A systematic literature review of games-based learning empirical evidence in primary education

Hainey, Thomas; Connolly, Thomas; Boyle, Elizabeth; Wilson, Amanda; Razak, Aishah Abdul

doi:10.1016/j.compedu.2016.09.001

Cited by 334 publications

(267 citation statements)

References 32 publications

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“…The use of games in the classroom has developed at a quickening pace since the 1990s but has attracted more attention recently as pedagogical methodologies have evolved and particularly even more so around business education (Greco, Baldissin, & Nonino, 2013;Hainey, Connolly, Boyle, Wilson, & Razak, 2016). Games may be used in combination with any other pedagogy to enhance its effectiveness defined as:…”

Section: Introduction the Growth Of Entrepreneurial Thinkingmentioning

confidence: 99%

Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

McDonald

2017

IJELL

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Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners: The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research A comparative study between different high school grades and genders as well as between different countries or cultures.

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Section: Introduction the Growth Of Entrepreneurial Thinkingmentioning

confidence: 99%

Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

McDonald

2017

IJELL

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“…Ερευνητές σημειώνουν επίσης τη διευκόλυνση δημιουργίας υποθέσεων, ελέγχου τους και εξαγωγής συμπερασμάτων, καθώς την προώθηση και την ανάπτυξη της κριτικής σκέψης (Bottino et al, 2007;Lowrie, 2005). Τέλος, αξίζει να σημειωθεί ότι σε συστηματικές ανασκοπήσεις τη βιβλιογραφίας, σε ένα σύνολο 259 εμπειρικών μελετών, από το 2000 έως το 2014, μόλις 16 βρέθηκε να αφορούν τα μαθηματικά και μάλιστα σε όλες τις εκπαιδευτικές βαθμίδες Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012;Hainey, Connolly, Boyle, Wilson, & Razak, 2016). Αρκετές μάλιστα, είχαν είτε μικρό δείγμα (Bai, Pan, Hirumi, & Kebritchi, 2012) είτε απουσίαζε ομάδα ελέγχου (Vogel, Vogel, Cannon-Bowers, Bowers, Muse, & Wright, 2006).…”

Section: εισαγωγήunclassified

Ψηφιακά Εκπαιδευτικά Παιχνίδια, Μαθηματικά Και Μαθητές Του Δημοτικού. Αποτελέσματα Από Πιλοτικό Πρόγραμμα

Φωκίδης¹,

Παχίδης²

2017

Ανοικτή Εκπαίδευση

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The study presents the results of a pilot project in which digital games were used for teaching units from the mathematics' course to fourth-grade primary school students. In general, Mathematics is not an easy teaching subject; students do face quite a lot of problems. On the other hand, digital games are highly compatible to students' mentality and skills. Indeed, the relevant literature suggests multiple benefits for students when using digital games for teaching a wide range of learning subjects, Mathematics included. By exploring and experimenting in the game students can discover useful mathematical relations and strategies, and learn new concepts and rules. The development of mathematics-related skills, problem-solving skills, understanding of abstract mathematical concepts, increase in students' motivation as well as their interest in the subject matter of Mathematics, and the improvement of communication and collaboration between students and teachers were also reported. On the other hand, the educational potential of digital games with regard to Mathematics is still understudied. Having that in mind, a pilot project was designed and implemented having as a target group fourth-grade primary school students (ages 9-10). The units that were selected were related to decimal and compound numbers. The teaching method was based on constructivism and specifically on Driver-Oldham's teaching model. The games were developed by the class's teacher using Microsoft's Kodu Game Lab. The learning outcomes were compared to two other groups of students. In the first, students worked in groups, while in the second, the teaching was conventional. A total of 63 students participated in the study and the project lasted for four two-hour sessions (for each group of students). The main research question was whether the use of digital games for teaching the previously mentioned subjects yields better learning outcomes compared to other more conventional teaching methods. The attitude of students towards the digital games, as well as the time needed for their development, were also examined. Research data were collected using questionnaires and evaluation sheets. Results indicated that the students in the games group outperformed, in most cases, the students that were taught conventionally, but not the students who worked in groups. The views of students for the games was highly positive and no problems were reported. Also, the time needed for the development of the games raised questions whether an amateur (as was the teacher who developed the games) can cope with such a task. Although the results are in agreement with previous studies that indicated that conventional teaching is not an effective method, they also emphasize the need to further investigate the use of digital games. It is also suggested that the integration of educational games for teaching mathematics in primary school can be considered. For that matter, software engineers have to develop easier-to-use tools for the development of games. More important...

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“…Were used in its development images with great detail, in order to encourage users to pay attention and stay focused on the details [28]. Were created numbers (1, 2, 3, 4, 5, 6) in the colours: black, blue, green, purple, red and yellow; These have as their purpose the learning and interpretation of numbers [29]. Were also created circles in colors: black, green, purple, Orange, pink, yellow, gray, Brown, greenish-yellow, magenta, blue and red.…”

Section: The Trainbrainmentioning

confidence: 99%

TrainBrain: A Serious Game for Attention Training

Fontana¹,

Gregorio²,

Colussi³

et al. 2017

IJCA

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Attention deficits can be caused by many factors and can arise from infancy to aging. An alternative to treatment is attention training with the use of electronic games. The emergence of new mobile applications for the training of attention aims to enhance the motivation of participants and, thus, increase adherence in treatment. This work aims to present the development of the serious TrainBrain game for attention training. The game aims to minimize the effects of the decline of attention, through training that can be applied to any individual. HTML5, CSS3 style sheets, JavaScript, jQuery library and framework PhoneGap were used for the development. An evaluation of the usability of the game was conducted with 30 users and the results pointed out that the usability aspects of the game were satisfactory.

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A systematic literature review of games-based learning empirical evidence in primary education

Cited by 334 publications

References 32 publications

Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

Ψηφιακά Εκπαιδευτικά Παιχνίδια, Μαθηματικά Και Μαθητές Του Δημοτικού. Αποτελέσματα Από Πιλοτικό Πρόγραμμα

TrainBrain: A Serious Game for Attention Training

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