Design of a Digital Game-based Learning System for Fraction Algebra

Agbonifo, Oluwatoyin C.; Boyinbode, Olutayo; Oluwayemi, Fisayo N.

doi:10.5815/ijmecs.2021.05.04

Cited by 3 publications

(1 citation statement)

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“…For games to be associated with a curriculum, they need to be considered theoretically in terms of their design, development, and implementation (Oblinger, 2006). Digital games are frequently preferred technologies for science content, and positive results are reported when they are integrated into the learning process with good designs (Agbonifo et al, 2021;Chen et al, 2021a;Hussein et al, 2021;Ristanto et al, 2022;Saricam & Yildirim, 2021;Wang et al, 2022). Games integrated with knowledge and skills instead of just being activities that fill the time in a lesson can bring different approaches to the evaluation process.…”

Section: Digital Games As Learning Support Toolsmentioning

confidence: 99%

Is more comfortable reading possible with collaborative digital games? An experimental study

Şanal

2023

Journal of Educational Technology and Online Learning

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In this study, which is based on the fact that the nature of learning is and should be formed on a social constructivist basis, interaction and collaboration in language development are focused and digital games are discussed as is instructional technology. If digital games are developed with learning in mind, their effected educational change on learners has not yet been fully explored. In this study, the effect of a digital game supported with reciprocal activities on reading comprehension, reading motivation, and reading anxiety in science text was investigated. Eighty-five participants were randomly assigned to the digital game without reciprocal activities (control group, n=43), and compared with digital game with reciprocal activities (experimental group, n=42), dealing with ten different stories over a ten week period. The study used a quasi-experimental pre-posttest study design to compare reading comprehension, reading motivation, and reading anxiety outcomes. Comparing the effectiveness of reciprocal activities, the groups supported by collaborative activities were found more motivated and less anxious than the digital game group without collaborative activities. The current findings indicate that the use of collaborative activities should not be ignored when planning to activate the supporting role of any instructional technology teaching reading skills.

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