Comparing the Effectiveness of Video-Based Learning and Game-Based Learning Using Teacher-Authored Video Games for Online Software Engineering Education

Gordillo, Aldo; López-Fernández, Daniel; Tovar, Edmundo

doi:10.1109/te.2022.3142688

Cited by 38 publications

(23 citation statements)

References 33 publications

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“…Games have also taken part of this adaptative process. The gamification of education and the use of resources such as Virtual Worlds (VM), regular or educational video games [16], [27]- [33] have shown enormous potential as educational tools, which can be successfully applied to improve the educational experience for students and teachers [34], [35]. While each type of game has a different application approach and certain guidelines should be considered depending on the specific case [36], literature has showed that all of them can have an impact in the learning process.…”

Section: B Serious Games To Improve Resilience Skillsmentioning

confidence: 99%

“…While each type of game has a different application approach and certain guidelines should be considered depending on the specific case [36], literature has showed that all of them can have an impact in the learning process. Indeed, recent studies like [31] and [33] have proven that in certain scenarios serious video games are at least as or even more effective from a motivational and knowledge acquisition perspective than other learning approaches such as master classes or video-based learning. Table 1 presents some comparative information about the definition, applications and literature examples of games, video games, serious games and gamification.…”

Section: B Serious Games To Improve Resilience Skillsmentioning

confidence: 99%

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YoungRes: A Serious Game-Based Intervention to Increase Youngsters Resilience Against Extremist Ideologies

Panizo-LLedot¹,

Torregrosa²,

Menéndez-Ferreira³

et al. 2022

IEEE Access

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Extremist ideologies are proliferating nowadays in both political and social levels. Considering that youngsters are in a development stage where they are still conforming their own social identity, they become especially vulnerable to these ideologies' influence. Therefore, it becomes critical to provide them with the psychological skills to rationalize and resist those influences. Video games, which are already a technology commonly consumed by these generations, provide a way to motivate and engage youngsters. Therefore, implementing these video games in interventions to increase psychological resilience represents an opportunity to create an innovative learning approach. Following this motivation, this paper has three main objectives: adapting a traditional emotional intelligence training program to a novel serious game based intervention, called YoungRes; providing a metric to measure the student' evolution based on ingame behavioural patterns, instead of indirect measures; and evaluating the impact of the intervention itself after its implementation. To do so, an 11 sessions intervention was applied to 36 students from two primary schools in Spain. Quantitative and qualitative data was extracted from the experience, consisting on data extracted from the player's behaviour and a final survey. A detailed statistical analysis carried out showed two main outcomes: first, the serious game based intervention was very appreciated by the students, specially by those who frequently play video games; second, the intervention allowed to improve several emotional intelligence competences, such as active listening and controlled breathing, as well as to promote knowledge about the Islamic culture. Finally, the authors discussed about how the game could be improved for future applications in schools.

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Section: B Serious Games To Improve Resilience Skillsmentioning

confidence: 99%

Section: B Serious Games To Improve Resilience Skillsmentioning

confidence: 99%

YoungRes: A Serious Game-Based Intervention to Increase Youngsters Resilience Against Extremist Ideologies

Panizo-LLedot¹,

Torregrosa²,

Menéndez-Ferreira³

et al. 2022

IEEE Access

Self Cite

View full text Add to dashboard Cite

show abstract

“…This adaptative process has included games as well. The use of resources such as Virtual Worlds (VM), normal or educational video games, and the gamification of education Learning Games (also known as serious games, educational games, or applied games) have recently become popular [2] [3]. While each form of the game has a different application method and certain rules should be addressed depending on the unique situation, research has proven that they all have an impact on learning.…”

Section: Introductionmentioning

confidence: 99%

“…While each form of the game has a different application method and certain rules should be addressed depending on the unique situation, research has proven that they all have an impact on learning. Indeed, recent studies have shown that serious video games are at least as good as, if not better than, traditional learning methods like master classes or video-based learning in specific settings [4] [3].Serious games are those that are used for business, treatment, medicine, education, health, advertising, and military training, as well as for fun. Serious games, in addition to offering amusement, are primarily used to train and educate players [5].…”

Section: Introductionmentioning

confidence: 99%

Studying Learner’s Player Learning Style for Generating Adaptive Learning Game

2022

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Several studies have been conducted in the field of Technology Enhanced Learning(TEL) have shown that the adaptation to learner's learning styles is a task that must be taken into account during the design phase of the educational sequences to increase the student's motivation. Cognitive psychologists have proposed various models of style, which it's often represented by using multiple dimensions statistically estimated, each model suggests an instrument for measuring an individual's learning style. Most of them use questionnaires such as (Honey and Mumford (1992), Kolb (1984), Index of Learning Styles (ILS)). For this reason, the main aim of this paper is to show the results of a study that was addressed to doctoral students. The sample of the population was made up of 300 persons. The main finding of this paper is:• To illustrate the effectiveness of the French version of the Index Learning Styles (ILS) and uses factor analysis for an investigation into various dimensions to help students decrease the time spent on this test.• The generation of an adaptable learning game (LG) and the development of a new version of the eAdventure authoring tool based on E-ILS, capable of fixing learners' preferences (desires, habits, etc.).

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“…Since the technology itself is developing rapidly, the relevancy of video-based learning has become subjects to research around the world. For instance, Gordillo, López-Fernández and Tovar, (2022) has compare the effectiveness for online software engineering education of video-based learning and game-based learning using teacher-authored educational video games and the results show that game-based learning using teacher-authored educational video games was more effective than video-based learning in terms of both knowledge acquisition and motivation. This may lead to the obsolete of video-based learning in the future though further research is required.…”

mentioning

confidence: 99%

Conceptual Model of Video Learning based on Project-Oriented Problem-Based Learning and Competency-Based Education for Technical and Vocational Education

Rahman

Rozali

Samah

et al. 2022

JTET

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The objective of this study is to refine and validate the aspects of Project-oriented Problem-based learning (PoPBL) and Competency-based education (CBE) in the instructional video conceptual model for Technical and Vocational Education (TVE). The researcher conducted a survey study, distributing questionnaires to 39 vocational institutions across peninsular Malaysia and Sabah, to determine the compatibility of PoPBL and CBE integration in the learning video. There are 500 respondents provided feedback. To test construct accuracy and item weakness or bias based on the data obtained, researchers used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) with AMOS 20.0 software to confirm the components based on the constructs obtained. The results indicate there are significant relationship influenced by the elements of learning content, delivery of instruction, video design and video quality. This conceptual model's four elements are critical requirements in the setting of Technical and Vocational Education (TVE) and competency-based education. The findings of this study could be utilised to guide the design of instructional videos, particularly in the TVE, as well as a tool for evaluating current instructional videos.

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Comparing the Effectiveness of Video-Based Learning and Game-Based Learning Using Teacher-Authored Video Games for Online Software Engineering Education

Cited by 38 publications

References 33 publications

YoungRes: A Serious Game-Based Intervention to Increase Youngsters Resilience Against Extremist Ideologies

YoungRes: A Serious Game-Based Intervention to Increase Youngsters Resilience Against Extremist Ideologies

Studying Learner’s Player Learning Style for Generating Adaptive Learning Game

Conceptual Model of Video Learning based on Project-Oriented Problem-Based Learning and Competency-Based Education for Technical and Vocational Education

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