A Game-based learning system for improving student's learning effectiveness in system analysis course

Cheng, Ching‐Hsue; Su, Chung-Ho

doi:10.1016/j.sbspro.2011.12.122

Cited by 87 publications

(43 citation statements)

References 18 publications

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“…In parallel with these results, the studies by Bakar et al (2009), Cheng & Su (2012, Dumitrache et al (2011), Emin-Martines & Ney (2013, Holmes (2011), Pivec & Kearney (2007, and Rossiou & Papadakis (2007) revealed that educational games promoted motivation and that students had positive attitudes toward such games. In addition to these findings in the literature, Frossard et al (2011) also found that GBL increased creativity, improved collaboration and Egenfeildt-Nielsen (2006) stated that the use of GBL boosted students' creativity and active learning.…”

Section: Discussionmentioning

confidence: 58%

“…The studies in the literature prove that games are frequently used in education (Anderson et al, 2009;Bakar et al, 2008;Becker & Jacobsen, 2005;Cheng & Su, 2012;Cherney & London, 2006;Dumitrache et al, 2011;Dwyer, 2007;Emin-Martinez & Ney, 2013;Frossard et al, 2011;Holmes, 2011;MeletiouMavrotheris & Mavrotheris, 2012;Pivec & Kearney, 2007;Proctor & Marks, 2013;Rossiou & Papadakis, 2007;Tham & Tham, 2012;Yien, Hung, Hwang, & Lin, 2011). The literature review of the studies regarding education games shows that the available studies are mostly focus on the application and use of technology-supported games (Varışoğlu, Şeref, Gedik, & Yılmaz, 2013).…”

Section: Using Gbl In Teacher Education In a Prwi Coursementioning

confidence: 99%

“…Games are a source of motivation for learning and completing activities (Brooker, 2000;Divjak & Tomic, 2011;Gee, 2009;Jan, 2013;Pivec & Kearney, 2007;Pivec et al, 2011;Thomas & Brown, 2011). Games provide opportunities for self-learning, ongoing interaction, and feedback, which can, in turn, arouse further interest and motivation (Cheng & Su, 2012). Furthermore, when games are used in classrooms, learners' self-efficacy levels increase, helping them not only to increase their pattern recognition and response skills, but also to develop positive attitudes toward learning (Squire, 2006).…”

mentioning

confidence: 99%

“…Nowadays, GBL has caught the attention of educators at all levels (Frossard, Barajas, Alcaraz-Domínguez, Trifonova, & Quintana, 2011) with GBL environments being used very successfully in formal education (Liao, 2011). The studies in the literature illustrate that games are frequently used in education (Anderson et al, 2009;Bakar, Tüzün, & Çağıltay, 2008;Becker & Jacobsen, 2005;Cheng & Su, 2012;Cherney & London, 2006;Dumitrache, Logofatu, & Almasan, 2011;Dwyer, 2007;Emin-Martinez & Ney, 2013;Frossard et al, 2011;Holmes, 2011).…”

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confidence: 99%

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Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

2015

EDUC SCI-THEOR PRACT

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The aim of this study was to explore pre-service teachers' perceptions on the use of game-based learning in a Primary Reading and Writing Instruction Course. A mixed method research was used in the study. Participants were composed of a total of 189 pre-service teachers taking the Primary Reading and Writing Instruction course during the fall term of the 2013-2014 academic year. After a 12-week teaching period, the data regarding preservice teachers' views were collected by means of a questionnaire and semi-structured interviews. While the descriptive analysis technique, including the presentation of data in terms of frequency (f) and percentages (%), was used for the quantitative data, the qualitative data analysis was completed progressively over three phases: (1) data reduction, (2) data display, and (3) conclusion drawing. The results of both the qualitative and quantitative data revealed that pre-service teachers held positive opinions toward the use of game based learning scenarios in Primary Reading and Writing Instruction courses. Moreover, according to the results, the preservice teachers stated that their knowledge related to primary reading and writing instruction was enhanced as a result of the game based activities. On the other hand, the challenge most frequently experienced by the pre-service teachers included feeling anxious about the possibility of failing to design both an age-and contentappropriate game.

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Section: Discussionmentioning

confidence: 58%

Section: Using Gbl In Teacher Education In a Prwi Coursementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

2015

EDUC SCI-THEOR PRACT

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“…In recent years, many educators have used gamification methods to engage students in a variety of disciplines. [22][23][24][25] By thinking like a gamer, the educator can use digital technology to make seemingly mundane tasks more enjoyable. 12 Coined "the game layer," overlaying game mechanics to learning tasks makes them more compelling, thrilling, and even consequential.…”

Section: Gamification: An Appeal To Students With Asdmentioning

confidence: 99%

Using an AR Drone Lab in a Secondary Education Classroom to Promote Quantitative Research

Clever

Brown

Kapila

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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tinguished Teaching Award at NYU. In 2004, he was selected for a three-year term as a Senior Faculty Fellow of NYU Tandon's Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 8 chapters in edited books, 1 book review, 55 journal articles, and 126 conference papers. He has mentored 1 B.S., 17 M.S., and 4 Ph.D. thesis students; 31 undergraduate research students and 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school student researchers; and 18 undergraduate GK-12 Fellows and 60 graduate GK-12 Fellows. Moreover, he directs K-12 education, training, mentoring, and outreach programs that enrich the STEM education of over 1,500 students annually.

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Experiences of using a game for improving learning in software requirements elicitation

García

Pacheco

León

et al. 2018

Comp Applic In Engineering

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Many recent studies have demonstrated that the traditional methods used in teaching software requirements elicitation are ineffective because they frequently produce unskilled graduates who are inappropriately trained to apply their practical knowledge in the workplace. Therefore, the combination of traditional teaching approaches and modern learning tools has been used to better prepare undergraduate students. Biyubi is a game that has been developed to complement traditional teaching in order to facilitate the learning of requirements elicitation activities on an undergraduate Software Engineering course. Biyubi provides a simulated environment for students so that they can explore, analyze, and discover the wishes and needs of the correct stakeholders. This game has been tested and validated by undergraduate students from the NovaUniversitas University, Mexico. The use of Biyubi achieved an increase in the motivation, satisfaction, and learning experience of students in requirements elicitation. The game has the potential to better explain the proper use of a requirements elicitation technique while the technical skills of the students are also improved.

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A Game-based learning system for improving student's learning effectiveness in system analysis course

Cited by 87 publications

References 18 publications

Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

Using an AR Drone Lab in a Secondary Education Classroom to Promote Quantitative Research

Experiences of using a game for improving learning in software requirements elicitation

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