Adaptation of Environmental Anticipation in Educational Computer Game

Diah, Norizan Mat; Ismail, Muhammad Hussain; Ahmad, Suzana; Mahmud, Mohd Izwan

doi:10.1016/j.sbspro.2012.04.168

Cited by 6 publications

(12 citation statements)

References 2 publications

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“…This category includes a variety of different types of games, ranging from simulation for use in medical training (Monteiro et al 2011) and collections of mini-games designed to teach a specific element (Garcia and Pacheco 2013) to exploration games where the player is offered a world to explore (Diah et al 2012).…”

Section: Game Typementioning

confidence: 99%

“…The majority of papers within this table dealt with educational games (E) ( Vrugte et al 2017;Diah et al 2012;Monteiro et al 2011;Norton et al 2008). Many appear to have been designed exclusively for the research study, e.g.…”

Section: Game Typementioning

confidence: 99%

“…However, some commercial games (C) were used to achieve research aims (Shahriarpour 2014; Lin and Lin 2014; Boutsika 2014), either adapted using packaged tools to better fit the needs of the classroom, or presented as is, e.g. use of SimCity (Lin and Lin 2014) to investigate which elements of the game were stimulating Neville et al 2009;ter Vrugte et al 2017;Diah et al 2012;Monteiro et al 2011). Studies using these kinds of games include an investigation into the effect of embedding concept maps which utilised desktop systems with 11-year-old pupils (Hwang et al 2013) and discussion on the development and deployment of a game to teach resuscitation as part of a university course (Monteiro et al 2011).…”

Section: Game Typementioning

confidence: 99%

“…(Kiger et al 2012). The final category was a small number of purely theoretical papers (ter Vrugte et al 2017;Diah et al 2012;Boutsika 2014;Monteiro et al 2011;Norton et al 2008), where no intervention was performed; however, new ideas were proposed that may form a basis for future studies; e.g. one paper discussed creation of a recycling themed educational game, without data to demonstrate its effectiveness (Diah et al 2012).…”

Section: Game Typementioning

confidence: 99%

“…Many papers addressed primary age (5-11) students (Baytak and Land 2011; Shafie and Ahmad 2010; So 2012; Garcia and Pacheco 2013;Hwang et al 2013;Hwang et al 2015;Khamparia and Pandey 2018;Wang et al 2018;Yang et al 2010;Kiger et al 2012;Su and Cheng 2013;Diah et al 2012); these included examples that may address the entire primary spectrum (So 2012) or targeting a particular year group, e.g. aged 10-11 (Hwang et al 2013).…”

Section: Settingmentioning

confidence: 99%

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Student-centred digital game–based learning: a conceptual framework and survey of the state of the art

2019

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Student-centred learning forms a major driver behind educational policy and practice in the modern day. With a drive towards embracing the possibilities of technology within the classroom, especially digital video games, it is vital to have an understanding of where such games are delivering and where their potential has yet to be explored. With this in mind, it is important to survey the existing literature to establish the level to which the promise of studentcentred learning is being delivered through digital video games. This study presents a conceptual framework based upon a systematic literature review of developments in studentcentred digital game-based learning, and seeks to establish the extent to which all tenets of student-centred learning and principles of digital game-based learning are embraced within such applications. A thematic analysis identifies the common themes of game and intervention design while integrating and conceptually linking the key concepts of student-centred learning and digital game-based learning. This leads to the development of a conceptual framework allowing classification of the literature according to common themes. Inclusion criteria include the presence of student-centred learning concepts, with a game-based focus including specifically digital video games. Inclusion was limited to papers published since 2007. The literature analysis identifies a number of themes; these were primarily the types of player engagement: single player, mixed and multiplayer, along with principles of game design and the key tenets of student-centred learning. A preponderance of games and interventions utilising single player experiences and focusing on implementing the active learning tenet of studentcentred learning were observed. Areas relating to multiplayer engagements and the social aspects of student-centred learning such as mutual respect receive comparatively less attention in games and research. In order to fully embrace the possibilities offered by student-centred digital game-based learning, it is important not to neglect lessons learned in the development

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Section: Game Typementioning

confidence: 99%