Evaluations of an Experiential Gaming Model

Kiili, Kristian

doi:10.17011/ht/urn.2006518

Cited by 112 publications

(62 citation statements)

References 22 publications

(21 reference statements)

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“…Moreover, Hwang, Sung, et al (2012), , Hwang, Wu, et al (2012) indicated that educational computer games can be considered as a situated learning environment in which students acquire skills and knowledge from the process of playing the games. Specifically, DGBL can afford a meaningful environment for developing students' problem-solving abilities (Kiili, 2007;Kim et al, 2009).…”

Section: Digital Game-based Learningmentioning

confidence: 99%

“…Lee and Chen (2009) explored the impacts of different prompts and levels of prior knowledge on problem solving in non-routine mathematical situations, and found that prior knowledge and comprehensive mathematical ability were important factors related to the problem-solving effect. Furthermore, Kiili (2007) indicated that authenticity, collaboration and learning by doing were the key factors of effectively conducting educational games.…”

Section: Digital Game-based Learningmentioning

confidence: 99%

“…The flow theory is a design principle of providing a general enjoyment model, elaborating the process of the occurrence of experience enjoyment (Csikszentmihalyi, 1991;Kiili, 2006). Flow is related to the elegant balance between challenge and skills (Barzilai & Blau, 2014), implying the expectation of situating players in gaming scenarios with enjoyable challenges at an adequate level of difficulty.…”

Section: Flow Statesmentioning

confidence: 99%

“…It can offer situated meaningful learning environments in which students acquire problem-solving abilities and enhance their knowledge while taking part in the gaming activities (Hwang, Sung, Hung, Huang, & Tsai, 2012;Kim, Park, & Baek, 2009). For example, Inal and Cagiltay (2007) emphasized that interacting during gameplay events can stimulate students' motivation; on the other hand, Kiili (2007) revealed that authenticity and learning by doing, the most important characteristics of effective educational games, can enhance students' problem-solving abilities. In this study, to facilitate students' learning effectiveness in the problem-solving learning activities, an inquiry-based educational computer game has been developed for engaging students in meaningful learning activities.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses

Hwang

Chiu

Chen

2015

Computers & Education

187

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Section: Digital Game-based Learningmentioning

confidence: 99%

Section: Digital Game-based Learningmentioning

confidence: 99%

Section: Flow Statesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses

Hwang

Chiu

Chen

2015

Computers & Education

187

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“…Some educational games are very complex. Educational technology still lacks in research on how to design game environment that foster knowledge construction and deepen understanding and problem solving while engaging and entertaining the player at the same time [4].…”

Section: Introductionmentioning

confidence: 99%

Learning chemistry through puzzle based game: Atoms to Molecule

Agarwal

Saha

2011

2011 9th International Conference on Emerging eLearning Technologies and Applications (ICETA)

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This paper highlights the design of a chemistry based puzzle game. The design of the game is meant to teach basic concepts of chemistry related to covalent bonds. The area of Educational Technology is still not so developed for young learners. An interactive technology is required for learning effectively and efficiently. The result is Atoms to Molecule (A2M). In A2M the environment of the levels are designed as such a player will have complete feel of chemistry lab. This game tries to intact fun with education. In this paper we are trying to highlight the features of chemistry objects which are used in our game. While teaching the basic concept of Chemistry, like bonds between atoms and how molecules are formed teacher usually gives examples to define the formation of bonds. However, the concepts of atoms and molecules are difficult for students to imagine. This game A2M has clearly presented the concepts lying behind the formation of bonds, game rules and simple game levels is chosen as the teaching aid along with a fun puzzle game.

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Focus groups and serious gaming in climate change communication research—A methodological review

Wibeck

Neset

2020

WIREs Climate Change

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This article explores the methodological challenges and opportunities of climate change communication research in a digital landscape. It scrutinizes the potential and limitations of combining group‐based qualitative interview methods, such as focus groups, with new digital media tools such as serious games. The paper brings together three strands of research: Climate change communication studies, methods literature on focus groups, and literature on (digital) serious gaming. Our review demonstrates that studies that deliberately combine focus groups methods with serious gaming have hitherto been scarce. There is a proliferation of digital visualization tools in climate change communication. We therefore see the need to critically explore what and how the integration of digital tools into qualitative group‐based studies can contribute to enhancing research into climate change communication and knowledge development. To illuminate the opportunities and challenges for the integration of serious gaming in focus group studies in the area of climate change communication, we bring in a few illustrative examples from a research project that integrated focus group methodology with a serious game on climate adaptation in Nordic agriculture. Introducing digital serious games in focus group‐based climate change communication studies can benefit climate change communication research in at least three ways: (a) by spurring participants’ in‐depth discussions, facilitating analysis of how sense‐making occurs; (b) by providing opportunities to evaluate features of the game itself and to develop it for different target audiences; and (c) by forming part of participatory climate change communication activities, engaging lay people and/or experts in co‐creating knowledge. This article is categorized under: Perceptions, Behavior, and Communication of Climate Change > Perceptions of Climate Change

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Evaluations of an Experiential Gaming Model

Cited by 112 publications

References 22 publications

A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses

A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses

Learning chemistry through puzzle based game: Atoms to Molecule

Focus groups and serious gaming in climate change communication research—A methodological review

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