Online Educational Games Research Articles

Zombies, space stations and a mysterious virus! An online game for teaching outbreak management to medical students

We created an online educational game to teach outbreak management principles to first-year medical students. A post-game survey was administered to evaluate the learning experience and identify areas for improvement. Our results show the game was well received, indicating its acceptability and effectiveness as an educational tool. This supports a growing body of literature demonstrating the positive results of gamification in not only medical teaching but also health education more broadly.

Student profiles based on in‐game performance and help‐seeking behaviours in an online mathematics game

AbstractWell‐designed online educational games can improve students' math knowledge, skills and engagement; however, more research is needed to understand how to formatively assess components of students' mathematical understanding and learning as students solve problems in online educational games. In this study, we examined how 7th‐grade students' (N = 760) in‐game performance (ie, strategy efficiency, mathematical validity of the first action, mathematical errors) and help‐seeking behaviours (ie, hint requests) correlated with their algebraic knowledge in an online mathematics game. The k‐means cluster analysis identified four groups of students based on their in‐game metrics, and some variabilities in their in‐game performance were found. Although hint requests were available, only a few students showed a high percentage of hint requests during their gameplay. The regression analysis revealed that students' in‐game performance and help‐seeking behavioural patterns explained a significant amount of variance in students' algebraic knowledge above and beyond their prior knowledge. Our results suggest that how students interact with the online learning game is related to their later math performance, and qualitative aspects of student behaviours captured using log data provide meaningful information to students' algebraic understanding. Practitioner notesWhat is already known about this topic Well‐designed online educational games can improve students' math knowledge, skills, and engagement. Several studies found that some in‐game metrics, such as in‐game progress or correctness of tasks, are positively associated with learning outcomes. However, many studies used simple metrics like the correctness of each task or the number of problems completed to measure students' performance in the game. Few studies measured more in the moment or qualitative aspects of student in‐game performance, for example, how efficiently students solved problems in the game. What this paper adds In‐game metrics measuring more in the moment and qualitative aspects of students' problem‐solving explained a significant amount of variance in students' algebraic knowledge above and beyond students' prior knowledge. Students' strategy efficiency and strategic planning were positively associated with students' math problem‐solving performance. Although hints were available for almost all problems, only a few students exhibited a high level of help‐seeking behaviours, and the students with the lowest in‐game performance who needed help the most showed low help‐seeking behaviours. Implications for practice and/or policy Classifying students into profiles could provide ways to identify students with different levels of problem‐solving skills and help teachers provide more personalized instruction. Teachers could use this information as a formative assessment to identify the core areas of intervention needed, particularly for students struggling with math concepts taught in the game. Instructional strategies that make hints more appealing or engaging to students might be needed.

Acceleration model of online educational games based on improved ensemble ML algorithm

Online educational games are easy to be affected by hardware and network status and have delay problems, which will affect students' learning interest and enthusiasm. Therefore, in this study, Bayesian optimization method is used to optimize the parameters of the “gradient boosting + category features” algorithm, and an improved “gradient boosting + categorical features” ensemble algorithm is designed using the integration framework of RF. And based on this, an online education game acceleration model is designed. The experimental results showed that the improved “gradient boosting + categorical features” algorithm, which combines Bayesian optimization and RF integration framework, was superior to the partially improved and traditional “gradient boosting + categorical features” algorithm in online education game recognition. The former's Accuracy mean and Precision mean in various online education games were 98.9 % and 99.3 %, respectively. Compared with other common ensemble algorithms and deep learning algorithms, the research outcomes expressed that the Accuracy of the algorithm designed in this study in the training phase and the F1 value in the testing phase were 98.6 % and 99.0 %. respectively, which were significantly higher than other intelligent algorithms. The test results of the game acceleration model constructed based on this algorithm and other comparative algorithms indicated that the online education game acceleration model constructed based on the improved “gradient boosting + categorical features” algorithm could minimize the delay phenomenon generated during game operation to the greatest extent. The model designed in this study has the potential to solve the problems of running lag and delay in online education games, which is beneficial for improving students' user experience and learning absorption effect in such game applications.

Adaptive educational game design incorporating the psychology of early childhood development: a study of enhancing learning experiences and promoting cognitive development

Abstract Grounded in the principles of developmental psychology, this study develops an innovative online educational game for young children titled “Fill in the Picture.” Utilizing the AppCan platform in conjunction with Photoshop technology, the game involves the automatic generation of randomly sampled, unordered point sets using network depth search algorithms. It captures the sequential order in which children connect these points onscreen to form coherent graphical representations, subsequently assessing the correctness of these connections against computer-judged standards. The effectiveness of “Fill in the Picture” was evaluated through a questionnaire survey, which revealed a weighting coefficient of 0.248 for the game’s educational quality. Additionally, it scored above 4 on various dimensions, including educational value, scientific basis, playfulness, artistic integration, immersion, and technological engagement. Importantly, in terms of pedagogical design satisfaction, 81.3% of respondents recognized that the game significantly enhances understanding and mastery of scientific concepts, while 81% appreciated the logical organization of its content. Thus, the “Fill in the Picture” game, designed and developed by integrating a tailored educational game design model based on developmental psychology, demonstrates substantial educational efficacy and user satisfaction.

Second Language Maintenance Amongst Sojourner Saudi Families After Returning to Their Home Country

This study explores the language planning efforts for English language maintenance employed by sojourning Saudi families after returning to their home country. The study concludes that the importance of English in the development of different sectors in Saudi Arabia and the advantages of bilingualism in economic, health, and cognitive aspects for children played a significant role in the families’ language planning decisions. The study showed that the mothers maintained and developed their children’s English through following planned language strategies. A focus group discussion and semi-structured interviews illustrated that the mothers used four main strategies, which are speaking English exclusively at home, watching English television shows, maintaining relationships with English native speakers, and playing online educational games in English. The findings of this research study contribute to achieving understanding of sojourner families’ L2 maintenance efforts after returning to their home countries when those are monolingual countries such as Saudi Arabia.The study close with recommendations for future research to further develop this field of research.

The impact of an online educational game on breast cancer awareness among university female students, Malaysia: a pilot study

BackgroundBreast cancer is one of the world’s most prevalent cancer and the most common type of cancer in Malaysia. Interestingly, breast cancer in young women is more aggressive compared to older women and the survival rate among these groups of individuals is poor. Thus, breast cancer awareness is essential among young women as early detection is possible and treatment will be effective during which the disease is curable. Hence, the purpose of this study is to design and evaluate the impact of an educational game on breast cancer awareness among female university students in Malaysia.MethodsThis is a one-group pre-and post-intervention pilot study. It was conducted in Private and public higher education institutions around Malaysia. An online education game was created and used as the intervention. A self-administered questionnaire was administered to the participants during the pre-and post-intervention test to evaluate the online educational game on breast cancer awareness.ResultsA total of 52 responses were collected. The mean age of the participants was 21.98 (SD = 1.896) years. The findings showed a statistically significant median increase (p < 0.05) in breast cancer knowledge scores among participants in the post-intervention. A median increase in breast cancer knowledge score of 6 was shown when participants were exposed to the online education game (24.00) compared to before they were exposed to it (17.00).ConclusionUsing online educational games effectively raised awareness of breast cancer among university students. Online games can be used as a health educational tool to promote awareness of a topic of interest, as digital games can be accessed easily, game content can be tailored made or updated, and improve participant engagement in learning.

The Integration of OpenCV and Unity for the Development of Interactive Educational Game

In recent years, online and interactive educational games have become increasingly popular as a tool to improve and accelerate the learning experience for students. Computer vision libraries in python such as OpenCV provide a wide range of tools for image processing, object detection, and face recognition that can be used to create interactive and engaging games. This paper explores the use of OpenCV in Unity 3D for the development of interactive online educational games. Specifically, we discuss how OpenCV can be used to create interactive games that respond to user actions in real-time, such as tracking the movement of a user’s hand or face to control in-game actions. It focuses on an unconventional approach to interactive game development using OpenCV combined with a computer network based protocol namely User Datagram Protocol (UDP) as communication channel to transfer real-time data to Unity Game Engine from Python Server. Though being the conventional approach for object and face tracking based games Augmented Reality (AR) requires specialized hardware and high camera quality for accurate tracking of object position and orientation. Given the lack of technical infrastructure and computational resources in majority government schools under the Indian academic education system this approach is not feasible for large scale implementation. This research paper aims to contribute to the development of innovative and effective approaches for interactive and online educational games suitable for large scale implementation in the form of a Vlab (Virtual Lab).

Comparative Analysis of the Effect of Online Education and Game Education on Students’ Study

In the context of the Coronavirus disease 2019 (COVID-19) epidemic, offline learning is undoubtedly limited, so online education is becoming increasingly significant. The authors collected data related to online teaching and educational games and compared their advantages and disadvantages from the perspectives of learning engagement and popularity. It was found that online lectures and educational games scored high on the dimensions of students' learning motivation, understanding engagement, and enthusiasm to participate, especially online educational games, which perform well in stimulating students' interest in learning, enhancing their sense of belonging to the group, and creating a better learning atmosphere. However, users' popularity of online classes and online educational games varies significantly. In contrast to the vast number of users of online classes, educational games are not universally accepted as a way of education in China. It is analysed that the main reason is that Chinese parents and teachers are biased against learning through games. It is challenging to connect learning with games, especially in China. Therefore, it is recommended that the mixed teaching mode of traditional teaching as the primary and game education as the auxiliary can be piloted before large-scale promotion.

Correlation of Interactive Learning and Student's Intellectual Emotion

This research aims to explore the correlation between interactive learning methods and students’ intellectual emotions conducted on the subject VCS 105 (An appreciation of art and design history), a compulsory subject for the first-semester Diploma of Creative art. This subject requires deep understanding, memorizing art history, facts, and characters of art globally throughout the ages. The biggest problem in teaching and learning in the new norm is attracting attention from students along with the rapid development of technology. As an educator, we need to creatively change the teaching method from traditional method to Online based education. The interactive learning method is proposed as an effective approach to gain a short-term attention span among students. Finally, the researcher can evaluate students' perceptions of learning in class as well as their level of acceptance of the knowledge that has been delivered. In this study, online game-based interactive learning has been specially designed creatively to obtain the extent of the effectiveness of teaching and learning. The researcher used the Quiz Whizzer online application as a main pillar of this study. Quiz Whizzer is a website-based application as an online educational game that provides easy means in the learning process. Furthermore, Quiz Whizzer is a game-based learning platform, used as educational technology in educational institutions. The focus of this activity is the use of making interactive games, developing social skills, and relationships among group members. This gamification creatively combines the technology of QR codes to solve the puzzle online. The implementation of interactive learning, not only develops the interpersonal relations between students but also demonstrates their active participation in class. The findings of this study demonstrated that these students have a positive attitude toward learning. For instance, they believe that applying interactive learning such as online games in a subject will improve their knowledge. Most importantly, the result of this study revealed the effectiveness of interactive learning in relation to the intellectual emotion of students.

The Effect of Web-Based Tracheostomy Care Game on Nursing Students’ Knowledge Levels and Their Views of The Process

Objective: This study investigated nursing students’ views of the effect of a web-based tracheostomy care game on their knowledge levels during the COVID-19 pandemic.&#x0D; Methods:This pretest-posttest single-group quasi-experimental study was conducted between April and July 2021. The study population consisted of all nursing students in Turkey. The sample consisted of 125 students who filled out the pretest and posttest forms. Participation was voluntary. Participants were recruited using snowball sampling method. Participants entered the website “trakeostomibakimi.com” They filled out the demographic characteristics questionnaire and the tracheostomy care knowledge test (TCKT) on the website. They downloaded the virtual tracheostomy care game on their computers. They played the game as much as they wanted and then filled out the posttest and the student opinion forms.&#x0D; Results: Participants had a higher mean posttest TCKT score than pretest score (p&lt; .05). They stated that the game helped them enjoy learning tracheostomy care and remember their prior knowledge and made them feel like they practiced in a real-life clinical setting.&#x0D; Conclusion: The web-based tracheostomy care game improved nursing students’ knowledge levels. There should also be online educational games tailored to other nursing areas.

Effects of Touch-type Online Educational Games on Learners’ Learning Motivations

With the advancement of science and technology, electronic devices are more extensively popularized, and students are being exposed to touch-type online at an early age, thus promoting the digitalization of children’s education and contributing to the proliferation of learning resources. Touch-type educational games emphasize learning autonomy, integrate teaching knowledge contents with games, and highlight that when using educational games, learners can obtain immediate and real feedback and identify learning and game objectives, thereby intensifying their learning. In this study, a questionnaire regarding the effect of touch-type online game education on learners’ learning motivations was designed on the basis of educational game theory. The mediating role played by learning immersion between the two was also measured. Results show that the overall Cronbach α coefficient is 0.825, the KMO value is 0.688, and the corresponding P value of Bartlett sphericity test is 0.0. In touch-type online game education, multi-organ sensing, touch gesture, and multi-hotspot response significantly affects learners’ learning motivations. Learning immersion exerts a masking effect on teachers’ initiatives in promoting learning motivations. The proportion of touch games play during class hours has different effects on learning motivation (p=0.020&lt;0.05). The findings are critical for investigating the effects of touch interaction models on learners’ learning motivations, developing a set of evaluation indexes for educational game learning accessibility, and perfecting their evaluation methods.

The effect of mobile Internet educational software applications on elementary school students' learning ability

With the continuing development of both science and internet technology, because of the growth of Internet software, several educational software is coming up. The application of those software makes a great impact on the learning ability of elementary school students. As a result, this article aims to give this impact a total summary by collecting and summarizing academic papers and searching for relevant information online. Throughout the whole paper, this research shows that the impact of learning software on elementary school students' learning ability is in three aspects, they are expression ability creative ability, and comprehension ability. Different software can help target different abilities. Firstly, this paper discusses the impact of mobile Internet educational software on students' expressive skills through three examples: online education software, online feedback software, and online discussion software. This paper shows that mobile Internet educational software is helpful to improve the expression ability of elementary school students because of its characteristic of breaking the time limit and being able to interact at any time. Secondly, this paper has discussed the impact of mobile Internet educational software on students' creativity and has demonstrated that teachers can use mobile Internet educational software to break space limitations and stimulate students' interest by using three examples: online experiment software, VR, and educational games. By using mobile Internet educational software, teachers can break the space limitation and stimulate students' interest in learning, and enhance students' creativity through this feature. Lastly, this paper discusses the role of using mobile Internet educational software in promoting students' comprehension, and uses three kinds of software: mind map concept map, and argument map, as examples to show how they can improve students' comprehension. The paper shows that mobile Internet educational software is very effective in improving students' comprehension skills.

Students’ achievement goals: Goal approximation, engagement, and emotions in co-design activities and product

Exploring the applicability of achievement goal theory in participatory design, we present a case study where ten students from two primary schools in Namibia and Finland jointly co-designed an online educational game. The aim of the case study was to identify participating students’ achievement goals, as well as exploring their perceived goal approximations, achievement emotions, and engagement throughout the three-month co-design study. Furthermore, we explored the reflection of achievement goals within the co-designed product. Participants’ achievement goals were identified with an open-ended written task and a q-sort task at the beginning of the study. Throughout the study, students self-reported on their emotions and engagement, as well as on the extent to which the co-design sessions aligned with achievement goals. At the end of the study interviews were held with the students and their teachers. Based on new insights emerging from our findings and reflections, we delineate suggestions concerning the utilization of achievement goal theory within participatory design projects.

DEVELOPING MULTIMEDIA TECHNOLOGY FOR EFL CLASSROOMS IN INDONESIA USING ADDIE MODEL: A LITERATURE REVIEW

Most academic learning situations involve multimedia learning since students encounter words and graphics, ranging from multimedia encyclopedias to online educational games to textbooks. Multimedia has become increasingly used to help learning and cognition. As technology advances, educators are required to be more creative when creating learning devices. Teachers and lecturers need to develop an instructional design that can address the needs of the students. ADDIE model is one of the most effective tools in developing educational products and other learning resources, including multimedia technology. This paper attempts to explore how multimedia in various levels of EFL classrooms in Indonesia are developed using the ADDIE model in particular. Nationally accredited articles were categorized based on similar themes to multimedia development using ADDIE model to be analyzed. Most of the articles showed a successful development and implementation of the media used in teaching reading, listening, writing vocabulary, and language functions. The multimedia: worksheets, websites, applications, cards, and videos, are mostly rated highly by the expert. The validity and practicality were also high. However, some of the articles did not mention the principles and details of the process of multimedia development.

Дигитални образователни инструменти – потенциал, приложение и перспективи

The paper examines the technologies for creating digital educational resources from the point of view of necessity, implementation, and techniques for their creation. Various digital educational tools and their capabilities according to their application are described: learning and learning management programmes, tools for creating online tests and surveys, tools for creating online quizzes and educational games, interactive worksheets, tools for video lessons, OneNote electronic notebook. A study was conducted on the opinion and attitude of teachers and students about the electronic resources used in different academic disciplines, both for teaching learning content and for control and self-control. The results of two surveys are presented – one aimed at students and the other at teachers. The opinions of 155 teachers and 180 students from four regions in Bulgaria are summarized. The two main aspects of an application – for teaching learning content and for control and self-control – have been analyzed.

Development of Online Learning Quiz and Educational Game Using Word Walls in Mathematics for Grade 10

This research aims to produce and determine the feasibility of quiz and educational game using Word Wall that are suitable for online learning of quadratic inequality, rational, and irrational for grade X. This research method is Research and Development (R&amp;D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). This research result is learning media in quiz and educational game using Word Wall for quadratic inequality, rational, and irrational material. The feasibility test of materials and media on quiz and educational game resulted in a percentage of 77% and 79,1% with a decent category. The attractiveness of quiz and educational game resulted in a percentage of 81% in the limited trial and 82,2% in the field trial, both of which were in the very interesting category. The results of the correlation test obtained a positive and significant correlation between student responses and student learning outcomes. The implication is that this development product can be used as a student learning tool, and it is recommended that teachers can develop Quiz and educational game using Word Wall on other materials.

Comparisons of Synchronous and Asynchronous Discussions in an Online Roleplaying Simulation to Teach Middle School Written Argumentation Skills

In this study, different degrees of synchronous and asynchronous online social interactions are investigated in the context of an online educational roleplaying simulation game that is played across multiple classrooms simultaneously to teach argumentation skills and social studies. Results from 45 K–12 middle school social studies teachers and 867 students over 3 study conditions were compared based on the degree of real-time discussion that was embedded in each condition’s version of game (i.e., two scheduled live conferences, one scheduled live conference, and asynchronous-only interactions or zero live conferences). All conditions exhibited significant small to moderate-level pre-post effect sizes, including the condition featuring asynchronous-only discussions. Additionally, the “mid-range” 1 live conference condition exhibited the greatest pre-post effect size in comparison to the other two conditions. This study demonstrates evidence for the benefits of implementing asynchronous-only discussions in digital interventions in comparison to live discussions when synchronous interaction may not be feasible. For designers, implementing both asynchronous and synchronous interactions based on available resources and feasibility can be used to maximize social presence among participants in educational roleplaying games and other virtual learning environments.

Gamification of dementia education in hospitals: a knowledge translation project.

This knowledge translation study qualitatively explores strategies that facilitated hospital staff engagement in online educational games for dementia education. Interdisciplinary staff (n = 2010) in 10 hospitals played online games to learn about basic communication techniques. We identified five facilitating strategies, E-GAME: Easy access to learning, Give both extrinsic and intrinsic rewards, Apply implementation science theory, Multiple tools, and Evaluation. This article offers useful tips for educators to innovate dementia education for practice improvement.

Identification of Online Educational Game Applications in Teaching English for Madrasah Students

This article identified many educational game applications we found online that were relevant for application among madrasa students. Many studies on learning English for madrasah students have been carried out. We have not found any studies with the theme of identifying some relevant game applications applied in madrasah environments whose learning is more Islamic in content and slightly different from other general schools in Indonesia. For this reason, we have conducted a series of data searches in the context of the scientific context of international experts and domestic publications. To get data that can answer the problem first, we conducted a comprehensive study that involved data coding, thorough evaluation, and interpretation of the data so that the data could be used as the highest answer to this elephant's question. After we studied it, we got the results and discussed them carefully. Finally, we can summarize several educational game applications we can access online that we apply to madrasas, including children's pictures dictionary, monkey puzzle game, little birds game, kids learning, Billy playing games, and several games. Another trendy game has been applied in several schools in international contacts. Hopefully, the results of this identification can be helpful in the following study.

Teaching English vocabulary to students through online games

The objective of this study is to explore the impact of the use of online educational games in comparison with traditional classroom methods to teach English vocabulary to eighth grade students at Mercedes Vázquez Correa School. The quantitative approach was used, with a participation of 13 students for this research. Through a vocabulary retention test, results were obtained showing that students remember a greater amount of vocabulary through traditional methods; however, students remember a greater amount of words accurately with the use of online games. In addition, the survey data reveal that students are comfortable with online games and that they prefer to learn vocabulary through online games rather than through drawings or flashcards in class.