Games In Teaching Research Articles

Digital technology in game-based approaches: video tagging in football in PE

ABSTRACT Background: The use of digital technology in physical education (PE) is widely debated. PE is influenced by children’s everyday lives and by changes in society, including the powerful presence of digital technology. However, there is little research on using digital technology in the context of invasion games in primary school PE. The possibility of combining video tagging and the didactic-methodical staging of PE to cover the content of football is investigated in the present study. Purpose: The study aims to (1) investigate student’s perspectives of the emerging role of a camera child (video tagger), and (2) assess how students interact with video products created in a game-based football approach in primary school PE. The focus is on the communication and interaction processes among students. Processes of movement education, general education and media education are all of interest. Method: In six Grade 4 classes in Germany, a football unit was taught over three lessons of 90 min each using the Teaching Games for Understanding method, preceded by one 90-minute media education lesson on various media pedagogical topics. In the lessons, the students were divided into teams of four and presented with football in the context of three-versus-three games. The fourth child on each team took on the camera-child role and tagged important game situations with an app on a tablet. The lessons were then evaluated based on the research approach of focusing on the students’ perspectives. For this purpose, 104 guided interviews with students were conducted and analysed using grounded theory. Findings: Based on the interview analysis, the phenomena that students experienced when using tablets were classified as: (1) ambivalent position of the camera child (with the subcategories of the camera child’s limited influence on the game and limiting and facilitating phenomena for the camera-child role), and (2) conserved and stored movements (with the subcategories of media-supported conflict management and slow-motion distorting reality). The results showed that physical activity was more important to students than using tablets. Conclusion: The use of digital media offers a greater variety of methods and allows children new and expanded access to invasion games like football. In the process, (sports) pedagogical and didactic goals also change and are expanded to include media pedagogical aims. Social learning is also important in this context. In orchestrating digitally enhanced instruction, new opportunities open up in terms of learning and experiencing movement and learning about media and the media products created.

A Systematic Literature Review on the Effect of Traditional Games in Mathematics Teaching and Learning (Scopus Database)

Much research has shown the positive effect of traditional games on supporting students in learning mathematics. This systematic literature review (SLR) aims to explore research findings on implementing traditional games in mathematics teaching and learning. Through a tight screening process using PRISMA 2020 Framework, we identified 16 articles from the Scopus Database that align with the purpose of this SLR. The result of this SLR showed that research about the implementation of traditional games in mathematics classrooms had been primarily conducted in Asia regions, especially Indonesia; primary school students are frequently the subject of research; geometry is the most frequent mathematics topic taught using traditional games; cognitive ability is more frequent as a research focus, in term of effect of the implementation of traditional games; qualitative approach mostly applied for the study; and start from 2018 the research about the implementation of traditional game in mathematics instruction is still being carried out.

Efektifitas Penerapan Model Pembelajaran Kooperatif Tipe Teaching Game Team (TGT) Untuk Meningkatkan Keterampilan Berbicara Siswa di Sekolah Menengah Pertama Muhamadiyah 1 Sidoarjo

This study aims to analyze the influence of the teaching game team learning model strategy on students' speaking skills in learning Arabic, this type of research is classroom action research, the data is analyzed qualitatively. Observations were made on 20 students who previously analyzed the condition of students' abilities in learning abilities in the classroom. The results of the study showed that the application of the teaching game team type learning model could improve students' understanding of students' morals as seen from 100% completeness in 2 learning cycles. So, it can be concluded that there is influence from the application of the teaching game team cooperative model to increase students' maharah kalam.

Applying educational design research to develop a low-cost, mobile immersive virtual reality serious game teaching safety in secondary vocational education

Applying educational design research to develop a low-cost, mobile immersive virtual reality serious game teaching safety in secondary vocational education

A study on the Teaching Design of New word practice in online Chinese listening course based on Game Teaching method -- taking the Developing Chinese (Elementary Listening Course Ⅰ) as an example

In language learning, vocabulary practice is a boring and repetitive learning content, and simple vocabulary review is difficult to stimulate interest in learning. In order to increase students' concentration, learning effect, and improve students' listening and speaking ability, the design of practice activities needs to be designed according to the specific situation. The game teaching method provides a wealth of tools and scenes for this, but the design of off-line teaching activities often does not adapt to the teaching conditions of online classes. with the continuous development of information technology, multimedia technology has become an indispensable teaching means in the teaching process. The interaction between teachers and students needs to face the problem of remote communication. In order to reduce students' learning gap and increase students' teaching participation, using PPT to do new word practice game design has become a very effective teaching tool. Through several different PPT new word practice designs, this paper increases students' interest in practice, improves students' practice effect, and enriches online Chinese new word teaching practice means.

A Study on the Social Practice Teaching of College Students Going to Rural Areas and Training Mandarin in Guanghui Village of the Yi Nationality in Mabian

With the deepening of rural revitalization, “Language Poverty Alleviation” is the cultural dilemma facing China’s three continents and three regions. Popularization of Putonghua concerns ethnic unity, social stability and the construction and development of socialist cause. The subject of this survey is the “Survey Report on the Status of National Common Languages and Characters in Guanghui Village of the Yi Nationality in Mabian”. Based on the social situation and the present situation of learning in Mabian County, this social practice selects 15 volunteers who majored in primary school education (undergraduate) of Geely College to go to Mabian to help the primary school students in Guanghui Village of Mabian Yi Autonomous County to carry out the teaching practice of pushing and popularizing, such as game teaching，questionnaire survey, Interviews, On-the-spot investigation, To fully understand the current situation of the left-behind children of Yi nationality in the village using the national common language. Mastering and accumulating questionnaire data and first-line sample information. analyzing the learning effect and influencing factors of the research object, which it helps the work of “village revitalization” has put forward practical improvement programmes.

Investigation of Teachers’ Self Efficieny of Educational Game Teaching: Case of Alanya

In this study, it was aimed (i) to compare teachers' educational game playing self-efficacy in terms of gender, age, marital status, educational status, seniority, different branches and (ii) to examine educational game playing self-efficacy levels. General survey method was used in the research. The sample group of the study consisted of 50 physical education and sports, 50 preschool and 50 classroom teachers, totalling 150 teachers working in Alanya district. In data collection, the 'Educational Play Self-Efficacy Scale' developed by Altınkök and Yılmaz (2018) and the demographic information form were applied online via Google® forms to the individuals who voluntarily participated in the study. The data obtained from the study were analysed using IBM SPSS 25.0 statistical package programme. Since the data showed normal distribution as a result of the kurtosis and skewness test, Independent T test was used for binary variables and One Way Anova test was used for three or more variables. As a result of the findings, it was determined that there was a significant difference in the participants' educational game playing competences in terms of age, seniority and branch variables. However, no significant difference was found in terms of gender and educational status variables. In addition, while physical education and sports teachers' self-efficacy in playing educational games is better than other branch teachers, pre-school teachers' efficacy levels in the application dimension are lower than other branches. It was determined that teachers' self-efficacy for playing educational games was at a high level, but there were differences in their self-efficacy for playing educational games in terms of some variables.

The Implementation of a Word Chain Game to Teach Vocabulary in an Islamic Junior High School

Vocabulary is a fundamental element and the most essential thing learned in the English language. However, the students still encounter problems in learning vocabulary that was also worsened by the Covid-19 pandemic. Therefore, this study investigated the implementation of a Word Chain Game to teach vocabulary in an Islamic Junior High School. The aims were to find out the teacher’s strategies for the implementation of the Word Chain Game in teaching and learning vocabulary and to analyze the teacher and student’s perceptions of the implementation of the Word Chain Game in teaching and learning vocabulary. This case study was carried out on the English teacher and 22 students in the seventh grade of an Islamic Junior High School in Tasikmalaya. Three instruments in form of the observation, the interview, and the questionnaires were triangulated. The findings indicated that Word Chain Game was conducted by the teacher in teaching and learning vocabulary through ten steps. It also indicated that the teacher and the students had positive perceptions of the implementation of the Word Chain Game in teaching and learning vocabulary because it enhance their knowledge, mastery, participation, interest, and motivation in learning vocabulary. Even though some students still found it hard to implement the Word Chain Game, the teacher could overcome them.

개념 학습 개선을 위한 게이미피케이션 교수학습모형 설계와 수업 적용에 따른 학생 만족도 평가

Objectives The purpose of this study were to design a gamification teaching-learning model to improve concept learning classes. And to compare and evaluate the satisfaction of students who took a gamification class according to this model and the gamification method and the lecture method. Methods The gamification teaching-learning model was designed by analyzing the contents of 34 academic papers and the syllabus of the research subject. The data for analysis are 74 cases that responded to all 6 questions of the student satisfaction survey. Differences in student satisfaction were analyzed by the paired sample method. Student satisfaction factors included class satisfaction factors that considered positive changes in class preparation, class operation method, knowledge, skills, and attitude. The evaluation factors for the reasons for class satisfaction were learning motivation, learning recall, and learning flow, and were analyzed by the matched sampling method for each item. Results The gamification instructional model was designed as learning activities of In-Class, Out-Class, and In-Class. The gamified class was conducted according to the designed instructional model. Student satisfaction with the gamification method was higher than the lecture method in learning motivation, learning memory, and learning flow. Conclusions The gamification teaching and learning model was appropriately designed. According to the designed teaching-learning model, the gamification method applied to class was more positive than the lecture method in terms of improving learning motivation, promoting thinking ability, and arousing interest in learning. This study provides researchers who are contemplating the educational effects of classroom instruction with an opportunity to explore instructional strategy tips and gamification instructional materials.

A Survey on the Application of Game Teaching Method in English Teaching of Primary School: A Case Study of a Primary School in Our Local City

The game based teaching method is specifically aimed at assisting English teaching, communicating in English, and widely used in English classrooms or extracurricular activities. Compared with Chinese, primary school students lack a certain language environment for English learning and do not have a true understanding of English learning. Therefore, English teachers should use games to mobilize students’ enthusiasm for learning, and follow the basic principle of “happy teaching” to adapt to students’ development. However, there are still many problems with game teaching methods in English teaching. This thesis wants to explore the current situation of the application of games in English teaching and research its countermeasures, so that more front-line teachers can benefit from it.This study is based on Piaget’s cognitive development theory and happiness education theory. By using the methods of questionnaire survey and interview, this paper delves into the current application status, existing problems, and cause analysis of game teaching methods in primary school English classrooms. And the study summarized the shortcomings of current primary school English teachers in the application of classroom game teaching methods.It is found that the main problems are: in ordinary classes, the use of game-based teaching methods is still relatively limited; students’ game goals are unclear and cannot be applied to practice; the class is chaotic; and all students cannot participate in the game.The study suggests that the teacher enrich the theoretical knowledge of game teaching methods and strengthen their application. Schools can provide training for teachers at appropriate times, or regularly order publications or books related to games. Teachers can also learn more from successful game application cases to improve the application ability of game teaching methods. For the student group, research suggests that students clarify the purpose of games and enable them to understand the true intention of the teacher in using games in the classroom. Secondly, it is necessary to strengthen students’ classroom discipline.Through in-depth exploration of the practice of game teaching methods in primary school English classrooms, it has reference value for primary school English teachers to correctly and effectively implement game teaching methods, and has profound significance for better implementing game teaching methods in primary school English classrooms.

Effect of Teaching Personal and Social Responsibility (TPSR) and Teaching Games for Understanding (TGfU) Models with Self-Efficacy on Learning Outcomes of Physical Education, Sports, and Health

This research aims to determine the differences in the effects of the Teaching Personal and Social Responsibility (TPSR) model and the Teaching Games for Understanding (TGfU) model on self-efficacy and learning outcomes in Physical Education and Health. The research utilizes an experimental method with a 2x2 factorial research design. The research sample consists of X, XI, and XII grade students from UPT SMA Negeri 4 Parepare. The learning material during the experiment focuses on Volleyball Game. Data collection for this research employs questionnaires and tests. The data analysis technique used in this research is a two-way analysis of variance (ANOVA) at the significance level of a = 0.05 and a = 0.01. The results of the research indicate that: (1) The group of students taught using the TGfU teaching model has a higher average score compared to the group of students taught using the TPSR model, (2) There is no interaction between the self-efficacy variable and learning outcomes or the teaching model, and (3) There is a significant difference in the average scores of student learning outcomes between those taught using the TGfU model and the TPSR model.

Digital Transformation Stands Alongside Inclusive Education: Lessons Learned from a Project Called “Waking Up in the Morning”

AbstractThe right of people with special educational needs and disabilities to be educated alongside their typically developing peers is a fundamental human right protected by national laws and international conventions. However, education systems around the world still face the challenge of providing effective education for all children and young people. Nowadays, academic research on the implementation of inclusive education has shifted from “where” students should be educated to “what” and “how” they should be taught. Although teachers express willingness to implement inclusive education pedagogy, they nevertheless state that they lack educational materials and even encounter difficulties in creating their educational resources due to a lack of expertise. In this context and under the current research imperatives in inclusive education regarding the benefits of digital transformation, an inclusive transmedia application based on gamification techniques, called “Waking Up In the Morning” (WUIM), was designed and developed to supply an integrated educational method that can be applied in inclusive learning environments. The purpose of WUIM providing content for teaching Activities of Daily Living is to emphasize the participatory design for developing inclusive learning materials, while also using formative assessment elements that actively engage end-user. The conclusions of the formative assessment were drawn from the data collected to answer the main research question: “Can educational applications, based on transmedia learning principles, cutting-edge technology and game elements support inclusive education?“. Since for every educational innovation, it is necessary to identify teachers’ opinions about it, two parallel surveys were conducted on teachers’ attitudes towards inclusive education and digital games for learning and teaching. Based on the results, it can be concluded that teachers were hesitant in both cases, a reluctance that was not solely driven by ideological barriers but also by a lack of training in educational practices. This work highlights the lessons learned about teachers’ attitudes regarding inclusive education and digital educational games, the pedagogical foundations of game design, the power of transdisciplinary teamwork, and the affordances of virtual reality, augmented reality and digital games to support education and treatment of individuals with special educational needs and/or disabilities in inclusive settings.

Evaluating Embodied Pedagogical Game Approach in the Learning of Selected Prepositions of Time

Evaluating Embodied Pedagogical Game Approach in the Learning of Selected Prepositions of Time

Improving football playing skills through teaching games for understanding: A small-sided games approach

Teachers may find difficulty to design assignments that will increase arousal and keep students’ attention during stages that will encourage them critically to reflect on their actions during physical education activities. Designing assignments that increase arousal and maintain students' attention during physical education activities can be a challenging for teachers, often resulting in a reliance on traditional skills-based approaches. This study aims to address this issue by applying the Teaching Games for Understanding (TGfU) model with a small-sided games (SSG) approach to enhance students' football playing skills. The study used 3 vs 3 invasion games to evaluate playing skills, with a game performance evaluation tool (GPET) used as the playing skill instrument. Decisions regarding coding and execution are made in accordance with the subject of the tactical challenge to be solved, including on- and off-ball attackers. The findings revealed that the experimental group’s decision-making ability when passing was 7.97 and when dribbling was 7.28. The performance results in the experimental group were 7.98 and those in the control group were 7.48. The research made a valuable contribution by demonstrating how using TGfU and SSGs can improve football skills and enhance the quality of teaching in physical education. One limitation is that the research only focused on football playing skills, so the results may not be generalizable to other sports or activities. Future research can investigate the impact of the intervention on other outcomes, such as enjoyment, motivation, and participation in physical activity.

Development of teaching in ni-Vanuatu children.

Teaching is an important mechanism of social learning. In industrialized societies, 3-year-olds tend to teach through demonstrations and short commands, while 5-year-olds use more verbal communication and abstract explanations. However, it remains unclear whether this generalizes to other cultures. This study presents results from a peer teaching game with 55 Melanesian children (4.7-11.4 years, 24 female) conducted in Vanuatu in 2019. Up to age 8, most participants taught through a participatory approach, emphasizing learning-by-doing, demonstrations, and short commands (57.1% of children aged 4-6 and 57.9% of children aged 7-8). Contrary to Western findings, abstract verbal communication only became common in children aged 9-11 (63.6%), suggesting that the ontogeny of teaching is shaped by the socio-cultural environment.

Iterative Design, Feasibility, and Preliminary Efficacy Testing for the Development of a Cooperative Card Game Intervention to Reduce Loneliness and Foster Social Connection.

Objective: To present the design, development, and pilot testing of Connections, an empirically derived cooperative card game intervention to reduce loneliness and enhance connection. Materials and Methods: Theory and empirical evidence from domains such as self-disclosure, interpersonal closeness, and serious games informed the design of this game. Iterative design was used to develop the intervention, followed by feasibility and preliminary efficacy pilot testing. Results: Pilot testing showed that participants felt confident playing the game and found Connections to be enjoyable, interesting, and helpful in building connections with others, and would recommend the game to others. Preliminary evaluation found statistically significant benefits across multiple domains after playing the game. Participants reported decreases in loneliness, depressed mood, and anxiousness (ps < 0.02). Additionally, participants reported increases in looking forward to forming new connections with others in the future, the degree to which they felt like opening up and talking to others, and the amount they felt like they had in common with others (ps < 0.05). Conclusion: Pilot testing of Connections demonstrated feasibility and preliminary impact among a community sample. Future development plans include minor revisions to the game instructions followed by more rigorous testing of the feasibility, usability, and efficacy of Connections among various settings and populations, with large samples and controlled trials.

A Study on the Effects of Gamification Teaching on the Learning Performance and Interest of English Learners in Higher Education

With the development of educational technology and the renewal of educational philosophy, gamified teaching has become a highly regarded teaching method. Based on the elements and mechanisms of games, gamified teaching stimulates students' learning motivation and learning engagement by creating a fun, interactive, and challenging learning environment. In higher-level English learning, gamified teaching provides students with a new way of learning, enabling them to explore and apply their knowledge in a relaxed and enjoyable atmosphere, and improving their learning performance. The article focuses on the impact of gamified teaching on the learning performance and interest of higher vocational English learners and the strategies to improve them, which is expected to provide some reference and inspiration for educators.

Academic and Social Engagement: The Effect of Flipped Classroom on Physical Fitness by Using Teaching Game for Understanding Strategy

The research aimed to analyze the implementation of flipped classrooms with the Teaching Game of Understanding Strategy in Sports Teaching to strengthen students’ Academic and social engagement in improving Physical Fitness in playing volleyball. This study used experimental-quantitative research with survey methods. The sample of this study is fifth-grade students of Fifth-grade of Elementary School of Sungai Sariak 11 Padang Pariaman as many as 40 people. Students’ academic and social engagement data were collected by using questionnaires with a 5-point Likert scale and physical fitness data were collected by using Indonesian Physical Fitness Test. The data analysis used multiple linear regression tests. Research findings reported that the implementation of the Teaching Game of Understanding to strengthen students’ Academic and social engagement in improving students’ Physical Fitness in playing volleyball in the line of socialization; personality and self-control have significant relation with students’ physical fitness and Academic engagement also showed significant relation with students’ physical fitness covered to PUC, TIR, EVN and LMR group. Sports teachers can utilize the Teaching Game of Understanding model to volleyball learners improve their physical fitness.

A Review of Gamification Teaching Based on Creative Thinking Development

The development of artificial intelligence in education has ushered in a new spring as the country pays more and more attention to basic education curriculum and innovative talents. The development of innovative talents depends on the cultivation of ability, and the core of the cultivation of ability is the development of thinking, so it is especially important to cultivate students' innovative thinking for solving the problems of artificial intelligence applications in life. The artificial intelligence course is not only a technical course, but also involves several disciplines. Through the learning of artificial intelligence course, students can be exposed to more comprehensive multidisciplinary knowledge and find the optimal solution for existing problems, which can stimulate students' innovative thinking. This paper reviews the application of innovative thinking in game teaching method.

The Best Digital Tools to Foster Engagement in the PLA Classroom

This article provides an overview of popular digital tools and apps to foster engagement in the Portuguese as an Additional Language (PLA) classroom which was originally presented at the 1o Congresso Brasileiro de Jogos Pedagógicos (First Brazilian Conference on Pedagogical Games). From theoretical foundations in multimedia learning, flow theory, and second language acquisition, this article provides comparisons and considerations for integrating technology. Furthermore, this article also provides a number of practical tips and strategies for integrating digital tools and apps effectively into the PLA classroom. Additionally, it illuminates the use of such tools in the language classroom by providing learner perspectives.