In recent years, there has been a growing interest in computer games that support learning and teaching. In particular, Serious Games and learning version of existing games were pointed out in many works that they succeeded in improving student motivation, increase students' desire to learn and make learning more enjoyable. However, a little of works have examined the impact of these types of learning games on students' level of knowledge and students' satisfaction. Thereafter, this work study the impact of Serious Games and learning version of existing computer games on the level of knowledge and satisfaction of students. Furthermore, this work conducts a comparative effectiveness studies between these two types of learning games. The comparison reveals the effectiveness of serious games in improving students' level of knowledge and the convergence of the two types of learning games in terms of students' satisfactions.
Recently, there has been growing interest in the use of games in education. Educational games have been found to stimulate learners by increasing their motivation and engagement. In addition, educational games could be used for creating the learner model. In fact, these games provide ample opportunities for learner's interactions with the computer which can be exploited for creating a reliable learner model. This paper a presents a survey of the field of learner modeling using educational games, describing the main methods and proposing taxonomy to better organize them. The paper also enumerates several educational games that are suitable for experimentation. This synthesis is expected to not only help the researchers and developers working in this field but also pedagogues and teachers who plan to integrate these approaches in educational context.
Using computer games that support learning and teaching can offer various benefits to learners. The use of learning games can consume the attention of learners and increase their motivation and engagement which can then lead to stimulate learning. In particular, the use of learning versions of existing computer games has been found to have success in improving learners' motivation, increasing their desire to learn and making learning more enjoyable. However, most of the research to date on educational games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about the designing of educational games for learners with special needs. For that, this paper presents a new educational game for deaf learners, called learning version of memory match game for deaf learners. This learning game was specially designed to foster vocabulary acquisition for deaf learners, to engage them, to keep them motivated and to render the learning experience with more fun.
Original Articles Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning 246 Meng-Tzu Cheng, Yu-Wen Lin, Hsiao-Ching She and Po-Chih Kuo Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains 264 Jos e Ram on Calvo-Ferrer Towards a trans-disciplinary methodology for a game-based intervention development process 279 Sylvester Arnab and Samantha Clarke Quality parameterization of educational resources from the perspective of a teacher 313 Stefan Karolč ık, Elena Cipkov a, Milan Veselsk y, Helena Hrubi skov a and M aria Matulč ıkov a Examining a one-hour synchronous chat in a microblogging-based professional development community 332 Fei Gao and Lan Li Assessing the attention levels of students by using a novel attention aware system based on brainwave signals 348 Chih-Ming Chen, Jung-Ying Wang and Chih-Ming Yu The complementary use of audience response systems and online tests to implement repeat testing: A case study 370 Rebecca Stratling Recommending peers for learning: Matching on dissimilarity in interpretations to provoke breakdown 385 Kamakshi Rajagopal, Jan M. van Bruggen and Peter B. Sloep Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment 407
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