Game-based Strategies Research Articles

E!Canasta: A card game to teach ATP synthesis and metabolic regulation in biochemistry classes.

Understanding ATP formation is essential for learning metabolism and is central to grasping metabolic processes as a whole. However, due to the high level of abstraction, the number of intermediate substrates, the connections, and integrated regulation, its comprehension often poses a challenge. This and the fact that traditional teaching methods struggle when dealing with highly abstract concepts, game-based strategies present a more concrete and dynamic alternative, which led to the creation of E!Canasta (card game). Developed based on Canasta and adapted in order to improve the learning of concepts, including some of pathway's regulation and integration, E!Canasta motivates students and promotes engagement in a fun activity. Students assemble a sequence of cards representing the glycolysis, acetyl-CoA, Krebs cycle, and electron transport chain, which correspond to the card suits. Strategically, some of the cards hold special feats that simulate some aspects of metabolic regulation and integration (to give or take away points). At the end of the game, points are added up for sequences and cards with positive or negative effects. The game was played with two classes of students enrolled in biochemistry as part of their graduations (86 players). Student perception on gameplay, motivation and understanding was measured through an anonymous Likert scale questionnaire, with very positive results in all questions. Statistically significant correlations were observed regarding the perceived comprehension of pathways and their regulation, and in linking motivation with a positive gaming experience, showcasing that E!Canasta demonstrates considerable educational potential, along with an enjoyable experience for learning ATP synthesis.

VR Simulation: Advancing Practical Skills in Computer Science Education

This study presents the successful integration of Virtual Reality (VR) tools as an element in the computer science curriculum at the German University of Technology, Oman. The research study investigates the use of MyScore, a VR application developed by RWTH Aachen University - Teaching & Research Field Engineering Hydrology as an environment for computer hardware assembly and troubleshooting exercises. The VR simulation utilized in this study acts as a gamified environment, incorporating elements like scorekeeping and interactive challenges to enhance practical learning in computer science, akin to game-based strategies that engage and motivate students. Over some weeks, the project involved seven students and one tutor in immersive learning sessions to develop applied skills in computer hardware assembly with VR technology over conventional teaching methods. Structured surveys and direct observations were used for data collection through students' interactions with the VR sessions. We also evaluated the student's learning experiences as well as the usability of technology. The results showed that the user-friendliness of the VR interface and its ability to accurately simulate real-world tasks associated with computer assembly received both positive and negative reactions. While some students praised the technology for being pretty cutting-edge, some criticized it as unrealistic or non-interactive. We also received complaints that ranged from actually moving around in the virtual space to navigating only through teleportation spark points. Specifically, two students got motion sickness, which is a well-known obstacle associated with VR environments, and consequently left the sessions prematurely. The feedback of the instructor pointed out that setting up the VR equipment is straightforward and described some potential methods. Still, a call for more reliability in simulations and better interfaces began to surface as nevertheless less controversial agenda items. However, the instructor saw how VR has the potential to revolutionize educational practices. Providing interactive views between the VR device and students that can act as new learning methods. The present study extends the discussion on educational technology by providing empirical evidence of the benefits and challenges experienced in deploying VR for technical education implementation. These findings thus support the continued development and validation of VR technologies in pursuit of improved commitment, cost-effectiveness, immersion, and environment quality that may maximize learning outcomes in future educational applications.

Rol Jokoak Lehen Hezkuntzan

In recent years, gamification has been increasingly mentioned as an innovative methodology to achieve meaningful and dynamic learning. Role-playing game-based strategies fall into this category. The aim of this work is to explore the benefits, possible uses and problems that they present, in order to have a more precise perspective on their use. Toward achieving this objective, qualitative research has been carried out based on in-depth interviews with two educators who use this methodology. The results confirm both the feasibility and the potential benefits of this didactic approach. The influence of the context and the additional time and workload involved in carrying out this type of project were also highlighted.

Cooperative Learning Strategy Type Two Stay Two Stray (TSTS) in Muthola’ah Lesson

Current trends in Arabic language learning involve the use of game-based strategies. One such strategy is the Two Stay Two Stray (TS-TS) strategy, which is a component of cooperative learning strategies aimed at encouraging students to explore the knowledge they desire. The Two Stay Two Stray (TS-TS) strategy requires a detailed design, as it is a crucial part of the teacher's task. This study is a literature review of the Two Stay Two Stray (TS-TS) strategy in learning, seeking its application format in Arabic language learning, specifically in Muthola’ah. Based on the existing literature review, there are not many designs and plans for implementing this strategy in Arabic language learning. One of the novelties of this research is the formulation of the TS-TS strategy design based on a literature review of various existing studies, integrated with the specificities of teaching Arabic, especially Muthola’ah, using the direct method applied at Walisongo Ngabar Islamic Boarding School in Ponorogo, East Java.

Augmented reality in teaching and learning English as a foreign language: A systematic review and meta-analysis

This study provides implications on the application of augmented reality (AR) in education through a review of research papers focused on a type of XR technology, identifying and describing its practical application using examples drawn from different contexts in facilitating learning English as a foreign language (EFL). Specifically, we conducted a systematic review and meta-analysis to bring together information on how available tools employing XR technology can be used to enhance English language learning. This study focuses on providing information for a better understanding of AR-based learning and its integration in both classroom and personal customized learning of EFL. The review aligns with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Statement (PRISMA) guidelines. Literature was searched from ACM Digital Library, IEEE Xplore, PubMed, ERIC, the Cochrane CENTRAL library, and Google Scholar. The studies reviewed identified three major AR game-based strategies used in language learning: augmented word spelling games, card-based word visualization activities, and word annotations or word spelling games. The meta-analysis yielded a random effect size of 8.46 [−1.93, 18.85] at a 95% confidence interval but found no significant effect (z = 1.60 (p = 0.11)). An AR system can effectively teach students of all ages since it enhances engagement in learning. Additional research is necessary to further inform learners and trainers on the full extent of the implementation of AR technology in learning.

Lessons Learned on Engaging Teenage Visitors in Museums with Story-Based and Game-Based Strategies

While museums are designed to engage and interest various audiences, teenagers are often a neglected segment. Without digital interactivity, it is challenging for a museum to remain exciting and relevant to a young, tech-savvy audience. Games can benefit museums by fostering positive attitudes towards museum spaces and creating more joyful destinations to promote meaningful informal learning combined with entertainment. We developed a dual-gamified mobile experience targeted at teenagers, for the Natural History Museum of Funchal, Portugal: a story-based strategy ( Memories of Carvalhal's Palace — Turning Point) and a game-based strategy ( Memories of Carvalhal's Palace — Haunted Encounters ). These strategies were studied in depth with 159 teenagers (15–19 years old) to understand how gamified strategies might enhance their user experience in a museum. On one hand, game-based strategies, in which game mechanics predominate, can catch a visitor's attention by displaying challenging questions that promote competition. On the other hand, story-based strategies, in which storytelling is prominent, can promote an emotional connection with the museum and exhibits and facilitate awareness of historical facts by including an engaging plot with high-quality media and tightly edited stories. This article reports on lessons learned that museum experience designers and curators can use in designing enjoyable, interactive experiences for teenage visitors.

Addressing Cybersecurity Challenges in Education

This study aimed to address the challenges of cybersecurity in education. As kindergarten through twelfth-grade education shifts to online and remote learning, educators and governments are increasingly vulnerable to the risks of cyberattacks and cybercrimes. This study focused on the strategies that institutions can employ to increase their students’ cybersecurity awareness and simultaneously motivate them to pursue cybersecurity as a career. To achieve the research objectives, a systematic review of ten studies was performed, and the results showed that game-based strategies were effective in increasing students’ awareness about cybersecurity and their interest in pursuing cybersecurity as a career. The study’s implications suggest that game designers and developers may want to develop advanced games that gauge students’ cybersecurity skills and ability to respond to aggressive forms of cyberattacks in addition to enhancing their knowledge of cybersecurity.

Dissecting Mining Pools of Bitcoin Network: Measurement, Analysis and Modeling

Bitcoin network is one of the most popular blockchain systems. Mining pools are the main components of the Bitcoin network that invest a large amount of computing power to maximize their expected mining payoffs, which guarantees the security of the Bitcoin network. Although many existing works about mining pools are available, the long-term evolution of mining pools, and their effects on both the Bitcoin system and end-users, remain to be investigated. To fill this gap, we trace over 2.54 hundred thousand blocks from Feb 2016 to Nov 2020 and collect over 12 million unconfirmed transactions from Mar 2018 to Nov 2020. We then conduct a broad range of analyses, including the pool evolution, labeled transactions, and labeled blocks. We make the following observations from our measured data: 1) A few mining pools control most of the peer-to-peer network's computing power. 2) The long-term computing power of top mining pools grows exponentially while its <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">continuous-time mining strategy</i> decreases linearly. 3) The computing power of the Bitcoin network converges to the Nash equilibrium. We then propose game-based strategies for mining activity analysis, i.e., the best-response strategies for mining pools when the mining revenue increases or decreases sharply. Moreover, we study the transaction fee dilemma of mining pools and the transaction fee strategies for end-users. Our models and analysis can help to understand and improve the Bitcoin system quantitatively.

Simple games for teaching economics online

Student motivation and engagement have become a more pressing issue for all university teachers, including economics professors, as a result of the move to online classes necessitated by the COVID-19 pandemic. The online learning environment requires a high level of student self-discipline, and it seems that some students have responded to this environment with a more relaxed attitude that has undermined their engagement with the learning process. This can be observed in the widely reported reluctance of students to turn on cameras in online classes and in a lack of preparation for, or engagement with, class discussion or participation in online Q&A sessions. More online classes are likely to be offered by many universities even after the resumption of “normal” teaching, so these issues are likely to be ongoing. Economic games, however, may be a way of more fully engaging students in the online context and in productive pedagogical ways. This paper provides an entry point for teachers wishing to trial some simple game-based strategies for enhancing student engagement in their online teaching. Four simple games are presented that can be used in online teaching, targeting different topics. The games are explained, associated pedagogical approaches are recommended, and some preliminary feedback from students indicating the effectiveness of these games is presented.

Effect of a game-based intervention on preoperative pain and anxiety in children: A systematic review and meta-analysis.

Games are increasingly being used as a means of alleviating pain and anxiety in paediatric patients, in the view that this form of distraction is effective, non-invasive and non-pharmacological. To determine whether a game-based intervention (via gamification or virtual reality) during the induction of anaesthesia reduces preoperative pain and anxiety in paediatric patients. A systematic review with meta-analysis of randomised controlled trials was performed in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and using RevMan software. The review was based on a search of the EMBASE, CINAHL, Medline, SciELO and Scopus databases, conducted in July 2021. No restriction was placed on the year of publication. 26 studies were found, with a total study population of 2525 children. Regarding pain reduction, no significant differences were reported. For anxiety during anaesthesia induction, however, a mean difference of -10.62 (95% CI -13.85, -7.39) on the Modified Yale Preoperative Anxiety Scale, in favour of game-based intervention, was recorded. Game-based interventions alleviate preoperative anxiety during the induction of anaesthesia in children. This innovative and pleasurable approach can be helpful in the care of paediatric surgical patients. In children, preoperative management is a challenging task for healthcare professionals, and game-based strategies could enhance results, improving patients' emotional health and boosting post-surgery recovery. Distractive games-based procedures should be considered for incorporation in the pre-surgery clinical workflow in order to optimise healthcare.

Dynamic game-based defensive primary frequency control system considering intelligent attackers

Due to cyber security vulnerabilities of electrical cyber physical systems, cyber attacks against frequency-active power controllers become an emerging problem. Cyber attack-tolerant frequency control strategies are thus presented to reduce abnormal frequency excursions. These strategies mainly treat attackers as ‘dumb’ agents. However, attackers in some situations are more like ‘intelligent’ agents with initiative, who can actively and purposefully respond by considering actions of defenders. In this paper, this actively confrontational interaction is modeled by a dynamic game. We propose two types of game scenarios in the primary frequency control system. Improved Nash equilibrium-based defending strategies are studied using reinforcement learning algorithms. By testing the proposed dynamic game-based strategies on the benchmark system, the validity is verified. The proposed analytical procedure concerning dynamic games can also be extended to the study of other industrial control applications.

Gamification and Game-Based Strategies for Dermatology Education: Narrative Review.

Game-based approaches, or gamification, are popular learning strategies in medical education for health care providers and patients alike. Gamification has taken the form of serious educational games and simulations to enable learners to rehearse skills and knowledge in a safe environment. Dermatology learners in particular may benefit from gamification methods, given the visual and procedural nature of the field. This narrative review surveys current applications of gamification within general medical training, in the education of dermatology students, and in dermatology patient outreach. A literature search was performed using PubMed, Google Scholar, and ResearchGate to access and review relevant medical education- and dermatology-related gamification studies published in peer-reviewed journals. Two independent researchers with education and experience in dermatology screened publications to select studies featuring a diversity of gamification approaches and study subjects for in-depth examination. A total of 6 general medical education-related and 7 dermatology-specific gamification studies were selected. Gamification generally increased motivation and engagement, improved reinforcement of learning objectives, and contributed to more enjoyable and positive educational experiences compared to traditional modes of instruction. Enhancing examination scores, building confidence, and developing stronger team dynamics were additional benefits for medical trainees. Despite the abundance of gamification studies in general medical education, comparatively few instances were specific to dermatology learning, although large organizations such as the American Academy of Dermatology have begun to implement these strategies nationally. Gamification may also a provide promising alternative means of diversifying patient education and outreach methods, especially for self-identification of malignant melanoma. Serious games and simulations in general medical education have successfully increased learner motivation, enjoyment, and performance. In limited preliminary studies, gamified approaches to dermatology-specific medical education enhanced diagnostic accuracy and interest in the field. Game-based interventions in patient-focused educational pilot studies surrounding melanoma detection demonstrated similar efficacy and knowledge benefits. However, small study participant numbers and large variability in outcome measures may indicate decreased generalizability of findings regarding the current impact of gamification approaches, and further investigation in this area is warranted. Additionally, some relevant studies may have been omitted by the simplified literature search strategy of this narrative review. This could be expanded upon in a secondary systematic review of gamified educational platforms.

Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?

Motivating students to speak in the classroom is a daunting task faced by many language teachers worldwide (Ulla, 2020). However, investigation reporting motivation among EFL class taught by foreign teachers are rarely revealed. Thus, this study investigates English speaking class taught by a foreign English teacher and students motivation during the program. The participants were freshmen in the academic year of 2019/2020 (N=48). It was conducted on the bridging time of the 1st and 2nd semester (January March 2020). This study applied observation class and a survey method to collect the data. The observation class revealed the method and strategy used by a foreign English teacher, while the survey utilized a 5-scale Likert questionnaire. The results showed that the teacher implemented several game-based strategies in class combined with topic based on the context. The survey acknowledged that the students had high motivation in speaking English. These results shed light on the speaking class design and material in engaging students learning motivation which has to be fun, interesting and fit with the context

Incorporating Curriculum Content into Educational Escape Games for Middle School Students

Since 2007, escape rooms have become increasingly popular in mainstream society. The heightened sense of urgency felt when participating in escape games, united with the possibility of engaging students both in academic and soft-skills has led teachers to add escape games to the list of game-based strategies increasingly used in classrooms. Through action research, two educators developed 37 educational escape games for one South Texas middle school over the course of eight months. This article explores the fidelity of incorporating curricular content into educational escape games. Although researchers concluded that it is possible to effectively incorporate content into the educational escape games, it is more difficult than anticipated. Effective inclusion of curriculum content requires a focus on the content objective combined with a high level of content-specific knowledge and pedagogy. Furthermore, game design and logistics can hinder the rigor of the curriculum embedded in the games.

Diagnostic Performance and Repeatability of a Novel Game-Based Visual Field Test for Children.

To demonstrate utility of a game-based test ("Caspar's Castle") for the detection of visual field defects in children. A validity and reliability study was carried out at Manchester Royal Eye Hospital Pediatric Ophthalmology Outpatients Department. We recruited 108 children with no eye pathology (aged 4-12 years) and examined a single eye with the Caspar's Castle system using either normal thresholds or thresholds artificially adapted to recreate defects to assess diagnostic utility. Number of peripheral stimuli missed was used to determine sensitivity and specificity of artificial defect detection and to plot receiver-operator characteristic curves. A further 21 children (aged 4-16 years) with pathology were recruited and Caspar's fields compared qualitatively with established field testing. A total of 106 of the Caspar's Castle examinations were able to be performed twice and repeatability was determined through coefficient of repeatability and Bland-Altman chart. In diagnostic testing using children with no eye pathology, 45 children completed a test using normal thresholds and 43 with tests using artificial defects. Area under receiver-operator characteristic curves for artificial defect detection was 0.895. Of the 21 children with pathology, seven had completed standard Humphreys field testing and Caspar's Castle fields corresponded with each of these by expert opinion. Coefficient of repeatability for number of points missed across all cohorts of children (106 patients) was 6.9 (95% confidence interval: 6.16-8.07). The Caspar's Castle system of assessing visual fields using novel game-based strategies demonstrates encouraging levels of sensitivity, specificity, and reliability. It could help address current difficulties in perimetry in young children.

Game-based learning considerations for instructional designers

PurposeInstructional design students’ training may not include game-based learning (GBL). This paper aims to review the literature on GBL to determine the role of the instructional designer who is interested in GBL approaches to enhance learning especially for the novice learner.Design/methodology/approachThe methodology for determining the instructional designers’ roles is based on the comparison of game-based and traditional instructional design and the identification of what is needed to aid instructors and designers in development and evaluation of GBL products.FindingsThe literature reveals that GBL shows learning potential. The existence of slim empirical research cannot posit GBL effectiveness in general, within specific disciplines, or with specific learner types. If GBL is to be effectively included in instructional design, the instructional designers, game designers and educational stakeholders need to collaborate to understand and combine optimal design features that meet both game and education objectives and to develop a common nomenclature so that research and its findings can be effectively communicated.Originality/valueThis review identifies specific digital game-based strategies that align with the learning goals sought in instructional design, differences between game and instructional design and steps needed for the instructional designer to bridge gaps in knowledge or practice between educators, researchers, game designers and instructional designers. These identifications may aid all GBL stakeholders in development of future GBL.

Gamificación y la Física–Química de Secundaria

La investigación propuesta se ha efectuado durante el curso 2014–2015 con alumnos de 4º de ESO que han escogido como optativa la materia de Física y Química. Este proyecto se ha basado en el empleo de diversas estrategias de gamificación aplicadas a la asignatura de Física y Química. Se ha escogido esta temática por los beneficios pedagógicos de los juegos, por la atracción que ejercen sobre los estudiantes y por el desarrollo de su automotivación. Los alumnos han participado de manera individual, por parejas y por equipos. Los juegos empleados han sido “fórmulas químicas a la carrera”, “championship de fórmulas químicas”, “la ruleta de la Física y Química”, “el tesoro sumergido” y “problemas desafío”. Los alumnos también han elaborado un juego basado en la temática de las ondas y varios equipos lo hicieron usando Scratch. Finalmente, se ha observado un incremento en el rendimiento académico de la asignatura. La experiencia ha sido un éxito según los resultados obtenidos en la evaluación realizada por los alumnos. Han destacado el torneo de fórmulas, el tesoro sumergido y la realización del juego basado en ondas. Como conclusiones se destacan que gamificar no se limita a emplear videojuegos únicamente, se puede gasificar con poca tecnología, se desarrollan competencias personales, sociales e intelectuales y el método empleado es extrapolable a otras asignaturas y cursos.

Gameplay, Visualization, and Collaboration in RefScape, A Bibliographic Management Tool

While many projects start out with the intention to use collaborative tools such as Wikis or communal workspaces, many have difficulty sustaining their usage over time. With this in mind, we created RefScape in order to manage bibliographic resources among multiple researchers and increase motivation through game-based strategies.