Games In Classroom Research Articles

Enhancing Students' Class Participation through Gamification: Creating Motivational Affordance, Psychological and Behavioral Outcomes

Purpose: The purpose of this study is to examine if the method of gamification may improve students’ class participation during the deliverance of course content. Drive by Self-Determination Theory (SDT), this study believes that motivational affordance resulted from gamification activity may lead to psychological outcome, and this psychological outcome will lead to behavioural outcome. Methodology: The study was conducted using qualitative action research methodology with descriptive analysis in two classes of Enterprise Strategy course. Three phases were involved for data gathering. Main Findings: In phase 1, when traditional lecture was solely used, students seemed to be passive, indifferent and reluctant to participate. In phase 2, when traditional lecture is supplanted with gamification activity, students have participated actively. Similar results of phase 2 was found in phase 3, where different set of students were observed. Students also perceived that using gamification in classroom provide enjoyable and fun environment, attractive and exciting, besides enhancing knowledge. Students also perceived that gamification activity increases participation, improving motivation, creating competition, developing teamwork and bonding between students and instructor and should be conducted more. Application: The results of this study may be beneficial to students in term of new technique used in teaching and learning process through enhancement of knowledge circulation from lecturers to students or between the students themselves. The results may also heighten the awareness of instructors in identifying alternative tools besides conducting traditional lectures. The results also may encourage administrators in helping the instructors towards upgrading their teaching methods and performance using latest applications for the purpose of improving students’ engagement. Novelty/Originality: The findings from study add to the body of knowledge on the significance of using gamification in classroom in order to engage students in classroom activity.

EXPECTATIONS AND REALITY: VIDEO GAMES IN EDUCATION FROM TEACHERS' PERSPECTIVE

Games integration could be a catalyst for changing pedagogical practices. however, the effectiveness of using video games in education depend on teacher’s acceptance to use video games in their classroom. The purpose of this quantitative study was to investigate Saudi teachers’ perspective toward video game integration in education at elementary, middle, and high schools’ levels in Saudi Arabia; and found differences in teachers’ attitudes between gender and teachers experiences and level of teaching. It also investigated relationships between teachers’ philosophy based on three main learning theories (behaviorism, cognitivism, and constructivism) and their perspectives toward video game use in the classroom. There were 930 male and female teachers who participated in the study. Overall, the results of this study showed Saudi teachers’ attitudes toward video games were fairly positive. Analysis found a relationship between teachers’ philosophy of teaching and their perspectives toward using video games in their classroom for learning. A moderate negative correlation was found between behaviorist philosophy and teachers’ attitudes. On the other hand, there was a moderate positive correlation between cognitivism and constructivism philosophies Saudi teachers’ attitudes toward using video games in classrooms.

Pensamiento computacional desenchufado

La idea de pensamiento computacional desenchufado (Computational thinking unplugged) hace referencia a un conjunto de actividades que se elaboran para fomentar en los niños habilidades que pueden ser evocadas después, para favorecer el pensamiento computacional. Estas actividades están pensadas y diseñadas para ser incluidas en las primeras etapas de desarrollo cognitivo (educación infantil, primer tramo de la educación primaria, juegos en casa con los padres y los amigos, etc.). Las habilidades están pensadas para que puedan ser evocadas en otros ciclos y niveles educativos, en la educación secundaria, en la formación técnica, en la profesional o en la educación universitaria incluso. Las actividades se suelen hacer sin ordenadores y sin pantallas móviles, con fichas, cartulinas, juegos de sala de clase o juegos de patio, juguetes mecánicos, etc. En este trabajo se pone de relieve que hay una serie de datos, ideas y circunstancias que hacen posible ahora, y no antes, que se implemente el pensamiento computacional desenchufado. Por último, describimos actividades, iniciativas y experiencias que se están desarrollando ya, y hacemos unas propuestas de actividades y de sus guías para profesores y cuidadores de preescolar.

The use of vocabulary games in the ESP classroom

Studies show that engaging students with game-based activities increases their involvement and leads to better language acquisition. Students who associate learning with playing games and having fun are more relaxed, at the same time being more involved and competitive. Therefore, language games can prove to be a very useful tool in teaching vocabulary effectively in ESP. They can be used as warm-up activities or time fillers, as review exercises or even as an assessment tool. The present paper discusses a series of fun activities aimed at improving students’ vocabulary mastery, their spelling skills, inference making and morphology knowledge, such as: alphabet and spelling games, fun matching activities, concentration and memory games, vocabulary review games, etc. These activities advocate for a change in the teaching techniques, which could provide some variety and turn standard textbook activities into playful tasks meant to revive the ESP classroom and improve learners’ vocabulary and fluency

ENHANCING STUDENTS’ CONFIDENCE AND MOTIVATION IN LEARNING ENGLISH WITH THE USE OF ONLINE GAME TRAINING SESSIONS

Effective ESL teaching/learning has always been one of the most important interest areas for researchers and educators-practitioners. Over the past twenty years, teaching methods have been developed to enhance the students’ motivation and self-confidence with the purpose of improving their language skills. Learners with higher motivation do better in English, and learners with self-confidence tend to be more successful in learning. The contemporary society is constantly changing and developing new technologies. Using online games in ESL classroom is one of such methods supplementing the teaching-learning process. Learners are often motivated by hands-on and active learning opportunities. The students are able to work on accomplishing a goal by choosing specific actions. They experience the consequences of the actions, which is one of the ways that a game-based learning experience is similar to real life. In this article, we examined how the Kahoot game-based method of teaching ESL may affect the attitude of university students towards the language and their level of motivation and confidence. The obtained data revealed that using Kahoot training sessions was mostly successful in enhancing students’ confidence and motivation in learning English and the majority of students revealed positive attitudes to using Kahoot in language learning. However, 11% of students considered using online games to be a waste of time and 22% of students thought that learning English should not have fun as a necessary requirement. The author suggests that game-based method of teaching could be of use when utilized systematically over the academic year. However, university teachers should try various approaches and strategies to create a supportive learning environment in the classroom where learners feel interested, safe and secure to set and pursue their learning goals.

Educating business integrators with a computer-based simulation game in the flipped classroom

Many educators utilize simulations to create active learning environments suitable for learning outcome achievement and soft skill development, which are critical for student success in the workforce. However, many educators focus primarily on affective benefits of simulations, such as engagement and motivation, rather than cognitive impacts, such as business knowledge attainment. The authors share favorable results of a quasi-experimental study with large sample (n = 206) that measured cognitive gains through pretest and posttest assessments of simulation game learners in a business finance, flipped classroom, course. Additionally, the authors discuss valuable contextual factors surrounding their study, including the curriculum, course, and flipped classroom approach.

Plant Madness: A Classroom Game Using Bracketology for Horticulture Plant Identification Courses

Plant Madness was a classroom activity developed and implemented for the Landscape Plants II identification course at Kansas State University. The game was modeled after the National Collegiate Athletic Association college basketball March Madness tournament and Bracketology. One activity objective was to provide students an opportunity to learn new and recent cultivars and plant species not specifically covered in the class curriculum. The activity also provided students opportunities to practice public speaking skills, an avenue to be creative, and simply have fun in class. In Plant Madness, each student randomly drew a plant from a hat and then students were randomly assigned tournament seed rankings (preliminary rankings). On specified game days, one student played against another student, each having 2 minutes of play. Student play varied, and consisted of defining different plant attributes, landscape appeal, and interesting facts, for example; or identifying the opposing student’s plant’s faults through riddles, poems, games, songs, or simply recitation. Referees (e.g., guest faculty, graduate students) reviewed student play and awarded points, and the student with the highest score advanced to the next round through the single-elimination tournament. A postactivity survey was administered [Spring 2016 and 2017 (n = 44)] to obtain student feedback. When asked if the students liked the activity, it was nearly unanimous, 98% liked Plant Madness. Similarly, most students (93%) self-reported the activity increased their awareness of new or recent plant cultivars. When asked to rate the activity compared with other class approaches for learning different plants based on a scale of 1 (excellent) to 5 (poor), the average rating was 1.8. Students’ average rating for their ability to be creative for Plant Madness was 1.8 (1 = to a large extent, 5 = not at all). Ninety-five percent of the students recommended repeating the activity.

Gamificação no Ensino de Matemática: das Diretrizes Curriculares do Paraná à sala de aula, via Plano de Trabalho Docente

O objetivo do presente artigo é apresentar os resultados parciais de um trabalho que integra a linha de pesquisa "Ensino de Linguagens e suas Tecnologias” (PPGENS/UNOPAR) e tem como objetivo elaborar e aplicar, em sala de aula, um Plano de Trabalho Docente, sugerido pelas Diretrizes Curriculares do Estado do Paraná, tendo como conteúdo programático a teoria da geometria plana, na disciplina de Matemática. A pesquisa se justifica pelas dificuldades apresentadas pelos alunos do 6º e 7º anos do Ensino Fundamental, com esse conteúdo programático. Assim, fomos a campo, por meio de uma pesquisa qualitativa, aplicada via pesquisa-ação, adotamos a gamificação como ferramenta, a favor do processo de ensino e de aprendizagem, visando atrelar teoria e prática. O construto epistemológico versa sobre a teoria da gamificação e o ensino. Após a aplicação do Plano de Trabalho Docente, o resultado indicou a proficuidade do trabalho com jogos em sala de aula, visto que houve um aumento significativo do interesse e motivação dos alunos para seus estudos, bem como a apropriação de conceitos da área que foram essenciais para a formação discente.

Jogos na alfabetização matemática para estudantes com deficiência visual numa perspectiva inclusiva

Mathematical literacy for students with visual impairments is a challenge to the teacher’s regular education, since literacy that student happens with literacy students without disabilities. Anxious to help the teacher regular education is this task, this article presents some reflections on the use of classroom games, as a methodological resource for mathematical literacy, as well as presents some games which can be adapted to the mathematical discipline for students with visual impairment. The work was developed from bibliographic research and professional experience in a Multifunctional Resource Room Type II, which provides specialized care for students with visual impairment. Checked that, used appropriately, the games contribute to the process of teaching and learning mathematics for students with disabilities that, are considered some necessary care in its use.

Free-rider Problem in Classroom Games - Impact of Gender and Intergroup Conditions

Behavioural experiments in the field of provision of public goods (including free rider problem) help to uncover the underlying processes and forces determining the nature of economy in the public sector. The objective of this paper is to determine the impact of gender and intergroup conditions on the extent of cooperation in standard linear public goods game using the voluntary contribution mechanism. Design of the teaching experiment is based on the methodology of Špalek (2011) with some modification. There were 80 undergraduate students of business participating in the classroom game, age range 20–22 years. Students were divided into three independent groups by 26 to 27 participants. Each group was playing independently, and individual strategies were recorded. We used the nonparametric tests (Mann‑Whitney U test and Kruskal‑Wallis Test) to analyse the differences between the gender and groups. Findings do not show statistically significant difference based on gender. On the other hand, the intergroup conditions determined by the social dynamics and discussion have significant influence on the distribution of goods. Results bring strong evidence on the importance of social and political factors influencing the pro‑social behaviour in the society.

How to Play with Maritime English: The Jeopardy Game

Engaging students with game-based activities increases involvement and leads to better language acquisition. Besides providing some variety to standard textbook tasks, playful activities are meant to revive the English classroom, to encourage learners to interact and cooperate in a competitive way, and to be more spontaneous and creative.1 The present paper instructs on how to create and use the Jeopardy game in the ESP classroom, as a fun activity aimed at improving students’ maritime vocabulary mastery by means of enhancing their vocabulary comprehension and production, and developing their professional communication skills.

Exploring digital nativeness as a predictor of digital game-based L2 vocabulary acquisition

ABSTRACT Although the “digital natives” theory is still used to justify the implementation of technologies such as video games in the language classroom, whether digital nativeness (i.e. the extent to which an individual embodies the characteristics attributed to digital natives) may be used as a predictor of digital game-based learning outcomes is to be analysed. An empirical study was conducted to test the predictive strength of some attributes of digital nativeness, as determined by Teo’s (2013) Digital Native Assessment Scale, on L2 vocabulary acquisition and on educational engagement. A vocabulary learning game was played by 86 university EFL students, who additionally completed post- and delayed knowledge tests on the vocabulary contained in the game, the DNAS questionnaire, and questions on educational disengagement and perceived need for technology-related changes. The regression analysis revealed that the factor “able to multitask” was a predictor of poorer L2 vocabulary acquisition, whereas the factors “comfortable with technology” and “thrive on instant gratifications and rewards” had a positive impact on learning outcomes. Additionally, the analysis showed that none of the attributes of digital natives that make up the DNAS could predict either students’ disengagement with the educational system or their perceived need for technology-based changes in education.

The great American health care debate: A classroom game to explore risk and insurance

Health insurance policy is a current topic of concern for the United States. The classroom game discussed here provides students with a thorough understanding of some of the policy options under debate, in addition to demonstrating the classic problem of adverse selection. Students received probabilities of encountering a variety of medical expenses, based on their randomly assigned fictitious person’s age and health status. In each round, students made insurance decisions and then rolled dice to determine outcomes for each possible medical expense. The experiment considered insurance with an individual mandate, insurance without an individual mandate, insurance where students could purchase à la carte coverage mimicking proposed insurance riders for certain coverage, and insurance where pre-existing conditions were not covered.

War and Peace in Canaan: Connecting geography with political and military affairs in ancient Israel through a classroom game

AbstractThis essay provides a brief overview of an educational board game developed by the author for use in upper division Old Testament classes. The game, extending in stages across the semester, heightens student learning by requiring strategic thinking about various historical, political, and geographical relationships. Appendices and links to online material provide full details necessary to adapt the game in local classrooms.

6.5 The Good Behavior Game: How It Works and What It Does for Psychiatric Disorders

Pediatric psychiatric disorders are increasing every 2 years. Can a fun, well-tested classroom game invented in 1969 reduce these disorders? The answer is “yes.” In this session, participants will learn the following: 1) how the game works; 2) the breadth of longitudinal outcomes; and 3) how to scale up the game. The game is played during regular school instruction. Teachers divide children into 2 to 5 teams per classroom, balancing teams with high-achieving, shy, and disruptive students. The teams work to increase PAX (“peace, productivity, health, and happiness”). If the teacher counts 3 or fewer “spleems” (disruptive behaviors that reduce PAX) per team, the team wins. Rewards vary from written notes praising an individual child to permission for the team to engage in activities not usually allowed during class (eg, tapping a pencil on a desk or throwing paper balls). These activities use peer reinforcement to socialize children. The entire intervention uses positive and playful language. Notes praising a child are called“tootles,” and the rewards for good behavior (pencil tapping, ball throwing) are called “Granny’s wacky prizes.” PAX language directed at teachers and parents is positive and aspirational. PAX materials refer to 4 of the following miracles that happen when children go to school: 1) learning to read; 2) learning to write; 3) learning mathematics; and 4) “acquiring the mental ability to sustain attention, self-regulate or self-manage, and cooperate with others intentionally.” The breadth of longitudinal outcomes was based on multiple RCTs by colleagues at Johns Hopkins and real-world implementations. Population-level implementation of the game shows that it is possible for public or private entities to cost-effectively prevent or treat DSM-5-classified multiple disorders.

A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning

AbstractThe benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short‐form drill‐and‐practice learning games rather than the kinds of games most students would choose to play in their free time. The use of more interactive, immersive digital games (IDGs) in classrooms tends to be sporadic, dependent upon the enthusiasm and ingenuity of individual teachers. Previous studies have indicated that many teachers have concerns about using digital games in classrooms and have difficulties knowing how to best use digital games. This qualitative study presents a professional development model for teachers that was inductively derived through analysing in‐depth, semi‐structured interviews with 13 educators who have used digital games in the classroom. Implementing this model can help teachers develop attitudes and skills necessary to meaningfully use interactive, IDGs in their classrooms. Evidence suggests that a mentor should have a strong understanding of how to use digital games effectively in classrooms, work with small cohorts of teachers to collegially plan the use of digital games within a unit of class work, trial the unit of work with a small number of enthusiastic teachers, and then implement it with the remaining teachers. This approach is based on interviews with educators who have successfully mentored teachers in their schools to use interactive, IDGs in their classrooms. These educators encountered little resistance from their teaching colleagues. Their approach further supported teachers who were open to the possibilities of using digital games in their classrooms.

Using classroom game play in introductory microeconomics to enhance business student learning and lecture attendance

The author examined whether game play improves students’ comprehension, attendance, and exam performance. The author designed three games; 120 students in introductory microeconomics classes participated in these experiments. The evidence showed that game play enhances students’ attendance, comprehension, and exam performance. It also showed that attendance and exam performance are positively correlated, implying that game play enhances students’ exam performance due to improved attendance. While game play is a fun, lively, and creative way to teach economics and improve students’ attendance, comprehension, and exam performance, in light of higher costs, instructors should decide whether the benefits of conducting game play outweigh the costs of using this method.

Traditional games in elementary school: Relationships of student's personality traits, motivation and experience with learning outcomes.

This study promotes a novel teaching approach for integration of children’s traditional games in elementary school program. It gives description of six traditional games and their educational prospects, implemented in six learning sessions in five elementary schools in Macedonia, involving 102 students. The comparison of learning achievements between these learning sessions and standard classes revealed increased students’ learning performance on comparable topics. To understand the reason for improvement, we have surveyed students after each session and tested the gathered data set via the development of a structural equation model that examines the relationships between student’s personality traits, motivation and experience with learning outcomes. The findings show that students’ achievements were directly influenced by students’ intrinsic and extrinsic motivational factors, as well as perceived experience. Additionally, the integration of traditional games in the elementary school classroom was equally accepted among all students, since their personality traits did not directly influence their experience or learning outcomes. Still, the link between the students’ personality dimensions and motivation revealed that introvert children might have slightly increased motivation and possibility to open up during game-play in such collaborative environments.

ІГРОВІ ТРЕНІНГИ У ПІДВИЩЕННІ МОТИВАЦІЇ ЩОДО ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ

Motivation is one of the vital factors in learning a language, the feelings and excitement offered by extra enthusiasm for students to learn a second language in a better way. For the past twenty years, teaching methods have been developed to enhance the students’ motivation with the purpose of improving their language skills. Using games in ESL classroom is one of such methods supplementing the teaching-learning process. In this article, we examined how gamified method of teaching ESL may affect the attitude of university students towards the language and their level of motivation. The study was conducted to 112 freshmen of the National University of Life and Environmental Sciences of Ukraine. The design of this study was quantitative in nature that employed two questionnaires as a measuring instrument. The participants were required to answer all the items of the questionnaires, giving their own perceptions about 1) their experience of learning English and 2) their attitudes toward using games in learning English to boost their learning motivation. The obtained data revealed that using gamified training sessions was mostly successful in enhancing students’ motivation in learning English and the majority of students revealed positive attitudes to using games in language learning. Only 6% of students wrote in the descriptive questions that they did not build confidence and their level of interest in English learning remained low during the training sessions. It is very important that students mentioned that their level of motivation and confidence increased and they felt much more secure and safe. The total percentage of students who revealed increased motivation and confidence after Kahoot-based training sessions was 66%; 28% of students remained neutral and 6% of students wrote in the descriptive questions that they did not build confidence and their level of interest in English learning remained low during the training sessions. The fact that a vast majority of students revealed positive attitudes to using games in language learning suggests that this method could be of use when utilized systematically over the academic year. However, university teachers should try various approaches and strategies to create a supportive learning environment in the classroom where learners feel interested, safe and secure to set and pursue their learning goals. In our further research, we will try to investigate other methods of keeping students motivated and engaged in ESL learning.

Getting Serious About Serious Games: Best Practices for Computer Games in Reading Classrooms

AbstractComputer games and computer‐assisted instruction have become prevalent in reading classrooms. However, research‐based guidance for teacher use of such resources has not progressed at the same rate. In lieu of research, myths circulate about the utility of these resources, particularly when students use computer games independently. The authors synthesize research regarding computer games for young readers and particularly focus on issues of classroom implementation. This article is structured as a series of myths regarding expectations and best practices with computer games. The authors then present research findings to refute the myths and conclude with practical recommendations for teachers. Final recommendations emphasize the need for young readers to interact more, with adults and peers, in order for the learning that occurs in the computer environment to transfer to authentic reading activities. The authors encourage teachers to draw on pedagogical and content knowledge to be critical consumers of computer resources.