Pub Date : 2018-07-01DOI: 10.4018/IJGBL.2018070102
Aras Bozkurt, Gürhan Durak
Gamification is an innovative approach that aims to increase users' engagement and motivation and provide sustainable experiences. It has recently become widely known and is an approach that is being used in many fields. This article intends to identify and map trends and patterns in gamification research. For this purpose, this article employs a systematic review in which document and content analysis were used. Research findings have revealed that conceptual/descriptive papers outweigh other type of papers; however, quantitative and qualitative papers are showing an increasing trend. Lexical analysis demonstrated that education, teaching, and learning; engagement, motivation, and behavior change, and gamified designs, are emerging concepts. Keyword analysis revealed that gamification, engagement, and motivation are most frequently used keywords. Gamification articles are mostly related to the education field. Self-Determination Theory, Flow Theory, and MDA (Mechanics, Dynamics, and Aesthetic) Framework appeared to be the most beneficial lenses in gamification studies.
{"title":"A Systematic Review of Gamification Research: In Pursuit of Homo Ludens","authors":"Aras Bozkurt, Gürhan Durak","doi":"10.4018/IJGBL.2018070102","DOIUrl":"https://doi.org/10.4018/IJGBL.2018070102","url":null,"abstract":"Gamification is an innovative approach that aims to increase users' engagement and motivation and provide sustainable experiences. It has recently become widely known and is an approach that is being used in many fields. This article intends to identify and map trends and patterns in gamification research. For this purpose, this article employs a systematic review in which document and content analysis were used. Research findings have revealed that conceptual/descriptive papers outweigh other type of papers; however, quantitative and qualitative papers are showing an increasing trend. Lexical analysis demonstrated that education, teaching, and learning; engagement, motivation, and behavior change, and gamified designs, are emerging concepts. Keyword analysis revealed that gamification, engagement, and motivation are most frequently used keywords. Gamification articles are mostly related to the education field. Self-Determination Theory, Flow Theory, and MDA (Mechanics, Dynamics, and Aesthetic) Framework appeared to be the most beneficial lenses in gamification studies.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133050831","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 : 2018-04-01DOI: 10.4018/IJGBL.2018040103
A. Hjort, Kristoffer Henriksen, Lars Elbæk
In the present article, we investigate the introduction of a cloud-based video analysis platform called Player Universe (PU). Video analysis is not a new performance-enhancing element in sports, but PU is innovative in how it facilitates reflective learning. Video analysis is executed in the PU platform by involving the players in the analysis process, in the sense that they are encouraged to tag game actions in video-documented soccer matches. Following this, players can get virtual feedback from their coach. Findings show that PU can improve youth soccer players' reflection skills through consistent video analyses and tagging; coaches are important as role models and providers of feedback; and that the use of the platform primarily stimulated deliberate practice activities. PU can be seen as a source of inspiration for soccer players and clubs as to how analytical platforms can motivate and enhance reflective learning for better in-game performance.
{"title":"Player-Driven Video Analysis to Enhance Reflective Soccer Practice in Talent Development","authors":"A. Hjort, Kristoffer Henriksen, Lars Elbæk","doi":"10.4018/IJGBL.2018040103","DOIUrl":"https://doi.org/10.4018/IJGBL.2018040103","url":null,"abstract":"In the present article, we investigate the introduction of a cloud-based video analysis platform called Player Universe (PU). Video analysis is not a new performance-enhancing element in sports, but PU is innovative in how it facilitates reflective learning. Video analysis is executed in the PU platform by involving the players in the analysis process, in the sense that they are encouraged to tag game actions in video-documented soccer matches. Following this, players can get virtual feedback from their coach. Findings show that PU can improve youth soccer players' reflection skills through consistent video analyses and tagging; coaches are important as role models and providers of feedback; and that the use of the platform primarily stimulated deliberate practice activities. PU can be seen as a source of inspiration for soccer players and clubs as to how analytical platforms can motivate and enhance reflective learning for better in-game performance.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117158259","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 : 2018-04-01DOI: 10.4018/IJGBL.2018040104
Mateus David Finco, Richard Santin Rocha, Rafael Wailla Fão, Fabiana Santos
The aim of this article was to analyze how players of Pokemon GO could adopt a healthier and active lifestyle meanwhile or after using the game, observing how active they could become in their daily routines. The methodology involved a qualitative analysis involving a sample with players who were invited to complete an online questionnaire to answer specific questions about lifestyle and healthy choices. This study involved 125 players 84 males and 41 females in the city of Pelotas South of Brazil that have played for at least six months the game. As results, it was possible to observe that users have changed many habits, specifically regarding physical activity gains, as going more often to practice different sports than only running, walking or cycling, and many of players were getting into an active living practicing exercises with friends and family, out of the game. Also, many players commented that meeting new users was a good way to socialize and making groups to walk or run together, getting an extra motivation for other activities out of the game. We conclude that Pokemon GO is one of the first mobile-based gameplays that can be used to promote a healthier lifestyle with a new way of interaction, changing sedentary lifestyles with a big potential to be used in Health Education.
{"title":"Let's Move!: The Social and Health Contributions From Pokémon GO","authors":"Mateus David Finco, Richard Santin Rocha, Rafael Wailla Fão, Fabiana Santos","doi":"10.4018/IJGBL.2018040104","DOIUrl":"https://doi.org/10.4018/IJGBL.2018040104","url":null,"abstract":"The aim of this article was to analyze how players of Pokemon GO could adopt a healthier and active lifestyle meanwhile or after using the game, observing how active they could become in their daily routines. The methodology involved a qualitative analysis involving a sample with players who were invited to complete an online questionnaire to answer specific questions about lifestyle and healthy choices. This study involved 125 players 84 males and 41 females in the city of Pelotas South of Brazil that have played for at least six months the game. As results, it was possible to observe that users have changed many habits, specifically regarding physical activity gains, as going more often to practice different sports than only running, walking or cycling, and many of players were getting into an active living practicing exercises with friends and family, out of the game. Also, many players commented that meeting new users was a good way to socialize and making groups to walk or run together, getting an extra motivation for other activities out of the game. We conclude that Pokemon GO is one of the first mobile-based gameplays that can be used to promote a healthier lifestyle with a new way of interaction, changing sedentary lifestyles with a big potential to be used in Health Education.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115492869","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 : 2018-04-01DOI: 10.4018/IJGBL.2018040106
Polona Jancic, V. Hus
Social studies is a class students encounter in the fourth and fifth grades of primary school in Slovenia. It includes goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, aesthetics, and ecology. Among other didactic recommendations in the national curriculum for teaching, social studies include experiential learning with games. Game-based learning enables an optimal learning environment for students. The purpose of this article is to examine representation of games in social studies in primary school. The research sample consisted of 290 students of the fourth and fifth grade, 177 teachers teaching fourth and fifth grade, and 56 observed social studies lessons. Results showed that teachers rarely use didactic games in social studies. Results show that teachers rarely use game-based learning in teaching social science. Depending on the type of a game, the most commonly used one is a role-playing game. Most respondents' students like game-based learning in social studies and also estimate games are not played often enough in social studies.
{"title":"Teaching Social Studies With Games","authors":"Polona Jancic, V. Hus","doi":"10.4018/IJGBL.2018040106","DOIUrl":"https://doi.org/10.4018/IJGBL.2018040106","url":null,"abstract":"Social studies is a class students encounter in the fourth and fifth grades of primary school in Slovenia. It includes goals from the fields of geography, sociology, history, ethnology, psychology, economy, politics, ethics, aesthetics, and ecology. Among other didactic recommendations in the national curriculum for teaching, social studies include experiential learning with games. Game-based learning enables an optimal learning environment for students. The purpose of this article is to examine representation of games in social studies in primary school. The research sample consisted of 290 students of the fourth and fifth grade, 177 teachers teaching fourth and fifth grade, and 56 observed social studies lessons. Results showed that teachers rarely use didactic games in social studies. Results show that teachers rarely use game-based learning in teaching social science. Depending on the type of a game, the most commonly used one is a role-playing game. Most respondents' students like game-based learning in social studies and also estimate games are not played often enough in social studies.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127155306","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 : 2018-04-01DOI: 10.4018/IJGBL.2018040107
Srishti Dang, Arunima Ved, K. Vemuri
Efficacy of games as learning medium is of interest to researchers and the gaming industry. A critical metric for learning is knowledge retention and very few studies have conducted in-depth comparisons of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the study reported in this article will present the findings from an experiment using Asia and world maps, cut into pieces as in a jigsaw puzzle. The participants were primary school children who were randomly assigned to the puzzle and no-puzzle group. To understand the role of collaborative interactions in learning, each group was further divided into two subgroups. Each subgroup either solved the puzzle or studied the full map (no-puzzle) individually or collaboratively. Three post-tests were conducted over a period of 10 days. The mean scores and Mann Whitney test shows: a) In the no-puzzle condition, no difference in the average scores of the individual and collaborative groups for both maps was observed, b) In the puzzle condition, the collaborative group score was slightly more than that of the individual group for Asia map, while the difference was significant for the continent map, and c) Puzzle and no-puzzle individual group scores were comparative for Asia map but the continent map groups showed a major difference. The findings are mixed with collaborative puzzle solving showing higher retention while puzzle solving does not show significant effect on learning and retention.
{"title":"Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study: Investigating Game Based Learning","authors":"Srishti Dang, Arunima Ved, K. Vemuri","doi":"10.4018/IJGBL.2018040107","DOIUrl":"https://doi.org/10.4018/IJGBL.2018040107","url":null,"abstract":"Efficacy of games as learning medium is of interest to researchers and the gaming industry. A critical metric for learning is knowledge retention and very few studies have conducted in-depth comparisons of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the study reported in this article will present the findings from an experiment using Asia and world maps, cut into pieces as in a jigsaw puzzle. The participants were primary school children who were randomly assigned to the puzzle and no-puzzle group. To understand the role of collaborative interactions in learning, each group was further divided into two subgroups. Each subgroup either solved the puzzle or studied the full map (no-puzzle) individually or collaboratively. Three post-tests were conducted over a period of 10 days. The mean scores and Mann Whitney test shows: a) In the no-puzzle condition, no difference in the average scores of the individual and collaborative groups for both maps was observed, b) In the puzzle condition, the collaborative group score was slightly more than that of the individual group for Asia map, while the difference was significant for the continent map, and c) Puzzle and no-puzzle individual group scores were comparative for Asia map but the continent map groups showed a major difference. The findings are mixed with collaborative puzzle solving showing higher retention while puzzle solving does not show significant effect on learning and retention.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128447675","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 : 2018-04-01DOI: 10.4018/IJGBL.2018040102
K. Kiili, Kai Ojansuu, Antero Lindstedt, M. Ninaus
The main aim of this article was to investigate the educational potential of a game-based math game competition to engage students in training rational numbers. Finnish fourth (n = 59; Mage = 10.36) and sixth graders (n = 105; Mage = 12.34) participated in a math game competition relying on intra-classroom cooperation and inter-classroom competition. During a three-week period, the students were allowed to play a digital rational number game, which is founded on number line estimation task mechanics. The results indicated that students benefited significantly from participating in the competition and playing behaviour could be used to assess students rational number knowledge. Moreover, students were engaged in the competition and the results revealed that intrinsically motivating factors such as enjoyment and perceived learning gains predicted students' willingness to participate in math game competitions again. This article provides empirical support that educational game competition can be an effective, engaging, and a fair instructional approach.
{"title":"Exploring the Educational Potential of a Game-Based Math Competition","authors":"K. Kiili, Kai Ojansuu, Antero Lindstedt, M. Ninaus","doi":"10.4018/IJGBL.2018040102","DOIUrl":"https://doi.org/10.4018/IJGBL.2018040102","url":null,"abstract":"The main aim of this article was to investigate the educational potential of a game-based math game competition to engage students in training rational numbers. Finnish fourth (n = 59; Mage = 10.36) and sixth graders (n = 105; Mage = 12.34) participated in a math game competition relying on intra-classroom cooperation and inter-classroom competition. During a three-week period, the students were allowed to play a digital rational number game, which is founded on number line estimation task mechanics. The results indicated that students benefited significantly from participating in the competition and playing behaviour could be used to assess students rational number knowledge. Moreover, students were engaged in the competition and the results revealed that intrinsically motivating factors such as enjoyment and perceived learning gains predicted students' willingness to participate in math game competitions again. This article provides empirical support that educational game competition can be an effective, engaging, and a fair instructional approach.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128440065","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 : 2018-04-01DOI: 10.4018/IJGBL.2018040105
Mehran Gholizadeh, F. Taghiyareh, Saeed Alvandkoohi
The pivotal role of identifying types of players is inevitable in the game contexts, and educational games are not an exception. This article aims to present a model of player-game interaction in the mobile game-based learning setting regarding the behavioral propensity. This model comprises five different features inherited from the player typology literature including precision, perfection, punctuality, presence, and pace. To this end, we analyzed the activities of players in a mobile educational game and then tried to classify players based on their preferences in how to deal with the game. Furthermore, as a step toward determining the association of features with each other, multiple linear regression analysis was conducted. The outcome of the investigations resulted in a model representing player interaction with the game in a way that it could be used to classify different types of players in educational mobile games.
{"title":"Toward a Propensity-Oriented Player Typology in Educational Mobile Games","authors":"Mehran Gholizadeh, F. Taghiyareh, Saeed Alvandkoohi","doi":"10.4018/IJGBL.2018040105","DOIUrl":"https://doi.org/10.4018/IJGBL.2018040105","url":null,"abstract":"The pivotal role of identifying types of players is inevitable in the game contexts, and educational games are not an exception. This article aims to present a model of player-game interaction in the mobile game-based learning setting regarding the behavioral propensity. This model comprises five different features inherited from the player typology literature including precision, perfection, punctuality, presence, and pace. To this end, we analyzed the activities of players in a mobile educational game and then tried to classify players based on their preferences in how to deal with the game. Furthermore, as a step toward determining the association of features with each other, multiple linear regression analysis was conducted. The outcome of the investigations resulted in a model representing player interaction with the game in a way that it could be used to classify different types of players in educational mobile games.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134011708","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 : 2018-04-01DOI: 10.4018/IJGBL.2018040101
Conceição Costa, K. Tyner, Sara Henriques, Carla Sousa
This proposal presents the preliminary findings of GamiLearning (2015-2018), a research project that aims to promote critical and participative dimensions of Media and Information Literacy (MIL) in children through the creation of digital games. The project presents an innovative approach by arguing that MIL can be promoted through the process of creation and development of videogames. Students aged 9 to 14 years old from Portugal and Austin, Texas (USA), participated in the study that included an intervention at schools, based on a constructivist/project-based approach. Fieldwork was conducted in four schools and a MIL questionnaire, based in a theoretical framework, were administered before and after the project’s intervention. Results from the four schools indicate statistically significant differences between pre and post questionnaires, considering MIL skills in general, and in several groups of skills, namely Operational Skills, Editorial Skills, Digital Identity Management Skills, Critical Media Literacy, Learning and Social Interaction.
{"title":"Game Creation in Youth Media and Information Literacy Education","authors":"Conceição Costa, K. Tyner, Sara Henriques, Carla Sousa","doi":"10.4018/IJGBL.2018040101","DOIUrl":"https://doi.org/10.4018/IJGBL.2018040101","url":null,"abstract":"This proposal presents the preliminary findings of GamiLearning (2015-2018), a research project that aims to promote critical and participative dimensions of Media and Information Literacy (MIL) in children through the creation of digital games. The project presents an innovative approach by arguing that MIL can be promoted through the process of creation and development of videogames. Students aged 9 to 14 years old from Portugal and Austin, Texas (USA), participated in the study that included an intervention at schools, based on a constructivist/project-based approach. Fieldwork was conducted in four schools and a MIL questionnaire, based in a theoretical framework, were administered before and after the project’s intervention. Results from the four schools indicate statistically significant differences between pre and post questionnaires, considering MIL skills in general, and in several groups of skills, namely Operational Skills, Editorial Skills, Digital Identity Management Skills, Critical Media Literacy, Learning and Social Interaction.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125170206","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 : 2017-10-01DOI: 10.4018/IJGBL.2017100105
Norah E. Dunbar, M. Jensen, Claude H. Miller, E. Bessarabova, Yu-Hao Lee, Scott N. Wilson, Javier Elizondo, Bradley J. Adame, J. Valacich, Sara K. Straub, J. Burgoon, Brianna L. Lane, Cameron W. Piercy, David W. Wilson, Shawn King, Cindy Vincent, Ryan M. Schuetzler
Oneof thebenefitsofusingdigitalgames foreducation is > thatgamescanprovide feedback > for > learnerstoassesstheirsituationandcorrecttheirmistakes。Weconductedtwostudiestoexaminethe effectivenessofdifferentfeedbackdesign(计时，duration，repeats，andfeedbacksource)inaserious gamedesignedtoteachlearnersaboutcognitivebiases。Wealsocomparedthedigitalgame-based learningconditiontoaprofessionaltrainingvideo。Overall，thedigitalgamewassignificantlymore effectivethanthevideocondition.Longerdurationsandrepeatsimprovetheeffectsonbias-mitigation。令人惊讶的是，therewasnosignificantdifferencebetweenjust-in-timefeedbackanddelayedfeedback, andcomputer-generatedfeedbackwasmoreeffectivethanfeedbackfromotherplayers。
{"title":"Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source","authors":"Norah E. Dunbar, M. Jensen, Claude H. Miller, E. Bessarabova, Yu-Hao Lee, Scott N. Wilson, Javier Elizondo, Bradley J. Adame, J. Valacich, Sara K. Straub, J. Burgoon, Brianna L. Lane, Cameron W. Piercy, David W. Wilson, Shawn King, Cindy Vincent, Ryan M. Schuetzler","doi":"10.4018/IJGBL.2017100105","DOIUrl":"https://doi.org/10.4018/IJGBL.2017100105","url":null,"abstract":"Oneof thebenefitsofusingdigitalgames foreducation is thatgamescanprovide feedback for learnerstoassesstheirsituationandcorrecttheirmistakes.Weconductedtwostudiestoexaminethe effectivenessofdifferentfeedbackdesign(timing,duration,repeats,andfeedbacksource)inaserious gamedesignedtoteachlearnersaboutcognitivebiases.Wealsocomparedthedigitalgame-based learningconditiontoaprofessionaltrainingvideo.Overall,thedigitalgamewassignificantlymore effectivethanthevideocondition.Longerdurationsandrepeatsimprovetheeffectsonbias-mitigation. Surprisingly,therewasnosignificantdifferencebetweenjust-in-timefeedbackanddelayedfeedback, andcomputer-generatedfeedbackwasmoreeffectivethanfeedbackfromotherplayers.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134055637","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 : 2017-10-01DOI: 10.4018/IJGBL.2017100101
Scott N. Wilson, Caroline E. Engler, Jessica E. Black, D. Yager-Elorriaga, William Thompson, Andrae McConnell, Javier Elizondo, Ryan Ralston, R. Terry
In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information information literacy skills become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance relative to controls on end-of-instruction testing EOI; end-of-year state testing suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.
{"title":"Game-Based Learning and Information Literacy: A Randomized Controlled Trial to Determine the Efficacy of Two Information Literacy Learning Experiences","authors":"Scott N. Wilson, Caroline E. Engler, Jessica E. Black, D. Yager-Elorriaga, William Thompson, Andrae McConnell, Javier Elizondo, Ryan Ralston, R. Terry","doi":"10.4018/IJGBL.2017100101","DOIUrl":"https://doi.org/10.4018/IJGBL.2017100101","url":null,"abstract":"In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information information literacy skills become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance relative to controls on end-of-instruction testing EOI; end-of-year state testing suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126488886","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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