{"title":"Using Gamification to Improve Literacy Skills","authors":"Jamie Mahoney, K. M. Buttrey","doi":"10.4018/978-1-7998-7271-9.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch015","url":null,"abstract":"Students in the 21st century are learning by doing and playing. Teachers need to incorporate technology into everyday tasks. Games assist students in the learning process. Once students have learned a task through the playing process, they will remember this much easier and longer than simply doing a worksheet. Research shows students enjoy interactive and engaging activities and will choose these types of activities over pencil and paper types of activities. Teachers must prepare students for the future which involves more critical thinking and technological types of skills. Traditional teaching methods and styles have underused technology tools and pedagogical methods. The 2020 Covid pandemic and remote learning delivery style assisted teachers in developing new tools and methods to reach and teach all students with various and diverse needs.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"62 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":"114336495","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":"Acquiring Problem-Solving Skills Through Coding Games in Primary School","authors":"Gaia Lombardi","doi":"10.4018/978-1-7998-7271-9.ch035","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch035","url":null,"abstract":"Play is a spontaneous and free activity of the child and its role in learning processes has been recognized by pedagogical studies from Piaget onwards. Game-based learning places the pupil at the center of the teaching-learning process, creating a motivating and challenging environment in which the pupil can learn freely, proceeding by trial and error, learning to evaluate their choices and those of other players and monitor a number of variables. Game-based learning therefore stands as an individualized and inclusive learning environment, which allows all students to achieve maximum educational success. In more recent years, the spread of online games, the use of coding as a teaching tool, and distance learning experiences have contributed to spreading game-based didactics. In this chapter, the author proposes a path of coding games for the development of problem solving in primary school with interdisciplinary links and to the mathematics curriculum.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"219 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":"115826318","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":"Game-Based Pedagogy","authors":"Carol-Ann Lane","doi":"10.4018/978-1-7998-7271-9.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch014","url":null,"abstract":"Interpretations of the cultural meanings made by each of the boys in the study, based on their individual unique experiences engaging with video games, can provide readers with insights into how to approach adolescent aged boys' literacy development through game-based pedagogy. In this chapter the author describes how these four boys developed their multimodal ways of learning by engaging with visual perspectives of video games. The methodological approach documented what boys are saying, as much as possible, which is currently understudied in the literature surrounding boys and their video gaming practices. This chapter addresses some boys' out-of-school video gaming practices for meaning-making and gaining cultural knowledge. Studying the ways in which boys make meanings through multimodal ways of learning can offer insights into strategies for cyber culture that can potentially reinvent traditional literacy pedagogical boundaries and establish new ways and practices for building knowledge.","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":"115639837","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":"Game-Based Pedagogy and Learner Identity Development","authors":"Fritz Ngale Ilongo","doi":"10.4018/978-1-7998-7271-9.ch031","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch031","url":null,"abstract":"This chapter explores the potentially negative and positive impacts of game-based pedagogy on personality development. The methodology of this chapter is qualitative basic research, while the theoretical framework is critical theoretical analyses, articulated around psychodynamic theory, analytic psychology, and positive psychology. The negative view of game-based personality development presupposes ‘learners for technology' or the pessimistic view, while the positive view of game-based personality development considers ‘technology for learners' as being a perspective which facilitates media literacy, higher order thinking, higher emotional intelligence, and pro-social behaviors. The conclusion is that the positive view of game-based personality development would facilitate learners' effective and efficient acquisition of 21st century literacy skills, that is, information literacy, media literacy, and technology literacy.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"39 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":"128341876","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":"The Application of AI Teachers in Facilitating Game-Based Literacy Learning","authors":"Yixun Li, Lingjie Zou","doi":"10.4018/978-1-7998-7271-9.ch020","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch020","url":null,"abstract":"This chapter discusses the theoretical frameworks for artificial intelligence (AI) teachers and how AI teachers have been applied to facilitate game-based literacy learning in existing empirical studies. While the application of artificial intelligence (AI) in education is a relatively emerging research area, it has received increasing attention in the scientific community. In the future, AI teachers are likely to be able to serve as powerful supplementary tools in classroom teaching in support of human teachers. The main goal here is to provide the readers with new insights on promoting game-based literacy learning from the perspectives of AI teachers. To this end, the authors introduce the readers to the key concepts of AI teachers, the merits and demerits of AI teachers in education, scientific research on AI teachers in literacy learning, and some highlighted examples of AI teachers in literacy classrooms for practical concerns.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"131 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":"122489639","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 Storyworlds","authors":"Karen Le Rossignol","doi":"10.4018/978-1-7998-7271-9.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch016","url":null,"abstract":"The digital storyworld model is conceptualised in this chapter as an innovative digital storytelling that incorporates both transmedia and meaning-making narrative approaches. Working with Aristotelian story elements in a non-linear digital series of mini-worlds, the higher education narrator-as-learner enters real-world situations mirrored in a fictional and fragmented environment. The model encourages a playful engagement in the experiential learning process through a range of points of view, encouraging empathy for differing perspectives that are transferable to real-life environments.","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":"125027014","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":"Gamification, Learning, and the Acquisition of 21st Century Skills Amongst Malaysian Law Students","authors":"Joaquim Dias Soeiro, Puteri Sofia Amirnuddin","doi":"10.4018/978-1-7998-7271-9.ch025","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch025","url":null,"abstract":"The diversification of pedagogic tools remains essential for a fruitful learning experience among the Gen Z students by embedding technology such as gamification in learning. Recent literature has discussed the acquisition of 21st century skills and the educational challenges generally faced by Asian students due to their cultural traits. Against this background, the findings of this study open reflections relating to the benefit of gamification in acquiring 21st century skills. The objective of this chapter is to identify whether gamification is a suitable pedagogic tool among Malaysian law students in order to support the acquisition of 21st century skills. The respondents are from Year 1 and Year 2 of a three-year Bachelor of Laws degree with the majority being Malaysian students. The data collected showed that gamification helps in the acquisition of 21st century skills. Evidently, it showed that gamification can be a suitable alternative pedagogic tool to support the students to learn skills such as critical thinking, creativity, innovation, leadership, or communication.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"8 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":"132978439","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":"Students as Gamers","authors":"Polat Sendurur, Emine Şendurur","doi":"10.4018/978-1-7998-7271-9.ch044","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch044","url":null,"abstract":"Games have been considered as an important part of child development and can roughly be defined as fictional structures with certain rules to be followed to achieve certain goals. Modern games (ex. Minecraft) sometimes require quite sophisticated skills to move on, and these skills mostly match up with 21st century skills. From this perspective, this chapter tries to explain the relationship between 21st century skills and game playing skills, the design thinking approach where students are game designers, coders, and players.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"67 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":"127579453","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}
M. Samsudin, Goh Kok Ming, N. Ahmad, Yogendran Abrose
{"title":"Levelling Up Primary School Students' 21st Century Skills Through Minecraft-Game-Based Learning","authors":"M. Samsudin, Goh Kok Ming, N. Ahmad, Yogendran Abrose","doi":"10.4018/978-1-7998-7271-9.ch038","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch038","url":null,"abstract":"The aim of this study was to investigate the effectiveness of Minecraft-game-based learning towards on 21st century skills among primary school students. This study employed quasi-experimental methodology. The dependent variable of this study was the 21st century skills. During Minecraft-game-based learning session, students were given the opportunity to build and recreate a world based on certain themes inside Minecraft world based on their creativity and imagination. The session involved a learning process of different skills and knowledge relevant to school and real world which was imitate inside the Minecraft world. The result shows that the intervention of Minecraft-game-based learning is effective in enhancing and retaining the 21st century skills among students. The implication of the study suggests that the functionality of Minecraft as a digital learning tool should be promoted as it involves students to work in a team to solve problems and have fun while acquiring and sharpening the students' 21st century skills.","PeriodicalId":355025,"journal":{"name":"Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning","volume":"37 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":"131360424","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}
Annesha Biswas, Tinanjali Dam, J. V. Kureethara, Sankar Varma
{"title":"Political Economy Inside the Strategy of Line Game","authors":"Annesha Biswas, Tinanjali Dam, J. V. Kureethara, Sankar Varma","doi":"10.4018/978-1-7998-7271-9.ch042","DOIUrl":"https://doi.org/10.4018/978-1-7998-7271-9.ch042","url":null,"abstract":"In today's world, the concept of the game and game theory is turned into new methods of knowing and understanding some of the human behaviours followed by society. In the 21st century, behavioural economics plays a major role in understanding the concept of the `line' game and hence the strategies followed by it. It is a country game played in many parts of India. It is a two-person game with very simple rules and moves. It can be played indoors. Students play the game during the break-outs. The game keenly and minutely determines the objectivity of the game and the behaviour of the players involved inside the game and the way one starts moving helps the other players to understand what one is trying to portray through the game whether it is winning or losing. The strategies involved can be put forth and looked upon from different perspectives. Referring to one such perspective, it can be looked at from a concept of Pareto efficiency, a microeconomic concept. It helps develop logical skills and learn winning strategies.","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":"117230841","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}