Instructional Games Research Articles

Let’s Shutdown the Government: An Instructional Game

This article presents an instructional game that posits government shutdowns as the crisis in a negotiation strategy, commonly called brinkmanship. The Shutdown Game can be used to supplement the study of national budgeting in undergraduate political science and public administration courses. This game presents shutdowns as a tool to foster acquiescence and relies on the assumption that elected officials benefit when their actions align with public preferences. The Shutdown Game facilitates the students’ understanding of the national budget and government shutdowns. The author found the game to be an effective instructional tool and hopes that it may prove valuable to others.

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

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

The Student Intersction In Learning English

Through the use of instructional games, this study investigates the function of student engagement in the acquisition of the English language. This study uses a combination of in-depth interviews, thematic analysis, and direct observation along with qualitative research methodologies to investigate the dynamics of student interaction in a game-based learning environment. The findings demonstrated that the usage of games greatly enhanced language proficiency, student engagement, and communication abilities. During the game sessions, there was a 40% rise in the use of new vocabulary and a 60% increase in English verbal contact. Furthermore, 80% of groups demonstrated greater levels of cooperation, and 75% of students actively participated in class. The use of mother tongue has decreased by 30% as well. This study shows that game-based learning has significant potential to enhance students' linguistic competency and collaborative skills in learning English, despite obstacles like uneven participation and other distractions. The significance of choosing games that are suitable, providing scaffolding, managing the classroom well, and incorporating formative assessment strategies are all practical implications for educators.

Crossroads in Mathematics Games: Integrating Indigenous and Exotic Games

In numerous countries and higher education institutions, the significance of indigenous games in mathematics education is highly recognized. Nonetheless, the increasing preference for exotic games has placed indigenous mathematics teachers in a challenging position. This research aimed to examine the awareness and understanding of mathematics teachers regarding indigenous games amidst this competition. Initially, the study employed a phenomenological approach, targeting 200 teachers but randomly selecting a sample of 70 for the quantitative phase. Subsequently, the qualitative phase involved in-depth interviews and observation checklists with five teachers to explore the issue further. The collected data was systematically coded and thematically analyzed, focusing on teachers' knowledge, misconceptions, and potential solutions. The findings revealed that some teachers had greater knowledge of indigenous games than exotic ones. Conversely, other teachers believed that exotic games facilitated faster learning outcomes. This divergence created a significant dilemma in choosing indigenous games for mathematics instruction. Despite the popularity of games like draft, playing cards, snake-and-ladder, and Ludo, the teachers ultimately recognized that Indigenous games such as biloo, bilore, gollaa, and mullaa provided superior learning outcomes. Therefore, stakeholders were recommended to revamp mathematics curricula to incorporate indigenous games more effectively.

Using Educational Games in Teaching English, A Foreign Language

The objective of learning and acquiring languages via peers and social interaction is greatly aided by the use of educational games in English language teaching and learning. Prior research has shown the value of games as a fundamental teaching method in language instruction. Playing is good for individuals of all ages, even though it is crucial for a child's growth. Gardner's hypothesis of multiple intelligences is closely linked to the use of games in language instruction. Including games in the classroom may make learning more enjoyable and joyful, reduce stress, and help students form connections with one another and the outside world. Learning may be enhanced by the use of games, whether they are played online or in person. This study aims to clarify some fundamental components, as well as their characteristics, trends, and circumstances, that instructional games have to include. Lastly, this study provides an explanation of a few instructional game examples that educators might use in the classroom.

Using Genetic Algorithms to Automate Scenario Generation and Enhance the Training Value of Serious Games for Adaptive Instruction

This paper discusses an end-to-end process to enhance the variability of serious game scenario conditions to support adaptive instructional strategies that select changes in sce-nario difficulty to match learning objectives to trainee ca-pabilities. This process can also be used to model or recog-nize human responses to serious game stimuli to support trainee feedback during after-action reviews (AARs). Adaptive instruction is a learning experience where inter-ventions (content selection and feedback) are tailored for each individual trainee or group of trainees. Adaptive train-ing has been shown to be as much as one to two standard deviations more effective than traditional classroom meth-ods. Our process starts with a few parent scenarios. The population of parent scenarios is automatically expanded using a Novelty search (genetic algorithm) methodology to optimize feature variability in the game-based scenarios. Specifically, this paper focuses on the process of creating new training scenarios of varying difficulty and conditions based on changes in scenario environmental factors (i.e., light, precipitation, wind, and cloud cover). The resulting new scenarios may then be run within a serious game with embedded intelligent agents to represent realistic entity behaviors under the scenario-specified conditions. The ability to morph conditions and scenario difficulty during an adaptive training event is a significant benefit of this process.

Empowering Learning Through Game Creation: Investigating the Impact of Educational Technology on Learners’ Engagement and Attainment Level in Subject-Based Game Design (Phase I)

Games are an engaging way for learners to acquire and retain information, and they can benefit from creating their own games based on the content they are studying. Although gamification-based learning is well-known for its popularity among learners in the 21st century, minimal research has been conducted on the strategy of engaging learners in student-led learning by having them create their own games for learning. In recent times, there has been an increase in interest among educators in utilising novel teaching methods to improve learners’ involvement and active participation, ultimately fostering a more profound understanding of the subject matter. The latter is in line with Fullan and Langworthy’s (2014) assertion that deep learning is crucial for assessment, not only for the purpose of accountability, but also for determining effective strategies to achieve new educational objectives. The combination of flipped learning and gamification has significant attention as an emerging strategy with the potential to transform traditional pedagogical and/or andragogical approaches. The concept of flipped learning entails reversing the conventional classroom structure, in which learners are exposed to instructional materials outside of class to conduct interviews, collect evidence related to the topic at hand, and then use the in-class time for interactive learning by analysing and comparing the data collected. Alternatively, gamification entails the application of game design elements and principles to non-game-related contexts. This small-scale study investigates the relationship between instructional game design and student creativity. Research demonstrates that learners who create instructional games are more creative. Statistically, learning outcomes may not differ, but users are more motivated to learn and want to continue studying. The study analysed prospective issues and proposed solutions for ensuring the consistency of flip game-based learning that engages and motivates learners across multiple disciplines. The objective is to investigate effective teaching and learning approaches based on an unconventional combination of flipped learning gamification methods with the potential to enhance learners’ learning process through continuous engagement and participation. In the context of Vocational Education and Training, this research aims to enable learners to create their own game concepts based on structured curriculum topics.

The Effects of Digital Educational Games on Secondary School Students’ Attitudes Towards Elective English Class and on Increasing Their English Listening Skills and Vocabulary

The purpose of this study was to investigate the impact of digital educational games on secondary school students' attitudes towards elective English lessons, as well as the influence of digital educational games on the development of EFL listening skills and vocabulary learning. The study group included 40 students in two classes of 6th grade elective English course from a secondary school in Samsun province of Türkiye during the academic year 2022-2023. A quasi-experimental model with a pretest-posttest control group was used in the study. A total of six weeks, namely two hours of instruction each week, made up the trial period. Digital instructional games meeting certain criteria set by the study were used to teach the experimental group. In the control group, no digital educational games were employed, and the same teaching strategies as before the experiment were used. An academic achievement exam covering vocabulary and listening and the "Middle School English Course attitude scale" were utilized as data gathering tools. The study revealed that digital educational games had a favourable impact on secondary school students' views about the elective English class. Additionally, it was noted that the pupils in the experimental group improved their vocabulary and listening skills more than those in the control group. In conclusion, considering the positive outcomes of using digital educational games in both foreign languages and other disciplines, we can say that their integration into education will have positive effects on academic achievement and may positively affect students' attitudes towards that course by providing them with a fun learning environment. This makes the case for the potential use of digital educational games as a tool for learning-reinforcing activities in elective English and other elective classes.

Examining the Effect of 8-Week Educational Games on Gross Motor Skills in Children with Autism

Families with autistic children expect their children to be self-sufficient and to play games like normal children. However, it appears that there are few initiatives and scientific research in our nation that would emphasize the importance of physical activity-based educational games in order to overcome this problem. The study's goal was to look at the impact of educational games on the development of gross muscular motor skills in people with autism. The study comprised 11 boys aged 10 to 12 who had never previously engaged in an educational game program on a regular basis. Measurements were gathered from the participants twice: once before the 8-week instructional gaming program and once after it ended. The control group received no instructional game software. The SPSS package application was used to perform statistical analysis on the data. There was a significant difference between the experimental group's pre-test and post-test results in hand grip, medicine ball throwing, speed, flexibility, sit-up, and balance (p<0.05). As a result, at the end of eight weeks, the educational game program based on physical activity and exercise had a positive influence on the gross motor abilities of children with autism. It may be recommended in this regard to further extend and promote educational game programs, as well as to include educational games in the education programs of children with autism.

Exploring the Usability and Engagement of Students in an Educational Board Game on Personal Financial Planning

Traditional teaching approaches lack engagement, personalization, flexibility, and effective evaluation, thereby limiting learning outcomes. Consequently, these systems face challenges in engaging students, meeting their individual needs, adapting to diverse learning situations, and accurately assessing their competency. Educational board games (EBGs) offer a dynamic and engaging learning experience through play and personalized learning, promising optimal outcomes to overcome these obstacles. The objective of this study is to investigate how usability influences student engagement using the MEEGA+ evaluation approach during EBG play in a Personal Financial Planning course at Universiti Teknologi MARA (UiTM) Cawangan Melaka, Kampus Bandaraya Melaka. This quantitative study involved a self-administered questionnaire and a purposive sample of 200 bachelor’s degree students in the course. PLS-SEM was utilized to assess the model and hypothesized relationships. The operability and accessibility of educational games significantly enhanced student engagement, underscoring the utility of board games for learning through play. Usability, experience, and engagement should be integral considerations in instructional game design. The MEEGA+ assessment model can be applied to evaluate game-based learning across various EBGs. Board games have the potential to enhance educational outcomes, underscoring the necessity for further research in game-based learning. The study also suggests that the MEEGA assessment model can assist designers and educators in developing effective game-based learning experiences.

Classroom Activities and English Grammar Learning among students

The objective of this study is to examine the effectiveness of integrating games into grammar instruction for young learners, as perceived by English as a Foreign Language (EFL) teachers in primary schools. A questionnaire was distributed to collect opinions from a sample of English language teachers (n=15). The results of the research showed that EFL teachers have varied perspectives on the use of games in grammar teaching, consistent with existing literature. The study suggests that while EFL teachers recognize the effectiveness of incorporating games for grammar instruction, they do not incorporate games into their classrooms as frequently as expected. Additionally, the study delved into the factors influencing teachers' decisions regarding game integration. Analysis indicated that time constraints, curriculum demands, and perceived challenges in managing classroom dynamics were significant considerations. Despite recognizing the potential benefits of gamified grammar instruction, teachers faced practical obstacles in implementation. The study recommends targeted professional development to address these challenges, emphasizing practical strategies for seamlessly incorporating games into the curriculum. By bridging the gap between theoretical acknowledgment and practical application, educators can enhance the integration of games, fostering a more engaging and effective grammar learning environment for young EFL learners in primary schools. Further research could explore specific training interventions and their impact on teachers' game integration practices.

Effect of Gamification on Students Learning Ability: An Experimental Study

Introduction: The study investigated the impact of instructional games on the academic performance of 8th-grade English language students. The primary aim was to determine if educational games enhance English language acquisition and assess student engagement and commitment to these games. Methodology: An experimental research design was employed, focusing on elementary students in Pakistani public schools. The sample comprised 179 boys from Islamabad Model School for Boys I-9/4. From 60 pairs of male students, one student from each pair was randomly selected for the experimental group. After one month, post-tests were administered to both the experimental and control groups. Data were analyzed using SPSS, t-tests, and one-way ANOVA. Results/Findings: The study revealed that educational games significantly improved learning environments and English proficiency. They enhanced student interaction, autonomy, and collaborative learning. The games also provided versatile roles for easier language application and dynamically adjusted pacing to sustain motivation, outperforming traditional methods. Future Direction: Future research should explore the long-term effects of educational games on English language acquisition and their impact on different age groups and subjects. Additionally, examining the integration of advanced technologies in instructional games could further enhance educational outcomes

Effects of Computer Animation Instructional Package (CAIP) on Senior Secondary School Students’ Academic Achievement in Geometry in Oyo Metropolis, Oyo State, Nigeria

This study investigated effects of Computer Animation Instructional Package (CAIP) Senior Secondary School Students’ Academic Achievement in Geometry in Oyo Metropolis, Oyo State, Nigeria. The researchers employed quasi-experimental design of the pretest, posttest, non-randomized and non-equivalent control group design. Purposive sampling technique was used to select one hundred and eighty four (184) senior secondary school students Oyo metropolis, Oyo State, Nigeria. The experimental group was exposed to computer animation instructional package while the control group was taught geometry using conventional approach. The instrument used for data collection was Geometry Achievement Test (GAT) and two lesson plans with reliability co-efficient of 0.89. The data collected were analysed using mean, standard deviation and t-test statistics. The result of the study revealed that there was a significant difference in the performance of students taught geometry using computer animation and the control, t(117)=7.34,P<. Also, gender has no influence on students’ performance in geometry, t(66)= 0.69, P> 0.05. The study recommended among others that Stakeholders in education and professional bodies should train and retrain teachers on how to use instructional games such as computer animation instructional package for teaching geometry concepts and mathematics as a subject.

The effectiveness instructional games based on social constructivism approach in interaction with learning styles on improvement emational outcomes and the amount of learning in the mathematic lesson of girl students

Background and Aim: Student-centered learning is a major driver behind educational policy and practice in the modern era, and with the move toward adopting learner-centered learning in the classroom, especially in mathematics learning, understanding where such games are offered and the potential They have not yet been discovered, it is vital. The purpose of this research was to investigate the effectiveness of educational games based on social constructivism in interaction with learning styles on improving the emotional efficiency and learning rate of secondary school girl students in mathematics. Research method: The research method was semi-experimental with a pre-test, post-test with a control group and a 2-month follow-up phase. The statistical population was all secondary school female students studying in public schools in Hamadan city in 1402-1401. In the first stage, using a simple random sampling method, a school was selected from the 1st district of Hamedan city and 100 people who met the conditions to enter the research were selected, and then by a simple random method, they were divided into 2 experimental groups (25 people in the deep learning group and 25 people in the deep learning group). surface learning) and 2 control groups (25 deep learning group and 25 surface learning group) were replaced. The groups of the first experiment underwent 6 90-minute sessions of educational games based on the social constructivism approach; But the control groups did not receive any intervention and remained on the waiting list. Biggs et al.'s (2001) two-factor learning process questionnaire, McCutch and Sikel's (2003) school attitude questionnaire, and a researcher-made questionnaire on the learning rate of mathematics lessons were used to collect information. The analysis of the information obtained from the implementation of the questionnaires was carried out through SPSS software version 24 in two descriptive and inferential sections (mixed variance analysis and Benferroni's post hoc test). Risult: The results showed that educational games based on the social constructivism approach in the post-test and follow-up phase had a significant effect on emotional efficiency and the amount of mathematical learning compared to the control groups (P<0.05). Also, the results showed that educational games based on the social constructivism approach in the group of students with a deep learning style had more effectiveness than students with a superficial learning style on emotional efficiency and the amount of mathematical learning (P<0.05). ). Conclusion: Based on the results of the present research, it can be said that educational games based on the social constructivism approach can be used as a suitable educational method to improve the emotional efficiency and learning rate, especially in secondary school students with Deep learning style should be used in secondary schools.

Organic functions: ludicity as a learning facilitation tool

The learning process can be more engaging and relaxed when instructional resources promoting these qualities, such as instructional games, are employed. Ludicity, i.e., the quality of being playful and enjoyable, can be much more than mere play; it can assist in the teaching and learning of the curriculum content. When alternative teaching methods are adopted, outcomes can exceed mere learning. They can also motivate students to participate actively in the teaching-learning process. In this context, the game “Unraveling Organic Functions” was conceived with the aim of facilitating student learning and retaining of organic functions and nomenclature of organic compounds by promoting student engagement. Based on traditional follow-the-path board games, “Unraveling Organic Functions” was employed as an instructional activity at a public school in Itacoatiara (AM), Brazil, as part of an intervention-research project of a qualitative nature. Data were collected by means of questionnaires responded by the participating students and teacher and pre- and post-intervention tests responded by the former. The results indicate that the participants found the experience engaging and enjoyable. They also suggest that the game in question facilitated learning and retaining of the aforementioned concepts and theories, thus corroborating the importance of including ludic classroom activities in the teaching-learning process.

The Effect of TTW With Mobile Games in Learning Vocabulary for English Students of UNIPA Kampus Blitar

Teaching English for English students of Unipa Kampus Blitar is based on vocabulary approach that involves worksheet. The problem is they have low vocabulary mastery. This project aims to investigate the potential of Think Talk Write mobile games for language instruction. It was conducted to find out its effectiveness. The method used is quasi-experimental. The result shows F = 27.108. The probability (P) TTW with Mobile game shows 0.000. Class using TTW with Mobile Games shows mean 74.347 and class learned without treatment shows 59.811. When playing mobile games, the class utilizing TTW has a higher mean value. In conclusion, students can use TTW with Mobile Games to learn English for better vocabulary achievement.

Creation of Educational Innovations through Cloud-based Constructivism and Connectivism Learning for Undergraduates

This research examined the process of creating educational innovations through cloud-based constructivism and connectivism learning for undergraduates. The objectives were as follows: (1) To examine the cloud-based constructivism and connectivism learning model’s roles in helping undergraduates create educational innovations; and (2) To evaluate the learning and innovation skills of students participating in cloud-based constructivism. The population in the study consisted of 60 undergraduates of Phetchaburi Rajabhat University, acquired using simple random sampling. The undergraduates were enrolled in a course for designing and developing games for education and computer-assisted mathematics instruction. The independent variable was the format of the constructivism and connectivism learning model for undergraduates involving cloud technology to promote innovative education. The dependent variable was the result of innovative education. The research findings were as follows: (1) Participants’ overall satisfaction with the model was at the highest level (x  = 4.53, S.D. = 0.60). (2) Out of the 60 students, 21 created innovative educational workpieces. Four workpieces were accepted for academic publication, showing that this model allowed learners to analyze media, promote innovative education, and apply educational innovations.

“DINO Vs. DINI” educational game to increase children's cognitive abilities—what are its level elements?

Games designed for children have the potential to serve as educational tools, incorporating learning components that promote engagement and facilitate the child's cognitive and developmental progress, tailored to their specific age group. The significance of Early Childhood Cognitive Abilities is in their association with everyday tasks and functions. The promotion of cognitive development in individuals with AUD necessitates the provision of many opportunities for cognitive stimulation. Children must attain fundamental competencies commensurate with their chronological age in cognitive development. The objective of developing this educational game is to assist early childhood education (PAUD) teachers and parents in delivering instruction through imaginative and inventive simulations. This study employs the Research and Development (R&D) technique, utilizing a 4D model. The instructional game incorporates many level features that assess difficulty, accuracy, memory, and thinking abilities. This educational game encompasses four distinct learning modules tailored for early infant development. These modules include word completion exercises, counting activities, picture guessing tasks, color identification exercises, and competitive elements. The utilization of educational games is anticipated to facilitate the enhancement of children's cognitive capacities, thereby preparing them for the subsequent stages of their primary education.

Developing Interactive Multimedia with The Instructional Games Model for Water Cycle Materials for Fifth Graders

The research purpose was to develop and determine feasibility of interactive multimedia instructional game model. The research method used R&D with 4D stages. The reseach was conducted grade V in SD NEGERI 3 Batudaa Kabupaten Gorontalo Provinsi Gorontalo. The result was average score of 91% from media design experts was very feasible criteria, the material experts obtained an average of 85% was very feasible criteria and the practitioner experts obtained an average of 98% was very feasible criteria. Based on this, the interactive multimedia instructional games model was suitable for use for grade V in water cycle concept.

Digital Game-Based Learning in an Introductory Accounting Course

This study aimed to develop and evaluate a digital instructional game application for learning the basic concepts of the accounting principles in an introductory accounting course. The game was designed using the Unity engine and Griss instructional design model. Based on the model, game characteristics were embedded in educational content. The game was uploaded to a local Android platform. The study was carried out in the 2019 summer semester. A quasi-experimental design with a control group and an experimental group was employed as a research design. The findings showed that the developed game has a positive impact on students' academic performance and motivation. The results were also consistent with the notion that active learning methods yield more positive outcomes compared to traditional teacher-oriented methods.