Game-based Teaching Research Articles

The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles

Feedback researchers have given little attention to how administration of language-focused instruction before writing in a second language combined with subsequent error correction after writing can affect the grammatical accuracy of learners’ future writing. Moreover, the mode of the instruction (i.e., teacher instruction or game-based instruction) has also been undervalued. To address these gaps in the research literature, Taiwanese university student participants (n = 45) were randomly and equally divided into two experimental and one control group: teacher instruction with error correction; digital game-based instruction with error correction; and error correction only. Participants were asked to write three letters of application to three similar job advertisements as a pretest, immediate posttest, and delayed posttest. Gain score results in the immediate posttest showed that the teacher instruction with error correction group significantly outperformed the error correction only group whereas gains in the delayed posttest showed the teacher instruction with error correction and the digital game-based instruction with error correction groups significantly outperformed the error correction only group. Results indicate that pedagogical practices that provide focused grammatical instruction with direct focused feedback are more beneficial to L2 writers than only providing error correction. Furthermore, the just-in-time grammar feedback provided during game play afforded learners with opportunities to engage in awareness-raising language related episodes. Such game play combined with written corrective feedback resulted in stronger retention of grammatical knowledge compared to learners that received teacher instruction combined with written corrective feedback.

Learning environments with different levels of technological engagement: a comparison of game-based, video-based, and traditional instruction on students’ learning

ABSTRACT Students’ engagement in a learning environment has been a crucial factor in evaluating the quality of learning and predicting their academic success. With technologies being more applied in science education for enhancing learning engagement, it is important to study how learning environments with different levels of technological engagement (LTEs) affect students’ learning. Data were collected from 168 fourth-grade students, ages 9–10, divided into 3 groups of different learning environments: (1) game-based instruction (high LTE) and (2) video-based instruction (medium LTE) as the two experimental groups, and (3) traditional instruction (low LTE) as the control group. Students’ learning was monitored with two tests: scientific concept test and the scientific argumentation skills test. Descriptive and inferential statistics including t-test, ANCOVA, and the Johnson-Neyman procedure were used to examine how different LTEs affect students’ learning as a group and by level (high-, medium-, and low-achieving). Findings demonstrated that (a) three forms of technology-supported learning significantly improve students’ scientific knowledge and argumentation skills; (b) higher LTEs lead to significantly better learning of scientific knowledge, except for some high-achieving students who can learn equally well in traditional instruction; and (c) higher LTEs lead to significantly better learning of argumentation skills across all students.

INTEGRATING LEARNING THROUGH CHILDREN GAME: "GALAH ASIN", ONE PLAY, SEVERAL DISCIPLINES

Purpose of Study: Indonesia, with it's multi-culture and multi-ethnic, has many varieties of the traditional game for children. However, it is quite rare to find primary teachers adopting those games for students learning. Most primary teachers encounter creativity and professional challenges in embracing traditional games as a student-oriented pedagogy. Therefore, this paper discusses the possible implementation of traditional games in primary learning. Specifically, it focuses on GalahAsin as game-based primary teaching and learning. This research further investigates the integration of various primary subjects into GalahAsin through trials and simulations. Six groups of students of PGSD UniversitasMuhammadiyah Surakarta participated in an in-depth qualitative study that investigated their understanding of GalahAsin, S.W.O.T analysis of the game, and the making processes in implementing it into primary learning.
 Methodology: The research gathered students’ framing and reframing of game’s modification, presentation, simulation and reflection through discussions and class observations. The findings discover the possible model of integrated learning incorporating GalahAsin. The structure of the game enables students to modify it into extensive puzzle-based learning models.
 Results: The findings demonstrate how the integration of GalahAsin into primary teaching has boundless potential to become holistic learning.
 Implications/Applications: In recent years, active, meaningful and fun learning has magnetized researchers to consider it as a subject area of importance in primary education. In this investigation, we also interested in how the pedagogical gap between two fields of education might be addressed so that the content knowledge is able to be aligned with active, meaningful and fun learning through traditional game-based teaching model.

Effects of Game-Based Instruction on the Results of Primary School Children Taking a Natural Science Course

This study explored the effects of scenario simulation games and e-textbooks on the learning outcomes of elementary school students. The study subjects were 60 primary school students classified into two groups: The experimental group was provided with scenario simulation course materials, and the control group received e-textbook materials. The learning outcomes were compared between the two groups, which were further divided by ability level and gender. The female subjects in the experimental group showed slightly less improvement than the experimental group males, who showed significantly greater improvement than the female control group subjects. Use of the e-textbook had a less positive effect on learning outcomes than the scenario simulation game-based instruction.

3D Course Teaching Based on Educational Game Development Theory – Case Study of Game Design Course

With the rapid development of information technology, 3D game technology also has developed gradually. Virtual reality technology is developing at a fast speed, too. At present, virtual teaching method of game design in software engineering major may be caught in the unfavorable situation where “teachers do not respect it and students’ learning motivations differ a lot”. Meanwhile, students may be easily influenced by nonintellectual factors such as emotion, hobby and will, and develop many harmful learning habits such as indifference to standards of game development procedure, which to certain degree influences teaching effect. On this basis, the teaching method of applying educational game development theory in game design course was proposed in this study. First of all, research status of domestic and overseas game design courses was analyzed. Starting from education and 3D software features, the content of Game Design in software engineering major was chosen for educational game design and development. Meanwhile, questionnaire survey and experiment were carried out to evaluate the application effect of the case. It was found that, educational game designed in this study was affirmed by students and teachers, and the case gained a favorable effect in the implementation process. Besides, game-based teaching method motivated students’ learning interest. In conclusion, the teaching effect of educational game is better than traditional teaching effect.

Validation of the Questionnaire of Students’ Attitudes toward STEM-PBL: Can Students’ Attitude toward STEM-PBL Predict their Academic Achievement?

The interdisciplinary curriculum of science, technology, engineering, math, and project-based learning (STEM-PBL) has currently received deep contemplation for its diverse benefits. This major attention has been focused on optimizing the curriculum by developing tools for assessing the diverse aspects of STEM in relation to teaching methods (e.g., PBL, teacher-centered learning, and game-based teaching), and students’ attitude. Following the principle of fallibility, the current research examined psychometric properties of the scale of students’ attitudes toward STEM-PBL. Also, the power of predictability of academic achievement by means of students’ attitude, and the mediating role of demographic factors were aimed to explore. The scale was completed by 337 students who were selected randomly. Using confirmatory factor analysis, Graded Response Modeling (GRM) based on Item Response Theory (IRT) provided technical informative details about each item of scale. Examining the items of scale displays reasonable psychometric properties including the validity of Student Attitude toward STEM-PBL Questionnaire. However, the analysis revealed that the removal of one of the items (item 22) may result in a better fit of the questionnaire. The results also showed that attitude toward STEM-PBL can predict students’ academic achievement using grade point average (GPA). Exploring the role of some mediating and demographic factors in this prediction revealed that self-learning had a high significant unique contribution in predicting GPA among respondents. The results displayed the significant association between GPA and students’ father education level. Also, students whose GPA and their fathers’ educational levels were high showed more positive attitude toward self-learning. Furthermore, the time of using technology and hands-on activity as a component of the students’ attitude toward STEM-PBL showed indirect relationship.

PENERAPAN GAME DALAM BAHAN AJAR BAHASA INDONESIA SMP

This study aims to produce Indonesian language teaching materials that attract the learning interest of Junior High School through the application of games, and obtain the meaningfulness of game-based teaching materials for improving student learning achievement in learning Indonesian. This study uses research and development methods. The method stage includes: (1) the preliminary study phase, including literature study, observation and interviews; (2) the stage of developing teaching material models by applying games; and (3) evaluation stage to test the effectiveness of teaching materials. The results of the study concluded that; there were differences in achievement between the control group (using old teaching materials) and the experimental group (using game-based Indonesian language teaching materials). By using technical analysis of independent sample t-test, the significance of 0,000 or less is obtained from the 0.05 significance level. In other words, game-based Indonesian language teaching materials are better than old teaching materials.

Game-Based Teaching and Coaching as a Toolkit of Teaching Styles

Although some may think of game-based teaching as a ‘tactical’ teaching style instructionally distinctive by an emphasis on guided discovery, this article shows that it is more accurate to think of it as a range of teaching styles or a ‘toolkit’ of styles. Mosston and Ashworth's spectrum of teaching styles is used to analyze examples of learning experiences to show the range of teaching styles observable when using a game-based teaching approach. It is possible for three types of discovery learning to take place when using a game-based approach.

科学技術と社会を考えるゲーム教材“nocobon”の開発

科学技術と社会を考えるゲーム教材“nocobon”の開発

Effects of Digital Game-Based Experiential Learning on Students’ Ethical Instruction Effectiveness

Along with rapid advance in cities and economic structure changes, traditional family structure and concept are changing to affect learning attitudes and behavior quality to result in crises in the operation of healthy society. “Ethical instruction” therefore has become the emphasis of global education in the 21st century. The practice of ethical instruction in life allows students learning the virtue of behavior in life and stressing on the meanings of learning in practice and continued education. Gorgeous pictures, animations, and films presented on computers change children’s learning methods to become easily accepting stimulating information, but not used to reading texts. Apparently, the establishment of digital games plays an important role in learning process. With nonequivalent pretest posttest control group design, 261 students of Beihua University are proceeded 15-week (3 hours per week for total 45 hours) experimental teaching in this study. The research results show significant effects of 1.digital game-based teaching on ethical instruction effectiveness, 2.experiential learning on ethical instruction effectiveness, and 3.digital game-based teaching integrated experiential learning on the promotion of ethical instruction effectiveness. According to the results, suggestions are proposed, expecting to guide learners solving problems in games so that students could solve problems by themselves to achieve autonomous learning. Besides, it allows students experiencing and learning in situations, establishing good ethics to change the attitudes and behaviors in similar situations in the future, and cultivating the concepts of responsibility, respect, concern, helping each other, cooperation, and bravery as well as healthy personality.

Teacher competencies in game-based pedagogy

This study examines what kind of competencies teachers need in using game-based pedagogy (GBP). In our conceptual framework, GBP entails four approaches: using educational games or entertainment games, learning by making games, and using gamification in learning. Our data, consisting of teachers' documentation, thematic interviews and questionnaires, were analysed using qualitative content analysis. Four main competence areas were identified: pedagogical, technological, collaborative and creative. The results are applicable for developing teacher education and in-service training, as teacher competencies in game-based learning will be more integral to teachers' professional knowledge and skill repertoires.

The Formation Of Managerial Competence Of Students In The Process Of Interactive Learning

Innovative technologies now form an integral feature of education within the higher education context. The use of interactive teaching techniques as an example of such technologies has become fairly widespread. Interactive teaching techniques such as game-based teaching methods, case-based teaching, are essential in developing students’ critical thinking, logical reasoning and communication skills. Today the society favors mobile, educated and talented teachers who can make conscientious decisions and foresee results and learning outcomes. Teachers also need to be good managers, collaborators and facilitators. Thus, given the above mentioned requirements imposed on teachers, the problem of content renovation, quality improvement and development of professional competences and its constituent parts becomes acute. This research focuses on one of such constituent parts, managerial competence.

Simulating Oppression: Digital Gaming, Race and the Education of African American Children

Educational game designers and educators are using digital games as a platform for teaching academic content, including multicultural curriculum. However, it is unclear how well digital game-based learning can coexist with the goals of multicultural education for the purpose of meeting the needs of African American children. In this essay, we raise serious questions about the use of digital games to teach about social oppression in ways that privilege the psychological well-being of African American children. We argue that digital games that intend to recreate histories of racial oppression can be harmful to African American children if they reproduce popular and problematic notions of indigenous lives and experiences. We illuminate some of the dangers of such digital games through a preliminary exploration of one digital game designed to teach about facets of African American enslavement. Our essay concludes with recommendations for culturally relevant digital game-based learning design and instruction.

Action Research of the Multiple Intelligence (MI), Cooperative Learning, and Game-based Teaching into Summer Intensive English Classes for Mixed-level and Mixed-age Students

This study is based on the '2014 the Schweitzer Program' in Taiwan which spanned for four weeks from the 2nd to 29th of August. The lessons included four classes of multimedia picture books and eight game-based lessons. The aim of this research is to describe how to integrate the theory of 'Multiple Intelligence (MI)' by Howard Gardner as well as the theories of 'Cooperative Learning', and 'Game-Based Teaching' into summer intensive English classes among mixed-level and mixed-age students. There were 20 participants composed of 13 fifth graders and seven sixth graders with equal members of each gender. The study followed a qualitative action research methodology with the use of interviews, documents and observations. The students had two 60-minute English lessons and one 60-minute multimedia picture book session per week for four weeks with the researcher. This study provided a prototype of lesson plan designs for a group of mixed-level and mixed-age students. Results show that merging games into the teaching content and using 'Game-based Teaching' is significantly suitable for the mixed group. Based on the results, recommendations were provided for both EFL teachers and EFL schools. During lesson plan design, teachers could merge various games into their lessons especially when intended for students of mixed levels. For the schools, it is best to choose teaching materials that combine text with plenty of activities and classroom games.

El Reto del Malvavisco: trabajando competencias de trabajo en equipo, liderazgo y resolución de problemas

According to “orden CIN” (CIN/2134/2008) and the White Paper on Nursing, the teaching staff must work with Nursing students on four different areas: professional values, communication skills and interpersonal relations, decision making in clinical practice, and teamwork management. In the setting of game-based pedagogy, the introduction in the classroom of the “Marshmallow Challenge” was considered a useful activity to reflect and delve into teamwork aspects, promoting the skills of collaboration, shared leadership, empathy and creativity from a recreational approach and through everyday situations away from the clinical level. This work was conducted with Nursing Degree students in their third year, within the subject Tutored Practices III. The activity consisted primarily in working on teamwork and shared leadership skills through the game, and subsequently translating the knowledge generated into a clinical situation by solving a case. The activity was evaluated very positively by students; they considered that introducing the game in the classroom was a very creative and useful manner to develop skills that can be subsequently implemented in the performance of their professional role.

La enseñanza por medio del juego para un mejor aprendizaje

El artículo parte de un proceso de investigación cualitativa, con una metodología de acción-participación, con el cual se buscó generar un espacio de recreación adecuado para los infantes, desarrollando estrate­gias pedagógicas para la enseñanza por medio del juego. Se implementó un proyecto ambiental sostenible que les brindó a ellos la oportunidad y la experiencia significativa de conocer más a fondo los problemas ambientales que se encuentran a su alrededor, particularmente a los alrededores del Colegio Campestre Colombo Británico, ubicado en el sector La Paz del municipio de Zipaquirá-Cundinamarca. Como punto de partida se apoyó un proceso de implementación del proyecto PRAE —proyectos ambientales escolares— de la institución mediante el desarrollo de actividades lúdico-pedagógicas para que los estudiantes conocie­ran las problemáticas ambientales, estableciendo como finalidad la creación e implementación del parque ecológico y la cartilla con el paso a paso para su construcción, la cual lleva por nombre: Elaboración, uso y funcionalidad pedagógica de las atracciones de un parque ecológico infantil, fuente de innovación estra­tégica para que la enseñanza se logre por medio del juego y obtener así un mejor aprendizaje. El parque ecológico fue construido a raíz de una necesidad, con intervención de los practicantes, y se involucró en el proceso a diferentes comunidades educativas tales como estudiantes del grado de preescolar, padres de familia docentes y administrativos.

Empirical Study on the Effect of Digital Game-Based Instruction on Students’ Learning Motivation and Achievement

Background:As pupils are largely increased the opportunities to contact digital games, the effect of digital games has been broadly discussed and studied. Digital games no longer play the function of entertainment, but could assist students in more active learning and deeper and broader learning, when being applied to instruction. It is limited to learn in classes that combining courses with situated digital games presents the immersive feeling.Material and methods:This study therefore intends to discuss the effect of digital game-based instruction on students’ learning motivation and achievement.Three universities in Taiwan, which are listed on top universities in Taiwan province, are selected as the research subjects in this study. With experimental research, total 326 students of two classes each from the three universities are preceded the experimental teaching for 3 hours per week for 16 weeks (total 48 hours)Results:The research results are summarized as below. 1. Game-based instruction would affect learning motivation. 2. Game-based instruction would influence learning achievement. 3. Learning motivation presents significantly positive effects on learning effect in learning achievement. 4. Learning motivation shows remarkably positive effects on learning harvest in learning achievement.Conclusions:Aiming at the research results, it is expected to propose suggestions for education studies and talent cultivation.

Novel research approaches to gauge global teacher familiarity with game-based teaching in physical education: an exploratory #Twitter analysis

ABSTRACTThis paper examines the use of the microblogging platform Twitter as a tool for research in physical education. The research examined teacher use of game-based approaches (GBAs). A rolling Twitter conversation hosted over the course of 12 hours provided the data for the study. Participants were from 18 countries and they contributed on average 11.80 Tweets per person, and the Twitter conversation had a reach of 110,000 people. Two types of data analysis occurred. The first involved quantitative analysis using Twitter metrics. The second involved qualitative analysis using Leximancer software. The analysis showed ‘teacher’ and ‘questions’ as prominent themes. Although GBAs are proposed as student-centred the teacher remains the pedagogical gate-keeper as the choice to use a GBA was largely based on the feeling of the teacher about the use of the approach. The present study showcases a unique contribution to the literature by sharing a process of mixed method research using a contemporary communication platform.

A Low-Fidelity Game-Based Approach to Teaching Health Assessment: Its not Just a Game!!

Game-based teaching-learning activities positively impact student learning in academic programs, particularly in nursing education where learning nursing concepts, disease processes, assessment skills and management may be overwhelming in the traditional classroom setting. The purpose of this paper was to describe a teaching—learning approach, and to discuss lessons learned using games to teach basic health assessment in first-level BSN program. The approach and organization constructs were interventional descriptive and non-experimental. In conclusion, lessons learned yield that teaching health assessment content as a game may promote student and faculty involvement, excitement, and motivation. A game checklist was developed to evaluate student perception of game effectiveness. Key words: games, game-based teaching, simulation, health assessment

Can Game-Based Learning Enhance Engineering Communication Skills?

Research problem: The enhancement of communication skills among engineering students has been a focus within the engineering curriculum for many years. Despite this emphasis, continual published reports document that engineering graduates are not well versed in the areas of written and oral communication when they graduate and transition into industrial-based positions. This study focuses on examining whether game-based pedagogy could serve as a potential tool for enhancing the written and oral communication skills of engineering undergraduates. Research questions: (1) What is the relationship between communication game exposure and oral and written communication skills achievement in engineering students? (2) Do engineering students' perceptions of their oral and written communication skills development associated with participation in communication games align with their achievement in these areas? Literature review: This study examines the ability of games to enhance engineering student communication skills by using the lens of activity theory. This communication theory was chosen because it describes how the creation of a piece of communication goes beyond traditional features such as grammar and syntax to include grappling with the objective or goal of the work, the system within which the product must be completed, and the methods selected to subdivide the work. These same constraints were imposed on the students within this study, in which they were assigned a technical design report and infomercial (or elevator pitch) to assess their oral and written communication skills. Methodology: Three groups of a sophomore-level Introduction to Chemical Product Design course compared non-games, games, and games-plus instructional methods. Student design reports and infomercials were scored by two analysts using reliable and validated rubrics. Team-based performance scores for each of the three sections were compared to determine whether any resulting differences in communication achievement were associated with the incorporation of game-based activities within the classroom. Students' perceptions of their communication skill development were measured through survey instruments and focus groups. The focus group data were content-analyzed by the same two analysts using a coding scheme developed from an emergent qualitative analysis of the focus group data. Results and conclusion: We found that the use of game-based pedagogy within engineering classes can enhance oral and written communication skills even though this method of instruction is not always perceived by students as relevant to their achievement in these areas.