Pub Date : 2021-10-01DOI: 10.4018/IJGBL.2021100101
H. Ling, Kenneth Ho-Him Tsang, Kenneth Sau-Yin Yu, V. Lee, Johnny Chung-Yee Wong, Winnie Ka-Ying Ng, Icy Sun, Ngan Avis
{"title":"Use of LEGO® SERIOUS PLAY® and Other Working Approaches in Youth in Hong Kong","authors":"H. Ling, Kenneth Ho-Him Tsang, Kenneth Sau-Yin Yu, V. Lee, Johnny Chung-Yee Wong, Winnie Ka-Ying Ng, Icy Sun, Ngan Avis","doi":"10.4018/IJGBL.2021100101","DOIUrl":"https://doi.org/10.4018/IJGBL.2021100101","url":null,"abstract":"","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"11 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":"130855067","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 : 2021-07-01DOI: 10.4018/IJGBL.2021070101
T. Seifert, Y. Gez
The article describes projects that combined experiential learning and gamification with teachers and pupils in junior high school science classes. The pupils planned and designed projects and critiqued the quality of the final products. A field report study model was employed using principles from the world of play in order to better understand the production of a high-quality project. An “Octalysis” model was constructed to identify and analyze the factors that enhance human motivation, and principles for the creation of experiential learning and play. One of the significant characteristics that enabled the production of many varied products was the teachers' ability to find time and physical space in which to create the learning environments. Provision of experiential learning and play environments is demanding for the teacher, but rewarding since they involve pupils and deepen learning quality throughout the process. As a result of this experimentation and reflection, insights were gained concerning the creation of experiential learning and play environments.
{"title":"Engaging Students Through Escape Games and a Play Environment During Recess","authors":"T. Seifert, Y. Gez","doi":"10.4018/IJGBL.2021070101","DOIUrl":"https://doi.org/10.4018/IJGBL.2021070101","url":null,"abstract":"The article describes projects that combined experiential learning and gamification with teachers and pupils in junior high school science classes. The pupils planned and designed projects and critiqued the quality of the final products. A field report study model was employed using principles from the world of play in order to better understand the production of a high-quality project. An “Octalysis” model was constructed to identify and analyze the factors that enhance human motivation, and principles for the creation of experiential learning and play. One of the significant characteristics that enabled the production of many varied products was the teachers' ability to find time and physical space in which to create the learning environments. Provision of experiential learning and play environments is demanding for the teacher, but rewarding since they involve pupils and deepen learning quality throughout the process. As a result of this experimentation and reflection, insights were gained concerning the creation of experiential learning and play environments.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121155405","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 : 2021-07-01DOI: 10.4018/IJGBL.2021070102
C. V. Katemba, Grace V. Sinuhaji
The teaching of vocabulary is essential in the world of teaching English as a foreign language (EFL). EFL learners have problems in learning vocabulary. To attract the students' attention, the teachers should have adequate teaching methods. One of the teachers' efforts to engage the students is by applying ESA (engage, study, and activate) through Quizizz to find out the enhancement of students' vocabulary knowledge. The study was done in a public junior high school. This was a quantitative research with a sample of 65-students. The students were divided into two groups as experimental and control group. The result of this study showed that both groups have enhanced their vocabulary knowledge. Also, there is a significant difference between the experimental and the control group. Student responses through the questionnaire show they like the learning model. Therefore, it can be concluded that ESA through Quizizz games are effective methods for teaching vocabulary, and also the use of Quizizz can be done at all academic levels from the primary to the tertiary level. The students enjoy and are excited to learn through this model.
词汇教学在对外英语教学中是必不可少的。英语学习者在词汇学习方面存在问题。为了吸引学生的注意力，教师应该有适当的教学方法。通过Quizizz应用ESA (engage, study, and activate)来发现学生词汇知识的增强，是教师吸引学生的努力之一。这项研究是在一所公立初中进行的。这是一项有65名学生参与的定量研究。将学生分为实验组和对照组。本研究结果表明，两组学生的词汇知识都有所提高。此外，实验组和对照组之间也存在显著差异。学生通过问卷的反应表明他们喜欢这种学习模式。因此，可以得出结论，通过Quizizz游戏进行ESA是有效的词汇教学方法，并且从小学到大学的各个学术水平都可以使用Quizizz。学生们喜欢并兴奋地通过这种模式学习。
{"title":"Can ESA Method Through Quizizz Games Enhance Vocabulary Knowledge?","authors":"C. V. Katemba, Grace V. Sinuhaji","doi":"10.4018/IJGBL.2021070102","DOIUrl":"https://doi.org/10.4018/IJGBL.2021070102","url":null,"abstract":"The teaching of vocabulary is essential in the world of teaching English as a foreign language (EFL). EFL learners have problems in learning vocabulary. To attract the students' attention, the teachers should have adequate teaching methods. One of the teachers' efforts to engage the students is by applying ESA (engage, study, and activate) through Quizizz to find out the enhancement of students' vocabulary knowledge. The study was done in a public junior high school. This was a quantitative research with a sample of 65-students. The students were divided into two groups as experimental and control group. The result of this study showed that both groups have enhanced their vocabulary knowledge. Also, there is a significant difference between the experimental and the control group. Student responses through the questionnaire show they like the learning model. Therefore, it can be concluded that ESA through Quizizz games are effective methods for teaching vocabulary, and also the use of Quizizz can be done at all academic levels from the primary to the tertiary level. The students enjoy and are excited to learn through this model.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114159512","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 : 2021-07-01DOI: 10.4018/IJGBL.2021070104
Andie Tangonan Capinding
The study focused on the effect of teams-games-tournament (TGT) on mathematics performance, behavioral engagement, cognitive engagement, and motivation to learn mathematics of Grade 8 students. Experimental and descriptive methods of research were utilized. Findings revealed that there was no significant difference in the pre-test results of the experimental and control group with the t-test p-value of 0.975086. After the intervention, data showed significant difference in the post-test results of the experimental and control group with the t-test p-value of 0.04609. It means that after the implementation of teams-games-tournament strategy, experimental group excelled. TGT strategy effectively enriched the performance of the students in mathematics. Furthermore, experimental group was more behaviourally and cognitively engaged and motivated to learn mathematics than the control group.
{"title":"Effect of Teams-Games Tournament (TGT) Strategy on Mathematics Achievement and Class Motivation of Grade 8 Students","authors":"Andie Tangonan Capinding","doi":"10.4018/IJGBL.2021070104","DOIUrl":"https://doi.org/10.4018/IJGBL.2021070104","url":null,"abstract":"The study focused on the effect of teams-games-tournament (TGT) on mathematics performance, behavioral engagement, cognitive engagement, and motivation to learn mathematics of Grade 8 students. Experimental and descriptive methods of research were utilized. Findings revealed that there was no significant difference in the pre-test results of the experimental and control group with the t-test p-value of 0.975086. After the intervention, data showed significant difference in the post-test results of the experimental and control group with the t-test p-value of 0.04609. It means that after the implementation of teams-games-tournament strategy, experimental group excelled. TGT strategy effectively enriched the performance of the students in mathematics. Furthermore, experimental group was more behaviourally and cognitively engaged and motivated to learn mathematics than the control group.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128308354","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 : 2021-07-01DOI: 10.4018/IJGBL.2021070103
J. R. Calvo-Ferrer
The frequency of word exposure in teaching materials, along with corrective feedback, has often been identified as a powerful variable in the learning of vocabulary in a foreign language. The effect of the number of times an action is presented as accurate in digital game-based language learning scenarios (i.e., knowledge of correct response [KCR] feedback) however remains under-investigated. This study aims to analyse the learning of L2 mobile operating system terminology by a group of students of English as a foreign language by using the data collected by the video game The Conference Interpreter in order to identify the predictive strength of term frequency (times a term is shown), KCR feedback (times a correct answer is provided), and corrective feedback (times a term is shown as incorrect) regarding short and long-term L2 vocabulary learning. The regression analysis performed showed that the factor ‘KCR feedback' may be a positive predictor of short-term vocabulary learning, whereas the other factors seemed to have no statistical effect at any significant level.
{"title":"Effectiveness of Type of Feedback and Frequency on Digital Game-Based L2 Vocabulary Acquisition","authors":"J. R. Calvo-Ferrer","doi":"10.4018/IJGBL.2021070103","DOIUrl":"https://doi.org/10.4018/IJGBL.2021070103","url":null,"abstract":"The frequency of word exposure in teaching materials, along with corrective feedback, has often been identified as a powerful variable in the learning of vocabulary in a foreign language. The effect of the number of times an action is presented as accurate in digital game-based language learning scenarios (i.e., knowledge of correct response [KCR] feedback) however remains under-investigated. This study aims to analyse the learning of L2 mobile operating system terminology by a group of students of English as a foreign language by using the data collected by the video game The Conference Interpreter in order to identify the predictive strength of term frequency (times a term is shown), KCR feedback (times a correct answer is provided), and corrective feedback (times a term is shown as incorrect) regarding short and long-term L2 vocabulary learning. The regression analysis performed showed that the factor ‘KCR feedback' may be a positive predictor of short-term vocabulary learning, whereas the other factors seemed to have no statistical effect at any significant level.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116519295","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 : 2021-04-01DOI: 10.4018/IJGBL.2021040101
I. Malegiannaki, T. Daradoumis, S. Retalis
Serious games are used in the field of cultural heritage as a means to transmit cultural knowledge and enable an experiential contact with cultural content. The authors' aim is to investigate whether a game design exploiting the less used combination of complex storytelling, endogenous cooperation, and competition has the potential to sufficiently convey cultural content. More specifically, through four game interventions, it was investigated how a story-driven board game functions with teenage and adult users alike. A mixed research methodology was followed in all game sessions and data were collected through observation, semi-structured group interviews, and short questionnaires. Findings confirmed the playability of the suggested design and the potential to amuse players while providing learning gains and engagement with cultural content. Nevertheless, further evaluation in formal and non-formal educational settings is essential to validate our conclusions.
{"title":"Using a Story-Driven Board Game to Engage Students and Adults With Cultural Heritage","authors":"I. Malegiannaki, T. Daradoumis, S. Retalis","doi":"10.4018/IJGBL.2021040101","DOIUrl":"https://doi.org/10.4018/IJGBL.2021040101","url":null,"abstract":"Serious games are used in the field of cultural heritage as a means to transmit cultural knowledge and enable an experiential contact with cultural content. The authors' aim is to investigate whether a game design exploiting the less used combination of complex storytelling, endogenous cooperation, and competition has the potential to sufficiently convey cultural content. More specifically, through four game interventions, it was investigated how a story-driven board game functions with teenage and adult users alike. A mixed research methodology was followed in all game sessions and data were collected through observation, semi-structured group interviews, and short questionnaires. Findings confirmed the playability of the suggested design and the potential to amuse players while providing learning gains and engagement with cultural content. Nevertheless, further evaluation in formal and non-formal educational settings is essential to validate our conclusions.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128747375","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 : 2021-04-01DOI: 10.4018/IJGBL.2021040103
N. Hamdaoui, Mohammed Khalidi, S. Bennani
Over the last years there has been a growing interest in the use of educational games as learning tools. Educational games have proven to contribute in enhancing student motivation, increasing their engagement and providing them with personalized and adaptive learning. Learner modeling is a prerequisite when it comes to adaptive learning; it is used to represent student's knowledge, needs, and characteristics. This paper presents a modeling technique based on fuzzy logic that uses gameplay data and expert rules to predict learners preferred learning and playing styles. To test the fuzzy rule-based systems, the educational game Woodland was designed bearing in mind the VARK learning styles and the Bartle playing styles. High school students played the educational game Woodland and the results of the FRBSs were compared with the result of the questionnaires. A great correlation was found between the FRBSs results and the questionnaire results.
{"title":"Learner Modeling in Educational Games Based on Fuzzy Logic and Gameplay Data","authors":"N. Hamdaoui, Mohammed Khalidi, S. Bennani","doi":"10.4018/IJGBL.2021040103","DOIUrl":"https://doi.org/10.4018/IJGBL.2021040103","url":null,"abstract":"Over the last years there has been a growing interest in the use of educational games as learning tools. Educational games have proven to contribute in enhancing student motivation, increasing their engagement and providing them with personalized and adaptive learning. Learner modeling is a prerequisite when it comes to adaptive learning; it is used to represent student's knowledge, needs, and characteristics. This paper presents a modeling technique based on fuzzy logic that uses gameplay data and expert rules to predict learners preferred learning and playing styles. To test the fuzzy rule-based systems, the educational game Woodland was designed bearing in mind the VARK learning styles and the Bartle playing styles. High school students played the educational game Woodland and the results of the FRBSs were compared with the result of the questionnaires. A great correlation was found between the FRBSs results and the questionnaire results.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130910684","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 : 2021-01-01DOI: 10.4018/ijgbl.2021010104
A. Sendra, Natàlia Lozano-Monterrubio, Jordi Prades-Tena, Juan Luis Gonzalo-Iglesia
This paper introduces the results of applying a gameful approach based on six playful activities as a tool to improve the learning process in higher education. A total of 850 students from different courses of Universitat Rovira i Virgili (Spain) were involved in the study. The strategy was evaluated through a participant observation (active and passive) and mixed-methods surveys answered by the students. Results point out that most participants responded positively to the activities proposed. The reported levels of motivation and engagement also indicate the capabilities of this strategy as a method to enhance the learning experience of students. Despite these positive outcomes, challenges like the impact on working practices of teachers or the long-term engagement of gameful approaches requires additional research.
本文介绍了应用基于六种游戏活动的游戏方法作为改进高等教育学习过程的工具的结果。共有850名来自西班牙罗维拉大学(Universitat Rovira i Virgili)不同课程的学生参与了研究。通过参与者观察(主动和被动)和学生回答的混合方法调查来评估该策略。结果表明，大多数参与者对所提出的活动反应积极。报告的动机和参与水平也表明了这种策略作为一种增强学生学习体验的方法的能力。尽管取得了这些积极成果，但诸如对教师工作实践的影响或游戏方法的长期参与等挑战需要进一步研究。
{"title":"Developing a Gameful Approach as a Tool for Innovation and Teaching Quality in Higher Education","authors":"A. Sendra, Natàlia Lozano-Monterrubio, Jordi Prades-Tena, Juan Luis Gonzalo-Iglesia","doi":"10.4018/ijgbl.2021010104","DOIUrl":"https://doi.org/10.4018/ijgbl.2021010104","url":null,"abstract":"This paper introduces the results of applying a gameful approach based on six playful activities as a tool to improve the learning process in higher education. A total of 850 students from different courses of Universitat Rovira i Virgili (Spain) were involved in the study. The strategy was evaluated through a participant observation (active and passive) and mixed-methods surveys answered by the students. Results point out that most participants responded positively to the activities proposed. The reported levels of motivation and engagement also indicate the capabilities of this strategy as a method to enhance the learning experience of students. Despite these positive outcomes, challenges like the impact on working practices of teachers or the long-term engagement of gameful approaches requires additional research.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115876211","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 : 2020-10-01DOI: 10.4018/IJGBL.2020100103
Orit Broza, Y. Kolikant
This study focuses on the interactions between students, their peers, their teacher, and digital game-based multiple supports provided by a rich learning environment designed in order to promote meaningful mathematics among low-achieving students. Attempting to identify which aspects of the setting facilitated meaningful learning and which were ineffectual or even detrimental to it, the authors traced the knowledge building processes of 11 fifth grade LAS over eight weeks in which they studied subtraction of decimal numbers. Pre- and post-program data were also collected through diagnostic interviews. Microanalysis of lesson transcripts, videotaped computer activities, and individual worksheets revealed differences in tool-use and in interactions among supports, which led to different learning results. The results suggest that digital game-based learning environments may be a key to promote meaningful learning in terms of mathematical strategy building. At the same time, it highlights the complexity of each tool in the environment as well as interactions among tools.
{"title":"The Potential of Rich Digital Game-Based Learning Environments to Promote Low-Achieving Students' Participation in Mathematics","authors":"Orit Broza, Y. Kolikant","doi":"10.4018/IJGBL.2020100103","DOIUrl":"https://doi.org/10.4018/IJGBL.2020100103","url":null,"abstract":"This study focuses on the interactions between students, their peers, their teacher, and digital game-based multiple supports provided by a rich learning environment designed in order to promote meaningful mathematics among low-achieving students. Attempting to identify which aspects of the setting facilitated meaningful learning and which were ineffectual or even detrimental to it, the authors traced the knowledge building processes of 11 fifth grade LAS over eight weeks in which they studied subtraction of decimal numbers. Pre- and post-program data were also collected through diagnostic interviews. Microanalysis of lesson transcripts, videotaped computer activities, and individual worksheets revealed differences in tool-use and in interactions among supports, which led to different learning results. The results suggest that digital game-based learning environments may be a key to promote meaningful learning in terms of mathematical strategy building. At the same time, it highlights the complexity of each tool in the environment as well as interactions among tools.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"375 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115906128","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 : 2020-10-01DOI: 10.4018/IJGBL.2020100101
C. Gatzoulis, A. Andreou, Panagiotis Zaharias, Y. Chrysanthou
This paper presents a pilot study on the evaluation of instruments for data gathering for an epistemic game development competition for high school students. The initial results show that a significant percentage of the students who participated in the competition appear to exhibit a skillset of professional attitude, software-related knowledge, and employability traits, and this skillset may be attributed to the intervention. The data was validated through a two-method triangulation technique that utilized expert evaluation and participant interviews. The data analysis shows early indicators of the desired learning outcomes, although a more thorough methodology is needed to verify this. Furthermore, the competition acts as an awareness campaign that promotes computer science studies through a gamification process. It is proposed that competitions of this type are held and evaluated on an annual basis to maximize the benefits and to further prepare students to acquire early in their studies a skillset that will make them the innovators of the future society.
{"title":"Using Epistemic Game Development to Teach Software Development Skills","authors":"C. Gatzoulis, A. Andreou, Panagiotis Zaharias, Y. Chrysanthou","doi":"10.4018/IJGBL.2020100101","DOIUrl":"https://doi.org/10.4018/IJGBL.2020100101","url":null,"abstract":"This paper presents a pilot study on the evaluation of instruments for data gathering for an epistemic game development competition for high school students. The initial results show that a significant percentage of the students who participated in the competition appear to exhibit a skillset of professional attitude, software-related knowledge, and employability traits, and this skillset may be attributed to the intervention. The data was validated through a two-method triangulation technique that utilized expert evaluation and participant interviews. The data analysis shows early indicators of the desired learning outcomes, although a more thorough methodology is needed to verify this. Furthermore, the competition acts as an awareness campaign that promotes computer science studies through a gamification process. It is proposed that competitions of this type are held and evaluated on an annual basis to maximize the benefits and to further prepare students to acquire early in their studies a skillset that will make them the innovators of the future society.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132503588","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：