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Digital Gaming for Cross-Cultural Learning 跨文化学习的数字游戏
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-10 DOI: 10.4018/ijgbl.331995
Simone Titus, Dick Ng'ambi
Although game-based learning has gained significant attention in higher education globally, it is difficult to harness its engagement and interactions to improve student success. This paper argues that the use of digital games has the potential to interrupt social practices and increase engagement and interaction, thereby fostering meaningful learning. Using a mixed-method design, a digital game was used in a sport studies programme, involving 106 participants, over a two-year period. Data were collected through surveys, focus group discussions, and reflective blog posts. Structuration theory is considered as the theoretical lens, as it purports that recursive social activities of humans are continually recreated by human agents. The paper concludes that when participants engaged in a cross-cultural game-based learning environment, the social practices acquired through their academic career were interrupted, reshaped, and reproduced into new practices. A social constructivist game-based learning model to foster interaction within multi-cultural higher education classrooms is offered.
尽管基于游戏的学习在全球高等教育中获得了极大的关注,但很难利用它的参与和互动来提高学生的成功。本文认为,数字游戏的使用有可能打断社交实践,增加参与度和互动性,从而促进有意义的学习。采用混合方法设计,在一个体育研究项目中使用了一个数字游戏,涉及106名参与者,为期两年。数据是通过调查、焦点小组讨论和反思博客文章收集的。结构理论被认为是理论的透镜,因为它声称人类的递归社会活动是由人类代理人不断重新创造的。研究发现,当参与者置身于跨文化游戏学习环境中时,他们在学术生涯中获得的社会实践被打断、重塑并复制为新的实践。提出了一种基于社会建构主义游戏的学习模式,以促进多元文化高等教育课堂中的互动。
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引用次数: 1
Communication With the Social Environment in Multiplayer Online Games 多人在线游戏与社交环境的交流
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-26 DOI: 10.4018/ijgbl.330755
Mustafa Seref Akin
The process of massive multiplayer online gamers and their social environment is analyzed in this context. Video games offer a platform for players to develop essential social and emotional skills with online gamers, such as predicting behaviors, providing support, and building relationships. Gaming serves as a communication channel, and games played in groups promote increased socialization instead of isolating individuals. Supporting each other during gameplay strengthens friendships, and MMOs ensure that ties with old friends are not broken. Multiplayer games can help players form lasting social connections and memories by fostering a positive and enjoyable gaming experience. Through shared experiences, players can form close bonds and support each other in difficult situations. Online gaming enables individuals who have never met face-to-face to establish strong and meaningful friendships. Players may be meticulous when recruiting people to their group to ensure that they are skilled, friendly, trustworthy, and will enhance their gaming experience.
在此背景下,分析了大型多人在线玩家的过程及其社交环境。电子游戏为玩家提供了一个平台,让他们与在线玩家一起发展基本的社交和情感技能,比如预测行为、提供支持和建立关系。游戏是一种交流渠道,在群体中玩游戏可以促进社交,而不是孤立个体。在游戏过程中相互支持能够加强友谊,mmo游戏能够确保玩家与老朋友的联系不会中断。多人游戏可以通过培养积极和愉快的游戏体验,帮助玩家形成持久的社交联系和记忆。通过分享经验,玩家可以在困难的情况下建立紧密的联系并相互支持。网络游戏使从未见过面的人建立起牢固而有意义的友谊。玩家在招募团队成员时可能会一丝不苟,以确保他们是熟练的、友好的、值得信赖的,并能增强他们的游戏体验。
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引用次数: 0
A Study Exploring Different Modalities to Integrate Learning Objectives in Games 探索游戏中整合学习目标的不同模式
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-21 DOI: 10.4018/ijgbl.330427
Andreea Molnar, Patty Kostkova
This research aims to provide further insight on how to design effective educational games by exploring whether the integration of educational content through game mechanics, text, or a combination of both text and game mechanics is more effective in teaching the learning outcomes in games. The results of the study show that all three methods led to information assimilation. The study showed that the participants did not necessarily learn better through a combination of text and game mechanics as compared with those who were exposed to learning objectives integrated into the game only through text or game mechanics. Some learning objectives were better learned when they were integrated through text while others through game mechanics.
本研究旨在通过探索通过游戏机制、文本或文本与游戏机制的结合来整合教育内容是否更有效地在游戏中教授学习成果,从而进一步了解如何设计有效的教育游戏。研究结果表明,这三种方法都导致了信息同化。研究表明,与那些只通过文本或游戏机制学习目标的参与者相比,通过文本和游戏机制的结合,参与者不一定学得更好。有些学习目标是通过文本整合的,有些是通过游戏机制整合的。
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引用次数: 0
Designing Serious Games for Senior Executive Strategic Decision Making 为高管制定战略决策设计严肃游戏
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-29 DOI: 10.4018/ijgbl.329221
K. McKay, Tejpavan Gandhok, Darshi Shah
Senior executive strategic decision making is a prized skill. The analysis of available literature yields three key conclusions: i) strategic decision-making skills, especially in high complexity and ambiguity leverage ‘adaptive expertise' which is very different from the dominant discourse on narrow domain ‘expert performance;' ii) unlike focused skills which can be developed by concentrated, high repetition practice, adaptive expertise requires higher order meta-cognitive skills in addition to wide domain knowledge and managerial skills. Third, emerging literature suggests serious games can help to improve capabilities in decision making and cognitive skill, but there is a limited range of games or research explicitly focused on strategic decisions, while there is extensive body of knowledge on such simulations and measures for in-the-moment type decisions. The authors propose several frameworks and design requirements incorporating three levels of skills including higher cognition.
高级管理人员的战略决策是一项宝贵的技能。对现有文献的分析得出了三个关键结论:1)战略决策技能,特别是在高复杂性和模糊性的情况下,利用“适应性专业知识”,这与狭窄领域“专家绩效”的主导话语非常不同;2)与可以通过集中、高重复练习培养的专注技能不同,适应性专业知识除了需要广泛的领域知识和管理技能外,还需要更高阶的元认知技能。第三,新兴文献表明,严肃游戏有助于提高决策能力和认知技能,但明确关注战略决策的游戏或研究范围有限,而这类模拟和即时决策测量的知识体系却非常广泛。作者提出了几个框架和设计要求,包括三个层次的技能,包括更高的认知。
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引用次数: 0
The Quest for Motivation 寻找动力
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.4018/ijgbl.287825
Studies have shown Tabletop Role Playing Games (TRPGs) to be effective motivational learning tools that can be utilized in various subject matters. However, limited research has analyzed the elements within TRPGs that enable them to provide motivation to the users. As such, this study conducted an in-depth examination of the elements of TRPGs through the perception of players. Self-determination theory helped frame the study, while the Generic Qualitative Inquiry approach was used for the methodology. Semi structured interviews were conducted with six participants. Data revealed several themes that aligned with the motivational frame related to competency, relatedness, and autonomy. The findings indicate the importance of the roleplaying element and the connection between the player and their in-game character, as well as the effect choices within the game have on the players and other elements of TRPGs. Implications regarding design of TRPGs as learning tools are discussed.
研究表明,桌面角色扮演游戏(trpg)是一种有效的动机学习工具,可以用于各种主题。然而,有限的研究分析了trpg中使它们能够为用户提供动机的元素。因此,本研究通过玩家的感知对trpg的元素进行了深入的检查。自决理论帮助构建了研究框架,而一般定性调查方法被用于方法论。对六名参与者进行了半结构化访谈。数据揭示了与能力、相关性和自主性相关的动机框架一致的几个主题。这些发现表明了角色扮演元素的重要性,以及玩家与游戏角色之间的联系,以及游戏中的选择对玩家和其他trpg元素的影响。讨论了trpg作为学习工具的设计意义。
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引用次数: 0
Examining Students’ Perceived Competence, Gender, and Ethnicity in a Digital STEM Learning Game 在数字STEM学习游戏中检验学生的感知能力、性别和种族
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-01 DOI: 10.4018/ijgbl.294013
The present study explores how gender, ethnicity, and performance-based perceived competence impact students’ learning, performance, and enjoyment from playing a digital STEM learning game. We had 199 9th-11th grade students play a 2D digital STEM learning game across six science classes. Based on the results of demographic surveys, matched pretests and posttests, and satisfaction questionnaires, we found no interaction between gender and ethnicity for performance-based perceived competence, performance, and enjoyment. We found a significant difference between males and females in performance-based perceived competence and in-game performance both favoring males over females. Among ethnic groups, we found a significant difference with in-game performance favoring White and Hispanic students over Black/African American students. However, the differences in gender and in ethnicity were insignificant once we controlled for both perceived competence and pretest scores. This supports the idea that neither race nor gender truly influence one’s ability to perform in digital learning games.
本研究探讨了性别、种族和基于表现的感知能力如何影响学生的学习、表现和玩数字STEM学习游戏的乐趣。我们让199名9 -11年级的学生在6个科学课上玩一个2D数字STEM学习游戏。根据人口统计调查的结果、匹配的前测和后测以及满意度问卷,我们发现性别和种族在基于表现的感知能力、表现和享受方面没有相互作用。我们发现男性和女性在基于表现的感知能力和游戏内表现方面存在显著差异,这两者都倾向于男性而非女性。在种族群体中,我们发现白人和西班牙裔学生在游戏中的表现明显优于黑人/非裔美国学生。然而,一旦我们控制了感知能力和测试前得分,性别和种族的差异就微不足道了。这支持了种族和性别都不会真正影响一个人在数字学习游戏中的表现的观点。
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引用次数: 0
Positive Effect of a Motor Intervention Program With Exergames 运动游戏干预计划的积极作用
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-10-01 DOI: 10.4018/ijgbl.2020100104
P. Medeiros, É. Felden, M. Zequinão, Paola Cidade Cordeiro, Kamyla Thais Dias de Freitas, J. O. Libardoni dos Santos, F. Cardoso
The objective this article is to verify the effects of an intervention program with exergames on the motor performance of children aged 8 to 10 years. The study included 64 children divided into experimental group and physical education group. The motor intervention used in this study was an exergame program with 18 sessions lasting 45 minutes each, twice a week. To evaluate motor performance before and after the intervention, the authors used the Test of Gross Motor Development - Second Edition (TGMD-2). This study showed a positive effect on the motor performance of children ages 8 to 10 years. However, no significant differences were found in relation to the effect of exergames intervention in the experimental group when compared to the physical education group that participated in PE classes. The results of this study indicate that exergames are effective tools for the significant improvement of motor skills.
本文的目的是验证运动游戏干预方案对8至10岁儿童运动表现的影响。研究对象为64名儿童,分为实验组和体育课组。在这项研究中使用的运动干预是一个运动项目,有18个疗程,每次45分钟,每周两次。为了评估干预前后的运动表现,作者使用了大肌肉运动发展测试-第二版(TGMD-2)。这项研究表明,它对8至10岁儿童的运动表现有积极的影响。然而,与参加体育课的体育组相比,实验组的运动干预效果没有显着差异。本研究结果表明,运动游戏是显著提高运动技能的有效工具。
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引用次数: 4
Can Video Gameplay Improve Undergraduates' Problem-Solving Skills? 视频游戏能提高大学生解决问题的能力吗?
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-04-01 DOI: 10.4018/ijgbl.2020040102
Benjamin Emihovich, N. Roque, Justin R. Mason
In this study, the authors investigated if two distinct types of video gameplay improved undergraduates' problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game- based learning are discussed.
在这项研究中,作者调查了两种不同类型的视频游戏是否能提高大学生解决问题的能力。两组学生参与者被招募来玩角色扮演电子游戏(魔兽世界;实验组)或大脑训练电子游戏(CogniFit;对照组)。研究人员测量了参与者在20小时的视频游戏前后解决问题的能力。在这项研究中,有两种方法被用来评估解决问题的能力,河内塔和PISA问题解决测试。河内塔测试测试了问题解决技能的规则应用部分,而PISA问题解决测试测试了问题解决技能从视频游戏到测试新场景的转移。两组在解决问题的方法上没有发现显著差异。讨论了基于游戏的学习对未来研究的启示。
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引用次数: 4
DICE
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-04-01 DOI: 10.4018/ijgbl.2020040103
Damien Djaouti
This article deals with serious game design methods. More specifically, it focuses on the following question: is there any universal series of steps to design a serious game? Or is the availability of several different design methods unavoidable? To try to answer this question, we will study a corpus of ten design methods suited to Serious Games. Most of these theoretical tools are coming from or aimed to industry professionals. This literary review will allow us to perform a comparative analysis over the various steps used by these methods, in order to build a generic model for the design process of Serious Games: the Design / Imagine / Create / Evaluate (D.I.C.E.) model.
本文讨论的是严肃的游戏设计方法。更具体地说,它关注以下问题:是否存在设计严肃游戏的通用步骤系列?或者几种不同设计方法的可用性是不可避免的?为了回答这个问题,我们将研究适合严肃游戏的10种设计方法。这些理论工具大多来自或针对行业专业人士。这篇文献综述将让我们能够对这些方法所使用的不同步骤进行比较分析,从而为严肃游戏的设计过程建立一个通用模型:设计/想象/创造/评估(D.I.C.E.)模型。
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引用次数: 5
DOMEGO
IF 1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 1900-01-01 DOI: 10.4018/ijgbl.2021040102
F. Taillandier, Alice Micolier, G. Sauce, M. Chaplain
Construction project is a major learning of the civil engineering educational program. However, the related knowledge is difficult to apprehend and assimilate during lectures since it is theoretical and practical work or tutorials on the subject are scarce. To address this issue, the authors developed DOMEGO, a game for teaching construction projects to civil engineering students. This board game aims to provide students with active and experiential learning of the key issues of a construction project. In the game, each player embodies a stakeholder of a construction project and must carry out the project while meeting her/his objectives. DOMEGO has been successfully integrated into an instructional setting of undergraduate students in Civil Engineering at the University of Bordeaux and Polytech, Nice Engineering School. Student feedback collected in the post-game survey was very positive. However, a more thorough analysis with a real evaluation protocol would be necessary to validate the game interest to teach construction project.
建筑工程是土木工程专业的一门专业学习教育课程。然而,相关的知识很难在课堂上理解和吸收,因为它是理论和实践的工作,或者是关于这个主题的教程很少。为了解决这个问题,作者开发了DOMEGO,这是一个向土木工程专业学生教授建筑项目的游戏。这个棋盘游戏的目的是为学生提供主动和体验式学习的关键问题的建设项目。在游戏中,每个玩家扮演一个建筑项目的利益相关者,必须在实现自己目标的同时实施项目。DOMEGO已经成功地融入了波尔多大学和尼斯工程学院土木工程专业本科生的教学环境。在赛后调查中收集到的学生反馈非常积极。然而,为了验证游戏对教学建设项目的兴趣,更彻底的分析和真正的评估协议是必要的。
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引用次数: 0
期刊
International Journal of Game-Based Learning
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