Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch043
Jihyon Lim
To understand the influence of video games on the player, several important questions must be answered. First, what accounts for the higher level of engagement in digital games relative to other entertainment media? Furthermore, what kind of experience does the player have during gameplay? Specifically, what does the player think when he or she interacts with other characters in the game? This study examines digital games with a focus on the interaction between the game itself and the person playing it. Among the various social behaviors elicited by digital games, much attention has been given to players' prosocial behavior within the context of a game's virtual world. A multidimensional view of behavior is used to analyze the game's situational contexts and players' interpretation of behavior.
{"title":"The Process of Prosocial Behavior Between Players/Characters in Digital Games","authors":"Jihyon Lim","doi":"10.4018/978-1-7998-7271-9.ch043","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch043","url":null,"abstract":"To understand the influence of video games on the player, several important questions must be answered. First, what accounts for the higher level of engagement in digital games relative to other entertainment media? Furthermore, what kind of experience does the player have during gameplay? Specifically, what does the player think when he or she interacts with other characters in the game? This study examines digital games with a focus on the interaction between the game itself and the person playing it. Among the various social behaviors elicited by digital games, much attention has been given to players' prosocial behavior within the context of a game's virtual world. A multidimensional view of behavior is used to analyze the game's situational contexts and players' interpretation of behavior.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121370607","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch006
Vikas Salunkhe, Seena Thomas Kaithathara, D. M., Gowri Shankar R., Shabarisha N.
Game-based learning is widely followed at the school level in India, but the higher education system has been longer in adopting it. The pandemic situation has transformed teaching and learning processes from the traditional to the technical method, which requires a more versatile approach. Because of the rapid change from the offline mode to the online mode in higher education, there is little evidence available on the inefficiency of implementing the traditional system of teacher-centered education on online platforms. There comes a lot of the significance in of adapting technology-based games in order to engage and motivate students throughout their course of study. The aim of this chapter is to provide an overview of the effectiveness of game-based learning strategies over traditional learning methods. Moreover, the results of a cross-sectional study conducted by the authors in South Indian universities at the higher education level is included.
{"title":"A Paradigm Shift in Higher Education","authors":"Vikas Salunkhe, Seena Thomas Kaithathara, D. M., Gowri Shankar R., Shabarisha N.","doi":"10.4018/978-1-7998-7271-9.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch006","url":null,"abstract":"Game-based learning is widely followed at the school level in India, but the higher education system has been longer in adopting it. The pandemic situation has transformed teaching and learning processes from the traditional to the technical method, which requires a more versatile approach. Because of the rapid change from the offline mode to the online mode in higher education, there is little evidence available on the inefficiency of implementing the traditional system of teacher-centered education on online platforms. There comes a lot of the significance in of adapting technology-based games in order to engage and motivate students throughout their course of study. The aim of this chapter is to provide an overview of the effectiveness of game-based learning strategies over traditional learning methods. Moreover, the results of a cross-sectional study conducted by the authors in South Indian universities at the higher education level is included.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123104376","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch007
Karthigai Prakasam Chellaswamy, Nagarjuna Gururaj Rao, Sharon Varghese, Georgy P. Kurien, Sreedhara Raman, Anand Shankar Raja Manivannan
Game-based learning is an exciting and interactive tool used by many teachers across the globe. This research aims to check whether any significant change is found in the learning of the student before and after introducing game-based learning in classroom teaching. MBA students were identified as the target group for this research. The production dice game was used for this experiment. The teacher engaged the first session traditionally and later with the production dice game. Student learning was captured through a Google form before and after the game. The Google form had questions ranging from understanding to analyzing to application-level to capture exactly the effectiveness of game-based learning, Paired sample t-test was applied to check the before and after test results, and it was found that there was a significant change in the learning among the identified target group. Through this study, the authors conclude that game-based learning provides better results in student learning as compared to regular classroom teaching.
{"title":"Effectiveness of Game-Based Learning as a Pedagogy Among the MBA Students","authors":"Karthigai Prakasam Chellaswamy, Nagarjuna Gururaj Rao, Sharon Varghese, Georgy P. Kurien, Sreedhara Raman, Anand Shankar Raja Manivannan","doi":"10.4018/978-1-7998-7271-9.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch007","url":null,"abstract":"Game-based learning is an exciting and interactive tool used by many teachers across the globe. This research aims to check whether any significant change is found in the learning of the student before and after introducing game-based learning in classroom teaching. MBA students were identified as the target group for this research. The production dice game was used for this experiment. The teacher engaged the first session traditionally and later with the production dice game. Student learning was captured through a Google form before and after the game. The Google form had questions ranging from understanding to analyzing to application-level to capture exactly the effectiveness of game-based learning, Paired sample t-test was applied to check the before and after test results, and it was found that there was a significant change in the learning among the identified target group. Through this study, the authors conclude that game-based learning provides better results in student learning as compared to regular classroom teaching.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124586750","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch003
Ankit Dhamija, Deepika Dhamija
In recent years, the teaching-learning process in higher education has undergone unprecedented change. Learners from across the world can enroll in any university using online platforms. This learning freedom is fantastic for all stakeholders, but it raises some serious concerns, such as how to ensure effective learner engagement and make the learning experience meaningful for the learners. While technology has aided learning, it has also become a significant source of distraction for students, as they spend too much time on gadgets solely for entertainment. This necessitates innovative and engaging teaching styles from educators. Designing course content as a game makes learning more engaging as learners get a sense of motivation and accomplishment. However, aligning games with lesson plans, designing assessment criteria, and learning outcomes takes a significant amount of time and effort. Hence, this chapter proposes learner-centered interactive instructional strategies that employ GBL to pique learners' curiosity and recommends popular GBL platforms for creating educational games.
{"title":"Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement","authors":"Ankit Dhamija, Deepika Dhamija","doi":"10.4018/978-1-7998-7271-9.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch003","url":null,"abstract":"In recent years, the teaching-learning process in higher education has undergone unprecedented change. Learners from across the world can enroll in any university using online platforms. This learning freedom is fantastic for all stakeholders, but it raises some serious concerns, such as how to ensure effective learner engagement and make the learning experience meaningful for the learners. While technology has aided learning, it has also become a significant source of distraction for students, as they spend too much time on gadgets solely for entertainment. This necessitates innovative and engaging teaching styles from educators. Designing course content as a game makes learning more engaging as learners get a sense of motivation and accomplishment. However, aligning games with lesson plans, designing assessment criteria, and learning outcomes takes a significant amount of time and effort. Hence, this chapter proposes learner-centered interactive instructional strategies that employ GBL to pique learners' curiosity and recommends popular GBL platforms for creating educational games.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122661181","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch047
P. Brin, M. Shypilova
In this chapter, the authors investigate the potential of project-oriented game-based learning in making students of educational institutes more engaged and gain a deep understanding of the curriculum content. The literature review presents the main definitions and benefits of project-oriented game-based learning, followed by its contribution to improving the performance of students' training. The results of the research are based on testing the main statements of project-oriented game-based learning empirically – if it really can provide additional value for learners in higher education. The empirical data have been collected based on Ukrainian case study and allow the authors to prove the influence of project-oriented game-based learning on increasing students' engagement, satisfaction, performance, and improving learning outcomes. The main idea of the teaching project was to take as an object of the research a character from a fairytale and analyze its managerial activities. The chapter also analyzes the e-learning instruments which can be used in remote teaching.
{"title":"Project-Oriented Game-Based Learning","authors":"P. Brin, M. Shypilova","doi":"10.4018/978-1-7998-7271-9.ch047","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch047","url":null,"abstract":"In this chapter, the authors investigate the potential of project-oriented game-based learning in making students of educational institutes more engaged and gain a deep understanding of the curriculum content. The literature review presents the main definitions and benefits of project-oriented game-based learning, followed by its contribution to improving the performance of students' training. The results of the research are based on testing the main statements of project-oriented game-based learning empirically – if it really can provide additional value for learners in higher education. The empirical data have been collected based on Ukrainian case study and allow the authors to prove the influence of project-oriented game-based learning on increasing students' engagement, satisfaction, performance, and improving learning outcomes. The main idea of the teaching project was to take as an object of the research a character from a fairytale and analyze its managerial activities. The chapter also analyzes the e-learning instruments which can be used in remote teaching.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131649269","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch004
S. Baboo, Yogesh Kanna, C. Bennett
Game-based learning is one of the sustainable education methods for future professionals from the higher education learning environment. To attain these innovative and sustainable teaching pedagogies, the components of games and simulations need to be incorporated into the teaching-learning content. The integration of neuroscience and cognitive concepts has become an essential feature in understanding various phenomena in game-based learning with regard to higher education learning environments. Several neural and cognitive processes are involved while engaging in such activities. These activities have played a pivotal role in the pedagogy and teachers had to think on their feet while engaging students in higher education as well. Game-based learning has proven to be a very effective method of engaging higher education students.
{"title":"A Systematic Review on the Neuro-Cognitive Correlates of Game-Based Learning in Higher Education Learning Environments","authors":"S. Baboo, Yogesh Kanna, C. Bennett","doi":"10.4018/978-1-7998-7271-9.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch004","url":null,"abstract":"Game-based learning is one of the sustainable education methods for future professionals from the higher education learning environment. To attain these innovative and sustainable teaching pedagogies, the components of games and simulations need to be incorporated into the teaching-learning content. The integration of neuroscience and cognitive concepts has become an essential feature in understanding various phenomena in game-based learning with regard to higher education learning environments. Several neural and cognitive processes are involved while engaging in such activities. These activities have played a pivotal role in the pedagogy and teachers had to think on their feet while engaging students in higher education as well. Game-based learning has proven to be a very effective method of engaging higher education students.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129354796","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch002
M. A. Küçükaydın, Burcu Durmaz
In this study, a study was made on the Web of Science index by using the words “game-based learning,” “video games,” “game-based pedagogy,” “digital games,” “gamification,” and “game.” The study was carried out with data obtained from the SCI-E, SSCI, and A&HCI indices covering the years 1975-2021. A total of 1,376 articles were reached in accordance with the inclusion criteria. Retrieved articles were subjected to bibliometric analysis. In line with the relevant analysis, the most influential authors, journals, institutions, and articles were revealed under the title “games in education.” In addition, based on the articles examined within the scope of this research, a co-word network structure was visualized in terms of cooperation among institutions and authors. As a result of the research, the trends in topics related to games were revealed, and the changes in this area are subsequently discussed.
在这项研究中，通过使用“基于游戏的学习”、“视频游戏”、“基于游戏的教学法”、“数字游戏”、“游戏化”和“游戏”等词对Web of Science指数进行了研究。研究数据来自SCI-E、SSCI和A&HCI指数，时间跨度为1975-2021年。共有1376篇文章符合纳入标准。检索到的文章进行文献计量学分析。根据相关分析，在“教育中的游戏”的标题下，列出了最有影响力的作者、期刊、机构和文章。此外，基于本研究范围内的文章，从机构和作者之间的合作角度，可视化了一个共词网络结构。研究结果揭示了游戏相关话题的发展趋势，随后讨论了这一领域的变化。
{"title":"Games in Education","authors":"M. A. Küçükaydın, Burcu Durmaz","doi":"10.4018/978-1-7998-7271-9.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch002","url":null,"abstract":"In this study, a study was made on the Web of Science index by using the words “game-based learning,” “video games,” “game-based pedagogy,” “digital games,” “gamification,” and “game.” The study was carried out with data obtained from the SCI-E, SSCI, and A&HCI indices covering the years 1975-2021. A total of 1,376 articles were reached in accordance with the inclusion criteria. Retrieved articles were subjected to bibliometric analysis. In line with the relevant analysis, the most influential authors, journals, institutions, and articles were revealed under the title “games in education.” In addition, based on the articles examined within the scope of this research, a co-word network structure was visualized in terms of cooperation among institutions and authors. As a result of the research, the trends in topics related to games were revealed, and the changes in this area are subsequently discussed.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123380943","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 : 1900-01-01DOI: 10.4018/978-1-7998-7271-9.ch001
R. Raj, Cecil Donald, Anand Patil, Manjula M. Y., S. P.
Games have been an inevitable part of education since the beginning. They have indescribably transformed the educational landscape with a higher emphasis on the learner-centric pedagogy. The educational games can be considered to be a contemporary manifestation of these centuries' old philosophies and practices aimed at imparting strategic and tactical thinking, language, logic, and mathematical skills amongst the learners. This chapter explores the meaning, significance, and scope of game-based learning as an instructional tool. It provides an interesting account of several games that are popularly used to facilitate effective learning in various settings. This chapter also examines the relevance and implications of games in education.
{"title":"The Game of Game-Based Learning","authors":"R. Raj, Cecil Donald, Anand Patil, Manjula M. Y., S. P.","doi":"10.4018/978-1-7998-7271-9.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch001","url":null,"abstract":"Games have been an inevitable part of education since the beginning. They have indescribably transformed the educational landscape with a higher emphasis on the learner-centric pedagogy. The educational games can be considered to be a contemporary manifestation of these centuries' old philosophies and practices aimed at imparting strategic and tactical thinking, language, logic, and mathematical skills amongst the learners. This chapter explores the meaning, significance, and scope of game-based learning as an instructional tool. It provides an interesting account of several games that are popularly used to facilitate effective learning in various settings. This chapter also examines the relevance and implications of games in education.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128511002","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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