An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender, Terence; Arnedo-Moreno, Joan

doi:10.3390/su13126679

Cited by 32 publications

(21 citation statements)

References 119 publications

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“…It facilitates the incorporation of project sustainability thinking and management as an integral and harmonised part of project management teaching. In game-based learning, students can experience situations that are most relevant to learn the topic [68].…”

Section: Practical Implicationsmentioning

confidence: 99%

Game-Based Learning in Project Sustainability Management Education

2021

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Projects and project-based activities account for over 30% of the global GPD and act as significant vehicles in the transition towards a more sustainable future. Sustainability strategies are typically enacted and implemented through projects in project-based organisations and firms. Incorporating sustainability principles into the project, product, and service management processes with successful project decision making is a challenging task and requires new personnel competencies and skills. Project sustainability management education requires the embedding of sustainability principles into project management education in a purposeful, integrative, innovative, and seamless manner. One way to facilitate this process is educational games. Active and experiential teaching methods will enable learning and practising complex project management activities in a simulative environment and are challenging at the same time. To extend knowledge of designing and using educational games for project sustainability management education, we explore the development and use of a novel educational game solution called the Project Business Game. It provides students and teachers with a computer game environment and game-based learning solution in which project planning, stakeholder management, cost management, decision making, and risk management skills can be enhanced by means of experiential, situational, and problem-based learning. The use of the game was explored in the context of educating European students of ‘Junior Expert in Circular Economy’ on a blended learning course in spring 2021. Action design research was applied as a research method. The results describe the requirements and goals for the instruction and the game design process based on these needs and experiences of the implementation. The findings indicate the strong suitability of using game-based learning methods to teach project sustainability management and create positive student experiences of achieving learning goals and improving engagement.

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Section: Practical Implicationsmentioning

confidence: 99%

Game-Based Learning in Project Sustainability Management Education

2021

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“…Furthermore, games can provide challenging experiences that demand players to be continuously committed while providing appropriate feedback to create a sense of competition [54,55]. For example, a recent review suggested that digital games can be used effectively as gameful approaches to language learning [56]. There is also evidence that commercial off-the-shelf action video games (but not other types of games) can improve reading efficiency, even if they do not include any direct orthographic or phonological stimulation [57][58][59].…”

Section: Developmental Dyslexiamentioning

confidence: 99%

Engaging Children in Story Co-Creation for Effective Serious Games

Menestrina¹,

Pasqualotto

Venuti

et al. 2021

Sustainability

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Despite a growing interest in player-centred methods for serious games, little is known on how to achieve this goal in practice when prospective users are children. Foundational questions remain unanswered, such as to which design dimensions children should contribute, and how and when they should be engaged. This paper presents the methods and results of two studies that inspired Skies of Manawak, a game for developmental dyslexia remediation. The first study engaged 60 children (age 8–13) in 15 ideation workshops to highlight the story and aesthetics of the game. The second study engaged 258 children (age 8–11) in the comparative evaluation of the game demo with a commercial cognitive training system. The results proved the importance and complexity of the early involvement of children in design. Children strongly appreciated the demo, particularly the story their peers contributed to shaping. However, this story deviated from their desires in several critical dimensions. It had to reconcile gender stereotypes and the violence embedded in their narratives with the game’s purpose. An apparent conflict between designers and children’s values emerged, supporting the idea that children’s engagement in serious game design requires effective mediation to avoid compromising the purposes they intend to achieve.

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“…This can be done through games, applications or other systems that create a challenge for the users (Hansch, 2015). Exposure to digital games and their surrounding environment has been shown to improve target language acquisition to the point where gamers, on average, have more target language vocabulary than non-gamers (Govender & Arnedo-Moreno, 2021).…”

Section: B Gamification and Edutainmentmentioning

confidence: 99%

Gamification-Based Learning as The Future of Language Learning: An Overview

Thurairasu¹

2022

EJSOCIAL

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Gamification or game-based learning is the current trend in education which is steadily increasing its popularity across several fields involving academic learning. Gamification is the incorporation of gaming elements into a learning environment in order to increase engagement and participation. It enhances learner’s participation, motivate actions, efficiently improve their academic performance as well as effectively facilitate language learning. Undoubtedly, participation is essential for an effective game-based language learning system. Language learning through games can take many forms, such as role-playing games to practice communication or board games to reinforce grammar. Furthermore, gamified learning software, for example, may boost student engagement, retention and academic performance. On the one hand, proponents of gamification claim that it improves learning. Gamification reinforces important educational skills like problem-solving, collaboration, and communication. Moreover, it is argued that the requirement for interaction in a gamified approach to education encourages students to participate actively in their education, resulting in increased student engagement in online forums, projects, and other learning activities. E-learning platforms seem to potentially enhance students’ motivation, and great efforts are needed to develop and implement an experience to make it completely motivating to participants. Gamification research is gaining traction and promises to aid in the resolution of many issues. Hence, this article could potentially offer ideas to educators to design technology-mediated learning environments. Based on a review of various prior works, this article explored the many reasons gamification should be incorporated into school curriculums for language learning, as well as the benefits for learners. It also critically focused on the application of gamification components to improve learning via online learning systems.

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An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Cited by 32 publications

References 119 publications

Game-Based Learning in Project Sustainability Management Education

Game-Based Learning in Project Sustainability Management Education

Engaging Children in Story Co-Creation for Effective Serious Games

Gamification-Based Learning as The Future of Language Learning: An Overview

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