Comparison Between Two Types of Educational Computer Games

Dedeaux, Timothy; Hartsell, Taralynn

doi:10.1177/1046878118778727

Cited by 7 publications

(4 citation statements)

References 23 publications

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“…Some lack a goal, leading pupils to lose attention and motivation. Dedeaux and Hartsell [156] reached similar findings. They note that feedback from participants shows a positive response towards the games, except that some distractions and technicalities have interfered with their learning.…”

Section: Discussionsupporting

confidence: 56%

Assessment of Digital Games in Technology Education

Tureková

Brečka

2023

Int. J. Eng. Ped.

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The paper contributes to solving the issue of digital games in education. It explains concepts such as gamification and Digital Game-Based Learning; it focuses on the typology of games and the positives and negatives of playing digital games while discussing the aspects of their implementation in education. The case study presented in the paper examines in more detail digital games as a supplement to the learning environment in technically oriented education at the primary level of elementary schools in Slovakia. The main focus is put on an analysis of digital and education aspects of selected digital games. Specifically, based on nine game assessment criteria, such as game content in line with the objectives, application of cross-cutting themes, motivation, way of manipulation, active participation of the pupil, design/graphic processing, playing time, game model and its objective. Each of these criteria can influence the application of selected games in teaching; therefore, we assessed the games individually through these criteria.

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Section: Discussionsupporting

confidence: 56%

Assessment of Digital Games in Technology Education

Tureková

Brečka

2023

Int. J. Eng. Ped.

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“…ANCOVA (Univariate Analysis of Variance with Covariate; General Linear Models in the SPSS program package) is carried out to test the long-term effects within the database. ANCOVA is also a popular analytical tool; MANCOVA and ANCOVA were used for comparing two (not business) simulations by Dedeaux and Hartsell (2018). There is no reason to assume in the case of this questionnaire that the distances between the Likert scale elements would differ; therefore, these variables could reasonably be treated as scale variables regarding the accuracy of their mean values.…”

Section: Methodsmentioning

confidence: 99%

A Longitudinal Study of the Skills and Attitudes Conveyed by Two Business Simulation Games in Pécs, Hungary

Kiss

Schmuck

2020

Simulation & Gaming

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Background. Business simulation games have been used since 1979 at the University of Pécs. Since 2000, two games have been taught: a green business simulation developed on site and known as BUSINESS SIMULATION CHALLENGE and the MULTINATIONAL MANAGEMENT GAME. In this research we report on a longitudinal study of the results of the two business simulations; and investigate the effects of the Green Business simulation. Method. This survey-based research included 329 students that completed a questionnaire on business simulations since 2000. Surveys were carried out to measure the effect of the two simulations. There are data from three periods up to recent years. Frequency tables, univariate ANCOVA, T-tests and cross-tabulation were used to analyse the data. Results. - Generations’ attitudes and skills do not change with the passage of time, and the skills and knowledge, conveyed by the simulations can be considered as constant throughout the period. - This study confirms that main managerial skills are developed with simulation games but there is no need for enhanced mathematical and financial knowledge. - The green simulation successfully developed the green attitude of students, but only in cases where the green option was rational. - More educated students enjoy greater challenges, namely the need for deeper analysis. - Simulation courses in universities provide a higher level of motivation than do commercial simulations. Conclusion. It can be stated that almost the same results can be achieved by general purpose simulations which have a different focus (analytical or strategy-oriented game). Results also indicate that more simulation courses in universities would stimulate higher student motivation.

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“…Majority of schools tend to use drill-and-practice games. Papert (1998), Kiili (2005), and Gee ( 2005) emphasized that open-ended, exploratory, user-guided games are superior for learning, and linear, drill-and-practice games are of little value as educational tools (as cited in Dedeaux & Hartsell, 2018).…”

Section: Computer Games In K-12 Educationmentioning

confidence: 99%

An Exploratory Study of Predictors of Pre-Service Teachers’ Intention to Integrate Computer Games in Mathematics Education

Liu

Wachira

Koç

et al. 2021

IJEMST

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The purpose of this exploratory study was to examine whether specific attitudes and beliefs among pre-service teachers about the use of computer games in mathematics teaching and learning predict their intention to integrate computer games in future mathematics teaching. Data were collected via a questionnaire from 119 teacher education students in a mathematics methods class at a midwestern USA university. Findings indicate that previous experience of computer gaming, gamer identity, self-efficacy for computer game-based teaching, perceived educational benefits of computer games, and gender stereotypes about computer gaming were significantly related to intention to integrate computer games in future teaching. Multi-level linear regression analysis indicates that self-efficacy, perceived benefits and gender stereotypes did not explain significantly more variance in intention for game integration above and beyond that explained by previous experience of computer gaming and gamer identity. Gender and specialization of the preservice teachers were related to previous experience of computer gaming and gamer identity. The results and educational implications of the study for teacher education and policy making are discussed and limitations of the study are addressed.

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Comparison Between Two Types of Educational Computer Games

Cited by 7 publications

References 23 publications

Assessment of Digital Games in Technology Education

Assessment of Digital Games in Technology Education

A Longitudinal Study of the Skills and Attitudes Conveyed by Two Business Simulation Games in Pécs, Hungary

An Exploratory Study of Predictors of Pre-Service Teachers’ Intention to Integrate Computer Games in Mathematics Education

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