Use Of Digital Games Research Articles

Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference

This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12---15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.

Teacher perceptions of the value of game-based learning in secondary education

Teachers' perceptions of the usefulness of digital games might be a reason for the limited application of digital games in education. However, participants in most studies of teaching with digital games are teachers who do not use digital games regularly in their teaching. This study examined the practice-based perceptions of teachers who do teach with digital games - either playing or creating games - in their classroom. Semi-structured interviews were conducted with 43 secondary education teachers. Our findings showed that most teachers who actually use games in class perceived student engagement with a game and cognitive learning outcomes as effects of the use of games in formal teaching settings. Fewer teachers mentioned motivational effects of learning with digital games. The implications of these findings for the use of digital games in teachers’ educational practice are discussed.

Designing Language Learning Games for L2 Learners: Using Narrative, Character, and Task

The use of digital games as language learning tools is a growing field. In order to move forward as an independent field, educators and researchers must begin the process of developing these approaches. This paper is designed to provide a brief overview of recent technological developments allowing amateur game development, and also to provide a principled approach to the development and implementation of simple Custom Designed Games(CDGs) for language education, and finally to provide real world examples of these principles in practice. The use of CDGs as a language teaching material has a higher potential, and this approach's theoretically grounded approach, simplicity, and applicability will help to serve as a basis on which individual academics can advance their own unique approaches.

Learning strategies and learner attitudes in the massively multiplayer online roleplaying game cube world

The rapid progress of technology has revolutionized learning and in the field of computer assisted language learning, the use of digital games has expanded significantly. One type of game that has been attracting interest is massively multiplayer online role-playing games (henceforth mmorpgs). Recent research has drawn attention to the potential of these games as arenas for language learning (Peterson, 2013). This paper will analyze the findings of exploratory research focusing on the use of the mmorpg Cube World involving a group of efl learners based at a university in Japan. Data analysis of text chats, learner feedback and in-class video recordings revealed that the interactive language exchanges between players when they communicate and collaborate with each other in the game appear potentially beneficial for language learners. The data further showed that the participants viewed language learning through Cube World as fun and motivating. This suggests that learner participation in network-based mmorpgs provides an arena for learner centered social interaction that offers valuable opportunities for target language practice. mmorpgs offer the potential to enhance communicative competence; however, this research also highlights the need for additional studies.

Aprendizagem baseada em jogos digitais educativos para o ensino da matemática – um estudo-piloto a partir da utilização do Erudito

A partir da hipótese de que a interação baseada em jogos digitais educativos contribui para a aprendizagem da matemática, este artigo relata a aplicação de um estudo-piloto que associou os jogos digitais educativos, no caso o Erudito, para auxílio no processo de ensino e de aprendizagem da matemática nos anos finais do Ensino Fundamental. A pesquisa realizada caracteriza-se como qualitativa e quantitativa, utilizando-se do método de estudo de caso. Os resultados do estudo-piloto, no qual deu-se o uso de jogos digitais educativos, demonstraram que a utilização dos mesmos pode contribuir na educação como ferramentas de ensino e de aprendizagem, uma vez que permitem ao professor perceber a efetividade de sua prática, podendo avaliar os resultados antes e depois da prática educativa.

Problematic Gaming Behaviour in Finnish Adolescents and Young Adults: Relation to Game Genres, Gaming Motives and Self-Awareness of Problematic Use

The aim of this study was to explore the relation between Problematic Gaming Behaviour (PGB) and specific psychological factors (gaming motives, self-awareness of problematic gaming behaviour) and structural factors (game genres) among Finnish adolescents and young adults. A national survey of 271 respondents, aged 13 to 24, participated in the study. The study sample was randomly selected from the Population Register Center. Multiple regression analysis was used as a means of examining links between game genres, gaming motives and PGB. In addition, pairwise comparisons of a non-problematic gaming behavior group and a problematic gaming behavior group were used as a means of examining differences across game genre use and self-awareness of PGB. PGB was particularly associated with the use of a group of games encompassing role-playing, progression (e.g., character development), action and strategy features. The findings indicated that entertainment-achievement, social and escapism motives were associated with PGB. On the whole, this study emphasized that specific game genres and playing motives are involved in problematic use of digital game playing.

Digital games and learning mathematics: Student, teacher and parent perspectives

The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy.

Digital game-based learning in accounting and business education

ABSTRACTThis article presents a review of the accounting and business literature on digital game-based learning (DGBL). The article classifies what is already settled in the literature about the theoretical foundations of DGBL’s effectiveness and its practical use into three categories. The first comprises what is known about the evaluation of digital games in the preparatory stage preceding its use in an educational setting. The second comprises what research has concluded to be appropriate for DGBL deployment. Finally, the review explores what types of learning outcomes can be attained through digital games and how their achievement has been evaluated. Furthermore, this article provides researchers interested in DGBL with a set of interesting questions that promise fruitful investigation. Answering these questions will help accounting educators to move forward in understanding digital games’ effectiveness and advance in the use of digital games in the classroom.

The Effects of Game Design Experience on Teachers’ Attitudes and Perceptions regarding the Use of Digital Games in the Classroom

Researchers have investigated how gameplay and other related activities influence teachers’ attitudes toward and perceptions of games or game-based learning. Taking one step further, this study was conducted to investigate how game design experience influences teachers’ attitudes toward and perceptions of the use of digital games in the classroom and teacher involvement in educational game design. Fifty teachers participated in the study. Both quantitative and qualitative data were collected from pre- and post-surveys. The results revealed that the game design experience had a positive influence on the participants’ attitudes, self-efficacy, and perceptions regarding the use of digital games in the classroom. They realized that digital games could help students develop higher-order thinking skills and 21st century skills beyond making learning fun and engaging. After the game design experience, all participants believed that teachers should be involved in the process of educational game design.

A Classification Framework for Exploring Technology-Enabled Practice–FrameTEP

This article theorizes the construction of a classification framework to explore teachers’ beliefs and pedagogical practices for the use of digital technologies in the classroom. There are currently many individual schemas and models that represent both developmental and divergent concepts associated with technology-enabled practice. This article draws from a depth of literature in this field to synthesize a classification framework used as an analytic tool to interpret technology-enabled practice. The framework was drawn from literature covering teachers’ epistemic beliefs, pedagogical beliefs, pedagogical approaches, technological competency, and perceived levels of learning. It emerged as a result of the need to analysis case study data from a large-scale research project into the effective use of digital games in the classroom: Serious Play: Digital Games, Learning and Literacy for Twenty First Century Schooling. Yin suggests the use of a uniform framework to enable cross-case synthesis. The framework provides an analytical tool to help interpret why and how teachers are using, in this case, digital games in their classrooms. It also provides a significant contribution to the variances in technology-enabled practice along the traditional-constructivist continuum as well as to the relationship in how teacher beliefs direct pedagogical practice and choice of technologies used for learning.

Using Digital Games to Learn Mathematics – What students think?

The aim of this study was to explore how university foundation students perceive the use of digital games in learning mathematics. Data was collected using an online questionnaire and 209 foundation university students participated in this study. The questionnaire was used to explore students’ gaming experience and students’ attitude towards mathematics learning with digital games. It was found that most of the university foundation students liked to play different types of digital games. Males preferred playing digital games in more traditional male genres namely sport, racing, shooter, action adventure, role play and strategy games. As for females, they generally preferred playing puzzle and simulation games. Astonishingly, the foundation students were not very positive towards the use of digital games in learning mathematics, and their attitude was essentially influenced by their mathematics interest. Students with greater interest in mathematics were more likely to support the use of digital games in learning.

Development and Validation of a Questionnaire to Measure Perceptions of Freedom of Choice in Digital Games

The purposes of this study were (a) to develop a valid and reliable questionnaire using both the structural characteristics of digital games and students perceptions of the concept of freedom of choice in digital games, (b) to validate items to be used in questionnaire to measure perceived freedom of choice, (c) to identify the factors that underlie freedom of choice in digital games and (d) to generate a model to predict preferred freedom of choice in digital games from gender, age, familiarity with digital game and frequency of digital game use. The study consisted of four phases. First, 9 items were developed though a comprehensive literature review and a focus groups method. Second, the items were refined through three layers of review. Third, 290 primary school students rated the results of the reviews. Fourth, exploratory factor analysis (EFA) were employed to analyze the data. The results of the Freedom of Choice (FoC) Questionnaire were statistically significant with a total of 9 items across two factors (exploratory freedom - outcome freedom). Furthermore, a model was constructed, based on a multiple regression, in order to predict preferred freedom of choice in digital games from different demographic characteristics of players. This work can be implemented in serious games; if serious games include the characteristics of free-form play can lead to more engaging and more free-form learning processes, which can better support innovative approaches to learning and, more generally, to the acquisition of 21st century transferable skills.This effort is contextualized within a broader research plan for using digital games (adventure games, in particular) as learning frameworks, with a view to ultimately taking stock of positive player experience drivers, such as freedom of choice, as enablers for better player/learner engagement and more effective learning.

Older Adults’ Digital Gameplay

Background. Empirical evidence suggests that digital gameplay can enhance social interaction and improve cognition for older adults. However, if digital games are to be effectively used as interventions to address age-related challenges, it is important to explore older adults’ experiences in playing them. Aim. The purpose of this survey design study was to identify digital gameplay patterns, perceived socio-emotional and cognitive benefits, and difficulties encountered in the gameplay experiences of older adults. Method. Adults aged 55 or older, recruited from seniors’ centers and local shopping malls in a Canadian city, responded to a printed, mainly closed-ended questionnaire. Results. 463 respondents reported that they actively play digital games. Most played alone rather than with others, and most rated themselves as intermediate or expert players. Players self-reported cognitive benefits but few socio-emotional benefits and few difficulties. Conclusions. The results of this study show promise for the use of digital games to provide innovative and engaging activities for enhancing older adults’ aging processes. Significant associations were found between player skill level and reported benefits. Recommendations. To perceive these benefits, older adults need to play frequently enough to develop beyond a beginner level. Education, facilitation, and support may be needed to encourage older adults to realize socio-emotional benefits from digital gameplay.

A Scoping Review of Digital Gaming Research Involving Older Adults Aged 85 and Older.

Interest in the use of digital game technologies by older adults is growing across disciplines from health and gerontology to computer science and game studies. The objective of this scoping review was to examine research evidence involving the oldest old (persons 85 years of age or greater) and digital game technology. PubMed, CINHAL, and Scopus were searched, and 46 articles were included in this review. Results highlighted that 60 percent of articles were published in gerontological journals, whereas only 8.7 percent were published in computer science journals. No studies focused directly on the oldest old population. Few studies included sample sizes greater than 100 participants. Seven primary and 34 secondary themes were identified, of which Hardware Technology and Assessment were the most common. Existing evidence demonstrates the paucity of studies engaging older adults 85 years of age and above regarding the use of digital gaming and highlights a new understudied cohort for further research focus. Recommendations for future research include intentional recruitment and proportionate representation of participants ≥85 years of age, large sample sizes, and explicit mention of specific numbers of participants ≥85 years of age, which are necessary to advance knowledge in this area. Integrating a rigorous and robust mixed-methods approach including theoretical perspectives would lend itself to further in-depth understanding and knowledge generation in this field.

The digital memory game: an assistive technology resource evaluated by children with cerebral palsy

The activities of daily living are routine self-maintenance tasks. Children with cerebral palsy can have difficulties, which can vary according to their level of motor impairment, in the performance of functional activities such as feeding and dressing themselves. The use of digital memory gaming can be a play activity and a technological resource that stimulates cognitive skills and contributes to the development of persons with disabilities. The objective of this article is to analyze the usability and effectiveness of a digital memory game for activities of daily living with children with cerebral palsy. Two children with cerebral palsy, one aged 5 and the other aged 7, participated in the investigation. The results obtained in the usability analysis are satisfactory because there were no major problems with the interface and the time available for the game and the rules presented were observed. The results also reveal the effectiveness of digital memory gaming for the recognition of objects and the activities of daily life. The importance of digital memory gaming for children with cerebral palsy is discussed.

Teachers’ beliefs about the impact of games on the academic and social experiences of diverse and at-risk children in schools: a Deleuzian perspective

ABSTRACTThis paper explores teachers’ beliefs about the ways in which the use of digital games in schooling contexts impacted upon students who they believed to be in some way at risk of educational or social alienation or failure. Drawing upon the theoretical resources provided by Gilles Deleuze and Felix Guattari, the paper explores opportunities games-based learning created for students who had previously been positioned in narrow, limiting, or marginalized relationships to academic achievement or social acceptance. In describing teachers’ beliefs about the various lines of flight that games-based learning was able to spark, the paper argues the importance of continuing to explore how at-risk learners might benefit from particular uses of games in schools.

A review of postoperative cognitive dysfunction: Diagnostic and rehabilitation

Postoperative cognitive dysfunction is a very common event after cardiac surgery, especially in elder patients and with lower education levels. The prevention of POCD should be done using a few simple features before surgery and during surgery, such as corticosteroids before surgery to reduce inflammation of the brain, which affect cognition. When possible, the anesthetic technique must be performed using the bispectral index (BIS) for controlling the length and depth of surgical anesthesia. The use of anesthetics that cause less damage in cognition in relation to other drugs that are already established as POCD trigger can also be the best way. The use of imaging tests that facilitate the research of cognitive disorders such as the use of structural and functional MRI or EEG for the accuracy of the survey brain region affected and that affected functions are good resources for cognitive rehabilitation. The cognitive rehabilitation techniques are very diversified as the use of digital games and activities that stimulate neuropsychological functions. The use of direct electrical current stimulation (tDCS) or of other electrical stimulation techniques can help the patient on rehabilitation of cognitive functions during the postoperative period. Key-Words : Traumatic brain injury, cognitive rehabilitation therapy, adults, cognitive scales, well-being, functional status. Trial registration : This trial will be registered at www.clinicaltrials.gov

Japanese Students’ Perceptions of Digital Game Use for English-Language Learning in Higher Education

Researchers investigated perceptions of Japanese college students toward the use of digital games in English-language learning. The study was conducted at one large private university in Japan. Undergraduate students who were enrolled in 14 English-language courses were invited to complete a paper-based survey during class time. The survey included the following constructs: ease of use, learning opportunities, experience, preferences, and actual use. Participants were also invited to share potential advantages and disadvantages for digital game use in the classroom. Two hundred and twenty-two students completed the survey. Results indicate that most students viewed the potential integration and utilization of digital games as positive. However, some students expressed concern that the use of games may not be an effective or efficient method of learning.

Refining Measures for Assessing Problematic/Addictive Digital Gaming Use in Clinical and Research Settings.

Problematic or addictive digital gaming (including all types of electronic devices) can and has had extremely adverse impacts on the lives of many individuals across the world. The understanding of this phenomenon, and the effectiveness of treatment design and monitoring, can be improved considerably by continuing refinement of assessment tools. The present article briefly overviews tools designed to measure problematic or addictive use of digital gaming, the vast majority of which are founded on the Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria for other addictive disorders, such as pathological gambling. Although adapting DSM content and strategies for measuring problematic digital gaming has proven valuable, there are some potential issues with this approach. We discuss the strengths and limitations of current methods for measuring problematic or addictive gaming and provide various recommendations that might help in enhancing or supplementing existing tools, or in developing new and even more effective tools.

Programming: A Study on Upper Primary Students’ Attitude towards Education Digital Games

Abstract — There is an emerging trend of using games for learning purposes and previous research has looked at how the concept is applied in different fields. However, little studies have been done to examine how programming affects primary school students especially in the Malaysian context. To better understand how learners respond to the use of digital games in learning programming, this exploratory case study is performed by examining the attitude of upper primary schools students towards its usage. The students were asked to perform several learning activities using games during which observations were made and questionnaires were distributed for data collection. The outcome of the study will be useful in the future development of games that are suitable to the students’ age and level. By identifying the learners’ preference, it can help to guide the development of digital games especially in the field of programming. Index Terms — Digital games, education, primary students, programming.