An application of games‐based learning within software engineering

Connolly, Thomas; Stansfield, Mark; Hainey, Thomas

doi:10.1111/j.1467-8535.2007.00706.x

Cited by 155 publications

(61 citation statements)

References 28 publications

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“…Finally, the pedagogical aspect concerns the teaching approach: how to gain knowledge effectively about the environment and the concepts that are being taught. Until now, many computer games have been developed for learning purposes, but very few perform a thorough analysis as several researchers have pointed out (Connolly, Stansfield, & Hainey et al, 2007;O'Neil et al 2005;Squire, 2002). There is also a lack of comparison of the effectiveness of computer games with other learning methods such as lectures (Leemkuil, 2005).…”

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

“…Despite having similar results to ours, it must be taken into account that the studies by other authors have compared their new methods using games with traditional classroom lessons, whereas in our study we compared our new method (AR and iPhone) with a traditional game. Games (traditional or digital) can promote student motivation (Papastergiou, 2009) and improve the learning experience of the participants (Connolly, Stansfield, and Hainey, 2007). This motivation is usually not present in traditional lessons.…”

Section: Learning Outcomesmentioning

confidence: 99%

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Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

142

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

Section: Learning Outcomesmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

142

View full text Add to dashboard Cite

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“…As shown in several studies, Sofoluwe (2007) suggested that the educational game can serve as a tool of learning for encouraging and motivating students learning within enjoyable environment. In the recent years, several researchers developed the educational game to support students' academic achievement, including mathematics (Lee and Chen 2009), language (Chen et al 2011), software programming (Connolly et al 2007), management education (Chen et al 2013;Kiili 2007), medical education (Moreno-Ger et al 2008), and sports education (Mueller et al 2010).…”

Section: Educational Computer Game and Gender Differencesmentioning

confidence: 99%

Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing

2015

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Energy consumption and conservation is one of the important topics in Energy Education, whereby students are required to understand the factors of energy consumption leading to promote students' awareness on saving energy in residence. Moreover, inquiry-based learning strategy can be used to encourage students' learning in the topic. Although, several researchers studied on how to use digital games to improve understand the topic. However, a few studies have been conducted to investigate what the gender differences in playing and learning energy game-based learning are. In this vein, this paper address this issue by investigating the gender differences in learning achievement and energy-saving awareness through a digital game based on inquiry-based learning called Residence Energy Saving Battle (RES-battle). An experiment has been conducted on a secondary school physics course. The experimental results from 129 students indicate that the RES-battle can decrease the difference between female and male learning achievements reasonably and energy-saving awareness. This suggests a need to develop the game that can provide the opportunities for interaction on game screen and also with other students.

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“…10 Despite evidence supporting the use of computer games in educational settings, only a few comprehensive evaluations have assessed the effectiveness of these games in improving knowledge or cognitive skills. 6,8,14 Furthermore, there is little empirical research that examines computer games for young children, particularly preschool and early elementary school ages. The goal of the present study was to evaluate whether an educational computer game could teach complicated scientific content to young children.…”

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confidence: 99%

Using a Computer Game to Teach Young Children About Their Brains

Schotland¹,

Littman

2012

Games for Health Journal

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Objective: Neuroscience is often considered too advanced of a subject to teach young children; however, helping children to understand the connection between their body and brain can promote a positive attitude towards proper care of the brain. This study investigated if playing a computer game increased knowledge and interest in the brain compared with more traditional methods of learning. Subjects and Methods: Participants included 169 children, 4-6 years old, attending either preschool or an afterschool program. Comparisons were made among computer game, story, and control groups. Outcomes included knowledge about brain function and interest in learning about the brain. Students were assessed after a single exposure and after multiple exposures to the game. Results: Results indicated that the computer game generated greater knowledge gains and higher levels of interest compared with both the story and control groups. Results were consistent across single exposure and multiple exposure data. Students in the game condition had significantly higher posttest knowledge scores compared with students in both the story (b = -0.40, t 163 = -5.450, P < 0.001) and control condition (b = -0.57, t 163 = -7.812, P < 0.001). For general interest items, students in the game condition reported higher levels of interest compared with the control group (b = -0.24, t 164 = -2.82, P < 0.01). For content-specific interest, students in the game condition reported higher levels compared with the story group (t 109 = 2.05, P < 0.05). Conclusions: This study highlights the potential value computer games play in presenting scientific and healthrelated content about the brain to young children.

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An application of games‐based learning within software engineering

Cited by 155 publications

References 28 publications

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing

Using a Computer Game to Teach Young Children About Their Brains

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