Game-based Learning Platform Research Articles

Gamifying Sustainability: Leveraging Game-Based Learning to Champion Sustainable Development Goals (SDGs) – A Case Study

This paper examines how sustainability education can be effectively integrated into game-based learning (GBL) to enhance environmental consciousness. As global ecological challenges intensify, instilling sustainable practices in future generations becomes crucial. GBL offers an engaging platform to embed sustainability concepts through immersive and interactive virtual environments. The study explores the theoretical underpinnings of sustainability education and GBL, highlighting their synergy in raising awareness and fostering sustainable behaviours. By reviewing existing literature, it evaluates the impact of incorporating sustainability principles into GBL platforms. The discussion includes the integration of the UN’s Sustainable Development Goals (SDGs), real-world scenarios, simulations, and collaborative elements to deepen players' understanding and stimulate critical thinking about complex sustainability issues. The paper also examines the role of feedback mechanisms, assessment tools, and adaptive learning approaches in maintaining engagement and knowledge retention. It concludes by advocating for the inclusion of sustainability in GBL as a means to develop environmentally conscious citizens. Leveraging the immersive nature of games, educators can cultivate a generation equipped to understand and address sustainability challenges, contributing to innovative educational approaches for promoting sustainable practices.

Students’ and faculty continuous intention to use gamification in higher education: A structural analysis

Over the past decade, the integration of technology, particularly gamification, has initiated a substantial transformation within the field of education. However, educators frequently confront the challenge of identifying suitable competitive game-based learning platforms amidst the growing emphasis on cultivating creativity within the classroom and effectively integrating technology into pedagogical practices. The current study examines students and faculty continuous intention to use gamification in higher education. The data was collected through an online survey with a sample size of 763 Pakistani respondents from various universities around Pakistan. The structural equation modeling was used to analyze the data and to investigate how continuous intention to use gamification is influenced by, extended TAM model with inclusion of variables such as task technology fit, social influence, social recognition and hedonic motivation. The results have shown that task technology has no significant influence on perceived usefulness (PU) where as it has a significant influence on perceived ease of use (PEOU). Social influence (SI) indicates no significant influence on perceived ease of use. Social recognition (SR) indicates positive influence on perceived usefulness, perceived ease of use, and continuous intention. The dimensional analysis indicated that perceived ease of use has insignificant influence on perceived usefulness. Both PEOU and PU exhibit positive influence on attitude. Hedonic motivation (HM) and attitude were observed to have a positive influence on continuous intention (CI). Moreover, gamification is found to efficiently and effectively achieve meaningful goals by tapping intrinsic motivation of the users through engaging them in playful experiences.

Developing lexical competence of the 3-4 grade students using game-based learning platform «Kahoot!»

Developing lexical competence of the 3-4 grade students using game-based learning platform «Kahoot!»

Gamification as an e-learning tool: A Literature Review

The purpose of the article is to highlight the status of gamification of the educational process as an element of e-learning. The use of the game space in the educational process requires compliance with a number of specific conditions, so the task of the study is to determine the organisational and functional characteristics of gamification. The methodology involves the use of the principles of qualitative research, which analyses scientific views (53 sources were analysed) on the use of gamification in the educational process. The systematic literature review is conducted using the PRISMA 2020 flowchart, which allowed for a variable selection of sources relevant to the study of the current problem. The results of the study indicate the following trends in the positioning of gamification tools in the e-learning cluster: auxiliary status of gamification (42%), reinforcing status of the game factor (39%), alternative status of game-based learning (15%), negative feedback on the actualisation of gamification (4%). The literature review confirms the trend of involving a game case in the educational paradigm. At the same time, the role and format of gamification does not have a clear algorithm for implementation and functioning in learning activities, which indicates the need to streamline this cluster of e-learning. The scientific and pedagogical discourse today does not have a clear answer to the general positioning of gamification in the educational system. Institutionally, gamification is enshrined in educational strategies due to global trends in the digitalisation of society, but at the organisational and functional level, there are contradictions about the status of the game space in the structure of e-learning. The study identified two cases of game-based learning platforms in the innovative educational space: an autonomous online game-based learning format (54%) and a game tool as an element of the digital learning environment (46%). The scientific novelty of the study is focused on the correlation of indicators of quantitative increase in the level of gamification and qualitative indicators of the effectiveness of this e-learning case. Prospects for scientific research are focused on developing a strategy for the development of gamification in the educational sphere in general and in the context of e-learning in particular. Conclusion. Thus, gamification has gained positions in the e-learning system and is forming its own niche in the educational paradigm. The rapid digitalisation of the socio-cultural space causes the diversity and disorder of the organisation of the e-learning game case (especially in the context of the educational and pedagogical status), which is expressed in the scientific discourse of the last five years.

Effectiveness of a minecraft education intervention for improving spatial thinking in primary school children: A mixed methods two-level cluster randomised trial

BackgroundSpatial thinking plays a crucial role in STEM success. Minecraft Education, a digital game-based learning platform, provides opportunities for developing students’ spatial thinking while supporting curricular content. AimThis study evaluated the effectiveness of a Minecraft Education intervention, integrated into the curriculum, in improving spatial thinking and creativity. SampleFifth and sixth year primary school students (Mage = 11.53, SDage = 0.58) and their teachers. MethodsThe study used a mixed-methods, two-level cluster randomised-controlled trial design. Thirty-two classes (N = 885 students) were randomly assigned to the intervention or education-as-usual control group. Assessments of spatial thinking and creativity were completed at pre-test, post-test and 6-week follow up. Teacher interviews were conducted to understand their experiences of the intervention. ResultsWhile no overall intervention-related improvements in spatial thinking were found, subgroup analyses revealed that 5th year demonstrated improved spatial thinking compared to 6th year at post-test. This may be attributable to 5th year students’ higher levels of engagement in the intervention. Unexpectedly, creativity scores were higher in the control group at post-test. Qualitative interviews identified four themes: 1) Improving spatial thinking, 2) Improving creativity, 3) Engagement, and 4) Difficulties implementing the programme. ConclusionThis study highlights the importance of increasing student engagement in spatial interventions to improve their spatial skills. Finally, the study suggests that sustained practice is required to maintain the benefits of spatial instruction/training.

GAME-BASED LEARNING IN MATHEMATICS FOR PUPILS AND TEACHERS

Computer games are utilized as teaching aids in a method known as “game-based learning.” Enhancing teaching abilities, evaluating learners, tracking progress, and offering learning support are among the learning objectives. The Self-Determination Theory is employed in the study to evaluate the uptake of web apps. 41 fifth-grade pupils who were enrolled in the study completed a 5-point Likert scale questionnaire. These participants used a game-based learning platform. The results show that most participants embraced and adjusted to the game-based learning methodology. The outcomes show that fifth-grade pupils benefit and are positively impacted by this method.

Needs Analysis of Mandarin Language Learning Assisted by the Wordwall Game Application on Students a University in Padang

In the digital era, the integration of technology in education is becoming increasingly crucial to enhance student engagement and learning outcomes. One prominent tool in the context of Mandarin language instruction is Wordwall, a game-based learning platform that offers various interactive activities. This article aims to elucidate and evaluate the benefits of using Wordwall in the context of Mandarin language teaching and learning. The research conducted is of a descriptive nature. The respondents for this study were 52 students at Padang State University enrolled in Mandarin language courses. The subjects of this research consisted of 52 UNP study program students (45 women and 7 men) aged between 19 and 20 years who were selected using the random sampling technique.Data collection utilized a questionnaire through Google Forms and assessments of quizzes on the Wordwall game. The research data were analyzed qualitative by conducting validity tests, reliability tests, and classical assumption tests. The research findings conclude that learning with Wordwall makes the learning process easy, enjoyable, and assists students in understanding Mandarin. Furthermore, the implications of this research suggest that learning through the application of play techniques using the Wordwall game is highly suitable for beginner Mandarin language learners.

The “The benefits of wordwall games for teaching and learning Mandarin language

This article aims to discuss the application of the benefits of the worldwall game as an innovative learning alternative for Mandarin language subjects. In the digital era, the integration of technology in learning is becoming increasingly important to increase student engagement and learning outcomes. One tool that stands out in the context of learning Mandarin is wordwall, a game-based learning platform that provides various interactive activities. This article aims to explain and evaluate the benefits of using wordwalls in the context of Chinese language teaching and learning. The implementation of online learning is still experiencing problems, especially students' enthusiasm for learning has decreased. To overcome this obstacle, one interesting way to increase student enthusiasm for learning is to use the wordwall game. This wordwall game is an online learning media (E-Learning) which has game, quiz, discussion and survey features. This research examines the wordwall game which has the benefit of being an effective learning medium to increase students' mastery and motivation in learning Mandarin online. Quantitative research with an experimental approach, with a pre-test and post-test design with a control group and an experimental group. Population took 60 students taking MKU Mandarin courses, divided into 2 groups, namely the control group and the experimental group. Data collection for this research used a language mastery test instrument to measure the ability of four aspects of language, namely listening, speaking, reading and writing. To measure the level of student motivation, a questionnaire technique using Google Forms was used. The independent variable is the use of the wordwall game as a learning medium. Mastery of Mandarin and student motivation are the dependent variables. The results of research on learning with wordwall make the learning process easy, fun and can help students understand Mandarin. Apart from that, learning by applying playing techniques using wordwall games is very appropriate for beginner Mandarin learners.

Effectiveness of the Use of Quizizz Media on Students' Learning Interest

This quantitative research examined the efficacy of Quizizz, an educational game-based learning platform, in fostering students' interest in learning within Vocational High Schools. The objectives included the assessment of the impact of Quizizz on student engagement, attitudes towards learning, perceptions of assessments, and the role of game characteristics in fostering the learning interest. A sample of 100 students from two Vocational High Schools in Bengkulu City, Indonesia, was randomly selected, and an interactive learning assessment tool using Quizizz, was employed for the evaluation. Pre- and post-implementation surveys, observations, and interviews were conducted in order to collect quantitative and qualitative data. Statistical analyses, including descriptive statistics, paired sample t-tests, reliability tests, and normality tests, were employed to analyse the obtained data. Comparing pre- and post-implementation surveys, substantial enhancements across various indicators of learning interest, including happiness, involvement, interest, and attention were observed. The results indicated a significant improvement in students' learning interest following the implementation of Quizizz. The pre-implementation surveys revealed insufficient levels of interest, while the post-implementation surveys showed substantial enhancements across all indicators, including happiness, involvement, interest, and attention. Statistical tests confirmed the effectiveness of Quizizz in enhancing students' learning interest, with a statistically significant difference between the pre-test and post-test scores. The reliability of the instrument used for data collection was established through Cronbach's Alpha test, ensuring consistency and reliability of results. The findings underscored the importance of innovative learning media like Quizizz in stimulating student engagement and interest in learning. By incorporating game elements and interactive features, the Quizizz provides an engaging and effective learning experience, positively impacting students' attitudes towards learning. This study contributed to the literature on educational technology by demonstrating the effectiveness of Quizizz as a learning tool in Vocational High Schools, highlighting its potential of enhancing student learning interest and educational outcomes improvement.

What happens when students engage in learning how to reason about Dutch historical literature in a digital game?

L1 teachers expect quite a lot from their students when dealing with L1 literature. It is therefore important that teachers adequately equip them in developing their skills in reading, understanding, and reflecting on literature. But what happens when a digital method is used to achieve this all? As part of her PhD-research, Renate van Keulen developed a digital game to teach students how to reason about and with historical literature. Looking at the implementation of this game, this contribution tackles two main issues at hand in her class. First, we examine the effects of digitalization of literature teaching based on students’ assignments and evaluations. Second, based on an ethnographic interpretive inquiry focused on the teaching of literature via this digital method, we advance some considerations on what is gained and what is lost by these students when approaching reasoning about literature at the online-offline nexus. We conclude by reflecting on the current position of L1 teaching and the implications that digitalization and game-based learning platforms may have for students’ ownership of how to reason about literature.

“EDUPLAY”- Interactive Game Based Learning Platform

This research introduces an innovative approach to inclusive education through the development of a game-based Learning platform tailored for Persons with Disabilities (PwDs). With a focus on fostering an accessible and engaging educational environment, the platform aims to break down barriers and promote equal learning opportunities for individuals with diverse abilities. The present study investigates the use of gamification to foster commitment and engagement among users with disabilities. Two case studies demonstrating the application of gamification are provided. The first is the development of an application to teach a blind person, and the second one is the creation of an application to aid individuals with Autism Spectrum Disorder (ASD) in navigating their environment. The study reveals that universal design for learning principles can be used indirectly to adjust apps for users to utilize the software consistently. This study provides preliminary evaluations for both case studies, which were undertaken with relatively small samples. The first case study revealed that three blind individuals who took part in the review scored an average of 91.7on the system usability scale. At the same time, the second case study involving the observation of a single individual with ASD also revealed that utilizing the designed app improved performance. Despite the limited sample size, the findings suggest that gamification may effectively encourage and generate commitment among the users with disabilities.

Kahoot in the Classroom: A Game-Changer for Motivating English Grammar Learning in Tertiary Education in Bangladesh

This study explores the transformative impact of Kahoot! a popular game-based learning platform, on motivating English grammar learning in tertiary education, particularly in the context of Bangladesh. With 8 billion participants globally, including 60% of US students, Kahoot! has become a prevalent tool in language classrooms. The literature review highlights its positive effects on learning outcomes, student engagement, and classroom dynamics. As education evolves towards active learning approaches, Kahoot! stands out as a versatile game-based tool, aligning with modern pedagogical shifts. The research methodology employs a qualitative approach, utilizing in-depth interviews with English department students of a university in Bangladesh to unravel their experiences and perceptions of Kahoot! Findings indicate that Kahoot! effectively motivates learners, fostering a dynamic and competitive atmosphere. Despite limitations in sample size and disciplinary diversity, the study suggests that Kahoot's integration positively influences motivation and engagement in grammar learning. Exploring students' experiences, the research reveals a pronounced enthusiasm for Kahoot! emphasizing its role in creating an interactive and enjoyable learning environment. Participants expressed a heightened interest in grammar learning, attributing it to Kahoot!'s gamified approach. The findings underscore the platform's potential to transcend traditional barriers, enhancing motivation and active participation among students across diverse educational backgrounds. Recommendations include reconsidering payment options for affordability, promoting teacher adoption, and potential curriculum integration. The study contributes to the understanding of game-based learning's motivational impact and sets the stage for future research in specific grammatical items and homogeneous disciplinary contexts. The findings reveal that Kahoot enhances motivation, promoting an active and engaging environment in English grammar learning at the tertiary level.

The Game-based Learning (GbL) Platform with Generative AI to Enhance Digital and Technology Literacy Skills

The GbL platform, or game-based learning platform, with generative AI is a research tool initiated from the combination of game-based learning concepts and generative artificial intelligence technology; thereby, this platform is intended to be used as a guideline for the instruction management, in which learners can respond and interact with the real-time activities by means of gamification. The objectives of this research are (1) to study and synthesize the conceptual framework of the GbL platform with generative AI to enhance digital and technology literacy skills, (2) to develop the architecture of the GbL platform with generative AI to enhance digital and technology literacy skills, and (3) to study the results of the development of the GbL platform with generative AI to enhance digital and technology literacy skills. The results of this research show that (1) the overall elements suitability of the architecture of the GbL platform with generative AI is at the highest level (Mean = 4.51, SD = 0.48), and (2) the overall suitability of the architecture of the GbL platform with generative AI is at the highest level (Mean = 4.59, SD = 0.41). Nevertheless, there are still some research gaps in this study; that is, this study was conducted with quite a small sample group and it focuses mainly on the results of evaluation on the architecture of the GbL platform. Therefore, this research is regarded merely as a pilot study designated for feasibility study to further develop the GbL platform that can be put in practical use in the future.

MakeCode arcade platform for game-based learning

Currently, there is an increasing demand for specialists in the field of computer science. However, for many children computer science is not as interesting as it could be. They learn many topics in a very short time and usually do not have the motivation to continue their studies in Computer Science. The solution could be teaching through games. In this paper, we describe our research into whether the MakeCode Arcade environment is suitable for teaching programming through games (game-based learning platform). In the research, we compare the responses of 315 male and female students and the responses of elementary and secondary school students. The research showed that boys liked the MakeCode environment more than girls and also that programming games in this environment were more meaningful to them as the girls. In this contribution, we describe also our experiences with using this environment for teaching in extracurricular activity at our university, in normal lessons in primary schools, as a motivational tool for distance workshops and also for workshops for teachers.

Online Learning Evaluation (Kahoot!) As A Motivational Tool For Students Learning

We live in an era in which technology develops and evolves every second, making it important to explore its application in teaching and learning outcomes. Traditionally, educators have used passive tools and techniques to deliver information and course materials. However, the spread of technology in the field of education has been followed by the use of various tools in the classroom, such as Kahoot!, a game-based learning platform. This study showed that implementing Kahoot! in an undergraduate course, Seminar and Presentation Skills, at Sultan Qaboos University increased students’ motivation and engagement. Overall, 70.2% of students stated that Kahoot! increased their interest in the course and enjoyment of the class atmosphere. About 64% of the students also appreciated the real-time assessment of their performance in the classroom. The use of Kahoot! improved key skills in students’ attention, creativity, and critical thinking. This study could inspire educators and college instructors to use active learning tools to optimize the learning outcomes of their courses.

Students’ Perception on Game-Based Learning Using Technology: Kahoot! As a Case Study

There have been studies which exploring students’ perception on the use of kahoot!. However, research on investigating students’ opinion on the implementation of kahoot and students’ recommendation for educational stake-holders is uncommon. This study relies on semi-structured interview data from 15 second-year students (10 female and 5 male) enrolling in the Introduction to Linguistics Class in English Education Department of STKIP Yapis Dompu. This study aims to explore the benefits of the use of kahoot, the barriers and students’ recommendation to educational stake-holders for improvement. The data were analysed using thematic analysis adapted from (Braun & Clarke, 2006) which consists of 6 steps. The finding of this paper suggested that the implementation of kahoot in learning process had four benefits: Firstly, Kahoot creates fun and interested learning atmosphere. Secondly, it riggers students’ attention and focus. Thirdly, it facilitates comprehension of material Taught. Lastly, Kahoot! fosters positive competitiveness among students. Additionally; there were two main barriers of using kahoot in this research: firstly, limitations on internet access. Secondly, not enough time to answer. The surprising conclusion of the research was that, all participants had never been exposed to game-based learning platform during their formal school (elementary and high school); they only were only exposed to game-based learning platform at this introduction to linguistics class. Therefore; all participants highly recommended to all lecturers and teachers to game-based learning platform in their teaching. This study relied on game-based learning platform kahoot. Therefore, similar study which explores other game-based learning platforms is highly recommended.

FRI016 Utilizing Game-based Learning In Medical Education

Abstract Disclosure: S. Daniel: None. K. Bangalore-Krishna: None. In the era of advancing technologies, several apps and software are available for learners that are fun, interactive, innovative, and collaborative. Kahoot! is one such game-based learning platform that facilitates formative assessment and promotes student learning. Kahoot! has been used extensively in higher education and has been successful not only in keeping the learners attentive and engaged but also provided with positive feedback and motivation. The philosophy of learning and education has shifted from being teacher-centered or subject-centered to being learner-centered and current learners tend to lean towards an abstract-active style of learning. We completed a focused discussion with the endocrine fellows and identified topics which were deemed challenging/difficult. We then developed a Kahoot!- based curriculum to review these topics. Each session included 2-3 review questions and 8-10 topic-based questions that were meticulously designed to cover the breadth of the topic followed by a 15-minute didactic session to review core concepts, including multiple clinical correlates to ensure relevance and applicability. Participants used their cellphones to log in and points were awarded (by the app) based on the accuracy and timeliness of responses. After 8 sessions, we conducted a brief survey with qualitative and quantitative questions to assess the effectiveness of the curriculum and contrasted this with the traditional curriculum which involved either a didactic session or watching videos with minimal interaction with an educator. All 8 pediatric endocrine fellows participated in the in-person, weekly sessions (8 total) and the survey. Results showed that 8/8 participants found this platform to be more interesting, easy to use, were motivated to learn during these sessions, engaging and encouraged participation without fear of being incorrect. Participants stated that these sessions helped them ask thought-provoking questions, understand previously complex concepts better and highlighted areas of knowledge deficits. Participants had additional suggestions to enhance deeper learning which we plan to incorporate. Our next step is to assess content retention at 3 months and 6 months after the sessions. With evolving technology and change in learning styles of current learners, game-based learning should be further explored in medical education, to keep learners engaged and make learning more fun, diverse, interactive, and inclusive. Presentation: Friday, June 16, 2023

CALL EVALUATION: STUDENTS' PERCEPTION AND CHALLENGES ON THE USE OF VLE AND GAME-BASED LEARNING

This study investigates students' perception and challenges on the use of VLE and Game-based learning in their lessons. The samples of this study were taken from students who study in one of private school located in Badung regency, Bali. This school has three different levels of education, such as primary level, secondary level, and high school level. A mixed-method approach was used to gather the data in this study which means the researcher collected and analyzed both quantitative and qualitative data. The quantitative data was taken from questionnaire results, while the qualitative data was taken from interview results. 30 students were asked to fill the questionnaires and only 5 of them were interviewed. The result of the questionnaires shows most of the participants have positive perceptions and interest toward the use of VLE and game-based learning platform. The highest score is 4.00 and the lowest score is 3.30 Furthermore, the average score from all of the participants' responses is 3.69. According to the table of the mean score, 3.69 is categorized high degree. Furthermore, based on the interview result, the participants were also having challenges when using the VLE, like having trouble connecting to the internet. The final result of this study is expected to help educators preparing the right methods of teaching and learning for their students. Keywords: VLE, Game-based Learning, Perception, Challenges

University students’ perceptions in Kahoot!-integrated game-based EFL classes

In today's digital landscape, students' lives are profoundly shaped by constant interaction with digital materials. In response, educators persistently seek innovative approaches to enhance educational practices. This research centers on unraveling the perceptions of English as a Foreign Language (EFL) students utilizing Kahoot! for language acquisition. A questionnaire was conducted to investigate students' perceptions regarding Kahoot! implementation in EFL classes, the role of Kahoot use in enhancing student motivation, and the effectiveness of using Kahoot in the language classroom. The study engaged 120 university-level EFL students, of whom 72 volunteers responded to the questionnaire. This survey was conducted among students who utilized Kahoot! throughout the semester, as the game-based tool was seamlessly integrated into the language learning curriculum in the North Cyprus context at the higher education level. Quantitative data was collected through an online questionnaire and evaluated using a four-point Likert scale. The findings illuminated students' positive perceptions of Kahoot!, underscoring its capacity to amplify motivation and engagement. The research proposes that dynamic tools like Kahoot! hold the potential to fashion an interactive, motivational, and effective milieu for language acquisition. These implications echo across curriculum development, technology fusion, and decision-making for educators and education administrators alike. By attaching the advantages of game-based learning platforms such as Kahoot!, educators can cultivate a more captivating and productive language learning atmosphere.

Learning System for the Empowerment of High School Girls Students

Currently, in the world there is a gender gap between men and women, this is manifested in gender-based violence and social injustice. An alternative to reduce this gap is the empowerment of women and girls through learning content that gives them leadership and independence, knowing their rights, and preventing acts of violence. There are few technological tools that support female empowerment, these are generally aimed at adult women. This study proposes an IT model for the empowerment of girls in high school education, and an EmpowerMe system, which implements the proposed model, using Moodle, digital library, chatbot, webinar and a game-based learning platform. EmpowerMe was validated through a case study and expert judgment. The results show that there was a learning improvement of 4 points. In addition, the usability, content, follow-up and satisfaction survey show an average rating of 4.4 out of 5.