Learning Games Research Articles

Pelatihan Penggunaan Media Pembelajaran Berbasis Permainan (Digital Game Bassed Learning) Menggunakan Aplikasi Kahoot bagi Guru Madrasah MIN 3 Langkat

Digital based game learning is a medium that contains educational content that is translated into games with the aim of involving students. Digital game based learning utilizes learning through learning patterns and playing using a computer or smartphone. Through this media, students are stimulated by three things at once, namely emotional intelligence, cognitive intelligence and psychomotor skills. This community service activity aims to improve the skills of participants, namely MIN 3 Langkat teachers, in using digital teaching media based on game learning. Implementation of community service is carried out through several stages such as Pre-Survey, Formation of a PKM Team, Making Proposals, Coordinating Teams and Partners, Preparing Training Tools & Materials, Implementing training, evaluating. The number of participants was around 25 MIN 3 Langkat teachers. They feel they have gained insights and skills that are applicable and useful. After attending the training, all participants who initially did not know and could not use the Kahoot application became aware and even 44% of the 25 participants were able to use the Kahoot application well.

فعالية استخدام لعبة الكلمات المسلسلة لتعليم مهارة الكلام في الصف العاشر بالمدرسة الثانوية المنار فرامبون عانجوك

Speaking Arabic is one of the four skills that must be learned to master Arabic, which contains five elements, namely: speech, vocabulary, rhetoric, fluency, understanding. To make learning easier, researchers use a series of sentence games, because students tend to easily spread things in a fun way.The use of stringed sentence game methods in the learning of speech skills in class X MA Al Manar, aims to learn the results of the application of methods used in learning as well as expected students to be able to apply speaking skills in activities in the classroom using stringed games. The researchers used quantitative research methods, with data collection methods followed by observations, interviews, tests and documentation to find out the effectiveness of the use of string sentence games in Arabic language learning, especially speech skills.After the research process for six meetings in class X MIPA Al Manar Prambon Nganjuk, using the method of a series of sentence game. The test results showed the student's T score count: 6,759, while the T score Table: 2.080 shows the effectiveness of the use of this stringed sentence game.

Utilizing the game design factor questionnaire to develop engaging games for adaptive learning in the serious educational game: the Ma'had

This study explores the unique mandatory residence, Ma'had Sunan Ampel Al Alyi (MSAA), at the State Islamic University (UIN) Maulana Malik Ibrahim Malang, aiming to develop Quranic reading competence in new students. The varying educational backgrounds of admitted students lead to differences in their Quranic reading capabilities, highlighting the need for adaptive learning. In response to this diversity, adaptive learning using artificial intelligence is employed, implemented through the serious education game "The Ma'had." Survey results from expert individuals using a Game Design Factor Questionnaire reveal the game's substantial potential. The results show high agreement (100%) on clear goals, engaging gameplay, and a sense of freedom, with 67% strongly agreeing on improved understanding. Challenges are motivating, and the game successfully sparks curiosity. "The Ma’had" Game proves effective, but further research is recommended to explore variations in player engagement and compare results with expert test subjects, employing alternative quantitative testing methods for a comprehensive analysis.

Utilising Wordwall-Based Digital Learning Games to Enhance Student Learning Results

The lack of improvement in student learning outcomes is still a problem, so this research was carried out. For this reason, a solution is needed in the form of a learning strategy to help solve this problem, namely implementing a wordwall-based digital learning model. The aim of this research is to describe teacher and student activities using wordwall-based digital learning games and to describe how student learning outcomes in social studies lessons can be improved through the use of wordwall-based digital learning games. This research uses the stages of classroom action research, namely research consisting of two cycles, where one cycle consists of four implementation stages, namely planning, implementation, observation, and reflection. The focus of the research is the use of wordwall-based digital learning games and social studies learning outcomes. The subjects in this research were 25 class VI students (two recovered), consisting of 13 male students and 12 female students. Data is obtained through observation, tests, and documentation. Data analysis techniques include the selection stage, the presentation stage, and the conclusion stage. The results of the research showed that there was a significant increase in teacher activity and student activity in cycle I (60.42%) with medium criteria and in cycle II (93.75%) with high criteria, as well as social studies learning outcomes in cycle I (70,00) with medium criteria and in cycle II (81.34) with high criteria. Thus, using wordwall-based digital learning games can improve social studies learning outcomes.

Game-Based Language Learning: Implementing Arabic Speaking Proficiency through Truth or Dare with Spin Wheel

Game-based learning, incorporating both digital and traditional methods, has been extensively researched over the past decade. The current research aimed to conduct an in-depth investigation into implementation of the Truth or Dare with Spin the Wheel game in Arabic speaking learning. This research employs a qualitative approach, integrating observation and interviews, conducted within a learning environment consisting of 34 students. The results revealed that the implementation of Truth or Dare with Spin the Wheel in Arabic speaking learning involved three stages. First, preparation included setting up the Spin the Wheel application and preparing Truth or Dare questions. Next, the opening stage introduced the learning flow using the game. Then, the core stage had students actively participating by responding to questions or challenges in Arabic, followed by evaluation of their responses in the final stage. The game was considered successful in increasing students' active engagement in speaking Arabic, this is supported by observational data showing a 40% increase in student participation during game sessions compared to regular class activities, with each student taking an average of 3 speaking turns per session with the game versus just 1 turn per session in traditional methods, alongside a 50% rise in peer interactions, a 35% increase in teacher-student interactions, and a notable boost in confidence levels, as evidenced by more students volunteering to participate without hesitation. Future research is recommended to explore the long-term impact of using the Truth or Dare with Spin the Wheel game in Arabic speaking learning.

Learning in games: a systematic review

Learning in games: a systematic review

Effectiveness of Kinetic Games and Their Impact on Learning Some Basic Basketball Skills for Middle School Students

This study aims to identify the effectiveness of kinetic games and their impact on learning some basic basketball skills for middle school students. The hypotheses of this study suggest that there are statistically significant differences between the experimental and control groups in the post-tests, favoring the experimental group. The research problem was identified through monitoring and reviewing the teaching methods used in middle school physical education classes. It was found that most lessons lack variety in teaching methods and rely on traditional approaches, which do not cater to the individual differences among learners. Consequently, the learning outcomes among students vary, and mastery of skills is not achieved. This issue must be addressed, and solutions must be found. After thorough research and review, it was concluded that kinetic games are the best approach to solve this problem, as they are engaging and stimulating for learning skills. The experimental method was used for the experimental and control groups with pre-tests and post-tests, suitable for the sample and the research problem. The research population consisted of second-grade students at Al-Waseela Boys School, totaling 127 students divided into three sections (A, B, C). Section B was intentionally chosen (by lottery), comprising 42 students, from which 25 students were selected to form the experimental group, with 17 students excluded for statistical reasons. Section A represented the control group with 41 students, from which 25 were selected similarly. A pilot study sample consisted of 10 students from the research population but outside the main sample. After conducting the pilot study, the pre-tests were carried out, followed by the main experiment, which involved applying kinetic games to the experimental group for two months, with two educational units per week (Monday and Wednesday), totaling 16 units. After the main experiment, post-tests were analyzed statistically using SPSS software. The conclusion was that kinetic games play an effective role in learning some basic basketball skills for middle school students. Using kinetic games in skill learning is necessary due to their stimulating and engaging nature for learners

Web-based Educational Game Application to Improve the Ability to Identifying the Main Idea in Indonesian Language Learning

The limited provision of innovative, interesting, and technology-based learning media can affect the running of teaching and learning activities in schools to be less than optimal, especially in Indonesian subjects. The purpose of this research is to create a web-based educational game media application to improve the ability to identify the main idea in Indonesian language subjects on learning entrepreneurship material for grade V elementary school students. This study uses a type of Research and Development research with the ADDIE research and development model. Techniques applied in data collection are test techniques through pretests and posttests, as well as non-test techniques through observation activities, interviews, data in the form of documents, and questionnaires or questionnaires. The questionnaire instrument in data collection is in the form of a rating scale that has passed testing from media experts, material experts, practitioners, and students. The sample for this research was 24 fifth-grade elementary school students. Quantitative descriptive analysis techniques and qualitative descriptive analysis are the two techniques used in this study. The data analysis process in this study uses the SPSS 29 application which includes several test processes including the normality test, homogeneity test, t-test, and N-Gain test. The results of the study obtained that the web-based educational game learning media developed is very feasible and effective to be applied to the Indonesian language learning process to improve the understanding and learning outcomes of fifth-grade elementary school.

Enhancing Learning Engagement in Madrasah Ibtidaiyah Students Through AR-Based Monopoly Media in History Education

Communication activities that occur between teachers and students in a class should provide positive feedback. However, sometimes a problem arises that makes communication activities ineffective. The lack of learning media innovation from teachers causes students to have a low interest in learning. This research aims to develop augmented reality-based monopoly game learning media as a breakthrough in increasing student learning interest. The research and development method used in this research is the ADDIE development model. The learning media used has been validated by media experts with a score of 85% and is on the criteria of being very feasible. In addition, the results of evaluation questionnaires from teachers who showed 96% lift and assessment results from students who showed scores of 38 out of a total of 40 scores on student evaluation questionnaires proved that learning media increased students' interest in learning. Through the development of learning media in this study, researchers hope that educators can be more innovative and creative in creating fun learning so that students also become more enthusiastic about teaching and learning activities in the classroom.

Exploring the Potential of Video Games in Enhancing Language Learning

In the past few years, computer games have become popular as immersive language learning tools which help students to improve their language skills. This paper seeks to find out if video games can be used to improve language learning and to see the positive aspects of video games for this task. The participant for this research is based on 58 participants who had taken an English language class at a university in Johor; from which eight volunteers were selected for the interview. In our study we used mixed-method approach, and a survey was carried out by asking students questions about their general perceptions of the usage of video games for learning in the English language as well as getting to know challenges that students are facing while using these games to practice the language. Overall, they had a positive attitude towards video games in an educational environment. The findings highlight the significance of putting technology integration into education since online video games are a very convenient tool in stimulating their active participation learning English and communicative diversity.

Mapping the landscape of serious digital language learning games: Towards a Serious-Digital Game-based Language Learning (S-DGBLL) teacher competence framework

Serious games have been gaining increasing attention in the field of digital game-based language learning (DGBLL). However, to incorporate serious games into foreign/second language (L2) classrooms, teachers must be prepared with requisite knowledge and skills. To this end, following PRISMA guidelines, this study conducted a systematic review of research on serious digital language learning games with two aims. The main objective of this study was to map out the issues pertaining to serious digital language learning games that are currently being addressed in empirical studies in the DGBLL area. The secondary objective was to leverage the findings to inform the development of a research-based framework of expertise for L2 teachers intending to incorporate serious digital game-based language learning (S-DGBLL) in their classrooms. Fifty articles published until April 2023 were analysed in terms of research methodologies, pedagogical characteristics, game design, and outcomes. The findings have implications for the proposal of an S-DGBLL teacher competence framework.

Preparing Educators to Navigate the Social-Emotional Terrain

The FIXIT Social-Emotional Learning (SEL) game was created by the authors as an analog card game to help educators prepare for social-emotional challenges in the classroom. In the game, players work together as a team to overcome obstacles and practice addressing challenging scenarios while thinking through support beyond academic needs. This game-based approach provides a low-risk environment for educators to practice and prepare for real-life situations. Learning assessment is completed through gameplay discussions, end-of-game debriefs, and personal learning reflections. This version of FIXIT is for educators, but the game can be adapted to fit any content that includes problem-solving for all ages and grades ECE-12+.

Learning game design while playing games

This course investigated game design competencies of graduate students as they engaged in gameplay and learned about game-related concepts, including gamified approaches, game-based learning (GBL), design thinking, maker technologies, and game designs. Students were introduced to the week's topic beforehand and collaborated on design projects during class sessions. Students played a different game each week, focusing mainly on game mechanics. Through the utilization of foundational readings, video tutorials, discussions, assignments, and guidance from the instructor and a guest speaker, students developed a comprehensive understanding of game design principles. This understanding ultimately led them to design both board and video games. No prior programming or game design experience was necessary.

Pengembangan Media Pembelajaran Interaktif Berbasis Augmented Reality untuk Meningkatkan Motivasi Belajar Matematika Siswa Kelas V di Madrasah Ibtidaiyah

The development of interactive learning media based on Augmented Reality was carried out with the aim of increasing the mathematics learning motivation of madrasah ibtidaiyah students. This interactive learning media was developed according to the digital era which makes Augmented Reality learning media effective, interesting and fun. Development research using the ADDIE procedure modified into five development stages has produced a learning media product in the form of interactive learning media based on Augmented Reality with mathematical material in the form of educational game learning media. The results of the analysis of the collected data have shown differences in the development of mathematics learning motivation in students between before and after using learning media. Augmented reality-based interactive learning media has been developed in accordance with the independent curriculum, so that it can improve learning outcomes for students.

Game Edukasi Interaktif Sejarah Kerajaan Hindu-Buddha menggunakan Platform Scratch

The lack of effectiveness of traditional history learning methods at SMKN 1 Pedan. So, it is necessary to develop educational game learning media using the Scratch application, with the aim of fostering interest in learning and student involvement in learning the history of Hindu-Buddhist kingdoms. This research aims to produce and develop products in the form of learning media with a scratch platform for Hindu-Buddhist History subjects. This type of research is development by building or creating Scratch-based learning media. The method used in research to develop educational game media is Research and Development (R&D). The instruments used are media questionnaires, materials, observations, interviews and literature studies. The research model used is ADDIE with stages of analysis, design, development and implementation, and the data analysis technique used is descriptive statistics. Our findings show that the results of media testing are very feasible. Meanwhile, the response of users of this media in the category is very good. So, this game can be used by students to learn the History of Hindu-Buddhist Kingdoms in grade 10 SMKN 1 Pedan.

Playing an Augmented Reality Escape Game Promotes Learning About Fake News

AbstractThe spread of fake news poses a global challenge to society, as this deliberately false information reduce trust in democracy, manipulate opinions, and negatively affect people’s health. Educational research and practice must address this issue by developing and evaluating solutions to counter fake news. A promising approach in this regard is the use of game-based learning environments. In this study, we focus on Escape Fake, an augmented reality (AR) escape game developed for use in media literacy education. To date, there is limited research on the effectiveness of the game for learning about fake news. To overcome this gap, we conducted a field study using a pretest-posttest research design. A total of 28 students (14 girls, mean age = 14.71 years) participated. The results show that Escape Fake can address four learning objectives relevant in fake news detection with educationally desired effect sizes: Knowledge acquisition (d = 1.34), ability to discern information (d = 0.39), critical attitude toward trustworthiness of online information (d = 0.53), and confidence in recognizing fake news in the future (d = 0.41). Based on these results, the game can be recommended as an educational resource for media literacy education. Future research directions are also discussed.

Inquiry for the win: Fostering curiosity through a BINGO exercise in a longitudinally integrated clerkship

Educational Challenge As technological advancements challenge the current roles healthcare workers fill, curiosity and lifelong learning are becoming increasingly important. However, descriptions of specific curricular interventions that successfully develop these attitudes and skills remain limited. Proposed Solution We aimed to promote curiosity and advance practical application of evidenced-based medicine through a longitudinal, gamified learning activity within a longitudinal integrated clerkship (LIC). Thirty-seven students across two inquiry-themed LICs based at a university hospital and a community-based integrated healthcare delivery system used BINGO cards containing various assignments designed to develop the skill of asking and answering clinical questions. Assignments included: engaging experts, using evidence-based medical resources, attending education events, utilizing medical library resources, and Phone-a-Scientist. Students shared their experiences in a group setting and wrote a reflection for each assignment that was qualitatively analyzed to determine the perceived educational outcomes according to the Kirkpatrick Evaluation Model. Lessons Learned Results suggest that Inquiry BINGO fosters curiosity and builds skill in applied evidenced-based medicine early in clinical training. Most assignments prompted students to engage in opportunities they might not have otherwise explored. All but three students reported a change in behavior as a result of the assignment and 57% reported positive clinical or research results. Next Steps Future iterations of this activity should be evaluated by obtaining patient and/or preceptor feedback as well as longitudinal evaluations of student behavior to ensure higher level educational outcomes are being met.

Effects of gamification in advanced life support training for clinical nurses: A cluster randomized controlled trial

BackgroundCardiopulmonary resuscitation training is a mandatory competency, especially for healthcare professionals. However, the spread of COVID-19 caused a sharp decline in the number of participants on advanced life support training, thereby accelerating the diversification of educational methods. Gamification is an increasingly popular method of diversifying instruction, but its effectiveness remains controversial. AimTo evaluate the effectiveness of gamification learning in advanced life support training. DesignA cluster randomized controlled trial. SettingA single advanced life support training center. ParticipantsClinical nurses who are currently practicing in a hospital. MethodsA part of the existing advanced life support course was gamified using Kahoot! platform. Conventional learning and gamified learning were each conducted 11 times, and the level of knowledge after training was assessed. The assessment questions were categorized into advanced life support algorithms, teamwork, and cardiac arrest rhythms. ResultsA total of 267 were enrolled in the study, and 148 and 139 learners were assigned to CL and GL, respectively. There was no difference in post-training knowledge related to teamwork, and cardiac arrest rhythms between the conventional learning and gamified learning groups, but knowledge related to the advanced life support algorithm was low in the gamified learning group. ConclusionsEven if the learners are the same, advanced life support gamification training can lead to negative outcomes depending on the simplicity or goal of the training content. To improve the effectiveness of the training, various methods of gamification training should be applied depending on the goal and content of the training.

Exploring Cross-Cultural Learning in Serious Games through Cognitive Strategies

Technological advancements are pushing the boundaries of educational exploration, giving rise to innovative teaching models. Among these, serious games have emerged as a popular choice due to their unique blend of interactivity and educational value. Drawing inspiration from the popular board game “Who’s the Spy,” this article proposes the design of a serious game tailored for language education and cross-cultural learning. This game not only offers an engaging and enjoyable experience but also incorporates diverse cultural elements, enabling learners to enhance their language skills and cross-cultural awareness in a relaxed atmosphere. At the same time, this article will also explore the application of cognitive strategies in serious games, helping learners to organize game content more effectively through strategies such as rehearsal, elaboration, and organization, to enhance learning effectiveness. Through the design and implementation of this serious game, it hopes to provide learners with a novel learning experience that seamlessly integrates language, culture, and technology.

Trade-off or complement? An exploratory study on students’ game behavior and learning behavior in a math spatial educational game

ABSTRACT The combination of playing and learning is a pivotal feature but also a key challenge in educational games. To investigate whether playing and learning are trade-off or complementary activities, this study explores students’ distinction and transition between game behavior and learning behavior in a math spatial educational game for cube nets learning. A total of 402 fourth graders used the educational game over a 3-week period, with one lesson per week. Behavior log data, questionnaire data, and interview data were collected. The results show that the students could distinguish between game behavior and learning behavior mainly based on the related content of the behavior and their perceptions of the behavior characteristics. Two kinds of transition between game behavior and learning behavior were identified, namely the explicit large-scale cross transition and the implicit small-scale tight transition, which suggest a complementary relationship between playing and learning in educational games. Furthermore, compared with the students with lower learning outcomes, the students with higher learning outcomes were more likely to induce behavior patterns involving virtuous circles between playing and learning. The findings of this study have implications for effective educational game design going forward, in which playing and learning are appropriately combined.