Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.
{"title":"Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18: A Systematic Review Between 2013-2020","authors":"Gamze Kaya, Hatice Cilsalar Sagnak","doi":"10.4018/ijgbl.294010","DOIUrl":"https://doi.org/10.4018/ijgbl.294010","url":null,"abstract":"Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130144151","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}
Recently, digital games are used as a form of new media with massive potential for learning the English Language. To understand the typology of user experiences with digital games, the Presence-Involvement-Flow Framework (PIFF) was utilized. A series of semi-structured interviews were conducted with ten tertiary students in Northern Malaysia. Participants were asked to download and familiarize five digital language games (Duolingo, Memrise, Word Connect, Word Domination and Word Tower Puzzles) before the interviews. Thematic analysis technique was used to analyze the responses. The study’s thematic network comprises four global themes (Game Structure, Feelings, Skills Gained and Prerequisites) and seven organizing themes (Instruction, Game Design, Positive Emotional Outcome, Negative Emotional Outcome, Soft Skills, Technical Skills and Skills Required). The result is expected to be a good guideline or research framework for practitioners and researchers in exploring further the concept of user experience with English language digital games.
{"title":"Tertiary Student Experiences With Digital Language Games for Enhancing the English Language","authors":"Ee Wen Teh, Gengeswari Krishnapillai, L. Chan","doi":"10.4018/ijgbl.287826","DOIUrl":"https://doi.org/10.4018/ijgbl.287826","url":null,"abstract":"Recently, digital games are used as a form of new media with massive potential for learning the English Language. To understand the typology of user experiences with digital games, the Presence-Involvement-Flow Framework (PIFF) was utilized. A series of semi-structured interviews were conducted with ten tertiary students in Northern Malaysia. Participants were asked to download and familiarize five digital language games (Duolingo, Memrise, Word Connect, Word Domination and Word Tower Puzzles) before the interviews. Thematic analysis technique was used to analyze the responses. The study’s thematic network comprises four global themes (Game Structure, Feelings, Skills Gained and Prerequisites) and seven organizing themes (Instruction, Game Design, Positive Emotional Outcome, Negative Emotional Outcome, Soft Skills, Technical Skills and Skills Required). The result is expected to be a good guideline or research framework for practitioners and researchers in exploring further the concept of user experience with English language digital games.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129899194","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}
An individual approach to learning is very important for students with disabilities. Teaching based on games enables certain educational content to be introduced to students in a suitable and understandable way. The aim of this paper is to identify important characteristics digital educational games should have to be playable by students with intellectual disabilities. The key characteristics will facilitate special education teachers' selection of digital educational games that their students can play which will enhance the teaching process and enable students with intellectual disabilities to acquire academic and socio-emotional skills necessary to function in everyday life. The research was conducted in two phases. The first phase included a review of the literature that identified 13 characteristics. The second phase of the research was a survey with special education teachers that provided leveling for eight characteristics and defined nine additional characteristics without leveling by which one can assess whether a game can be played by a student with intellectual disabilities.
{"title":"Key Characteristics of Digital Educational Games for Students With Intellectual Disabilities","authors":"K. Stancin, N. Hoić-Božić, S. Mihić","doi":"10.4018/ijgbl.313637","DOIUrl":"https://doi.org/10.4018/ijgbl.313637","url":null,"abstract":"An individual approach to learning is very important for students with disabilities. Teaching based on games enables certain educational content to be introduced to students in a suitable and understandable way. The aim of this paper is to identify important characteristics digital educational games should have to be playable by students with intellectual disabilities. The key characteristics will facilitate special education teachers' selection of digital educational games that their students can play which will enhance the teaching process and enable students with intellectual disabilities to acquire academic and socio-emotional skills necessary to function in everyday life. The research was conducted in two phases. The first phase included a review of the literature that identified 13 characteristics. The second phase of the research was a survey with special education teachers that provided leveling for eight characteristics and defined nine additional characteristics without leveling by which one can assess whether a game can be played by a student with intellectual disabilities.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"126 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124667553","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}
E. A. Adame, Karlee A. Posteher, Alaina M. Hansom, Scott N. Wilson, Francisco J. E. Cecena, William Thompson, Ryan Ralston, D. M. Thomas
This study applies implicit person theory (IPT) to serious gaming. IPT scholars argue that individuals hold one of two views regarding perceptions of ability: growth mindset (abilities are malleable) or fixed mindset (abilities are unchanging). Extant literature demonstrates the many educational benefits afforded to learners who hold a growth mindset. As such, a serious training game was designed to move players' beliefs about their abilities toward growth. To test the efficacy of the serious game on shifting mindsets, researchers ran an experiment in which college freshmen (N = 95) either played the game or participated in mindset activities other than a game. Results demonstrate that students who played the game reported higher levels of growth mindset immediately following and six weeks after playing the game than students who did not play the game. Suggestions for game development for the purpose of fostering a growth mindset are discussed.
{"title":"Serious Games and Growth Mindsets: An Experimental Investigation of a Serious Gaming Intervention","authors":"E. A. Adame, Karlee A. Posteher, Alaina M. Hansom, Scott N. Wilson, Francisco J. E. Cecena, William Thompson, Ryan Ralston, D. M. Thomas","doi":"10.4018/ijgbl.308787","DOIUrl":"https://doi.org/10.4018/ijgbl.308787","url":null,"abstract":"This study applies implicit person theory (IPT) to serious gaming. IPT scholars argue that individuals hold one of two views regarding perceptions of ability: growth mindset (abilities are malleable) or fixed mindset (abilities are unchanging). Extant literature demonstrates the many educational benefits afforded to learners who hold a growth mindset. As such, a serious training game was designed to move players' beliefs about their abilities toward growth. To test the efficacy of the serious game on shifting mindsets, researchers ran an experiment in which college freshmen (N = 95) either played the game or participated in mindset activities other than a game. Results demonstrate that students who played the game reported higher levels of growth mindset immediately following and six weeks after playing the game than students who did not play the game. Suggestions for game development for the purpose of fostering a growth mindset are discussed.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125085871","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}
Luis E. Pérez-Cortés, Yuchan Gao, T. Kessner, Jeremy Bernier, Elisabeth R. Gee
Designing games from the ground up is a popular activity for helping students think in designerly ways. Despite their benefits, such game design activities may place higher-than-anticipated demands on cognitive and institutional resources. In an effort to alleviate these demands, this study explored how playing and fixing partially completed games may elicit engagement with designerly thinking. This paper reports on the results of examining participants' talk during a playfixing activity in which, rather than designing wholesale, participants mended incomplete or “broken” tabletop games. Results suggest participants focused on problem identification, demonstrated quick and sustained engagement with thinking like designers, and drew from designerly modes non-linearly. These results illustrate that broken games may hold potential as accessible alternatives for helping learners think in designerly ways.
{"title":"Playfixing Broken Games: A Design-Oriented Activity for Engaging in Designerly Ways of Thinking","authors":"Luis E. Pérez-Cortés, Yuchan Gao, T. Kessner, Jeremy Bernier, Elisabeth R. Gee","doi":"10.4018/ijgbl.309127","DOIUrl":"https://doi.org/10.4018/ijgbl.309127","url":null,"abstract":"Designing games from the ground up is a popular activity for helping students think in designerly ways. Despite their benefits, such game design activities may place higher-than-anticipated demands on cognitive and institutional resources. In an effort to alleviate these demands, this study explored how playing and fixing partially completed games may elicit engagement with designerly thinking. This paper reports on the results of examining participants' talk during a playfixing activity in which, rather than designing wholesale, participants mended incomplete or “broken” tabletop games. Results suggest participants focused on problem identification, demonstrated quick and sustained engagement with thinking like designers, and drew from designerly modes non-linearly. These results illustrate that broken games may hold potential as accessible alternatives for helping learners think in designerly ways.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"466 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125827830","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}
This paper describes a growth mind-set intervention with Junior Cycle Coding students in a disadvantaged school in Ireland. This intervention builds on the work of O’Rourke et al. (2016) and applies findings to a computer programming setting where gamification is used to incentivise growth mind-set behaviour in students learning to code. Data revealed a large drop in the perseverance of effort with the control group while learning computer programming. Significantly, the intervention shielded the focus group from experiencing the same drop while learning to code. This research found an increase in the growth mind-set behaviour as the intervention progressed. Additionally, the study revealed that some game elements were effective at incentivising growth mind-set behaviour like perseverance, while others were less successful. These findings are important for educators to consider when they find their Coding students showing a helpless response to challenge as this research sets out a clear path to successfully incentivise persistence and changing strategy in the face of challenge.
{"title":"Gamification of Computer Programming Tasks to Promote the Growth Mind-Set in a Disadvantaged School","authors":"G. Gorman, Nigel McKelvey, Thomas C. Dowling","doi":"10.4018/ijgbl.287827","DOIUrl":"https://doi.org/10.4018/ijgbl.287827","url":null,"abstract":"This paper describes a growth mind-set intervention with Junior Cycle Coding students in a disadvantaged school in Ireland. This intervention builds on the work of O’Rourke et al. (2016) and applies findings to a computer programming setting where gamification is used to incentivise growth mind-set behaviour in students learning to code. Data revealed a large drop in the perseverance of effort with the control group while learning computer programming. Significantly, the intervention shielded the focus group from experiencing the same drop while learning to code. This research found an increase in the growth mind-set behaviour as the intervention progressed. Additionally, the study revealed that some game elements were effective at incentivising growth mind-set behaviour like perseverance, while others were less successful. These findings are important for educators to consider when they find their Coding students showing a helpless response to challenge as this research sets out a clear path to successfully incentivise persistence and changing strategy in the face of challenge.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124995687","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}
While some research suggests South Korea has fallen behind other developed nations with regard to publishing and using serious games in the classroom, Korean interest in video games remains extremely high. Due to a number of cultural, social, and technological factors, esports was primed to become a significant force in Korean culture and received significant support from the Ministry of Culture. The Korean Ministry of Education, meanwhile, is resistant to adopting educational games as a part of its accepted pedagogy. This resistance has created a significant gap between the interest in video games as a learning tool and that of video games as an industry and career path in Korea. While a number of factors play a role in the languishing serious games market, based on evidence analyzed through educational gaming literature it is unlikely educational gaming will be able to significantly advance without the support of the primary governing body controlling educational policy.
{"title":"The Gap Between Korean Esports and Educational Gaming","authors":"Marc C. DeArmond, Brett E. Shelton, Y. Hsu","doi":"10.4018/ijgbl.287828","DOIUrl":"https://doi.org/10.4018/ijgbl.287828","url":null,"abstract":"While some research suggests South Korea has fallen behind other developed nations with regard to publishing and using serious games in the classroom, Korean interest in video games remains extremely high. Due to a number of cultural, social, and technological factors, esports was primed to become a significant force in Korean culture and received significant support from the Ministry of Culture. The Korean Ministry of Education, meanwhile, is resistant to adopting educational games as a part of its accepted pedagogy. This resistance has created a significant gap between the interest in video games as a learning tool and that of video games as an industry and career path in Korea. While a number of factors play a role in the languishing serious games market, based on evidence analyzed through educational gaming literature it is unlikely educational gaming will be able to significantly advance without the support of the primary governing body controlling educational policy.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127839662","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}
Pub Date : 2021-10-01DOI: 10.4018/IJGBL.2021100104
Mirela Gutica, S. Petrina
Evaluating the subjective playing experience and engagement in learning is important in the design of advanced learning technologies (ALTs) that respond to the learners’ cognitive and emotional states. This article addresses students’ attitudes toward an educational game, Heroes of Math Island, and their responses to the emotional agent, an animated monkey. Fifteen students (seven boys and eight girls) from grades six and seven participated in this quasi-experimental study (pretest, intervention, post-test, followed by post-questionnaire and interview). This research presents a detailed analysis of students’ subjective reactions with respect to Heroes of Math Island and to the underlying mathematics content, their learning gains and emotions triggered during gameplay, and design issues resulting from the evaluation of the game and of its emotional agent. The findings from this study inform how ALTs and educational games can be designed in order to be effective and provide emotional engagement, enjoyment, and learning.
{"title":"Emotional Agents in Educational Game Design: Heroes of Math Island","authors":"Mirela Gutica, S. Petrina","doi":"10.4018/IJGBL.2021100104","DOIUrl":"https://doi.org/10.4018/IJGBL.2021100104","url":null,"abstract":"Evaluating the subjective playing experience and engagement in learning is important in the design of advanced learning technologies (ALTs) that respond to the learners’ cognitive and emotional states. This article addresses students’ attitudes toward an educational game, Heroes of Math Island, and their responses to the emotional agent, an animated monkey. Fifteen students (seven boys and eight girls) from grades six and seven participated in this quasi-experimental study (pretest, intervention, post-test, followed by post-questionnaire and interview). This research presents a detailed analysis of students’ subjective reactions with respect to Heroes of Math Island and to the underlying mathematics content, their learning gains and emotions triggered during gameplay, and design issues resulting from the evaluation of the game and of its emotional agent. The findings from this study inform how ALTs and educational games can be designed in order to be effective and provide emotional engagement, enjoyment, and learning.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115840445","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}
Pub Date : 2021-10-01DOI: 10.4018/IJGBL.2021100103
I. Papadopoulos, Eirini Tenta
{"title":"Escape Rooms as a Collaborative Problem-Solving Environment","authors":"I. Papadopoulos, Eirini Tenta","doi":"10.4018/IJGBL.2021100103","DOIUrl":"https://doi.org/10.4018/IJGBL.2021100103","url":null,"abstract":"","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"267 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116065856","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}
{"title":"Minecraft in Education Benefits Learning and Social Engagement","authors":"Omar A. Alawajee, J. Delafield-Butt","doi":"10.4018/IJGBL.2021100102","DOIUrl":"https://doi.org/10.4018/IJGBL.2021100102","url":null,"abstract":"Empiricalevidencesuggestsgame-basedlearning(GBL)asapotentiallyengagingformofcontemporarylearning.WiththeincreaseintheuseofMinecraft,asandboxcomputergameinopen-worldformat,therehasbeenaconcurrentriseinthelevelofinterestininvestigatingtheroleofMinecraftinsocialandacademiclearning.Minecraftissociallyinteractive,anditscooperative,ratherthancompetitive,open-worldgameplaysuggeststhatitcouldbeusedforeducationalpurposes.Thispaperpresentsasystematicreviewofallpublishedpeer-reviewedresearchandsynthesisestheevidenceforandagainstMinecraft’suseineducationtobetterunderstandtheapplicabilityofMinecraftineducationalandpsychologicalinterventions.Forty-twopaperswereidentified.TheserevealedMinecrafttobebeneficialintermsofincreasedmotivation,languagedevelopment,andacademiclearninginsubjectssuchasscienceandhistory.Minecraftplayalsosupportedthedevelopmentofsocialskills,includingcommunication,sharing,collaboration,andleadership.Concernsaboutage-appropriateness,safety,technologyuse,andlearninggeneralisationwereraised,butonbalance,theevidencefavoursaninformedandguidedemploymentofMinecraftforimprovedopportunitiesforlearningandengagementineducation.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134211399","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}
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