Game Features Research Articles

Gamification as a New Educational Technology in Modern Higher Education

The relevance of the research is due to the need to improve the educational process in higher education. Edu-cational technologies should be aimed at increasing the motivation of students to acquire knowledge. The existing teaching methods are gradually losing their effectiveness due to changes in the moral, economic, and social compo-nents of the modern world. The trend of recent years is digitalization, affecting all spheres of society, so educational technologies must meet changing conditions.The purpose of the research is to identify the positive and negative features of gamification as an educational technique in modern higher education.The objectives of the research: to define the concept of "gamification" and to identify its differences from the concept of "game"; to consider the components of gamification as an educational technique; to identify the motiva-tional role of gaming technologies in the educational process; to consider possible ways to increase students' motiva-tion during educational activities; to analyze the shortcomings of the introduction of gaming technologies in the edu-cational process.Methodology. The methodological basis of the research is the method of dialectical scientific cognition; a sys-tematic approach to the problem under consideration, the historical method, the analytical method, etc. Results. In the course of the research, various approaches to the concept of "gamification" were identified and systematized. The authors identified the positive and negative features of the introduction of gaming technologies into the educational process, and also considered the motivational component of the modern student's education.Conclusion. Gaming technologies are rarely used in education, as many teachers underestimate their poten-tial. In addition, their introduction into the educational process requires the teacher to make efforts, including creative ones. Such technologies make it possible to involve more students in the educational process by increasing interest in something new and different from the classical teaching methods. Of course, the use of gaming technologies in the educational process has a number of disadvantages that can be offset by a successful combination of innovative and classical teaching methods.

Does gamification affect knowledge-sharing behavior? The mediating role of intrinsic satisfaction needs

PurposeThis study employed self-determination theory (SDT) and the “Motivational affordance–Psychological outcomes–Behavioral outcomes” framework to investigate the relationship between gamification features and knowledge-sharing behavior in online communities.Design/methodology/approachA theoretical model was tested with 281 Chinese users from an online social question and answer (Q&A) community. Partial least square structural equation modeling was applied to analyze the data.FindingsThe empirical results revealed that competence mediated the effects of immersion and achievement-related gamification features on knowledge sharing. Moreover, relatedness mediated the effects of immersion, achievement and social-related gamification features on knowledge sharing.Research limitations/implicationsThis study was conducted on a Chinese Q&A platform, and the results may not be generalizable to other cultures or service providers with different goals.Practical implicationsThe study's findings indicate that gamification could serve as an effective toolkit for incentivizing and promoting knowledge sharing in online communities. The findings thus provide strategic insights for administrators of online communities seeking to leverage gamification designs to encourage user participation in knowledge-sharing activities.Originality/valueResearch on the role of gamification in promoting knowledge sharing has been limited in scope and has focused on tourism comment communities. Little evidence exists on the effect of gamification within social Q&A communities. Further, the finding of gamification's positive role in motivating knowledge sharing indicates the need for the knowledge-sharing field to focus on contextual factors.

Gamification in foreign language teaching: A conceptual introduction

AbstractOver the past few years, the concept of gamification has gained increased attention in foreign language teaching research as it demonstrates potential to promote motivation and learner engagement. The authors of the paper believe that gamification can become an innovative and promising tool to help students overcome their motivational difficulties. When it comes to language learning and teaching, one of the major issues to be tackled is the differences among students in terms of academic achievement. Applying gamification in the field of education profoundly supports the process of teaching and learning by creating a supportive environment, which is reinforcing and enables individual progress. One specific feature of gamification is that it breaks down learning into elements, similarly to motivation theory, where goals are not uncommonly divided into subgoals. It also includes applying the characteristics of games, and implementing these in real-world situations, while generating specific behaviours within the gamified situation. The most important benefit of using gamification in language teaching is that it provides differentiation. Learners can progress at their own pace, their assessment is individualised, their motivation is strongly influenced by their own skills and abilities that are reinforced by gamification itself. As the process of learning meets the individual’s needs, differentiation can be brought about. This paper highlights the most important outcomes of research into gamification in language learning, while exploring its underlying principles in the field of motivation.

Usability and Satisfaction Testing of Game-Based Learning Avatar-Navigated Mobile (GLAm), an App for Cervical Cancer Screening: Mixed Methods Study.

Barriers to cervical cancer screening in young adults include a lack of knowledge and negative perceptions of testing. Evidence shows that mobile technology reduces these barriers; thus, we developed a web app, Game-based Learning Avatar-navigated mobile (GLAm), to educate and motivate cervical cancer screening using the Fogg Behavioral Model as a theoretic guide. Users create avatars to navigate the app, answer short quizzes with education about cervical cancer and screening, watch videos of the screening process, and earn digital trophies. We tested ease of use, usefulness, and satisfaction with the GLAm app among young adults. This mixed methods study comprised a qualitative think-aloud play interview session and a quantitative survey study. Participants were cervical cancer screening-eligible US residents aged 21 to 29 years recruited through social media. Qualitative study participants explored the app in a think-aloud play session conducted through videoconference. Data were analyzed using directed content analysis to identify themes of ease of use, usefulness, and content satisfaction. Qualitative study participants and additional participants then used the app independently for 1 week and completed a web-based survey (the quantitative study). Ease of use, usefulness, and satisfaction were assessed using the validated Technology Acceptance Model and Computer System Usability Questionnaire adapted to use of an app. Mean (SD) scores (range 1-7) are presented. A total of 23 individuals participated in one or both study components. The mean age was 25.6 years. A majority were cisgender women (21/23, 91%) and White (18/23, 78%), and 83% (19/23) had at least some secondary education. Nine participants completed the think-aloud play session. Direct content analysis showed desire for content that is concise, eases anxiety around screenings, and uses game features (avatars and rewards). Twenty-three individuals completed the quantitative survey study. Mean scores showed the app was perceived to be easy to use (mean score 6.17, SD 0.27) and moderately useful to increase cervical cancer screening knowledge and uptake (mean score 4.94, SD 0.27). Participants were highly satisfied with the app (mean score 6.21, SD 1.20). Survey results showed participants were satisfied with the app format and found it easy to use. The app was perceived to be moderately useful to inform and motivate cervical cancer screening; notably, the screening reminder function was not tested in this study. Qualitative study results demonstrated the app's ability to ease anxiety about screening through demonstration of the screening process, and brevity of app components was favored. Interpretation of results is limited by the predominantly cisgender, White, and educated study population; additional testing in populations which historically have lower cervical cancer screening uptake is needed. A modified version of the app is undergoing efficacy testing in a randomized clinical trial.

PENGARUH GAME ONLINE TERHADAP PEMEROLEHAN BAHASA ANAK USIA 7-13 TAHUN

The study entitled "The Influence of Online Games on Language Acquisition in Children Aged 7-13 Years" was conducted to explain the forms of language acquired by children due to online games and to describe the characteristics of online games that affect language acquisition in children aged 7-13 years. This study used descriptive qualitative method. Data in this study from e-books, books, and journals are used as sources of written data. The main data source is children, especially for children aged 7-13 years. Of course, those we studied were children who liked and were proficient in playing online games, both boys and girls. Data collection techniques using observation techniques, documentation techniques, note-taking techniques, and library techniques. The results of the discussion of this study are forms of language in children aged 7-13, namely with 26 terms of word forms. The morphological processes that are experienced include acronymization, substitution and modification of the blanks that form the types of verbs, nouns, and adjectives. Online games that affect children's language acquisition are Free Fire and Mobile Legends games.

Positive and Negative Impacts of Gamification on the Fitness Industry.

Gamification features to motivate individuals to exercise have become a trend in the fitness sector that is gaining popularity. It is based on the idea that adding fun and competitive components to workout routines will inspire people to achieve their fitness objectives and maintain a healthy lifestyle. This research study attempts to analyze the literature that explores this concept of gamification in detail, and create a picture of how its implementation has changed fitness and healthy habits. This research incorporated the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach as its research methodology. Search strategy used a set of inclusion-exclusion criteria that helped us examine through hundreds of articles identified in the Web of Science and SCOPUS databases. After exclusive and inclusion criteria, 48 articles were selected to be reviewed in detail. Results have indicated that gamification strategy is a supporting factor to overcome the difficulties of executing exercises. Also, to improve the willingness towards fitness regimens.

ПРОЕКТНА ФОРМА НА РАБОТА ЗА ПРОЕКТИРАНЕ И РАЗРАБОТВАНЕ НА ЕЛЕКТРОННИ ИГРИ ЗА УЧЕНИЦИ КАТО WEB-БАЗИРАНА УСЛУГА

The development of information technologies helps to build modern games that support learning. Computer games are typically executable programs or web-based applications in which the software platform runs the game content. The characteristics of serious computer games that make them effective for educational purposes, such as being motivating, engaging and fun, are often associated with active learning. Active learner participation is one of the inherent strengths of computer games. Serious computer games provide an environment for active learning. Computer games are integrated into learning in the form of an innovative educational paradigm. This is the so-called game-based learning, where computer games are a medium for delivering learning content.

Research on the Application of VR in Education and Gaming

VR in virtual reality technology is a new technology applied in the field of education and gaming in recent years. This article describes the current development of VR in the field of education and games, and demonstrates the diversity of VR technology applications to promote a better understanding of VR technology. First of all, starting with education, this paper expounds that virtual reality education is designed based on educational and teaching objectives. we introduce the performance of virtual reality technology in the field of education. This section describes the important role of virtual reality technology in the field of medical education and classroom education. The challenges in the field of education were discussed. Then it expounds the practical exploration of VR in games and the value of VR in game development. Finally, we analyse some advantages and characteristics of VR games. The article concludes with a summary and outlook for the full text.

Children’s War Games and Toys in Hungary, 1914–1918

Children’s games are accurate reflections of a community’s culture with its values, norms and expectations. The Hungarian games of the World War I period were also such expressions both in regard to children’s play activities (which they were able to pursue without toys, with toys they made themselves, or with those produced by official manufacturers) and the products of toy manufacturing companies. In this study, numerous games (for example, group battles, board games produced by manufacturers and put into commercial circulation, etc.) are discussed and analysed. At the same time, the various views on games by pedagogical experts and contributors to children’s magazines published at the time are also discussed. My research has revealed that not only do these games demonstrate some peculiarities of the World War I (for example, the war’s impact upon the most diverse areas of life) but that the War itself brought into prominence certain features of such games and carried into effect their latent possibilities (for example, war games becoming especially brutal). Beyond the scope of research on games and toys, on a more general note this study shows that cultural phenomena can react to radical historical changes.

Designing Board Games: A Practical Guide for Educator to Teach Computer and Basic Network in Class

Board Games can be a highly engaging and motivating resource to support Computer and Basic Network teaching in class. However, the development of board games to facilitate the communication of the subject may not be an easy task for those with no prior experience in designing games. For instance, the various classification of educational game features, construction of the game mechanism, and lack of scholarly guidance for designing and their efficacy in formal learning may hinder the game development process. To address this issue, this study presents a hands-on game development framework for teachers and researchers on how to design educational games. The framework is divided into five that build upon each other to create a student-centered educational resource as well as provide a means of evaluation.

EFL learners’ motivation in a gamified formative assessment: The case of Quizizz

Over the past few years, the world’s attention has been focused on gaming systems and their application in education through gamification, incorporating game features into learning tools. Against this backdrop, this study aims to investigate the motivation of EFL learners in a Gamified Formative Assessment (GFA). Theoretical insights from self-determination theory (SDT) are synthesized in the context of motivation analysis and internalization. Data from interviews and questionnaires are collected, and pair-t-tests and basic linear regression, CiteSpace, are utilized for data evaluation and literature review. Paired t-tests for the control group (CG) and the experimental group (EG) in the first and second stages, as well as the EG’s first and second stages, show a strong positive correlation between CG’s scores in stages one and two and EG’s scores in both stages (r1 = 0.930, r2 = 0.851, r3 = 0.953, p < 0.001). It is found that Quizizz, as an example of GFA, can enhance EFL learners’ internalization at a higher level during their learning process. Furthermore, our findings also suggest that gamification enables most EFL learners to recognize the value and benefits of assessment as motivation for identified regulation. Additionally, the overall accuracy of the students in the EG, which is 89.05%, is higher compared to the CG’s accuracy of 74.01%. It is interesting to note that their motivation level correlates with their performance and engagement. With these findings, we contribute to the literature by validating that gamified formative assessment fosters the internalization of EFL at the elementary level, thereby enhancing students’ engagement and language proficiency. Therefore, as one of the studies on gamification and motivation, this research holds unique value in analyzing EFL instruction at the primary school level.

Virtually Connected in a Multiverse of Madness?—Perceptions of Gaming, Animation, and Metaverse

Few studies analyze what are the common representations of the metaverse. Regarding what has been said about this concept, our research aims to verify how adults perceive and represent the metaverse. We carried out a study with focus groups, having as participants Portuguese adults all considered habitual gamers (or users of digital games). The objectives for this study were seven: verify how the metaverse is being represented and characterized; identify which technologies stimulate the immersion experience; identify the main dimensions that influence the acceptance of the metaverse concept; understand the perceptions of the metaverse and virtual reality regarding socialization and wellbeing; verify the perceptions of a gamer’s daily life regarding the metaverse, virtual reality, and gaming concepts; understand the impact of social representations on the gaming concept; and to understand the perceived role of animation regarding the metaverse, virtual reality, and gaming concepts. Our results reveal a common understanding of the metaverse, despite some confusion about this concept. We also verified the high importance of wellbeing and social dimensions in metaverse immersive experiences provided by technology or gaming characteristics. This exploratory study gave us essential findings about the perceptions of the metaverse and a deep understanding of the relations between the metaverse, virtual reality, animation, and gaming.

Virtual Reality Game Selection for Traumatic Brain Injury Rehabilitation: A Therapist's Wish List for Game Developers.

This project explored the selection process of commercially available virtual reality (VR) games for traumatic brain injury rehabilitation. Occupational therapy practitioners (OTPs) developed a classification framework that they used to evaluate VR games. The classification framework focused on movements required to effectively play the game, cognitive demand, position for game play, ease in menu navigation, and perceived therapeutic applications. OTPs used the ratings to aid in game selection and identified relevant game examples that allowed customizable settings and basic navigation with a game focus on functional activities. The OTPs and the research team identified the need for further work on accessibility and adaptability of game features (e.g., difficulty and limb usage) allowing for more individualization to optimize outcomes of VR-enhanced rehabilitation. The classification framework was useful in evaluating the potential therapeutic benefit of commercially available VR games. However, trial of the game by clinicians prior to use was still warranted.

Characteristic Analysis and Decision Model of Lane-Changing Game for Intelligent Connected Vehicles

To study the lane-change interaction characteristics of intelligent connected vehicles (ICVs) and reduce the risk of vehicle lane-changing decisions, a decision model based on the lane-changing game characteristics of the ICV is proposed in this paper. In the modeling process, the characteristics of vehicle lane-changing interaction behavior are analyzed based on evolutionary game theory and the vehicle game lane-changing payoff functions are quantified. The stability of the game equilibrium points is analyzed by using a dynamic evolution equation, and sensitivity analysis of the main factors affecting vehicle lane changes and the time to the collision of vehicles is conducted. The SUMO software is used to simulate and verify the vehicle game decision model, and the results show that the game decision system converges to different optimal strategy combinations under different traffic conditions, and this model can effectively reduce the decision-making conflict and the collision risk of vehicles.

Self-Study with Online Platforms: A Comparative Analysis

This study aims to conduct a comparative analysis of eight prominent online self-study platforms, namely Studyverse, Study Together, Bilibili, Twitch, Costudy, Lemon Study Room, Forest, and Flipd. Through the examination of the functions, characteristics, advantages, and disadvantages of online self-study platforms within their respective categories, this study seeks to address a research gap in comprehensive comparative studies of online self-study platforms. Each platform is analyzed in terms of its functionalities, social elements, gamification features, and personalization options. A comprehensive understanding of the landscape of online self-study platforms is provided by the findings of this study and empowers individuals to make informed choices based on their specific learning requirements and preferences. It can provide suggestions on enhancing self-study experiences in the digital age as well as implications about how to facilitate optimal platform selection for learners in the digital age.

ECRIMO, an app to train first graders' spelling: Effectiveness and comparison between different designs

The present study assessed the effectiveness of the ECRIMO educational application designed to build first‐grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/posttest design was implemented with 311 first‐graders divided in four groups: no training, paper training, the ECRIMO app with gamification features, and the ECRIMO app without gamification. Spelling, reading and phonological awareness abilities was measured at both pretest and posttest. The training was conducted over a 7‐week period (4.40 hours in total). The experimental design allowed us to answer three questions: (1) Is spelling training effective regardless of the medium used? (2) Is training through the app as efficient as paper‐based training? (3) Does gamification impact students' learning performance? Mixed‐model analyses revealed (1) a positive effect on the training outcome depended on the initial spelling ability of participants, (2) a comparable efficiency between autonomous training using the ECRIMO app on tablets and the same training provided by teachers using paper exercises and (3) a marginally positive effect of gamification that is greater for the weakest students. The present study proposes an original and pertinent experimental design to test the relevance of educational applications. The design features of learning apps can impact students' learning differently depending on their initial level. A critical step should be verifying that using online apps for training is at least as effective as the same training using paper exercises. Practitioner notesWhat is already known about this topic A significant number of children experience difficulties in reading and spelling from the first years of learning. The use of new technologies to support classroom teaching is rapidly developing as a topic of interest for educational professionals and researchers. Evaluations of new technologies developed to enhance literacy skills suggest that many factors can vary their effectiveness. The effectiveness of a digital educational application can be enhanced or undermined by design choices, such as gamification. What this paper adds Spelling training with the app ECRIMO seems effective for first year students, especially those with the lowest and middle level. Comparable effects of both the tablet‐based and paper equivalent training on participants' spelling were found. The use of gamification in ECRIMO could be more suitable for the weakest students. Implications for practice and/or policy Educational technologies should be evidence‐based and should be evaluated with both a passive and an active control group. The design should be carefully considered and tested, as it may be advantageous for some students and disadvantageous for others. The use of digital technology in education can be beneficial for classroom practice, when the activity can be carried out in total autonomy, leaving the teacher available for a group of pupils with specific needs.

Communication Models in Asynchronous Multiplayer Video Games

The purpose of the article is to study the communicative features of asynchronous multiplayer video games. Research methodology. This study uses general scientific methods of analysis and synthesis, as well as the historical method. The analysis was used for the existing theories that study asynchronous video games, as well as for the study of gaming experience in relevant projects. The synthesis allows us to form a general vision of the functioning of the considered class of video games in the context of popular communication models. The historical method allows us to observe the dynamics of the development of approaches implemented in asynchronous gameplay. The scientific novelty is to clarify the communicative specificity of asynchronous video games by using communicative models to describe the interaction of players in them. Conclusions. An asynchronous multiplayer video game demonstrates broad communication capabilities that differ to some extent from those presented in more familiar synchronous ones. Among the basic models of communication (linear, interactive, and transmission), no single one was found that would fully describe the phenomenon under study. It turned out that the technical features of communication in the studied video games are closer to the linear model, but organizing the communication process goes beyond it, creating various modifications. The most complex multiplayer asynchronous games build interaction based on cultural, social, and other contexts, which is more relevant to the transactional model. In other words, communication in asynchronous video games is described by a complex model that has elements of the linear and transactional models. While the communication of the first asynchronous multiplayer video games was limited to the motivation to compete, modern examples of video games are beginning to focus on more complex forms of communication.

Development of Poetry Writing Textbooks in Indonesian Language Subjects for Junior High School Students

This research includes research and development (Research and Development), which aims to describe the development of poetry writing textbooks in Indonesian subjects for junior high school students. The subjects in this study were students and class teachers at VIII SMP Muhammadiyah 6 Dau Malang. The development model used in this study is the R2D2 development model (Recursive, Reflective Design and Development model), which consists of three stages: (1) defining, (2) designing and developing, and (3) disseminating. The development of poetry writing textbooks on Indonesian subjects has gone through a trial process consisting of individual trials, small group trials, and class trials. Textbooks for writing poetry on Indonesian subjects developed have been validated by validators and have undergone revisions so as to get very feasible and practical results for use in learning. The development of poetry writing textbooks in Indonesian subjects consists of (1) covers, (2) book usage guidelines, (3) Pancasila student strengthening profiles (P4), (4) activities, (5) literacy skills, (6) new vocabulary, (7) perception, (8) material, (9) audio features, (10) video features, (11) game features, (12) diagnostic assessment features, (13) diversity of question forms, (14) hots questions, and (15) enrichment features. The fifteen points developed have met the criteria and have a very valid level, so they are very feasible and practical to use in the Indonesian learning process.

Shelter GO: multiplayer location-based game to promote knowing shelters for emergency evacuation

In the event of a disaster, we evacuate to a shelter. However, if we do not know where to go for refuge, we consume time or end ourselves at an unknown shelter. Furthermore, we cannot decide on a suitable shelter if we do not know its capacities and features. To promote knowing shelters in advance is essential for successful emergency evacuation. A promoting approach is the use of a location-based game. Thus, a prototype of a multiplayer location-based game known as “Shelter GO” was developed to promote players to become acquainted with shelters by adopting a game element similar to Pokémon GO. The game feature allows players to not only earn points by visiting and observing shelters and collecting digital creatures at disaster-related spots but also exchange their collected digital creatures with encountered players. The digital creature exchange entails knowledge exchange. A preliminary comparative experiment demonstrated that Shelter GO can promote knowing shelters and that knowledge exchange may not be frequently done but promote knowing shelters.

Gamification through collaborative learning in medical education

Introduction: Introduction to Health Profession (IHP) was designed to teach first-year medical students the importance of self-directed learning, accountability, and teamwork in healthcare. Due to the COVID 19 pandemic, the course was delivered virtually, incorporating elements of gamification. Methods: Gamification features included collaborative teamwork to simulate and record the roleplay for assignments based on crisis management scenarios. The syllabus involves knowledge checks to promote self-directed learning and personal accountability as well as online questionnaires to identify personality traits followed by discussion. Games like Chinese whispers and charades were introduced to identify listening skills. Additional gamification features include progress mechanics for collecting badges upon successful completion of knowledge checks / assessments and completing collaborative teamwork activities. Results: Results from the descriptive study on the educational usefulness of the IHP module was found to be satisfactory. The feedback was encouraging as &gt;95% of students gave positive feedback that the IHP activities enabled them to understand the value of teamwork, effective communication, professional behavior and enabled them to be resilient and adaptable. 92% agreed that the IHP activities helped to make connections and network with their peers during the pandemic Conclusion: Gamification of IHP course was successful in terms of practicality and usefulness in promoting communication, collaborative work, experiential learning, and teamwork. Students were empowered to take charge of their own learning of both content and development of interpersonal skills and teamwork through gamification. The isolation caused by the pandemic was alleviated by the networking that occurred during collaborative group activities.