Educational Computer Games Research Articles

Studying the Effectiveness of Games as an Extracurricular Activity in a Higher Education Programming Course

ABSTRACTHigher Education programming courses usually present high levels of student failure and drop‐out rates. Given this context, the use of educational video games is proposed as a strategy to increase the students' motivation and engagement, thus helping diminish such rates. However, there is a lack of empirical studies examining such effects, especially when they are proposed outside the formal curriculum (i.e., extracurricular) and when the students are enrolled in different Higher Education bachelors. This paper presents a cross‐sectional study following a between‐subjects design with 315 students (168 assigned to the experimental condition, 147 to the control condition) enrolled in one of the following bachelors: B.S. in Computer Science (where programming is a core subject), and B.S. in Statistics (where it is not). The study spanned two consecutive academic years. The outcomes were evaluated through a pre‐/post‐test schema and comparison of final course results to measure the effect on learning (objective assessment) and a survey to get the students' perceptions (subjective assessment). In addition, the level of participation was analyzed and compared between bachelors, considering the optional nature of the activity. Results show statistically significant differences in learning outcomes between the students in the experimental condition and those in the control group, without clear differences between Bachelors (the results are positive for both). In the subjective assessment and participation, the results are also positive, but, in this case, statistically significant differences between bachelors have been observed. These positive outcomes suggest its potential applicability to other Higher Education and Engineering courses.

Влияние видеоигр на эмоциональное состояние игроков: обзор современных исследований

<p style="text-align: justify;">The article presents a theoretical review of modern research dedicated to the problem of the influence of video games on the emotional state of players. Despite the large number of works in this area, their results are quite contradictory, therefore, an analysis of meta-analytical data is necessary, as well as a detailed consideration of various factors influencing the effect. It has been shown that there is evidence for negative effects of video games on various indicators of emotional state, evidence for positive effects and evidence for the absence of effects. The effect depends on various additional factors — individual personality traits of the player, the genre of the game, the amount of time spent playing video games, and many others. It is revealed that in some cases, contradictions in the results of empirical studies are explained by the influence of these factors, in particular, the genre of the game has a significant impact, as well as the presence of video game addiction. We also reviewed meta-analytical works that confirmed the positive effect of educational video games on the development of emotional self-regulation skills, therapy for symptoms of autism and depression. Formulating reliable clear conclusions about the presence and magnitude of the effect of entertainment genres of games is still difficult due to the lack of modern meta-analyses.</p>

Learning and playing style differences between K12 and university students related to educational video games

Purpose This paper presents an in-depth study of learners’ learning and playing styles and their implications for educational video games. This study aims to scrutinize the manifestation of learning and playing styles among learners, to identify the style predispositions and dominance and to assess the implication of these results for educational video games. Design/methodology/approach This paper proposes a structured model with a detailed methodology for evaluating and categorizing style predisposition and the learner’s dominant learning and playing style. The multimodal style predisposition aggregates several manifested styles at three distinguished levels to achieve more precise differentiation. The authors analyze the outcomes of an empirical field study of 676 K12 and university students, making an in-depth evaluation of their learning and playing styles. Findings Based on the presented model to determine the level of preferences and dominance of styles, the study reveals that multimodal style predisposition prevails for both learning and playing styles. Most learners manifest several dominant styles. While the Kinesthetic Visual, Auditory, Read/Write and Kinesthetic (VARK) learning style and Logician and Strategist playing styles prevail, the Read/Write and Competitor styles are the least preferred. Research limitations/implications The survey explores particular learning and playing styles – VARK and adaptive technology-enhanced platform for edutainment (ADOPTA). It covers only Bulgarian students, who share common national cultural predispositions. The different sizes of the samples (234 K12 and 432 university students) are also a limitation. Further studies should involve international and equal samples of participants. Practical implications Educational video games should reflect the findings about learners’ preferences and predispositions at the planning, design and practical application level. Social implications Game-based learning and gamification approaches in education should focus on aspects other than competition. Originality/value This paper presents an original methodology for modeling, evaluating and categorizing style predisposition and students’ dominant learning and playing styles and results about these styles of K12 and university students in the context of educational video games.

Personal Competence Formation in Education: The Effectiveness of the Development and Use of Gamified Learning Based on the Metaverse

This research aims to evaluate the effectiveness of the educational method in the formation of student personal competence. The study also identifies differences in perception between students from megacities and regions of China and Russia. The authors analysed the students’ experience and knowledge in the field of gamification in the metaverse, as well as their perception of the metaverse as an educational tool. Accordingly, the research method is a survey based on the questionnaire “The Effectiveness of Using Virtual Video Metaverse-Based Games in Education” developed by the authors. The results of the study showed that more than half of the students rated the method of using virtual video games in the educational process as effective (45%) or very effective (35%). A correlational analysis and linear regression were conducted to assess the relationship between students’ satisfaction levels with the use of virtual video games in education and their perception of the effectiveness of this teaching method. Data were analyzed using a standard significance level of p < 0.05 to determine statistical significance. A high positive correlation was found between students’ satisfaction levels and their perception of the effectiveness of using virtual video games in education. The study also revealed that by using gamified learning in the educational process, students develop a variety of skills and gain new knowledge (46%). The results of this study suggest a high potential for the use of gamified learning (video games) in modern education. It is crucial to understand this potential and differences in perception between students from different regions to develop more effective educational programs based on socio-economic factors and increasingly available educational resources. The findings also necessitate further efforts in developing strategies to deal with barriers and limitations. There is an urgent need to optimize the use of metaverses in education according to local socio-cultural characteristics.

Educational computer games for burn prevention and first aid awareness

Contribution:This paper discusses the development of a series of educational computer games aimed at raising awareness of burn prevention and first aid techniques. The project involved a collaboration between a computing faculty and a medical school, exploiting the expertise of both fields. Background:Burns represent a significant public health concern, with a disproportionate impact on low-income populations. Adequate knowledge of burn prevention and first aid is important in reducing their incidence and severity. Nevertheless, misconceptions and inadequate practices persist, highlighting the need for innovative educational approaches. Research Question:How can educational games effectively contribute to burn prevention and first aid awareness among adolescents and young adults ? Methodology:The project engaged a group of 33 first-year computing students who were divided into five teams, each tasked with developing a game focusing on different aspects of burn prevention and first aid. The students received guidance from faculty members with expertise in various areas of computing and were supported by medical experts specializing in burns. Findings:Through iterative development, the teams successfully created a series of educational games targeting burn prevention and first aid. The games provide interactive learning experiences tailored to the adolescent and young adult audience, promoting accurate information and reducing myths surrounding burns. The collaboration between computer science and medical disciplines facilitated a comprehensive approach to game development, ensuring technical quality and medical accuracy combined with educational value.

Examination of Educational Digital Video Games on the STEAM Game Distribution Platform

The number of players in the world exceeding 2 billion has greatly increased the popularity of digital video games, as well as providing a great economic income. In this article, the educational characteristics of digital games were examined, and they were evaluated within the philosophy of STEM (Science, Technology, Engineering, Mathematics), which is a new approach. The STEM philosophy is described as an educational approach in which various fields of science are brought together and that allows educational practices to be applied in a more entertaining way. In this article, a brief introduction of game distribution platforms such as STEAM, EPIC games, and GOG were made, and the characteristics of these platforms and their appropriateness for STEM were examined. The STEAM digital game distribution platform that has the same name with the STEAM (Science, Technology, Engineering, Arts, Mathematics) philosophy, which was later expanded by adding the concept of Art to the STEM concept, has about 30,000 games and 25 million daily active players. As a result of investigations conducted on this platform, games with educational content were determined and recommendations about the use of these games in education were made. Regarding the determined games, some information such as producing companies, the release date of the game, age limit information, sale price, number of comments, and percentage of positive comments were also presented.

Формирование цифровых компетенций у выпускников юридических специальностей

The article considers the topical issue of using information technologies in the process of professional training of legal personnel in order to form the level of digital competencies necessary in modern conditions of digitalization of the economy. The approaches of various universities preparing legal personnel to the selection of disciplines that form digital competencies are analyzed. It is especially emphasized that the minimum volume of disciplines that form this type of competence in many universities does not allow training lawyers who have the necessary skills to solve professional problems using modern information technologies. The authors, using the example of the discipline "Criminalistics," proposed an approach to the formation of the required level of digital competencies through the use of information technologies in the process of studying the disciplines of direction and profile. The article substantiates the feasibility of using video materials in lecture classes; holding lectures and conferences accompanied by presentations; mandatory practical training with the help of educational software (computer business and educational games, simulator programs, virtual reality technologies) in the process of studying discipline disciplines and profile, as this contributes not only to more effective assimilation of educational material by students of legal specialties, but also to the formation of the level of digital competencies necessary in modern society.

Supporting Narrative Design in Video Games: Proposal and Case Study with an Educational Video Game

Among the elements to consider when designing a video game, narrative stands out due to its importance in contextualizing and motivating. However, there are no standard processes for creating interactive digital narratives. In educational video games, a suitable narrative is even more essential to captivate players with a story, which serves as a vehicle for transmitting and evaluating knowledge. Consequently, this article proposes a narrative design process for video games, developed for general application but particularly useful for educational games. It defines a narrative structure, a set of design steps, and the documents generated during the process, each one representing a different perspective of the game’s narrative. To validate the proposal, a narrative-rich game called Time Invaders was designed to teach reading comprehension. It was tested with 237 school-age children, measuring their experience and satisfaction. The study revealed that the narrative was the most valued element of the game.

The Value of Digital Games in Language Learning – What the Research Tells Us and Pathways Forward

Research on the application of video games in foreign language education is relatively new and remains a peripheral issue: the authors of the most recent research review point to the fact that among hundreds of papers discussing computer-assisted language learning (CALL) published in international journals in the last fifteen years, only 26 studies focus on the use of digital games in foreign language learning. There are, however, many arguments which seem to support the idea that video games are a promising field of research. The findings of numerous studies clearly suggest that digital games have considerable educational potential. In the present article, I will provide a literature review on digital games in language learning and teaching and try to discuss potential advantages that video games can offer in the didactic context.

Open innovation: the experience of NaturTEC-Kids Living Lab in the co-design of a video game to engage children and adolescents with nature

ABSTRACT The aim of this paper is to describe and analyze the process of co-creation and evaluation of an educational video game application called “Natur-Kingdom,” developed within the framework of the NaturTEC-Kids Living Lab with the active participation of children and adolescents. This article aims to demonstrate how the integration of end users into the creation process of this techno-educational solution enabled the identification and adaptation of key elements, focusing on technology’s role in connecting children to the natural environment, fostering ecological awareness, and promoting pro-environmental behaviors. Additionally, it aims to highlight the effectiveness of co-design, testing, and evaluation sessions, in identifying areas for improvement and optimization in the design, ensuring that the final technological system meets its pedagogical objectives and remains accessible and appealing to its target audience.

Good luck have fun: The need for video game pedagogy in teacher education

AbstractIn education, the shift to emergency remote teaching found teachers working to increase student engagement in the online environment while still relying on face‐to‐face pedagogical approaches in the absence of sufficient Professional Development opportunities (DeCoito & Estaiteyeh, 2022). In response to the growing interest in video games in education, this article reconsiders the data collected for a single case of primary/junior preservice teachers (PTs) enrolled in a science education methods classroom to answer (a) How can video games be used as a learning object in a teacher education program? (b) How does using a video game in a science education class impact PTs' intent and understanding of using video games in their future classroom? (c) How PTs can be supported to understand how video games can be used? Results found video games acted as significant springboards for learning as PTs worked together to make meaning of STEM and reflected—both during and after gameplay—on video game use with their future students. Additionally, exposure to digital game‐based learning increased both intent and confidence of using video games as deep learning objects for their future classrooms. Recommendations and implications are discussed regarding the introduction and integration of video games in a teacher education program.

Role-playing computer games in disaster medicine education.

Role-playing computer games in disaster medicine education.

Health promotion interventions for children and adolescents using e-health: a systematic review

Abstract Background The utilization of e-health in healthcare interventions has become increasingly prevalent due to its cost-effectiveness. Nevertheless, there is a paucity of evidence regarding the use of e-health in children, as the majority of e-health interventions are focused on adults. This study aimed to identify the components and effects of e-health intervention for the promotion of children’s health and to suggest strategies for their implementation. Methods A systematic review was conducted in accordance with the PRISMA guidelines. A literature review of relevant studies published between January 2013 and November 2023 was conducted. A search of databases including PubMed, EMBASE, CINAHL, MEDLINE, and Cochrane Review Library was conducted using a combination of medical subject headings (MeSH) and keywords. A qualitative appraisal of the studies was conducted using the revised Cochrane risk-of-bias tool for randomized trials (RoB 2). Results Sixteen studies were selected. Most studies showed good methodological quality. The majority of studies (n = 15) focused on improving children’s physical health, while only one study focused on mental health. There were a variety of components to the intervention, including internet education, web-based home-exercise, serious games, mobile apps, email counseling, and active video games, and only one type of intervention was provided, or a combination with additional methods such as phone calls and counseling. A review of the literature indicates that e-health interventions have been effective in increasing children’s physical activity, reducing weight, relieving stress, and reducing depression. Conclusions This study identified the effectiveness of e-health interventions for improving children’s physical and mental health. The use of e-health to promote children’s health should be actively developed and implemented in a variety of clinical and community settings. Key messages • E-health interventions have been demonstrated to be an effective means of improving the physical and mental health of children and adolescents. • It is recommended that health promotion interventions utilizing e-health be developed and tested in a variety of communities and settings for children and adolescents.

Teaching actively open-minded thinking online: encouraging effects of a serious computer game and an online module

ABSTRACT Actively open-minded thinking (AOT) represents a standard for good judgment and decision making and people differ in their proneness to this way of thinking. Studies show that people inclined to AOT are less erroneous and biased on decision-making tasks, hold less unwarranted beliefs and are more accurate in a range of judgments. However, there are very few studies that tested the possibility of teaching AOT. In this study, we report results of an experiment in which we tested the effectiveness of our two newly developed online interventions for teaching AOT, a serious educational computer game and an online module. Results showed weak but encouraging effects of these interventions. Compared to the control group, the interventions managed to somewhat reduce confidence, overconfidence and myside bias, and in the short run increase participants’ tendency to be actively open-minded in various everyday situations.

Mr. Tumbles’ Maya and the Multiplicity of Personas: Leveraging Illusion and Reality in Educational Game Design for SEN Language Learners

Educational research for Special Educational Needs (SEN) students has increasingly recognised the necessity for tailored approaches that accommodate diverse learning needs. Despite advancements, there remains a significant gap in the development of digital interventions, particularly video games, that cater to the language acquisition and communicative needs of SEN learners. This study explores how psychological paradigms from the popular children's television show ‘Mr. Tumble’ (made specifically for children with special educational needs) can inform the creation of language learning video games. By analysing the use of ‘Makaton’ a multimodal communication tool that combines signs, symbols, and speech the study highlights the potential of integrating similar techniques into game design to enhance accessibility and engagement for SEN learners. The philosophical understanding of Maya, which emphasises the illusory nature of multiplicity, serves as a theoretical framework to understand how a single character can embody multiple roles within a game, providing a consistent yet diverse learning experience. This approach not only aids in language comprehension but also fosters emotional and social development through relatable Non-Player Characters (NPCs) designed to interact meaningfully with learners. The study posits that incorporating these elements can create immersive, emotionally resonant educational experiences and the development of parasocial relationship between the learner and the digital intervention, that better meet the needs of SEN students, ultimately leading to more inclusive and effective language learning environments. Children simultaneously navigate multiple roles and perspectives, each reflecting a different aspect of reality in make-believe play. The critical importance of integrating this cognitive theoretical framework similar to that into the design of NPCs in educational video games is highlighted in this research. The paper argues that the paradigms of ‘multiplicity of mirrors’, when effectively incorporated into NPC design, can reflect different aspects of language, culture, and social interaction, offering learners a more immersive and multifaceted learning experience.

Impacto de los videojuegos narrativos en la percepción del patrimonio cultural: un análisis cualitativo de Assassin's Creed en estudiantes universitarios

Research on the interaction of students with educational video games that integrate elements of cultural heritage remains limited. Generally, studies focus on the mediation of educators in this interaction or on the direct analysis of the games. This has created a gap in our understanding of the meanings that students develop on their own while playing these video games. This study, based on qualitative interviews, examines the video game franchise Assassin's Creed, which recreates various historical periods and cultures through detailed narratives and settings. Participants indicated that the game offered them an immersive perspective on cultural heritage, different from the traditional educational experience in classrooms. They expressed a personal connection with non-playable characters (NPCs) and gained a more detailed and realistic understanding of the diverse perspectives in these natural, cultural, and social environments. Furthermore, they were willing to let their perceptions of cultural heritage be shaped by the game and reflected on the ethical and social implications of heritage representation in digital media. However, they showed a tendency to overlook opportunities for a more critical and in-depth analysis of these digital experiences. This highlights the need to explore strategies to foster a critical approach in the study of gaming experiences and underscores the importance of strengthening the human connection with heritage in heritage education.

БІЛІМ БЕРУ ЖҮЙЕСІНДЕ ГЕЙМИФИКАЦИЯ ҚҰРАЛДАРЫН ҚОЛДАНУДЫҢ МҮМКІНДІКТЕРІН ТАЛДАУ

In the modern information educational environment, there is a growing interest in the use of computer games to improve the quality of education, which determines the relevance of the proposed study for the analysis of software with the possibility of gamification of the educational process in the context of the requirements of the state, society and education. The research methodology is the study of information sources of psychological, pedagogical, methodological and technical orientation, the analysis of computer educational games of foreign and domestic authors. The article considers the need for gamification of the educational process, the principles of gamification, its impact on student motivation and participation, as well as the main aspects of the optimal implementation of game elements in training. Modern software resources and platforms offering gamification in the educational process of personal development are analyzed. All software tools with the possibility of gamification of training were divided into groups: gaming platforms, educational quests, learning management services and game development sites. Particular attention is paid to methods for evaluating the effectiveness of gamified programs and platforms, which will allow creating the best didactic tasks and recommendations for teachers. Gamification can increase student motivation and their participation in various educational tasks. Intrinsic and extrinsic motivation have a special impact on students' cognitive abilities regarding learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students perceive information differently, they can choose their activities according to their learning preferences. According to the research topic, the positive situation of gamified learning is analyzed and the relevance of digital gamification in education is determined.

Acceptance and use of Video Games for Education by Secondary School Teachers

Video games (VGs) are frequently described as a transformational force within education and the use of video game technology for learning is becoming more common across all education sectors. Despite this, most literature regarding VGs in education focuses on measuring specific learning or engagement outcomes, and there is less of an emphasis on the attitudes of teachers on the uses of VGs in the classroom. A comprehensive understanding of teacher attitudes towards VGs within education is essential for their successful implementation within the classroom. This paper will present the development and progress of a PhD project that aims to explore the factors that influence secondary Australian teachers’ attitudes towards, and intentions to use, VGs within their own teaching. An online survey was used to collect data on teacher beliefs about technology and VGs and the factors that influence VG acceptance. A subsample of participants were also interviewed about their experiences and opinions in relation to VGs. This paper focuses on the proposed thematic analysis of semi-structured interviews. Respondents were divided into groups based on their opinions of, and level of experience with, VGs in teaching. The qualitative results provide a detailed and nuanced investigation of teacher attitudes and beliefs in relation to their competencies, obstacles, and facilitators of VGs use for teaching. The findings of this research will assist in building a deep understanding of VG use in secondary classrooms assisting game developers, administrators, teachers, and policy makers in decisions relating to effective and meaningful video game use within education.

The Ideological Dilemma in Using Games in Global Citizenship and Development Education

The objective of this paper is to contribute to discourse informing the use of computer games in Global Citizenship and Development Education. In doing so, it addresses the incompatibility and conflict between the values imbedded in games and those informing development education practice. It is aimed at both formal and informal educators who see the potential in using games in their practice and want to reconcile this dilemma. It is also aimed at policy makers and influencers who want to shape the structures governing such digital spaces in the public interest. The research involved an interdisciplinary literature review across the fields of Education, Game Design, colonialism and social activism. The analysis takes a postcolonial perspective and is informed by the theory and practice of critical pedagogy in youth work and development education. The study was conducted as part of Doctoral research and project work with NGOs over a seven-year period to 2024. In this context it is important to note that this is a rapidly changing and evolving sector. The development of computer games and immersive technologies over the past 20 years has been transformational, in their interactive capabilities and global proliferation, particularly with the emergence of “The Metaverse”. Such expansion has been critiqued as a process of Colonialism, where young people’s time, creativity, identities and attention is being commodified, monetised, packaged and sold to the highest bidder. The structure of the games industry, their content and the ecosystem surrounding gaming are all ideologically driven. Such ideology aligns with one of three systems: the neoliberal hegemony emanating from transnational corporations and market economies; the state control being exerted by China and others; or a blind commitment to opensource being advocated by many industry innovators, developers and users. When using games in an educational context, and particularly when addressing Social Justice and Global Citizenship, the values and cultures underpinning all three of these ideologies are problematic. It is the contention in this paper that such spaces can also be developed as informal educational spaces informed by values aligned with critical global citizenship and development education. Now is the time for development educational practitioners, conscientious games designers and policymakers to collaborate, to act, to legislate, to experiment and carve out a safe, progressive, dynamic, decolonised digital space for engagement with issues of global citizenship and development education

From Consoles to Classrooms: Preliminary Insights About Pre-Service Teachers and Video Games

Integrating video games into the classroom is a promising way to enhance learning experiences, as the market of serious games is expanding. European schools are investing in digital equipment, and the use of educational video games is technologically viable. Nonetheless, actual experiences of video games in class are still rare. A key gap to be explored is understanding how pre-service secondary teachers perceive and are prepared to use digital games in their future classrooms. Do they think it would enhance their teaching and their students’ learning? Do they feel prepared for it? To answer these questions, and possibly address future challenges, we conducted a comprehensive study with students at Zurich University of Teacher Education (PHZH). The research process began with the development and testing of a detailed questionnaire that focused on participants' personal gaming behaviour, preferences, and perceptions of the educational potential of video games. Key areas such as serious games, game design, gamification, game-based learning, and game culture were explored to assess the relevance and understanding of these concepts in an educational context. This paper explains the development and structure of the questionnaire as a measurement instrument as well as the underlying literature and methodological considerations. The first implementation and the preliminary survey with 48 PHZH students are presented, and the practicability and reliability of the questionnaire are evaluated. The result of the survey suggests pre-service teachers are generally positive about integrating video games and game design into the classroom, yet enthusiasm is not enough without additional support.