Game-based Learning Approach Research Articles

From Boring Tests to Engaging Adventures: A Game-Based Learning Approach in LMS

The paper explores a game-based approach to language placement tests within Learning Management Systems (LMS), addressing issues of incorrect course placement and student disengagement. By gamifying assessments, the initiative aims to create a motivational and playful environment that accurately estimates students' language skills. The game design is guided by player type models and motivational frameworks, ensuring an engaging experience that caters to diverse player motivations. The game, "Journey to Mars," is set in a science fiction environment and uses multimedia elements and interactive modules to integrate educational content seamlessly. Methods for game analysis were adopted to create a gamified placement test in three steps. First, we adopted the basic game structure from the goals of the placement test. Second, we created plot points and settings and derived certain style and interface elements to create a coherent gaming environment. Third, we enriched the gaming experience with additional elements like badges and secret elements. The development process involved utilizing the ILIAS LMS tools, generative AI for content creation, and implementing progressive difficulty and feedback systems to enhance the educational value. Initial feedback indicates positive engagement and motivation among students.

Game-based learning about the circular economy in building sustainable communities: a case of international and interdisciplinary university collaboration

PurposeThis study aims to enhance integration of game-based learning (GBL) as a tool for conveying intricate circular economy (CE) concepts effectively into international and interdisciplinary higher education collaborations for the development of sustainable communities.Design/methodology/approachA series of game-based workshops by the Circular EELISA Community of the EELISA European University program were examined in terms of their compliance with literature-based GBL characteristics and their international, interdisciplinary and online conduct. An online survey conducted with 17 workshop and/or challenge organizers from four participating universities in different countries revealed expert experiences and perceptions on these points.FindingsIt was found that sensory elements, rewards and game choice enhanced engagement and motivation in all gamification, serious game and storytelling experiences, and that a combination of multiple GBL approaches was more effective than a single-method challenge design. Diversity-friendly collaboration, cooperation and immersion were particularly important when involving culturally and disciplinarily diverse participants.Practical implicationsThis study offers practical recommendations to improve both the performance of GBL-based learning environments in current and future education alliances and collaborations and the potential of GBL approaches to motivate youth to contribute to more sustainable communities across and beyond Europe.Originality/valueThe findings underscore the value of innovative pedagogical methods in shaping environmentally conscious mindsets and practices across institutions of higher education. To that end, this is the first study that investigates GBL in CE education with implications for international university cooperation.

Escaping the Bondage of Bullying: A Game-based Learning Approach

School bullying is a phenomenon of great concern worldwide, with profound implications for the emotional development of those involved. Leveraging the interactive nature of game-based learning provides a unique opportunity for active student engagement that goes beyond traditional pedagogical methods. This article aims to explore students' perceptions of bullying and present a digital game as an alternative educational approach to raising students' awareness, empathy, and empowerment. Furthermore, it will be demonstrated how an art-based virtual museum game engages students in exploring and understanding the phenomenon. A needs assessment on bullying was conducted on a student population sample during the school year 2023 - 2024. Subsequently, a digital 3D escape room type game (named "e-BOB") was used, which was redesigned and reconstructed by the students from an initial project within the Panhellenic Students Competition of Onassis Foundation "Hack the Art: Yiannoulis Halepas". The game was developed using Unity, Blender, and Krita platforms and is set in an art museum. Players interact with the sculptor's exhibits through micro-scenarios and quizzes drawn from the sculptor's life and artwork that tackle the issue of bullying. Key game features include goal achievement within a time limit and discovery of hidden elements. The analysis of the needs assessment data found that all students had been involved in bullying behaviors either as victims, perpetrators or observers. The majority of students focused mainly on direct forms of bullying and less on indirect forms, and most were unable to distinguish bullying from 'simple teasing', demeaning bullying behavior. Those at greater risk are the ones who show some element of differentiation in relation to the stereotypes of the social context in which they live. Several students indicated that the school environment needs to address the issue sufficiently. Finally, the game contributed to students' empathy about bullying, enhancing their self-reflection and managing strategies. Raising awareness, mental empowerment, and empathy for bullying requires dynamic and innovative approaches. With its potential for self-awareness and student activation, game-based learning should be incorporated into educational programs for bullying prevention and management within schools.

Ai] Explore!: An Educational Game for Developing Programming Skills and Algorithmic Thinking

The game [ai] explore! was developed to introduce the algorithm behind the popular science exhibition. The idea behind the [ai] explore! exhibition was to show the application of mathematics and computer science in solving real engineering problems by creating the exhibit using the mathematical algorithm Heat Equation Driven Area Coverage (HEDAC). The algorithm is based on scientific research and has many applications: exploration and search in unknown space, painting, planning agricultural spraying, scanning 3D objects, etc. The exhibits show the process by which the algorithm paints objects with a virtual brush and explores their shape. By surveying the high school students, it was shown that new mathematical and engineering results can be explained and turned into a playable game. After playing the game, students respond positively to the game presented and state that they have a good understanding of the HEDAC algorithm presented and how it works. This motivated us to investigate [ai] explore! as an educational game for teaching mathematics and computer science. The aim of the research described in this paper is to investigate the potential of the developed game as an educational game. The game-based learning (GBL) approach is increasingly used to increase student motivation and engagement in STEM lessons. The main research question is: How do primary school teachers and students perceive the usefulness of the game [ai] explore! in supporting teaching and learning of computer science concepts? We have developed and implemented teaching scenarios on how the game [ai] explore! can be used as an educational game in computer science lessons. We show that the game has great potential to teach primary school students programming. In addition, the game promotes algorithmic thinking and computational thinking skills in general, which are valuable not only in computer science but also in other fields such as mathematics, where a systematic and analytical approach to problem-solving is required.

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

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

The background and experience of neuroscience teachers in Australian universities: A cross-sectional survey.

Neuroscience is an academic discipline taught within a broad range of university degrees and programs. The expertise and experience of neuroscience teaching staff contribute to the student's learning experience and knowledge acquisition. We undertook a survey to characterize the neuroscience teaching workforce and practices in Australian universities, and to investigate access to and deficiencies in neuroscience teaching resources and training. Two hundred neuroscience teaching staff completed our anonymous online survey. The responses indicated that neuroscience is primarily being delivered by highly qualified (86% with doctoral degrees, 27% with formal qualifications in tertiary teaching), research-active (45% were recently primary supervisors of research students) teaching academics with secure employment (77% in full-time continuing positions). There were more females (61.5%) than males (38.5%) in the sample and most respondents taught neuroscience to students enrolled in a range of degrees/programs. Most survey respondents could access an anatomy laboratory for teaching (87%) but access to specialised online resources, such as augmented reality presentations, customised game-based learning approaches, and/or online brain atlases, was limited. Most survey respondents reported they would benefit from increased access to neuroscience teaching resources and/or peer-tested teaching materials (80%), an informal network of Australian neuroscience teaching peers (64%), and/or training workshops on neuroscience teaching (59%). Approximately half of survey respondents supported the creation of national guidelines for neuroscience teaching curricula. The survey results identify specific gaps in teacher training and resources and inform the development of strategies to support tertiary teachers of neuroscience and student learning.

Enhancing M Enhancing mathematics problem-solving skills in AI-driven environment: Integrated SEM-neural network approach

This study explores the nexus of gamification, artificial intelligence (AI), and mathematics cognition. Sample size of 71 responded in an intervention using game-based learning (GBL) approach. The purpose of designing the GBL was to enhance computational thinking and mathematical skills. The research employed multigroup partial least squares structural equation modelling (MGA-PLS-SEM) and artificial neural networks (ANN) through multilayer perceptron (MLP) as data analysis technique. The findings showed significant positive influence on class engagement, attitudes toward mathematics, as well as student performance. The analysis also revealed gender-related variations, which affirmed the model's consistency across diverse groups. The study validated the hypothesis and consequently advocated for the transformative potential of gamification, in preparation of 21st-century learners for AI-driven digital landscape. The implications are to ensure the integration of gamified elements into educational strategies, benefiting educators, curriculum developers, and policymakers resonating strongly for educators, curriculum developers, and policymakers.

Unlocking knowledge: a meta-analysis assessing the efficacy of educational escape rooms in health sciences education.

Educational escape rooms within health sciences education are gaining traction as a unique and engaging game-based strategy for reviewing instructional content. Educational escape rooms cultivate valuable skills such as teamwork, communication, creativity, attention to detail, and the ability to apply knowledge under time pressures. While several studies have independently assessed learners' knowledge gains after educational escape room interventions, the present work meta-analyzes the efficacy of educational escape rooms across studies and student learners within health sciences education. A systematic search across seven databases was performed by a health sciences librarian from inception to March 24, 2023. Record screenings, full-text reviews, and data extractions were managed within Covidence. MERSQI criteria were used to assess study quality. Pooled effect sizes (Standardized Mean Differences = SMD) were estimated through meta-analysis to summarize learner performance outcomes after educational escape room interventions. Eleven studies followed a longitudinal pretest-posttest design, and five studies followed a control-treatment group design. Learners' posttest scores after participating in an educational escape room were statistically higher than their pretest scores as indicated by a large positive summary effect size (SMD ≥ 0.893; p <0.001). Educational escape rooms were also effective for treatment group participants (n = 508), who significantly outperformed (SMD = 0.616; p <0.001) control group participants (n = 555). Most escape rooms were employed as a mechanism for reviewing educational content. This meta-analytic review suggests escape rooms are effective educational interventions for increasing knowledge gains among health sciences learners and highlights common implementation practices to help guide educators interested in this game-based learning approach.

Connecting biogeography, ecology, and history through a game-based learning approach

Biogeography, the study of the distribution of plants, animals, and other living beings on Earth, is an interdisciplinary science that is naturally based on several distinct disciplines, such as history, ecology, and geology. Nevetheless, to connect all these subjects may be tricky for beginners undergrad students. One useful tool is the Game-Based Learning (GBL) approach, a well-documented strategy for stimulating curiosity and enhancing student engagement in formal education. However, selecting appropriate games for GBL is difficult, especially when aiming for a multidisciplinary courses as ecology or geography, for instance, where educators need to teach natural and social sciences combined. The present work explores the use of an ancient type of unbalanced board game – the hunting games – prevalent across various cultures on different continents, to ignite students’ curiosity and guide their interest across multiple disciplines. We begin with a systematic review of the history of hunting games and their educational applications. Subsequently, we examine the possible origins of these games and use this analysis to propose various applications of a game-based learning strategy that integrates natural and social sciences. This research offers valuable insights for educational policymakers and educators, demonstrating the benefits of GBL and highlighting the potential for incorporating cultural heritage aspects into new formal education projects.

EFL Special Education Teachers’ Perspectives: Evaluating Game-Based Learning for ADHD Behavioral Disorders

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD.

Enhancing Student Active Engagement in Class through Game-Based Learning: A Case of Civil Engineering Education

Students are rapidly losing interest in STEM education due to the minimal incorporation of media into learning and the complexity of teaching methods, which ultimately results in a lack of motivation. However, despite these challenges, incorporating active learning methods in STEM can ultimately reignite students’ interest in STEM education. This paper reports a case study presenting the effects of simulation games on enhancing the learning experiences of civil engineering students through an intervention method. It develops a framework for enhancing learning through game-based learning. Intervention included the following two groups: a control group exposed to conventional teaching methods and an experimental group introduced to the simulation game. Following the learning sessions, a survey was conducted to gauge students’ perceptions about the proposed framework. Results indicated a strong positive response from students toward the game-based learning approach. They expressed satisfaction with its effectiveness in improving their understanding. Independent t-tests found that the mean score (4.13) for entertainment via the game exceeded that of traditional teaching methods (3.72). Furthermore, 85% of students acknowledged the game’s utility in reinforcing civil engineering concepts, compared to 67% for traditional methods. Many students suggested expanding the game to cover a wider range of topics in future versions to enable a more comprehensive learning experience.

Transmogrifying Anatomy Learning by Kaizen Strategies and Game-Based Education.

The study explores the significance of continuous improvement through Kaizen in the evolving landscape of anatomy education. In this study, our objectives were twofold: 1) to assess the effectiveness of incorporating games in the first-year medical curriculum for reinforcing anatomy knowledge, and 2) to explore whether game-based sessions elicit improved student responses in the learning of anatomy. A total of 100 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students at All India Institute of Medical Sciences (AIIMS), Bibinagar, Hyderabad, Telangana, India, were exposed to game-based learning which involved six rounds: acronym mnemonics (Redolent), jigsaw puzzle solving (Dumbfound), Filling gaps in concept maps (Blogging), Connecting images (Kinship), case scenario creation (Penman), and rapid-fire round (Rattling). At the end of the intervention, a test was taken and feedback was obtained from all the participants using a prevalidated questionnaire prepared based on a 5-point Likert scale. Questionnaire responses were subjected to descriptive analysis, and reliability analysis (Cronbach's α) was performed to evaluate the internal consistencies of items. A paired t-test indicated that there was a significantly large difference between before (mean (M) = 17.2, standard deviation (SD) = 9.1) and after (M = 25.9, SD = 8), t(99) = 18.4, p < .001, signifying that the performance of the students was far better with game-based learning approaches than conventional learning. Combining game-based education with Kaizen principles in anatomy education not only prepares students for success in their academic pursuits but also empowers them to navigate the complexities of the ever-evolving healthcare landscape with confidence and proficiency.

Promoting technological literacy through virtual game-based field trips: Effects on knowledge, attitudes, and gender

Virtual field trips in combination with digital game-based learning offer great potential for creating new learning environments, especially for geography education. Those approaches are not only needed to transfer knowledge but also to contribute to creating a more technologically literate society. For the future design of learning spaces and the corresponding professional development of teachers, it is indispensable to learn what the pedagogical advantages and limitations of fully virtual game-based approaches are. For this, it is necessary to know whether purely virtual concepts differ in knowledge transfer from those applied in technology-supported field trips on site. When it comes to promoting technological literacy, additional relevant questions are whether there are influences on participants’ attitudes toward modern technologies and whether there are implied gender effects in this regard. An empirical comparative study of a total of n=110 German high school students was conducted using a survey to answer these questions. Key results are that actual and virtual designs using technology-supported game-based learning approaches can be equally effective in knowledge transfer. Further certain technology-averse attitudes could be identified, which were more prevalent among females than males. This gender gap could be leveled out by the effects of the virtual game-based field trip. Across genders, the levels of aversion were reduced, as well, while affirmative attitudes toward modern technology rose.

The Usage of Game-Based Learning Approach in Physics Education: A Novel Board Game in Learning Resolution of Forces among Upper Secondary

Game-based learning (GBL) is an innovative teaching pedagogy that uses games to promote learning or act as educational tools. The teaching and learning of Newton's laws of motion, especially the topic of Resolution of Forces, are challenging when students cannot understand abstract concepts, leading to the failure to solve related problems. This study introduces a novel board game called Catch the Flight, designed to facilitate students' learning of resolution of forces and enhance their problem-solving skills. The board game was systematically designed based on the ADDIE model and the Integrated Design Framework of Playful Learning. A case study was conducted to test and evaluate the board game quality involving 41 upper secondary school physics students in the state of Perak, Malaysia through MEEGA + KIDS self-assessment questionnaire. The results suggest that the game can offer students a positive player experience and, at the same time, enhance students' learning and motivation. Based on the findings, it shows that the game is fun, user-friendly, relevant, and promotes social interaction. This study offers valuable insights for educators considering using educational board games as an instructional strategy or those interested in developing new educational games to teach physics.

Design for safety training for construction professionals: A digital game-based learning approach

Globally, there is a pressing need to train more construction professionals in Design for Safety (DfS). Conventional instructional methods like video watching and lectures may not effectively meet professionals’ need for training programmes that are relevant to real-life. Digital game-based learning (DGBL) is a proven educational tool, yet its application in professional DfS training remains inadequately explored. This study examined DGBL’s effectiveness using the SafeSim Design game to train construction professionals in DfS. A quasi-experiment was conducted to compare the effect of DGBL with that of online videos covering the same training contents. In total, 246 construction professionals participated in the course and 61 were interviewed or took part in a focus group discussion. We evaluated the change in pre- and post-course quiz scores, assignment scores, questionnaire responses, and qualitative data. We found that DGBL benefitted trainees more equally across different levels of prior experience. The results contribute to the literature by pointing out the importance of occupational background in influencing trainee performance, a factor not well explored in the literature. The results indicate that providing optional scaffolding support and detailed explanations for in-game activities is crucial, as this approach avoids the expertise reversal effect and helps manage trainees’ cognitive load. This study also demonstrated the feasibility of designing and implementing DGBL as an instructional tool for professional training. The above findings inform the development of effective DfS training and contribute to the wider implementation of DfS in construction industry around the world.

The Study of Game Based Learning Approaches, Effectiveness and their Limitations in Early Childhood Education

The Study of Game Based Learning Approaches, Effectiveness and their Limitations in Early Childhood Education

Integration of Adaptive Game-Based Learning Approach in Learning Mathematics Subject for Primary School

Integration of Adaptive Game-Based Learning Approach in Learning Mathematics Subject for Primary School

Enhancing English alphabet handwriting skills in preschool children through digital game-based learning approach

ABSTRACT Early exposure to preschool literacy skills benefits children’s language development, and the rise of digital learning provides young children access to information and technology devices. This study investigated the effectiveness of using a tablet learning model combined with a Digital Game-Based Learning Approach and applied handwriting skills to enhance preschool children’s English literacy skills. A quasi-experimental design was used with an experimental group of 12 children and a control group of 12 children. Results showed that the experimental group had significantly higher achievement and correctness of shape in English alphabet handwriting and exhibited more active learning behavior. The study suggests that this approach could provide an innovative and engaging platform for young children to develop their language and literacy skills, potentially leading to better educational outcomes.

Technology-enhanced learning in Pharmacology through non-linear storytelling

There is a growing body of literature highlighting the potential of game-based learning (GBL) in creating immersive, highly engaging, active learning experiences. Furthermore, advances in digital technology along with the demand for online learning during the COVID-19 pandemic has brought digital GBL to the forefront of innovative teaching practice. Here, I share some of the digital GBL strategies we have developed to support our pharmacology teaching. In collab¬oration with our students, we have co-created a series of “choose your own adventure” style games using Twine; an open-source storytelling game engine. Importantly, we have shown that adoption of these GBL approaches is highly effective in promoting student engagement, subject understanding, and learning community. Furthermore, I also dis¬cuss how AI tools can allow educators with little knowledge or experience of game development to create unique and engaging learning experiences for their students.

A game-based learning approach to sleep hygiene education: a pilot investigation.

Sleep hygiene education (SHE) consists of environmental and behavioral practices primarily intended to reduce sleep problems. Currently considered ineffective as a stand-alone treatment, the manner in which the education is typically delivered may be ineffective for the acquisition of new knowledge. The purpose of this study was to determine if a more engaging teaching medium may improve the efficacy of sleep hygiene education. This study examined the use of game-based learning to teach SHE to individuals with sleep problems. 35 participants played the SHE games for 30 days. Differences in pre- and post-state anxiety and sleep quality measures were examined. Participants had significant improvements in sleep quality and state anxiety after using the app for 30 days, although scores for the majority of patients remained elevated. This pilot investigation provides initial evidence for the efficacy of a game-based approach to SHE.