Digital game-based learning: Towards an experiential gaming model

Kiili, Kristian

doi:10.1016/j.iheduc.2004.12.001

Cited by 1,097 publications

(818 citation statements)

References 18 publications

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“…Digital gaming is increasingly seen as a form of experiential learning [61,91,105]. Doshi [33] claims that using gaming to teach skills allows students to fit otherwise abstract concepts into their daily lives.…”

Section: Computer-supported Learning Principlesmentioning

confidence: 99%

Requirements for a virtual environment to support the social participation education of low-literates

Schouten

Smets²,

Driessen

et al. 2016

Univ Access Inf Soc

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People of low literacy experience difficulties while participating in society. Learning support software could help alleviate these difficulties. However, there is currently no overview of theoretically and empirically sound requirements for this kind of support. This paper uses the situated cognitive engineering method to create a requirements baseline for a virtual environment to support the societal participation education of low-literates (VES-SEL), based on an analysis of the domain, human factors, and current applications. Four major outcomes are presented. First, a comprehensive overview is collected of the operational demands and human factors knowledge relevant to societal participation learning for low-literate citizens. Second, this overview is translated into a list of eight functional requirements: focused on low-literate learners, set in the context of societal participation, and supported by claims of cognitive, affective, and social benefits to learning. Third, a sample of Dutch societal participation learning support programs is assessed using these requirements, to highlight both current technology best practices and discrepancies between theory and practice. Fourth, virtual learning environment technology is suggested as an 'enabling' technology; an overview is shown of how virtual environments, actors, and objects can beneficially enable meeting the requirements baseline. Finally, directions for future study are discussed.

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Section: Computer-supported Learning Principlesmentioning

confidence: 99%

Requirements for a virtual environment to support the social participation education of low-literates

Schouten

Smets²,

Driessen

et al. 2016

Univ Access Inf Soc

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“…The experiential gaming model can be used to design and analyse educational computer games. However, the model works only as a link between educational theory and game design and does not provide the means to a whole game design project [12].…”

Section: Literature Reviewmentioning

confidence: 99%

Educational Game “Saringman” to Familiarize Hygiene to Children Since Early Stage

Noviyanto¹,

Hendriana²,

Kusuma³

2015

IJCATR

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Learning materials on the environment for children aged growth is quite difficult taught, with the lack of education, teaching materials and appropriate materials where children will easily absorb the material that accompanied the game. Delivery of content has not been used as a medium of learning tools. With the learning media in the form of educational games are expected to help the children understand the importance of keeping the environment clean, especially in terms of waste disposal. The strength of a research conducted, it produced an educational game app that contains materials about the importance of protecting the environment, especially in terms of taking out the trash for children between the ages of growth, which has been tested using black box test and alpha test. Based on the test results and Alpha Black Box test produces gaming applications that can helping the children to understand the importance of protecting the environment, with a view of the game that is user friendly, attractive, lightweight, has a weight of education and can be easily deployed to support learning about the importance of maintaining cleanliness environment.

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“…The experiential gaming model (Fig. 3) helps to design and analyze educational games [17]. This model takes in account the flow theory and gameplay.…”

Section: B Experiential Gaming Modelmentioning

confidence: 99%

Remote Experiments and Online Games: How to Merge them?

Dziabenko¹,

García-Zubía²,

López‐de‐Ipiña³

2011

Int. J. Eng. Ped.

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Abstract-Online games fulfill the basic requirements of learning environments and can provide engaging learning experience for students. The remote experimentations bring to STEM (science, technology, engineering and mathematics) students the ability to practice configuration, deployment, and troubleshooting scenarios in real-life environment on real equipment. These two teaching methodologies are well known, developed and described in the literature. However, the concepts of integration of the remote experimentations and the game setting are yet to be developed. This paper discusses the ideas for such integrations. The emphasis is made on the educational game design and the flow as a positive impact on learning and attitude of the players. Besides the challenges of balancing attractive elements (graphics, sounds) and educational objectives, the design of the games related to remote laboratories needs to be adjusted to contemporary technological conditions. Index Terms-remote experiments; experiential gaming model; game design; game-based learning.

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Digital game-based learning: Towards an experiential gaming model

Cited by 1,097 publications

References 18 publications

Requirements for a virtual environment to support the social participation education of low-literates

Requirements for a virtual environment to support the social participation education of low-literates

Educational Game “Saringman” to Familiarize Hygiene to Children Since Early Stage

Remote Experiments and Online Games: How to Merge them?

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