learning motivation. Assessments of the application showed positive responses from students to the learning experience provided. Additionally, there was a significant increase in the level of student participation and engagement in the learning process. The conclusion of this study is that the development of game-based learning applications is an effective approach to enhancing students' learning motivation. This application transforms the learning experience into something more engaging and challenging for students, thereby increasing their interest and activity in the learning process. The implication of this study is that the integration of technology in learning can be an effective strategy to motivate students and enhance the overall quality of education.

Minecraft in STEAM education – applying game-based learning to renewable energy.

One of the essential tasks of teaching STEAM subjects (Science, Technology, Engineering, Arts, Mathematics) is to motivate and engage students. This can be achieved through new interactive, experiential teaching methods, such as game-based learning. Minecraft is a multiplatform video game already popular among students and can be successfully used in game-based education. The study presents the application possibilities of Minecraft in integrated education of STEAM fields through the example of teaching a specific topic. The development was tested within the framework of a summer camp, where the 10-16-year-old participants explored the topics of renewable energy sources with Minecraft. Based on the experiences and researchers of the camp, the application of game-based learning with Minecraft was successful in raising students’ interest, increasing their motivation, mastering the knowledge material, productive task solving and cooperation to work on sustainable development goals.

Implementasi Game Kahoot untuk Evaluasi Hasil Belajar Siswa

The involvement of technology in the learning process is something that can facilitate the learning process so that learning becomes more effective and efficient. The method used is qualitative and the collection of data and information is using the literature study method. The purpose of this research is to describe the feasibility and effectiveness of game-based learning applications, namely the kahoot! In the learning process so that it can make it easier for teachers to evaluate the level of understanding of students in understanding the material that has been delivered within a certain period of time. With the kahoot! application, it is expected to foster students' motivation in learning so that it will foster a healthy spirit of competition and students can be encouraged to improve the quality of learning. The kahoot app is also able to create a fun learning atmosphere so that students can do quizzes with enjoyment and feel a new atmosphere while learning. The Kahoot app can also be used for free. So it can be concluded that the Kahoot! application developed by researchers is relevant and interesting to be used as a medium for evaluating student learning outcomes.

A Review of the Research on the Influence of Game-based Learning on Second Language Learners' Learning Motivation

Motivation, as an important factor of individual differences in second language acquisition, has been widely discussed by teaching researchers. At present, many studies have discussed how to continuously stimulate learning motivation. Games have been proven to have a positive effect on learning. The application of game-based learning as an emerging teaching method in the field of education has also expanded significantly. Therefore, this study aims to review the research on the relationship and application of motivation and Game-based Learning (GBL) in second language (L2) acquisition. It is found that the impact of GBL can be positive in the motivation of L2 learners through an immersive learning environment, game experience and reward mechanism, competition and cooperation mechanism, and has achieved positive results in student learning. The research shows the potential for using digital games to teach a second-language., and looks forward to the application of the combination of gameplay and learning theory in the future teaching field.

Extramural English and Vietnamese EFL primary school students’ listening and reading proficiency in Vietnam

Many studies worldwide have found correlations between
 students’ exposure to English outside the classroom and students’
 English vocabulary and oral proficiency. However, these studies
 have mostly been conducted with ESL (English as a Second
 Language) high school students or older students, while primary
 school students in EFL (English as a Foreign Language) countries
 have not been well documented. The study aimed to (1) investigate
 whether there are any correlations between Extramural English (EE)
 and listening and reading proficiency of Vietnamese EFL primary
 school students, and (2) determine their experience with EE. The
 participants were 101 Vietnamese elementary school students. Both
 interviews and questionnaires were used to collect information
 regarding students’ extramural English outside of the classroom and
 their experiences in EE activities. An English proficiency test
 including listening and reading was employed to examine students’
 listening and reading. Findings showed that there was a correlation
 between extramural English and EFL primary students’ listening and
 reading proficiency. Most students participated in two main EE
 activities: using English game-based learning applications and
 surfing the internet. The study suggested different techniques, some
 online games, and materials to support learners in acquiring a new
 language actively, and teachers could encourage more students to
 practice extramural English outside the classroom.

Game Application as Teaching Tool to Assist Mastering Installation of Three-Phase Motor Control Topic: Expert Perception

The learning and teaching process using conventional methods might cause students to be unable to highlight their true potential. Besides, it can be more difficult for teachers to choose the types of games that suit the curriculum and students' needs. Hence, this study aims to develop a game application as a teaching assistant tool for a three-phase direct online starter topic in Electrical Technology Malaysian Vocational Certificate subject for Vocational College students using the Android platform. Learning materials and games are developed using multimedia and interactive elements to attract students to be active in using the learning medium based on game applications as 21st-century learning tools. The development purpose of the game application is to give early exposure to students to the installation of three-phase motor control before going through the laboratory session. The behaviorism learning theory and Game development Life Cycle (GDLC) model, were implemented in the game application development in this research. The researcher used Unity 3D software is online software such as Canva and Microsoft PowerPoint design tools interactively to make a game-based learning application for the three-phase motor control installation subject. Based on the analysis of the findings, the experts agreed that the functionality of this three-phase Motor Control game application can be used well and is suitable to be used as a teaching aid. In addition, these research results can be used by teachers to increase students' interest and further make the learning process more interesting to improve student understanding.

Research on the application of game-based learning in the teaching reform of management courses

Game-based learning refers to the learning process in which learners understand the rules of the game to a certain extent and ultimately solve problems or complete tasks. Game-based learning is a new and effective learning method. This method is different from the traditional teaching method, which can fully mobilize the learner's subjective initiative and realize the learners' autonomy, enthusiasm and creativity through the redesign of learning content, method and process. Game-based learning can stimulate students' initiative and enthusiasm, and achieve the goals of knowledge learning and ability training.

A Constructive Game Based Learning Application in Enhancing Knowledge For Cat Grooming Practices

A Constructive Game Based Learning Application in Enhancing Knowledge For Cat Grooming Practices

Designing GBL for Higher Education: Pitfalls & 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.

A Constructive Game Based Learning Application in Enhancing Knowledge For Cat Grooming Practices

A Constructive Game Based Learning Application in Enhancing Knowledge For Cat Grooming Practices

A structured review on game‐based learning applied to electrical power and energy engineering

AbstractIt has been reported that electrical engineering schools might be facing a decline in newly enrolled students combined with an increase in the number of dropouts due to motivation and engagement problems. At the same time, companies in the electric power industry require safe and realistic training environments for their trainees to reduce induction program times, costs, and accidents. Game‐based learning (GBL) applications offer alternatives in both sectors, that is, education and training, for increasing engagement, motivation, and knowledge transfer in controlled environments. This paper aims to show applications of GBL techniques towards educational and training objectives in electrical power and energy systems in the period spanning from 2002 to 2021. This review points to two main research questions: what GBL tools have been used for education and training purposes in electrical power and energy systems during 2002 to 2021? Also, what are the methodologies used for assessing the efficacy of using GBL applications in electrical power and energy systems? A structured review methodology was applied to identify how GBL has been used in electrical power and energy systems. A total of 81 papers were selected for full review. The procedure included the formulation of research questions, identification and selection of studies, and data synthesis of results. Our review showed that most GBL applications in electrical power and energy systems were developed with education purposes (63%), from which 29% used graphic user interfaces and 23% used serious games. On the other hand, for training purposes, the most popular GBL tool was virtual reality, applications of which were discussed in 56% of the reviewed papers. The review also showed that only 42% of the education papers and 37% of the training papers performed learning efficacy analyses; in which qualitative postevaluations or postsurveys were the most popular methodologies used in over 50% of those papers.

Enhancing Pre-Schoolers’ Learning Motivation in Jawi Subject Through Game-Based Learning Application

Game-based learning applications are becoming increasingly popular as an effective means of enhancing student motivation to learn. Jawi, a subject often viewed as uninteresting by students, has decreased motivation to learn due to a lack of technology resources. To address this issue, the "Dunia Jawi" mobile application was developed as a game-based platform to improve preschoolers' motivation to learn Jawi. In this study, student motivation was measured based on the ARCS model, which consists of four components: attention, relevance, confidence, and satisfaction. The study involved a pre-experimental group of 32 preschoolers evaluated using the pretest-posttest design. The results found an increment in preschoolers' motivation, where the mean for the posttest ( 43.50) was higher than the mean for the pretest ( 31.47). The increment was statistically significant, indicating that the use of the "Dunia Jawi" mobile application led to a significant increase in motivation to learn Jawi among preschoolers. Moreover, each ARCS component showed an increment in attention, confidence, and satisfaction. The attention component refers to capturing students' interest and encouraging them to focus on the learning material. The confidence component refers to the student's belief in their ability to learn the material. The satisfaction component refers to the student's enjoyment of the learning experience. The results indicate that game-based learning applications, such as "Dunia Jawi," can enhance each component, thereby increasing student learning motivation. The relevance component, which deals with how the students view the value of the learning content, did not, however, experience any appreciable shift. The "Dunia Jawi" mobile application may not have had as much of an influence on this component as it could have because the preschoolers may not have seen the content as being applicable to their everyday lives. In conclusion, this study proves that game-based learning applications, coupled with the ARCS model, can enhance preschoolers' motivation to learn Jawi. The results demonstrate that the "Dunia Jawi" mobile application effectively increased preschoolers' motivation to learn Jawi, particularly in the attention, confidence, and satisfaction components. Future studies could explore ways to increase the learning material's relevance to further enhance preschoolers' motivation to learn.

Applying design research for cross-disciplinary collaboration: Experiences from a gamification process

This study explores applying design science research (DSR) frameworks to facilitate cross-disciplinary collaboration towards game development. It uses a DSR framework proposed by Peffers et al (2014) to integrate the knowledge and experiences of a cross-disciplinary research team and develop a game which gamifies the investment decision-making process of energy communities. The framework employed for this paper constituted five phases around problem identification, definition of solution objectives, artefact design and development, demonstration and evaluation. The iterative process of the framework allowed for gradual but incremental improvement in the outcome and the associated artefacts and sustained researcher collaboration. The resultant interactive in-person game required the participants (or their teams) to navigate through the complexities of the decision-making process in a community while considering factors such as information asymmetry, uncertain return on investments, time constraints, etc. The game was instantiated twice and was able to engage players effectively. Moreover, the post-game evaluation indicated that the players acquired learning about energy communities. The participants developed an understanding of the game only gradually and their engagement in the later rounds of the game. Three distinct investment strategies emerged from the two instantiations (diversification, focus on centralised options, or focus on decentralised options). The participants preferred to maintain a strategy rather than reacting situationally. This gamification experience, albeit applicable to this specific research context, shows that DSR frameworks can be successfully applied to facilitate cross-disciplinary collaboration because they allow for more flexible and iterative knowledge exchange. The post-game evaluation helped identify avenues for further improvements, such as focusing on incremental-iterative development of the output, expanding the flexibility and visibility of the game, involving a more balanced research team, etc. The contribution of this study lies in extending the discourse on cross-disciplinary collaboration by incorporating DSR frameworks and demonstrating the application of game-based learning beyond end-user application.

Application of Android Game-Based Learning to Overcome Smoking Emergencies in Adolescents

Background: Teenagers tend to have a desire to know big. Studies show that students are more Possible To smoke than adults. Especially based on the results research latest says that smoking among teenagers every year the more increase. In general, they confess Already start smoking between 9 to 12 years old, Teenagers tend to have a desire to know big. Studies show that students are more Possible To smoke than adults, factors that have a very large impact on the emergence of various diseases. A smoker has a 2 to 4 times risk of developing coronary heart disease and a higher risk of developing lung cancer. Especially based on the results research latest says that smoking among teenagers every year the more increase. Purpose: To apply learning android games free as a try to overcome emergency smoking in adolescents. Method: This activity is Community Service that applies an Android game-based learning method to overcome smoking emergencies in Indonesian teenagers. The target of community service is 30 grade 11 vocational students. To measure motivation to stop smoking, the writer uses a questionnaire Richmond-Test. Results: Based on the results obtained mean pre-test value is 5.27 meanwhile mark the post-test mean is 8.27. Conclusion: The learning method is based on Android games that can increase the Spirit of teenagers To stop smoking.

Pengembangan Bahan Ajar Literasi Finansial untuk Siswa Sekolah Dasar

Financial literacy is one of the competencies needed by elementary school students today, but in reality there are not many financial literacy teaching materials available for elementary schools. The purpose of this study is to develop a game-based learning application that is able to improve the competence of elementary school students in financial literacy. The method used in this study is the instrument analysis method by applying the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results obtained from this study are an android-based application that can improve student competence in financial literacy called Q-VICI Pratama which is suitable for grade IV, V, and VI elementary school students. The implication of the results of this study is the need to collect information from users, students and teachers further as feedback for the evaluation and development of the instrument. In addition, it is necessary to expand financial literacy materials for the next level.

Mobile Game-Based Learning Application on Science for Indigenous People

Mobile Game-Based Learning Application on Science for Indigenous People

Game-based learning in medical education.

At present, medical education is rapidly evolving. Game-based learning (GBL) has been gradually used for education, and several innovations have emerged. The emergence of serious games and gamification provides alternative approaches for educators to improve the medical teaching process. Both serious games and gamification exert their education-promoting function by providing the possibility of combining learning activities such as feedback, testing, and spaced repetition with active participation and autonomy as well as positive experiences for students. Developing effective GBL modalities has the potential to bring immersive experiences for medical students and improve their study outcomes. Herein, we reviewed recent studies employing GBL in medical education, including serious games and gamification teaching. Furthermore, we also discussed the effectiveness and limitations of GBL to suggest future directions for the development and application of GBL in medical education.

A Game-Based Learning Application to Help Learners to Practice Mathematical Patterns and Structures

A Game-Based Learning Application to Help Learners to Practice Mathematical Patterns and Structures

Advancing Entrepreneurship Competences in Higher Education: A Systematic Literature Review of Game-Based Learning Applications

Advancing Entrepreneurship Competences in Higher Education: A Systematic Literature Review of Game-Based Learning Applications