Use Of Digital Game-based Learning Research Articles

MAXIMIZE DIGITAL GAME BASED LEARNING TO TEACH ENGLISH FOR YOUNG LEARNERS: TEACHER’S VIEW

Digital Game-Based Learning (DGBL) has gained significant popularity in Teaching English to Young Learners (TEYL) due to its potential to enhance student engagement and motivation. This article explores the teacher's view of the use of DGBL in TEYL. Several areas of the study such the different of conventional and digtal game for teaching EYL, lesson plan, and the use of Agenda web and duolingo as the digital platform in teaching DGBL obtained from the deepper interview. Support for future research are suggest in the conclusion. Keywords: DGBL, TEYL, Teacher’s view

Unlocking the Power of Play: Exploring Key Influences of Digital Game-Based Learning Adoption Among South African Mathematics Teachers

Integrating digital game-based learning (DGBL) into mathematics teaching has gained significant attention for its potential to improve learning outcomes. However, adopting DGBL in mathematics remains challenging, particularly in resource-constrained contexts such as South Africa. Consequently, this study used the Technology Acceptance Model (TAM) to investigate mathematics teachers’ adoption of DGBL in their classrooms. We interviewed twenty-four primary and secondary school mathematics teachers in the Northern Cape province about their use of DGBL. Inductive thematic analysis was employed to analyze the data. The findings revealed that external variables such as language barriers, teachers’ technophobia, parental influence, and students’ limited reading skills negatively influenced teachers’ perceived usefulness of digital games. We also found that the teachers’ attitudes toward DGBL, which were influenced by their positive perception of it, influenced their intention to use digital games for mathematics purposes. The study recommends targeted policy interventions, including the development of multilingual digital tools and comprehensive professional development programs, to enhance the adoption of DGBL among South African mathematics teachers.

A STUDY ON THE RELATIONSHIP BETWEEN GAME-BASED LEARNING AND SECONDARY SCHOOL STUDENTS’ MATHEMATICS ACHIEVEMENT IN SMK KOMPLEKS GONG BADAK

Digital game-based learning (DGBL) is an instructional method that incorporates educational content or learning principles into video games with the aim of engaging learners. The teaching techniques in schools are mostly still teacher-centered where the practice of exercise and memorization of tips and formulas are emphasized in learning. This research studied the relationship between game-based learning with the achievements of students in SMK Kompleks Gong Badak, specifically in Mathematics. Quantitative approach-based research and a single cross-sectional design were employed. A set of questionnaires were used for data collection. Data samples were collected from approximately 100 students in the selected school. The result shows that DGBL significantly affects student’s achievements, indicating a good perception of its application. Gender also plays a role in this case, where a significant difference was also found in the mean usage of game-based learning toward mathematics achievement between male and female students. Due to these results, it can be concluded that DGBL does affect students’ achievement in mathematics. In addition, one of the most effective approaches to achieving a student-centered learning process is through the use of DGBL.

Exploring Pre-Service Teachers’ Perspectives on the Integration of Digital Game-Based Learning for Sustainable STEM Education

Digitalization of STEM in higher education is envisioned to foster digital societies through enhanced contextualised engaged learning, digital skills, and access to digital learning resources, specifically in developing countries, including those in Africa. The dearth of empirical evidence validating digitalization hinders implementation. This study aims to investigate pre-service teachers’ perspectives towards the use of digital game-based learning (DGBL) for sustainable development of STEM education and promoting 21st century skills. The study was based on the Technology Acceptance Model (TAM) as a framework. A quantitative survey design was adopted to collect necessary data from 255 pre-service teachers in a South African university. The fitness of the proposed model was acceptable to proceed with partial least squares structural equation modeling analysis. The model accounted for 59% explanatory strength of pre-service teachers’ perspectives towards using DGBL in teaching and learning. Pre-service teachers consistently express noteworthy perspectives on the DGBL approach, emphasizing the capacity to provide diverse learning opportunities, foster heightened engagement, and facilitate contextualised learning experiences. The findings contribute to the empirical validation and role of DGBL in STEM and the design of educational games promoting contextualised self-directed learning for sustainability teaching and learning in higher education.

The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review

Taking care of teachers’ competencies is essential to determine a satisfactory level of quality in teaching, with a crucial impact on the proper functioning of educational services. In order to be effective, this training must consider the most recent developments in the field of technology-enhanced learning, such as Digital Game-Based Learning (DGBL). Although research in the educational field has shown that DGBL enhances learning processes, promoting learning by doing and cooperative learning as well, with all their positive effects, there is still a paucity of studies on the subject; hence, the intrinsic reason for the present investigation. This review aims to fill this gap, analyzing studies that explore DGBL for teacher training and/or teacher attitude toward using DGBL in their professional activity. We searched the following bibliographic databases: Scopus, ERIC, and Web of Science. After an accurate screening, 20 papers have been selected and included. Main results returned a clear framework of what the current literature presents as effective DGBL training for teachers and pre-service teachers and of facilitators and barriers that impact teachers’ attitudes toward the use of DGBL at school.

Unlock Financial Knowledge in Managers Through Games

Financial literacy for managers and owners of Micro, Small and Medium Enterprises (MSMEs) is defined as the combination of awareness, knowledge, skills, attitudes, and behaviours that a potential entrepreneur or business owner should have to make effective financial decisions to start a business, run a business, and ensure its sustainability and growth (OECD, 2020). To ensure this combination of financial knowledge and skills, different educational perspectives may emerge as the solution. The use of gamification and digital game-based learning (DGBL) are educational methodologies largely used in formal and informal environments, for different target audiences and different fields of knowledge, including finance. However, it is largely used by children and younger people in the same contexts described above. We find a gap that justifies further research on the formal use of DGBL in the adult population, namely for the development of financial literacy. For the use of gamification in this context to be effective is essential to identify which knowledge, skills and attitudes are required for MSMEs managers. The OECD (2020) questionnaire is an example of an instrument used to measure adult financial knowledge namely in managers, owners and future entrepreneurs of MSMEs. The financial literacy content for managers includes questions on basic concepts of asset management, inflation, investments, cash flows and risk analysis. However, at the top of our knowledge, we find little research to support how can we actively develop this awareness and knowledge through games. In this study, through exploratory analysis of government documents and literature, we sought to understand the three scales for measuring financial literacy, namely, financial knowledge, financial attitudes, and financial behaviour, which are the main contents that should be included in the pre-game’s assessment and on the learning objectives. The second concern is how to include these scales in the game to positively impact the behaviour, attitudes and knowledge of the managers of MSMEs. Thus, the contribution of the study is to create through the metrics used to measure financial literacy and the game mechanisms used a proposal for a model for designing digital games for financial literacy. Policymakers, private associations connected to MSMEs, and other players may take, for sure, lessons to be learned to prepare better managers to guarantee stable and sustainable enterprise support.

A review of using digital game-based learning for preschoolers

In recent years, the use of digital game-based learning (DGBL) in the early childhood learning process has been growing. Recent research shows that DGBL has the potential to create new forms of childhood learning, it is not yet clear how applications can affect young students' learning. There are also not sufficient studies to analyze the significant features of DGBL in this area in early childhood. Therefore, to better understand the impact on childhood DGBL education, this article reviews the systematic literature. This review analyzes 37 articles in this area. In this paper, PRISMA's principles analysis of studies on the characteristics of DGBL technology has been used. The classification focuses on four areas: the objectives of current studies, the impact of technology use on children's learning, learning theories, and assessment methods in DGBL applications. The results of this study show that the use of DGBL can have an active effect on strengthening thinking skills and learning in childhood. This article examines the evolution of this evolving technology, the challenges, and issues posed by DGBL, and discusses how it can be useful for younger students to learn and do more research. This study provides insight for researchers, game designers, and developers in the field of DGBL.

The Psychology of Rewards in Digital Game-Based Learning: A Comprehensive Review

A significantly accelerated speed in the growth and acceptance of new technology has been observed in recent decades. This rapid technological transition has affected almost every economy, environment, culture, and education. The rapid technological evolution has led to the frequent use of Digital Game-Based Learning (DGBL), where users learn and play simultaneously. DGBL has been implemented to supplement formal classroom lessons. Despite the extensive use of DGBL and other implementation methodologies, no study has yet synthesised the use of the "reward system" and its associated components. This study reviewed over fifty scientific publications on the forms of rewards in DGBL and their effects on learners, published between 2000 and 2021.

The landscape of research on the use of digital game-based learning apps to nurture creativity among young children: A review

Although in the recent study digital game-based learning (DGBL) has the potential to enable new forms of learning, it remains unclear how DGBL applications can impact young students’ creativity. The main purpose of this study is to investigate whether DGBL application technologies (tablets and smartphones), can improve creativity skills in preschool children (ages 3–6). Hence, the author has reviewed the literature regularly over the past decade and found 67 articles, of which only 20 have been considered to be more relevant to the subject matter. Based on the findings, the author used PRISMA's principles analysis of studies on the characteristics of DGBL technology to enhance creativity and learning. This classification has been focused on four areas: the objectives of current studies, impact of using technology (tablets, smartphones) on children’s creativity, the theories of creativity in DGBL apps, methods of evaluation creativity. Trends and perspectives for the future are also discussed, as DGBL can potentially affect students' ability to develop creative skills and critical thinking, knowledge transfer, acquisition of skills in digital experience, and a positive attitude toward learning. The results demonstrate that the use of DGBL has had an active effect on strengthening children's creative thinking. This study provides an outlook for researchers, game designers, developers in the field of DGBL and creativity. This research provides new insights, advice, and effective suggestions on how to increase creative skills, motivate, and improve learning outcomes and demonstrate learning with DGBL composition in teaching young students.

Iterative Development of a Digital Game-Based Learning Concept: Introduction of Veterinary Herd Health Management in a Virtual Pig Herd.

A growing interest in the use of digital game-based learning has been identified in veterinary education. Projects in the development of veterinary game-based environments and scenarios are mostly initiated by veterinary institutions, faculties, or instructors; however, the process of development is complex and often involves expertise from a variety of disciplines. In the collaboration between professionals, discussions often arise about content, and how specific elements should be implemented or edited. As discussions are based on the individual experts' varied disciplines, it can be difficult to achieve a common language, and this leads to blockage and frustration in the development process. In 2012, the University of Copenhagen launched a project on digital game-based learning aimed at veterinary and agriculture students. The overall goal was to develop learning games for herd health management in pig production. The project was carried out in a collaboration between professional game developers, educational/didactic experts, and veterinarians. From early in the process, we identified a need to communicate across disciplines. Therefore, the framework of the Serious Game Development Triangle (SDT) was developed as a tool to facilitate a common language for solving complex issues. The SDT consists of three orientations: games, school, and professionalism. These three orientations are topics that are required considerations when developing a serious game that seeks to teach skills for a specific profession. The SDT contributed to improved understanding across disciplines and made the development process more progressive.

واقع استخدام التعلم القائم على الألعاب الإلکترونية من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان

هدفت الدراسة إلى التعرف على واقع استخدام التعلم القائم على الألعاب الإلکترونية من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان؛ حيث تم استخدام المنهج الوصفي لمناسبته لطبيعة الدراسة الحالية. واشتملت عينة الدراسة على معلمي المرحلة الابتدائية بمنطقة جازان بالمملکة العربية السعودية حيث تم اختيارهم بشکل عشوائي، وقد بلغ عدد أفراد العينة (60) معلما. وتمثلت أداة الدراسة في استبانة تکونت في صورتها النهائية من (40) عبارة موزعة على أربعة محاور رئيسية إضافة إلى محور خاص بالبيانات الشخصية للمشارک في الدراسة. حيث شملت المحاور الرئيسية: اتجاهات معلمي المرحلة الابتدائية بمنطقة جازان نحو استخدام التعلم القائم على الألعاب الإلکترونية، الکفايات المهنية التکنولوجية التي يحتاجها معلمي المرحلة الابتدائية بمنطقة جازان لاستخدام التعلم القائم على الألعاب الإلکترونية من وجهة نظرهم، معوقات استخدام التعلم القائم على الألعاب الالکترونية في المواقف التعليمية من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان، مدى استخدام التعلم القائم على الألعاب الالکترونية في المواقف التعليمية من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان. وأسفرت نتائج الدراسة عن عدم وجود فرق دال إحصائيا عند مستوى (0.05α≤) في استخدام معلمي المرحلة الابتدائية بمنطقة جازان للتعلم القائم على الألعاب الإلکترونية يرجع إلى متغيرات الجنس، المؤهل الدراسي، التخصص، سنوات الخبرة التدريسية. کما أسفرت نتائج هذه الدراسة إلى أن اتجاهات معلمي المرحلة الابتدائية بمنطقة جازان نحو استخدام التعلم القائم على الألعاب الإلکترونية کان بدرجة متوسطة. وحددت نتائج هذه الدراسة مجموعة من الکفايات المهنية التکنولوجية التي يحتاجها معلمي المرحلة الابتدائية بمنطقة جازان لاستخدام التعلم القائم على الألعاب الالکترونية. وکشفت نتائج هذه الدراسة عن وجود مجموعة من المعوقات التي تحول دون استخدام التعلم القائم على الألعاب الالکترونية في المواقف التعليمية وذلک من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان. کما أشارت نتائج هذه الدراسة إلى أن معلمي المرحلة الابتدائية بمنطقة جازان لديهم الرغبة في استخدام هذا النوع من التعلم ولکن بدرجة متوسطة. وقدمت هذه الدراسة مجموعة من التوصيات والمقترحات ذات العلاقة باستخدام وتبني التعلم القائم على الألعاب الإلکترونية من خلال تکامل جهود جميع مکونات العملية التعليمية لتحقيق نواتج تعلم متميزة وذلک لمواکبة التطور الهائل في مجال تقنيات المعلومات والاتصالات لضمان تقديم تعليم نوعي لجميع فئات الطلاب بمختلف المراحل التعليمية. Reality of using Digital Game-Based Learning (DGBL) from the perspectives of elementary school teachers in Jazan region Abstract This study aimed to identify reality of using Digital Game-Based Learning (DGBL) from the perspectives of elementary school teachers in Jazan region. The descriptive research approach was used. The sample of the study included elementary school teachers in Jazan region, Saudi Arabia, where they were randomly selected, and the number of participants were (60) teachers. The study instrument consisted of a questionnaire of (40) items distributed on four main domains in addition to a special section on the personal data of the participant in the study. The main domains included Attitudes of elementary school teachers in Jazan region towards the use of Digital Game-Based Learning, technological and professional competencies needed by elementary school teachers in Jazan region to use Digital Game-Based Learning from their perspectives, the barriers to using Digital Game-Based Learning from the perspectives of elementary school teachers in Jazan region. The extent of using Digital Game-Based Learning in educational situations from the perspectives of elementary school teachers in Jazan region. Research results showed that there was not a statistically significant difference at the level of (0.05α≤) in the use of elementary school teachers in Jazan region for Digital Game-Based Learning due to gender, educational qualification, specialization, and years of teaching experience. The results of this study also revealed that the attitudes of elementary school teachers in Jazan region towards the use of Digital Game-Based Learning was of a moderate degree. In addition, the results of this study identified a group of technological professional competencies needed by elementary school teachers in Jazan region to use Digital Game-Based Learning. The results of this study also revealed a set of barriers that prevent the use of Digital Game-Based Learning in the educational situations from the perspectives of elementary school teachers in Jazan region. The results of this study also indicated that elementary school teachers in Jazan region have the desire to use this type of learning, but to a moderate degree. This study presented a set of recommendations related to the use and adoption of Digital Game-Based Learning through the integration of all efforts in the educational situations to achieve distinct learning outcomes in order to keep up with the tremendous development in the field of information and communication technologies. Also, to ensure the provision of good education to all groups of students at various educational levels

Digital game‐based learning for K–12 mathematics education: A meta‐analysis

AbstractDigital games (e.g., video games or computer games) have been reported as an effective educational method that can improve students' motivation and performance in mathematics education. This meta‐analysis study (a) investigates the current trend of digital game‐based learning (DGBL) by reviewing the research studies on the use of DGBL for mathematics learning, (b) examines the overall effect size of DGBL on K‐12 students' achievement in mathematics learning, and (c) discusses future directions for DGBL research in the context of mathematics learning. In total, 296 studies were collected for the review, but of those studies, only 33 research studies were identified as empirical studies and systematically analyzed to investigate the current research trends. In addition, due to insufficient statistical data, only 17 out of the 33 studies were analyzed to calculate the overall effect size of digital games on mathematics education. This study will contribute to the research community by analyzing recent trends in significant DGBL research, especially for those who are interested in using DGBL for mathematics education.

Domesticating Digital Game-based Learning

This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon domestication theory, actor-network theory, and the concept of script, and makes use of Latour's assemblage approach.Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process.

Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

Background. Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT); the relation of SDT with the flow experience has neither been evaluated in the context of DGBL.Aim. This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL.Results. In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed.

Technology Acceptance Model and the Use of Digital Game-Based Learning (DGBL)

The globalization of information technology has been an agent of changes in almost every aspect of our life especially in the way we learn. The current generation as referred to by Prensky (2001), “digital native”, has been fully influenced by the technology. This challenge created a pedagogic imbalance as the current learners becomes uncomfortable with the old traditional methods of teaching. As a result digital games were advocated. This research investigates the acceptance of DGBL among undergraduate students of Multimedia University of Malaysia. 171 questionnaires were collected and analyzed using descriptive statistics which covered perceived usefulness, perceived ease of use and attitudes towards use. The result indicated that, students with agreed and strongly agreed responses have higher mean and standard deviation. The research also verifies whether there exist any significant differences of the user demography (gender and age-group) and their attitude towards use. Mann Whitney U test and Kruskal Wallis H test were used for the analysis. The result showed that there were no statistically significant differences.

Virtual CEOs: A blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students

The requirements of a contemporary workplace include the ability to think critically and creatively in order to solve problems and respond to changes in economic and social conditions. Unfortunately, vocational education often fails to prepare graduates for this environment due to limited resources, low student motivation, or the reliance upon outdated instructional strategies. The use of digital game-based learning (DGBL) for vocational education has been proposed, but has yet to be effectively implemented, particularly in terms of the promotion of higher order thinking skills (HOTS). Data from 68 eleventh grade vocational high school students were evaluated after a quasi-experimental, 27 week intervention. Pretest and posttest results were evaluated by MANCOVA and demonstrated that the experimental group (blended DGBL incorporating integrative HOTS activities) outperformed the comparison group (technology enhanced learning) in terms of creative thinking, critical thinking, problem solving, and academic achievement, with significant improvements on all four measures. While technology-enhanced learning was effective in promoting academic achievement and creative thinking, the DGBL condition was deemed most effective in providing an authentic context for developing employment-related skills and knowledge. Based on these results, a blended approach for DGBL, which incorporates instructor orchestration and scaffolding, provision of learning aids, and the use of collaborative learning, is recommended, particularly for vocational learners. This paper provides examples of a concrete model of DGBL instruction that was verified empirically as successful in significantly improving all three higher order thinking skills, including creative thinking, critical thinking, and problem solving.

Development of children's creativity and manual skills within digital game‐based learning environment

AbstractIn this study, we developed a digital game‐based learning (DGBL) system, called the ToES, to foster students’ creativity. Fifty‐one fifth‐grade students from two classes in a public school in Taipei, Taiwan, were recruited and consented to participate. Both classes consisted of students with mixed abilities studying a foundation unit entitled “Electrical Science” in a natural science course. One class was chosen to be the experimental group (EG) and the other class was the control group (CG). The goal of this study was to examine how different instructional strategies (i.e., traditional instruction and instruction using digital games) affected the students’ creativity and their performance on manual skills. The analytical results indicated that the students’ creativity and their performance on manual skills displayed positive growth when they were involved in acquiring knowledge and resolving tasks in a DGBL environment, which fostered their creativity and facilitated the generation of flow experiences. Moreover, there were three interesting findings related to the use of DGBL: (1) the ToES was an effective learning tool for cultivating the students’ creativity; (2) there was a positive effect of creativity and their performance of manual skills; and (3) the ToES accelerated the improvement of practical behaviors regarding manual skills.HighlightsWe design a digital game with creativity called the ToES. We prove differences in creativity and manual skills between traditional classroom and digital game‐based environment. Students were able to achieve better learning performances in DGBL environment. DGBL facilitates the generation of flow experience.

Signature Pedagogy in Early Years Education: A Role for COTS Game-Based Learning

In this article we look at the links between early years pedagogy and the use of digital game-based learning. Early years education is a distinctive phase of the education system in many countries, generally covering the age range from 3–6 or 7 years. In the United Kingdom, it tends to bridge preschool and the first two years in primary school. Early years education is based on characteristic values, beliefs, and practices which distinguish it from later phases of mainstream educational provision. Based on an analysis of these characteristics, we argue that it is an example of a signature pedagogy. We look at the role of information and communication technologies in such pedagogy, specifically the use of digital games, illustrating the case with reference to a recent empirical study which looked at the use of a commercial off-the-shelf game with 5- and 6-year old children. We conclude by reaffirming the congruence between such games and a signature pedagogy of early years education. The role of the teacher, and in particular his/her pedagogical skill, is central to the educational use of commercial games.