Int. J. Game Based Learn.最新文献

{"title":"Case Study 4: Using Game-Based Learning for Induction","authors":"Osman Javaid","doi":"10.4018/IJGBL.2017070111","DOIUrl":"https://doi.org/10.4018/IJGBL.2017070111","url":null,"abstract":"This case study tracks the development of a digital induction resource implementing game elements that focuses on the first two stages of Gilly Salmon's Five Stage Model, namely 'access and motivation' and 'online socialisation' Salmon, 2011. In the summer of 2016, a prototype was developed and presented at the Playful Learning conference, with a view to completing a full evaluation for the next cohort of the programme.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115622024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of Play: Using Play-Doh to Enhance the Student Experience in Bioscience Higher Education","authors":"Gemma Lace-Costigan","doi":"10.4018/IJGBL.2017070103","DOIUrl":"https://doi.org/10.4018/IJGBL.2017070103","url":null,"abstract":"Playful and kinaesthetic learning approaches are used in numerous early years (birth to 5 years old) learning environments, however studies in HE STEM disciplines are uncommon. This study aimed to explore the use of Play-Doh in an undergraduate anatomy module as a method of enhancing engagement. 63 students attended the ‘kinaesthetic play' lecture, where students worked in teams to make a variety of epithelial cell types using Play-Doh. Before and after the activity, students were asked to ‘choose one word to describe how you feel'. Before the activity, 48.3% of responses were negative (E.g. confused, worried, childish). However, after the activity not a single negative response was recorded. 98% of students reported that they enjoyed the activity and 84% reported that the activity increased their understanding. This data suggests a utility for kinaesthetic playful practice in STEM teaching. Overcoming initial student perceptions towards alternative teaching practices is a challenge to be considered during session design.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121058564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Really Happens When Adults Play?: A Call for Examining the Intersection of Psychosocial Spaces, Group Energy, and Purposeful Play","authors":"J. Tyler","doi":"10.4018/IJGBL.2017070101","DOIUrl":"https://doi.org/10.4018/IJGBL.2017070101","url":null,"abstract":"Play is an increasingly popular process for working with groups of adults in a range of contexts. We are increasingly sophisticated in our ability to integrate creative forms of play into our facilitated work with groups, often with excellent outcomes. Experience and research have deepened our understanding of how to design and implement powerful and effective playful scenarios in connection to objectives for adult learning and performance. We are convinced, intuitively and experientially, about the value of play. However, our confidence in the efficacy of play seems not to be matched by clear insights into why and how play actually achieves results. This conceptual article builds a case for the importance of understanding the nature of the influence play has on psychosocial spaces and group energy in the interest of better informing our application of play as a learning intervention. It advocates for designing ways of systematically and qualitatively researching the influence of play as it unfolds in real time. A brief case study of a simple experiment undertaken by the author at a session of the 2016 Playful Learning Conference is described here as a thought-starter for ways we might explore the psychosocial and energetic dynamics fostered when we introduce play as a way of purposefully engaging adult learners.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116909568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meaningful Gamification for Journalism Students to Enhance Their Critical Thinking Skills","authors":"Ling-yi Huang, Y. Yeh","doi":"10.4018/IJGBL.2017040104","DOIUrl":"https://doi.org/10.4018/IJGBL.2017040104","url":null,"abstract":"Training in critical thinking is essential for the professional development of journalism students. To achieve this goal, this study developed a gamified platform and a blended learning curriculum. ...","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125035021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Serious Game Leverages Productive Negativity to Facilitate Conceptual Change in Undergraduate Molecular Biology: A Mixed-Methods Randomized Controlled Trial","authors":"Andrea Gauthier, J. Jenkinson","doi":"10.4018/IJGBL.2017040102","DOIUrl":"https://doi.org/10.4018/IJGBL.2017040102","url":null,"abstract":"We designed a serious game, MolWorlds, to facilitate conceptual change about molecular emergence by using game mechanics (resource management, immersed 3rd person character, sequential level progression, and 3-star scoring system) to encourage cycles of productive negativity. We tested the value-added effect of game design by comparing and correlating preand post-test misconceptions, interaction statistics, and engagement in the game with an interactive simulation that used the same graphics and simulation system but lacked gaming elements. We tested first-, second-, and third-year biology students’ misconceptions at the beginning and end of the semester (n = 526), a subset of whom played either the game (n = 20) or control (n = 20) for 30 minutes prior to the post-test. A 3x3 mixed model ANOVA revealed that, while educational level (first-, second-, or third-year biology) did not influence misconceptions from pre-test to post-test, the intervention type (no intervention, simulation, or game) did (p<.001). Pairwise comparisons showed that participants exposed to the interactive simulation (p = .007), as well as those exposed to the game (p<.001), lost significantly more misconceptions in comparison to those who did not receive any intervention, while adjusting for educational level. A trending difference was found between the simulation group and the gaming group (p = .084), with the gaming group resolving more misconceptions. Quantitative analysis of click-stream data revealed the greater exploratory freedom of the control simulation, with greater accessibility to individuals who do not play games on a regular basis. However, qualitative analysis of gameplay data showed that MolWorlds-players experienced significantly more instances of productive negativity than control-users (p<.001) and that a trending relationship exists between the quality of productively negative events and lower post-test misconceptions (p = .066). KeywoRdS Conceptual Change, Interactive Simulation, Molecular Biology, Productive Negativity, Randomized Controlled Trial, Serious Game","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115110210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Logs Analysis of Adapted Pedagogical Scenarios Generated by a Simulation Serious Game Architecture","authors":"Sophie Callies, Mathieu Gravel, É. Beaudry, J. Basque","doi":"10.4018/IJGBL.2017040101","DOIUrl":"https://doi.org/10.4018/IJGBL.2017040101","url":null,"abstract":"This paper presents an architecture designed for simulation serious games, which automatically generates game-based scenarios adapted to learner's learning progression. We present three central modules of the architecture: (1) the learner model, (2) the adaptation module and (3) the logs module. The learner model estimates the progression of the development of skills targeted in the game. The adaptation module uses this estimation to automatically plan an adapted sequence of in-game situations optimizing learning. We implemented our architecture in Game of Homes, a simulation serious game, which aims to train adults the basics of real estate. We built a scripted-based version of Game of Homes in order to compare the impact of scripted-based scenarios versus generated scenarios on learning progression. We qualitatively analyzed logs files of thirty-six adults who played Game of Homes for 90 minutes. The main results highlighted the specificity of the generated pedagogical scenarios for each learner and, more specifically, the optimization of the guidance provided and of the presentation of the learning content throughout the game.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"45 4-5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133005696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Some Video Games Can Increase the Player's Creativity","authors":"D. Moffat, W. Crombie, O. Shabalina","doi":"10.4018/IJGBL.2017040103","DOIUrl":"https://doi.org/10.4018/IJGBL.2017040103","url":null,"abstract":"It is said that playing video games might make people more creative. There is some evidence of an association, but no so far general theory about any psychological causes, or other key factors. In this study, we test the possibility that different sorts of video games may have different effects, on different types of creativity; or none at all. Three games were tested, including a sandbox and a puzzle game Minecraft and Portal 2, and creativity was measured by the Torrance Tests of Creative Thinking TTCT. The games were hound to have different effects, and on only some measures. We discuss possible accounts for these results, and offer practical suggestions to better control such studies in future. The strongest and most surprising result was that one particular form of creativity, flexibility, was affected much more than others. This finding awaits a theoretical explanation; but in the meantime, the implication is that video games could be used to put students into a more creative state of mind, which may be useful for their learning.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125486808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Gesture-Based Games: An Evolving Classroom","authors":"Alison McNamara","doi":"10.4018/IJGBL.2016100104","DOIUrl":"https://doi.org/10.4018/IJGBL.2016100104","url":null,"abstract":"This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology ICT infrastructure, classroom environments influenced a student's ability to participate and teachers' perspectives impacted upon whether they adopted games into their classrooms. While research has been conducted in relation to training schemes for teachers, it is agreed that they are the main change agents in the classroom. Therefore, this study focuses on the game itself and its design elements that support and enhance mathematics education within the Irish context. Practical guidelines for both the game, school's policies and classroom environments are provided based upon the research for mathematics educators and practitioners of game-based learning strategies in their classrooms.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128719896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gaeilge Gaming: Assessing how games can help children to learn Irish","authors":"G. Dalton, A. Devitt","doi":"10.4018/IJGBL.2016100102","DOIUrl":"https://doi.org/10.4018/IJGBL.2016100102","url":null,"abstract":"In the 2011 census almost one in three Irish teenagers claimed to be unable to speak Irish Central Statistics Office, Ireland, 2012, despite the language being taught daily in school. The challenges facing the Irish language in schools are complex and multifaceted. The research reported here attempts to address some of these challenges by adopting a novel approach to teaching Irish to primary school children using an online detective game. This paper details how a group of 10 year old children n = 17 report their experience of the game, and how this compares to its proposed affordances for language learning. Overall, the children responded very positively, and identified significant motivational factors associated with the game, such as rewards, positive team interactions, challenge and active learning. Their feedback demonstrates that this use of gaming technology has the potential to support children's language learning through creating a language community where users are motivated to use Irish in a meaningful way.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121546504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards a Conceptual Framework of GBL Design for Engagement and Learning of Curriculum-based Content","authors":"Azita Iliya Abdul Jabbar, P. Felicia","doi":"10.4018/IJGBL.2016100106","DOIUrl":"https://doi.org/10.4018/IJGBL.2016100106","url":null,"abstract":"This paper aims to show best practices of GBL design for engagement. It intends to show how teachers can implement GBL in a collaborative, comprehensive and systematic way, in the classrooms, and probably outside the classrooms, based on empirical evidence and theoretical framework designed accordingly. This paper presents the components needed to design an innovative GBL platform, and it describes how to facilitate learning in a gaming environment, sustain continuous learning in the gameplay, and apply the successful methodologies. In this paper, the authors discuss the overall findings of pupils and teacher surveys and classroom observations in the context of primary education pupils ages between eight and twelve. The findings helped with guidelines design instructions of GBL for engagement and learning. By using a game-based approach best practice, teachers can embed gaming and learning principles to create engaging learning experiences.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133226804","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}