The impact of digital games on chemistry education has received less attention compared to other scientific fields. This research gap resulted in a limited understanding of how to effectively design mobile chemistry games (MCG) distinct from non-science mobile learning games (MLG). This study aims to explore students' attitudes toward MCG and gather their opinions on the game components using a mixed-methods research design. A total of 698 students from urban universities, categorized into technology, chemistry, and education cohorts based on their academic majors, participated to provide diverse perspectives. The results revealed significant disparities in gameplay experience, particularly in competence and relatedness, between MLG and MCG. Students' educational background significantly influenced their confidence and leisure levels. Concerningly, students exhibited a negative attitude towards MCG. The study provides game developers with a guideline for developing MCG and offers chemistry teachers a framework for selecting appropriate MLG in the context of chemistry education.
{"title":"What Do Students Think of Mobile Chemistry Games?: Implications for Developing Mobile Learning Games in Chemistry Education","authors":"Manuel Bautista Garcia, Rodell C. Barrientos","doi":"10.4018/ijgbl.327450","DOIUrl":"https://doi.org/10.4018/ijgbl.327450","url":null,"abstract":"The impact of digital games on chemistry education has received less attention compared to other scientific fields. This research gap resulted in a limited understanding of how to effectively design mobile chemistry games (MCG) distinct from non-science mobile learning games (MLG). This study aims to explore students' attitudes toward MCG and gather their opinions on the game components using a mixed-methods research design. A total of 698 students from urban universities, categorized into technology, chemistry, and education cohorts based on their academic majors, participated to provide diverse perspectives. The results revealed significant disparities in gameplay experience, particularly in competence and relatedness, between MLG and MCG. Students' educational background significantly influenced their confidence and leisure levels. Concerningly, students exhibited a negative attitude towards MCG. The study provides game developers with a guideline for developing MCG and offers chemistry teachers a framework for selecting appropriate MLG in the context of chemistry education.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129444217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Choosing a career is an important biographical event for adolescents. Toward the end of compulsory education, they must decide which career path they want to pursue. The serious game like2be was developed to support adolescents in this individual career choice process. In a quasi-experimental intervention study with 809 adolescents, like2be was evaluated for its effectiveness in career choice classes at the lower secondary level. In addition, a teaching concept for the application of the serious game which included additional teaching materials was analyzed. The data show that like2be is an effective medium for broadening personal career choice horizons, especially when it is pedagogically well-founded and integrated into career choice classes. Although the effectiveness of like2be in stimulating intensive reflection on one's own vocational aptitude or a gender-sensitive attitude towards occupations is limited, the present study shows that like2be has major potential for supporting the process of career choice among adolescents.
{"title":"Career Choice With the Serious Game Like2be","authors":"C. Keller, Elena Makarova, Anna K. Döring","doi":"10.4018/ijgbl.327788","DOIUrl":"https://doi.org/10.4018/ijgbl.327788","url":null,"abstract":"Choosing a career is an important biographical event for adolescents. Toward the end of compulsory education, they must decide which career path they want to pursue. The serious game like2be was developed to support adolescents in this individual career choice process. In a quasi-experimental intervention study with 809 adolescents, like2be was evaluated for its effectiveness in career choice classes at the lower secondary level. In addition, a teaching concept for the application of the serious game which included additional teaching materials was analyzed. The data show that like2be is an effective medium for broadening personal career choice horizons, especially when it is pedagogically well-founded and integrated into career choice classes. Although the effectiveness of like2be in stimulating intensive reflection on one's own vocational aptitude or a gender-sensitive attitude towards occupations is limited, the present study shows that like2be has major potential for supporting the process of career choice among adolescents.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134274009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hadise Hajimoradkhani, S. Mashayekh, Rouhollah Khodabandelou
This study aimed to develop and evaluate a digital instructional game application for learning the basic concepts of the accounting principles in an introductory accounting course. The game was designed using the Unity engine and Griss instructional design model. Based on the model, game characteristics were embedded in educational content. The game was uploaded to a local Android platform. The study was carried out in the 2019 summer semester. A quasi-experimental design with a control group and an experimental group was employed as a research design. The findings showed that the developed game has a positive impact on students' academic performance and motivation. The results were also consistent with the notion that active learning methods yield more positive outcomes compared to traditional teacher-oriented methods.
{"title":"Digital Game-Based Learning in an Introductory Accounting Course: Design and Development of an Instructional Game","authors":"Hadise Hajimoradkhani, S. Mashayekh, Rouhollah Khodabandelou","doi":"10.4018/ijgbl.324073","DOIUrl":"https://doi.org/10.4018/ijgbl.324073","url":null,"abstract":"This study aimed to develop and evaluate a digital instructional game application for learning the basic concepts of the accounting principles in an introductory accounting course. The game was designed using the Unity engine and Griss instructional design model. Based on the model, game characteristics were embedded in educational content. The game was uploaded to a local Android platform. The study was carried out in the 2019 summer semester. A quasi-experimental design with a control group and an experimental group was employed as a research design. The findings showed that the developed game has a positive impact on students' academic performance and motivation. The results were also consistent with the notion that active learning methods yield more positive outcomes compared to traditional teacher-oriented methods.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129388422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diego Vergara, A. I. Gómez-Vallecillo, Pablo Fernández‐Arias, Álvaro Antón‐Sancho
This paper conducts descriptive quantitative research of the player profile of a set of 808 university professors, and the player profiles that participants consider most suitable for learning when educational gamification is employed in higher education. It also studied the existence of influential variables in the chosen player profiles, including sociological (gender and age) and academic variables (area of knowledge). The results reveal that most professors are mostly explorers, followed by the socializers, and consider these player profiles as the most efficient for achieving learning objectives. There are no gaps based on sociological aspects or knowledge about gamification, but there are gaps based on area of knowledge. It is proposed that universities design training sessions for professors on educational gamification and further research on factors that influence the configuration of their player profile.
{"title":"Gamification and Player Profiles in Higher Education Professors","authors":"Diego Vergara, A. I. Gómez-Vallecillo, Pablo Fernández‐Arias, Álvaro Antón‐Sancho","doi":"10.4018/ijgbl.323449","DOIUrl":"https://doi.org/10.4018/ijgbl.323449","url":null,"abstract":"This paper conducts descriptive quantitative research of the player profile of a set of 808 university professors, and the player profiles that participants consider most suitable for learning when educational gamification is employed in higher education. It also studied the existence of influential variables in the chosen player profiles, including sociological (gender and age) and academic variables (area of knowledge). The results reveal that most professors are mostly explorers, followed by the socializers, and consider these player profiles as the most efficient for achieving learning objectives. There are no gaps based on sociological aspects or knowledge about gamification, but there are gaps based on area of knowledge. It is proposed that universities design training sessions for professors on educational gamification and further research on factors that influence the configuration of their player profile.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124367777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The literature reports that while digital educational games are used in the elementary classroom, they are rarely, if ever, used in the upper secondary mathematics classroom. In order to investigate this situation, a survey was conducted to determine what upper secondary school mathematics teachers think about digital games and what obstacles and limitations they perceive in using DGBL as a teaching approach. The results indicate that mathematics teachers view digital games as a useful teaching tool; however, the lack of knowledge about teaching with digital games and shortage of appropriate games for teaching upper secondary mathematics seems to discourage them from using them as a main teaching tool. These findings imply that professional development should be designed with a focus on teacher training. Furthermore, the development of constructionist-based games should be considered, where games are based on meaning-making rather than practicing mathematical content, as has previously been the case.
{"title":"Is Digital Game-Based Learning Possible in Mathematics Classrooms?: A Study of Teachers' Beliefs","authors":"L. Matic, Myrto Karavakou, M. Grizioti","doi":"10.4018/ijgbl.323445","DOIUrl":"https://doi.org/10.4018/ijgbl.323445","url":null,"abstract":"The literature reports that while digital educational games are used in the elementary classroom, they are rarely, if ever, used in the upper secondary mathematics classroom. In order to investigate this situation, a survey was conducted to determine what upper secondary school mathematics teachers think about digital games and what obstacles and limitations they perceive in using DGBL as a teaching approach. The results indicate that mathematics teachers view digital games as a useful teaching tool; however, the lack of knowledge about teaching with digital games and shortage of appropriate games for teaching upper secondary mathematics seems to discourage them from using them as a main teaching tool. These findings imply that professional development should be designed with a focus on teacher training. Furthermore, the development of constructionist-based games should be considered, where games are based on meaning-making rather than practicing mathematical content, as has previously been the case.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124029630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. Specifically, this study aimed to examine whether gamification elements (perceived collaboration, perceived competition, favorable feedback, unfavorable feedback, self-expression, sense of control) contribute to intrinsic learning motivation. A survey method was used to gather the information from students, and regression analysis was used to examine these results. The results indicated that perceived collaboration, perceived competition, favorable feedback, self-expression, and sense of control are key aspects that impact students' intrinsic motivation. Overall, the findings contribute to a better understanding of learning motivation for research theories and offer concrete suggestions for using gamification to improve teaching.
{"title":"The Influence of Gamification Elements in Educational Environments","authors":"P. Luarn, Chiao-Chieh Chen, Yu-Ping Chiu","doi":"10.4018/ijgbl.323446","DOIUrl":"https://doi.org/10.4018/ijgbl.323446","url":null,"abstract":"The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. Specifically, this study aimed to examine whether gamification elements (perceived collaboration, perceived competition, favorable feedback, unfavorable feedback, self-expression, sense of control) contribute to intrinsic learning motivation. A survey method was used to gather the information from students, and regression analysis was used to examine these results. The results indicated that perceived collaboration, perceived competition, favorable feedback, self-expression, and sense of control are key aspects that impact students' intrinsic motivation. Overall, the findings contribute to a better understanding of learning motivation for research theories and offer concrete suggestions for using gamification to improve teaching.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115891399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zildomar Carlos Felix, L. S. Machado, R. P. Vianna
Domestic violence against women has been a serious social and public health problem faced by contemporary society. This type of violence has grown in recent years, placing the woman not only as a victim of the aggressor but also of a sexist culture established over time. One of the ways to combat this problem is through prevention based on learning and awareness of its causes and damages. The use of 360-degree videos and immersive virtual reality (IVR) combined with serious games (SG) is a promising field of research in the educational field. They have the potential to provide more realistic and engaging environments, enhancing the engagement of their users, thus favoring more learning opportunities. This study presents The Mystery of Pandora, a SG that uses IVR and 360-degree videos to promote knowledge about domestic violence against women (DVAW). The game assessment results suggest a pedagogical potential for promoting knowledge DVAW. In addition, this work brings discussions about the benefits and techniques for the use of IVR and 360-degree videos in serious games.
{"title":"The Mystery of Pandora: A Serious Games Approach With 360-Degree Videos on Domestic Violence Against Women","authors":"Zildomar Carlos Felix, L. S. Machado, R. P. Vianna","doi":"10.4018/ijgbl.323447","DOIUrl":"https://doi.org/10.4018/ijgbl.323447","url":null,"abstract":"Domestic violence against women has been a serious social and public health problem faced by contemporary society. This type of violence has grown in recent years, placing the woman not only as a victim of the aggressor but also of a sexist culture established over time. One of the ways to combat this problem is through prevention based on learning and awareness of its causes and damages. The use of 360-degree videos and immersive virtual reality (IVR) combined with serious games (SG) is a promising field of research in the educational field. They have the potential to provide more realistic and engaging environments, enhancing the engagement of their users, thus favoring more learning opportunities. This study presents The Mystery of Pandora, a SG that uses IVR and 360-degree videos to promote knowledge about domestic violence against women (DVAW). The game assessment results suggest a pedagogical potential for promoting knowledge DVAW. In addition, this work brings discussions about the benefits and techniques for the use of IVR and 360-degree videos in serious games.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"6 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116742614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Designing an intervention that can effectively develop critical thinking skills is challenging because of the problems of transfer and domain specificity. The authors describe the design and development of a text-based game that could teach players important critical thinking skills in the domain of history. This was achieved by combining Schon's reflective practitioner model with game-based learning principles. The work contributes to the existing literature because the combination of the models employed allowed the game design to address the problem of transfer, as well as developing critical thinking skills. The instrument used to evaluate the effectiveness of the game was a questionnaire based on the reflective practitioner model. The gathered qualitative data were analysed through affinity diagramming. The results show that the game that was developed has the potential to encourage advanced levels of historical thought, as well as critical thinking skills.
{"title":"A Historical Text-Based Game Designed to Develop Critical Thinking Skills","authors":"Ivo de Vero, M. Barr","doi":"10.4018/ijgbl.323138","DOIUrl":"https://doi.org/10.4018/ijgbl.323138","url":null,"abstract":"Designing an intervention that can effectively develop critical thinking skills is challenging because of the problems of transfer and domain specificity. The authors describe the design and development of a text-based game that could teach players important critical thinking skills in the domain of history. This was achieved by combining Schon's reflective practitioner model with game-based learning principles. The work contributes to the existing literature because the combination of the models employed allowed the game design to address the problem of transfer, as well as developing critical thinking skills. The instrument used to evaluate the effectiveness of the game was a questionnaire based on the reflective practitioner model. The gathered qualitative data were analysed through affinity diagramming. The results show that the game that was developed has the potential to encourage advanced levels of historical thought, as well as critical thinking skills.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123776934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The game-mediated second and foreign language (GML2) field investigates how games can be used in facilitating L2 teaching and learning. This review explores how researchers define and differentiate among GML2 practices. A total of 51 publications from 2010 to 2021 were analyzed, revealing that only 40% of the publications defined GML2 practices, with the majority focused on the use of educational games. A key recommendation is that scholars clearly define specific types of GML2 practices in their empirical and conceptual work to build a more coherent body of scholarship.
{"title":"Defining Game-Mediated Second and Foreign Language Teaching and Learning: A Review","authors":"Yuchan Gao, Elisabeth R. Gee","doi":"10.4018/ijgbl.323210","DOIUrl":"https://doi.org/10.4018/ijgbl.323210","url":null,"abstract":"The game-mediated second and foreign language (GML2) field investigates how games can be used in facilitating L2 teaching and learning. This review explores how researchers define and differentiate among GML2 practices. A total of 51 publications from 2010 to 2021 were analyzed, revealing that only 40% of the publications defined GML2 practices, with the majority focused on the use of educational games. A key recommendation is that scholars clearly define specific types of GML2 practices in their empirical and conceptual work to build a more coherent body of scholarship.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121933182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study analyzes the impact of video games on productivity at a workplace. A lot of organizations have introduced games during break times of employees. Indoor video game parlors have been created at company sites. Games are said to relieve stress and enthuse fun at the workplace resulting in a happy environment. The authors were interested in understanding employees' feelings after playing these games and their views about these games. They have targeted employees of multinational IT companies asking them in detail about these gaming sessions and their opinions about them. Findings from the data indicate that employees feel more competent and enthusiastic towards their work after playing these online games. These results will definitely help the organizations in developing a strategy for incorporating these games during break-time of employees and leveraging the benefits of games to enhance employee performance and engagement at work.
{"title":"Impact of Games on the Performance and Engagement of Employees of the IT Industry","authors":"Shalini Wadhwa, Ramanan Balakrishnan","doi":"10.4018/ijgbl.323137","DOIUrl":"https://doi.org/10.4018/ijgbl.323137","url":null,"abstract":"The present study analyzes the impact of video games on productivity at a workplace. A lot of organizations have introduced games during break times of employees. Indoor video game parlors have been created at company sites. Games are said to relieve stress and enthuse fun at the workplace resulting in a happy environment. The authors were interested in understanding employees' feelings after playing these games and their views about these games. They have targeted employees of multinational IT companies asking them in detail about these gaming sessions and their opinions about them. Findings from the data indicate that employees feel more competent and enthusiastic towards their work after playing these online games. These results will definitely help the organizations in developing a strategy for incorporating these games during break-time of employees and leveraging the benefits of games to enhance employee performance and engagement at work.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128421452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：