Games In Classroom Research Articles

The Impact of Gamification in Research and Education: A Communication Review

Introduction: Traditional educational studies often focus on standard teaching methods and textbook-based learning. However, to enhance the effectiveness of learning and make it more engaging, it is widely recognized that classroom instruction should incorporate interactive activities. These interactive methods can be introduced by integrating playful classroom games, utilizing modern teaching techniques, and engaging students through methods that spark interest and motivationObjective: Gamification offers a simple yet powerful approach to motivate students, encourage learning, and promote the development of essential life skills. By fostering creativity and imagination, gamification helps boost student engagement and makes the learning process more dynamic and enjoyable. Gamification, the incorporation of game-design elements in non-game contexts, has emerged as a potent tool in both research and education

Game-based tasks in a ‘speaking classroom’: Collaborative map-drawing as an agent for rhizomatic learning

Games are used as effective pedagogical tools in language classrooms. Gamifying language tasks can motivate learners to actively participate in the learning process. Probing how games in English language classrooms enable rhizomatic learning, this research study explores how the use of collaborative drawing, elements of gamification, and improvisation function as agents for rhizomatic learning. The study also attempts to find the pedagogical implications of developing learners’ speaking proficiency through map-drawing games. In the intervention, a teacher-led map-drawing game adapted from The Quiet Year by Avery Alder was used with 7th-grade learners from India to understand how this game influences their speaking proficiency. The learners in groups engaged in the game by drawing maps, building communities, and creatively responding to the prompt cards facilitated by the researcher. This qualitative study illustrates the non-linear affordances of rhizomatic learning through games in an English language classroom. Post-game activities, such as discussions with hypothetical questioning through prompt cards were analysed. The findings of the study discuss the pedagogical implications of developing learners’ speaking proficiency through games. The results may also assist researchers and educators in formulating more strategies that involve creative practices and gamification of tasks in language classrooms with the informed nature of rhizomatic learning.

Self-directed learning through gamification of mathematics lessons: Literature review and a framework for enactment

Gamification, or the use of game-like elements for classroom instruction, has been the subject of study by educators. Currently there are no frameworks for enacting gamification in the mathematics classroom. In this paper, we propose a framework for facilitating Mathematics teachers to implement gamification in classrooms. Through gamification, we target to nurture self-directed learners of Mathematics. Our proposed framework is based on a systematic literature review conducted by the researchers. In our proposal, we map the use of various elements of gamification at each phase of learning through to Merrill’s First Principles of Instruction and van Hiele’s Model of Geometric Thinking. An exemplar of a lesson on geometry with the use of the framework is also presented.

Game at School? Italian Teachers' Perceptions of the Introduction of Games in the Classroom

The growing awareness that games can be a very valuable training support, both as a resource to engage and motivate and to promote acquisition of disciplinary knowledge and skills, has not been accompanied by an effective diffusion of games in Italian schools. From primary school to university, an ambivalent behaviour is manifested: a widespread appreciation of games as a learning environment is contrasted with a limited application, often reduced to the use of games or online software of a behavioural matrix. An analysis of research on the use and diffusion of games in Italian schools and universities highlights the lack of recent studies on the basic didactic-pedagogical knowledge, level of acceptance and confidence of teachers regarding the introduction of games in the classroom. The goal of this contribution is to provide an updated understanding of Italian teachers' competencies related to the formative use of games. To this aim, we developed a survey adapting to the Italian context one of the most established competence frameworks for game-based learning (GBL): the Technological Pedagogical Content Knowledge-Games (TPACK-G), a variant of TPACK specifically modified for the analysis of games. This new tool extends to non-digital games and integrates the sections on aspects related to game-based instructional design, game scenarios, and the role of the teacher in the instructional activity. This research will not only provide an updated look at how the prevalence of play in the classroom is changing, beyond simple manifestations of interest and trends, but also reveal how the approach to games is changing in the design of educational activities and what is the degree of awareness of the game pedagogical-educational skills necessary for the introduction of games in education. This, in turn, is instrumental for the development of new and more focused teacher training programs to promote the use of games in classrooms.

Designing classroom game for improving Kirchhoff's second law mastering

Kirchhoff’s second law is a fundamental concept in electricity and electronics. Therefore, DBR (Design-Based Research) which comprising 3 phases: Analysis, Design and Evaluation, was conducted to support mastery of the law. The sample consisted of 138 first-semester college students. In the Analysis phase, it was found that 63% of the students did not master Kirchhoff’s second law due to the following reasons: 1) They had forgotten about the law (66.3%), 2) The explanation of the law was difficult to understand (30.3%), and 3) They were not motivated to study the law (3.4%). In the Design phase, a classroom game named 'Time Bomb Defusing' was constructed to address these issues. In the game, Kirchhoff’s second law was used by students to identify the secret wires (wires that should be cut) and the decoys (wires that should not be cut) of dummy time bombs to defuse them. In the Evaluation phase, the game was reviewed by the sample, and the results were as follows: 1) Learning Kirchhoff’s second law through the game was perceived as enjoyable (87.7%), indicating that the law would be remembered longer, 2) The explanation in the game about using Kirchhoff’s second law to defuse dummy time bombs was easily understood (69.6%), and 3) Students were interested in using Kirchhoff’s second law to defuse dummy time bombs in the game (93.5%), indicating that the game stimulated their interest in studying the law. Based on these findings, it can be concluded that the 'Time Bomb Defusing' game has the potential to improve mastery of Kirchhoff’s second law.

On the Use of Instructional Games in Moroccan High Schools: Motives and Barriers

Background The use of instructional games in foreign language classrooms has a lot of potential. This potential helped pushing the spread of game use, but it was faced with a lot of barriers. Purpose The current study intended to investigate the factors behind the use/nonuse of instructional games by Moroccan high school teachers. Methods This study adopted a mixed methods approach, which was typified in a sequential explanatory design. Data was collected from 215 students and 10 teachers in Allal Loudyi High School in Fes, Morocco, using questionnaire, interview, observation schedule, and focus group. Results The findings disclosed that students reported that instructional games should be used because they motivated them, helped them enjoy learning, and fostered their critical thinking skills. The large number of learners in the classrooms and lack of enough equipment were found to be two major obstacles, in addition to other minor challenges, that prevent Moroccan high school teachers from using instructional games in the classroom. Discussion Crosslinguistic studies confirmed the potential motives and barriers highlighted in the current study. Conclusion The results had direct implications for Moroccan EFL teachers, stakeholders, and students. The implications were discussed at the end of this article.

AN IMPACT OF GAME-BASED TEACHING ON VOCABULARY LEARNING OF THIRD GRADE STUDENTS IN SHENZHEN QIANHAI ELEMENTARY SCHOOL

This research discussed game-based teaching in third-grade English as an entry point and proposed corresponding teaching strategies for existing problems. The objectives of this research were: 1) to find out the impact of game-based teaching on the English vocabulary learning of the third-grade students in Shenzhen Qianhai Elementary School; and 2) to find out the satisfaction level of third-grade elementary school students with the use of game-based teaching methods to improve their English learning. This study aims to inspire third-grade English educators. According to the analysis of the data using SPSS, the results revealed that the average of mean scores was 3.66 and the average of S.D. was 0.71, with the highest mean score (=4.0) and the lowest score (=3.50), while the highest S.D. was 0.85 and the lowest S.D. was 0.53. Then, by looking closely at how English is taught through games in third-grade classrooms now and finding the problems teachers are having putting it into practice, several major problems become clear. These include teachers' biased views of game-based teaching, teachers' haphazard use of game methods, a lack of variety and newness in game materials, and students who aren't interested enough. Building upon these findings, the research proposes tailored teaching strategies aligned with the learning characteristics of third-grade students and the demands of the English curriculum. These strategies include meticulous preplanning to ensure the suitability of game teaching, providing moderate guidance to enhance student participation and engagement, fostering interactive learning atmospheres through verbal and non-verbal exchanges, and facilitating post-game reflection to stimulate critical thinking and optimize teaching effectiveness.

Game changer: Cloud‐based classroom interactions powered by Google Sheets

AbstractThe COVID‐19 pandemic forced instruction into remote formats, rendering active learning efforts in business classrooms infeasible. In response, we adopt a novel model for interactive classroom activities by hosting classroom games on Google Sheets, the free and widely used cloud‐based spreadsheet application. First developed for a synchronous Zoom class during the COVID‐19 pandemic, this approach was integrated into face‐to‐face courses in two countries. Due to its instructional flexibility, minimal need for resources, and tendency for student acceptance, using Google Sheets for classroom interaction has far‐reaching educational applications beyond the pandemic era. To illustrate this approach, we introduce three operations and supply chain management activities created on Google Sheets: the Virtual Assembly Line (VAL) activity, the Just‐in‐time Game, and the Dice Game. An in‐depth examination of implementing these activities in the classroom offers practical insights into the benefits of utilizing cloud‐based classroom games in teaching. Furthermore, a comparison of test results between students who played the game and a control group showed significantly improved learning outcomes. We also discuss how this approach could foster active learning adoption in environments traditionally less conducive to such practices, such as remote instruction and large enrollment classes.

Enhancing Teachers' Competency In Using Video Games To Boost Students' English Vocabulary And Learning Motivation

In Vietnam, a significant number of university and college students are avid gamers, leading the author to recognize the potential of video games in motivating them to learn English. However, there is limited research on teachers' perspectives in this area. Hence, the author decides to conduct action research to explore how teachers can enhance their skills to effectively incorporate video games into their classes. This study involved 16 teachers and 24 students from the author's school. The teachers were surveyed through interviews and questionnaires, while the students were tasked with playing a selected video game. Combining the teachers' feedback with the author's observations of student progress yielded satisfactory results. The findings demonstrated that there was a substantial change in the students' vocabulary learning performance and increased motivation between the pre- and post-tests. The results of this study suggest that using video games in English classrooms can improve students' motivation and glossary achievements among Vietnamese university students.

PENERAPAN PERMAINAN NAHWU MATCHING DALAM PEMBELAJARAN ISIM ISYĀRAH

<p style="text-align: justify;"><em>This research was conducted to increase teachers' insight in applying the nahwu game model so that they can teach Arabic easily.</em><em> </em><em>This research aims to explore the implementation of Nahwu Matching game as a fun and engaging approach to teach the basic structure of isim isyarah (demonstrative pronouns) in a classroom setting. The study specifically focuses on its application in a small class of third-grade students at MI Nurul Amal. The research adopts a qualitative descriptive approach with field research method, utilizing observation, interviews, and documentation as data collection techniques. The main findings reveal that the implementation of Nahwu Matching game in the small class setting is effective and well-received by the third-grade students. The game provides an engaging learning experience, and the students' positive responses demonstrate its success. The study highlights the advantages of using this game in a small classroom, as it facilitates an interactive and enjoyable learning environment. No significant limitations were found in terms of its instructional aspects. The implications of this research suggest that teachers of Arabic language can consider incorporating game-based approaches into their instruction to enhance active and innovative learning experiences. Overall, this study provides valuable insights for educators in utilizing game-based models for teaching Arabic language in an engaging and effective manner.</em><em></em></p>

Writer as Character: Creating “One-Pager” Tabletop Roleplaying Games in the First Year Composition Classroom

This proposed session/paper reflects on an assignment in a first-year writing course where students create a “one pager” tabletop roleplaying game based on writing a research paper. This assignment is designed to both support skill transfer through defamiliarizing the process of research writing through translation to the roleplaying game, and to define the persona (or player-character) of the writer, exploring the materiality of the writerly identity. This assignment is rooted in a composition pedagogy that centers the identity of the author as a complex piece of the writing puzzle, building on feminist and queer pedagogies (Jung 2005; Hawisher 2003; Alexander and Rhodes 2011) and interrogating Aristotelian conceptions of ethos and identity. Building on both persona and frame theories of tabletop roleplaying games (see Waskul and Lust 2004; Fine 1983; MacKay 2001; Grouling Cover 2010), this assignment asks that students not only conceptualize the writing process but the writer themself, as a character that exists in the created game–a persona existing in the “gameplay” frame. After creating their own games, students play the games created by the peers and subsequently reflect on the “character” they were invited to play, thinking about how their own complex, intersectional, and performed identity shapes their writing. This assignment lays bare both the intersections between person, writer, and text, and the processes and skills required to craft a research paper. This session will include the assignment sheet, samples of student work, and reporting on the experience, as well as a thorough grounding in the composition and TTRPG theories that undergird the work.

Augmented Reality Escape Classroom Game for Deep and Meaningful English Language Learning

A significant volume of literature has extensively reported on and presented the benefits of employing escape classroom games (ECGs), on one hand, and on augmented reality (AR) in English language learning, on the other. However, there is little evidence on how AR-powered ECGs can enhance deep and meaningful foreign language learning. Hence, this study presents the design, development and user evaluation of an innovative augmented reality escape classroom game created for teaching English as a foreign language (EFL). The game comprises an imaginative guided group tour around the Globe Theatre in London that is being disrupted by Shakespeare’s ghost. The game was evaluated by following a qualitative research method that depicts the in-depth perspectives of ten in-service English language teachers. The data collection instruments included a 33-item questionnaire and semi-structured interviews. The findings suggest that this escape game is a suitable pedagogical tool for deep and meaningful language learning and that it can raise cultural awareness, while enhancing vocabulary retention and the development of receptive and productive skills in English. Students’ motivation and satisfaction levels toward language learning are estimated to remain high due to the game’s playful nature, its interactive elements, as well as the joyful atmosphere created through active communication, collaboration, creativity, critical thinking and peer work. This study provides guidelines and support for the design and development of similar augmented reality escape classroom games (ARECGs) to improve teaching practices and foreign language education.

Exploring the Perspectives of Middle School Teachers’ Towards Gamification in the EFL Context

The current paper looks at investigating middle school teachers’ perspectives towards gamification in the EFL context in Algeria. To this end, the study explores the potential of incorporating digital gamification in EFL teaching with a focus on teachers’ implementation of Gamification in the classroom context. In order to gain a clearer understanding of the phenomenon, the researcher adopted qualitative research using a semi-structured interview. The participants were a total of 11 EFL teachers from various middle schools in Mostaganem – Algeria. The interviewees were selected based on their use of digital technology and game-based teaching methods. The collected data was thematically analyzed using MAXQDA software, employing a descriptive analysis approach. After the analysis, the findings show that teachers frequently incorporate ICT-based and game-based lessons into their teaching practices. Additionally, in accord with their responses, teachers have a clear notion of gamified teaching and learning. However, they lack the necessary expertise to effectively implement gamification. Being a novelty in the arena of language teaching, teachers call for training programs to enable them to effectively incorporate gamification in the EFL classroom. As the study concludes, it provides a clear understanding of the teachers’ standpoint regarding gamification, their openness, and readiness to adopt modern teaching methods. It also offers valuable insights into state-of-the-art teaching methods and paves the way for further considerations in gamified lesson design.

A Study on Exploring the Influence of Teachers’ Interactive Behavior on Teaching Quality of English Classroom in Colleges and Universities by Combining Neural Network Prediction Models

Abstract English is one of the essential contents in the higher education system, and the innovative research of English teaching has become a research hotspot in the academic world. This paper introduces the neural network model to the research of English classrooms in colleges and universities and constructs a neural network prediction model based on teacher-student interaction behavior. It is used to identify, classify, and predict the behavior of teacher-student interactions. Further, explores the impact of teacher-student interaction on student behavior and its quality on college English teaching. The neural network model in this paper achieves optimal performance in the long-term prediction of teacher-student interaction behavior, and the overall short-term prediction accuracy significantly exceeds that of other prediction models. The differences in grade level, gender, and number of lecturers were all significant for the quality of English classroom teaching in colleges and universities. There was a significant correlation between teacher-student interaction behaviors (classroom cooperation, classroom games, classroom communication, and situational interpretation) and English teaching quality (English achievement, classroom participation, and learning interest). Teacher-student interaction behaviors significantly improve English classroom teaching quality and predict teaching quality by up to 45.24% of the explained variance. Classroom cooperation is the primary factor in positive classroom interaction behavior between teachers and students.

Students’ Perceptions Towards the Use of Educational Games in Translation Classroom: An Analysis of 2P1M

This study explores the integration of 2P1M, an online translation game, into a translation classroom to address the challenge of student disengagement and lack of motivation in learning English-Malay translation, specifically with compound words. The primary objective was to assess students’ perceptions of the game’s effectiveness in enhancing engagement, motivation, and learning outcomes. The research involved 19 students enrolled in a Translation Theory and Practice (Malay Language) course. A mixed-method approach was used, combining quantitative and qualitative data collection through a questionnaire adapted from Selvi and Çoşan (2018). The survey assessed students’ views on the game, focusing on its impact on participation, enjoyment, and learning retention. Findings indicated that 2P1M positively influenced student engagement, with 84% of respondents agreeing that the game encouraged active participation. Additionally, 89% of students reported that the game was enjoyable and effectively maintained their interest in translation tasks. The game also supported knowledge retention, with 79% of participants affirming its educational value. However, feedback mechanisms were identified as an area for improvement, as only 47% of students felt the game sufficiently helped them correct their mistakes. In conclusion, 2P1M proved to be an effective tool for enhancing motivation and learning in translation classrooms. To maximise its potential, the study recommends improving the feedback provided to students and enhancing the game’s design for a more comprehensive learning experience. These findings offer valuable insights for incorporating gamification in language education.

Acting Out a Memory-based Game in Classroom: A Study on Elementary School Students’ English Proficiency

English lessons in Indonesia still have various problems as it serves as a foreign language (EFL). This research aimed to solve elementary students problems in learning English by introducing the memory match game technique. Conducted at Madrasah Aliyah Al-Hidayah in Jember, the study utilises Classroom Action Research (CAR) methodology, emphasising a cyclical process of planning, acting, observing, and reflecting. The collaborative approach involves the researcher as the English teacher employing the memory match game, with the real English teacher serving as an observer. Results indicate that 71.43% of class IV students actively participated in the game, showcasing engagement without seeking assistance, while 28.57% appeared less active. The study highlights the potential efficacy of the memory match game technique in early English language education and calls for continued research to enhance teaching and learning practices.

The Effect of Digital Game-Based Learning on Motivation for EFL

This paper elaborates the meaningful appearance and educational development of digital game-based learning and summarizes how digital game-based learning assists with learning strategies for English as a Foreign Language (EFL). Previous research highlights the importance of applications of digital games in classrooms and emphasize its essential functions for developing learning strategies. It is pointed out that digital game-based learning has its potential for young generations to improve their English learning and produce the further educational methods. Digital game-based learning is regarded as an instrumental and motivational subsystem to provide interactive learning contexts, increase learner’s satisfactions and promote English proficiency if it can be utilized in an appropriate way. Based on its benefits, learner’s attitudes to digital games cannot be ignored, and there shall be enough instructions and regulations of applying digital game-based learning. This paper concludes that digital game-based learning is expected to be more efficient to promote language competence and be more motivating for language acquisition.

IOT-integrated SDGs Scenario-based Games in the Classrooms

The Internet of Things (IoT) technology has found widespread application in various facets of daily life, including education. Through the integration of IoT technology and authentic open data into educational materials, students can engage in more interactions and develop a sense of participation. This, in turn, enhances their learning interests and motivation. Additionally, students can gain a more lifelike and tangible learning encounter in the classroom, particularly through scenario-based gaming. This research endeavors to utilize the Sustainable Development Goals (SDGs) as content for the creation of IoT-integrated classroom games. These games aim to immerse participants in the intricate web of social and environmental conflicts. Employing an exploratory learning approach, the goal is to augment students' awareness of SDG issues and cultivate multiple representation literacies.

From boredom to excitement: unleashing motivation with Kahoot in English language learning

The advent of digital games in language classrooms has ushered in a new era of interactive and dynamic learning experiences. Among these platforms, Kahoot stands out as an engaging and entertaining gaming platform, capturing the attention of both instructors and students. Despite the previous studies on the impact of Kahoot on language learning motivation, they have predominantly focused on assessing the effects of Kahoot before and after instruction overlooking direct comparisons with traditional instructional methods. Consequently, the present study utilized a quasi-experimental research design, and participants were divided into two groups: an experimental group that received instruction using Kahoot, and a control group that followed traditional instructional methods. This research design allowed for a direct comparison of the impact of Kahoot on students’ motivation to learn the language. The results revealed a significant positive impact of Kahoot on students’ motivation to learn English. The students perceived Kahoot as engaging and enjoyable, resulting in heightened enthusiasm and interest in language learning. These findings highlight the transformative potential of Kahoot as a catalyst for enhancing language learning motivation. Integrating Kahoot and other innovative online platforms into EFL instruction can create dynamic, interactive learning environments that foster student engagement and motivation.

The Influence of Online Classroom Games (OCG) on Undergraduates’ Academic Excellence: A Study in the Context of Hybrid Learning

Hybrid learning has gained momentum globally, offering a viable alternative to traditional face-to-face education. As it involves combining traditional classroom instruction with online elements, hybrid learning has expanded possibilities for enriching education. Due to this fact, educators are constantly seeking innovative ways to engage students in the ever-evolving educational landscape. Hence, exploring diverse teaching tools beyond traditional methods is crucial. This concept paper explores the influence of Online Classroom Games (OCG) on the academic attainment of undergraduates, utilizing a qualitative approach to gather data. Initially, the interview transcripts will be gathered from 4 programs in the cluster of Business and Management faculty involving 16 participants. They will be carefully reviewed to identify recurring patterns. The findings of this study will offer empirically-based strategies to heighten student engagement and improve learning outcomes in the contemporary educational sphere. Ultimately, the outcomes of this research aspire to aid the educational community in readying itself for the hybrid and flexible learning system, as recently introduced by the Malaysia Ministry of Higher Education (MOHE).