Examining Students’ Behavior in a Digital Simulation Game for Nurse Training

Novoseltseva, Daria; Pons, Catherine; Jessel, Nadine

doi:10.17083/ijsg.v9i4.543

Cited by 9 publications

(4 citation statements)

References 54 publications

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“…Almost all articles used points as a calculation of student learning achievement. There were few articles that did not use point counting [33], [42], [75], [76], [44], [50], [52], [53], [57], [58], [64], [68]. In these articles, students only collected badges that can be obtained at each level completed.…”

Section: Addressing Review Question 1: the Elements Of Gamificationmentioning

confidence: 99%

Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education

Afirando¹,

Santoso²,

Junus³

et al. 2023

ijcs

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The implementation of gamification in e-learning is not new, both within the context of formal and informal. Formal education is a learning activity organized by both public and private parties that refers to the official education system of a country. Meanwhile, informal education is another learning activity that does not refer to the official education system of a country. Not only visually appealing, but gamification elements also have a certain motivation and emotional value for the user. This study seeks to compare the use of gamification elements and their motivation between formal and nonformal education. The method used was a Systematic Literature Review using the Kitchenham method. From the selected databases, 65 articles were obtained that had implemented gamification in e-learning. The gamification elements were grouped by motivation and emotion based on the Octalysis framework. The results showed that ownership and possession were the most prominent motivations for implementing gamification.

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Section: Addressing Review Question 1: the Elements Of Gamificationmentioning

confidence: 99%

Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education

Afirando¹,

Santoso²,

Junus³

et al. 2023

ijcs

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show abstract

“…Various types of games have been shown to be efficient for different educational purposes. For example, research by Novoseltseva et al (2022) revealed that the simulation features in digital games designed for specific academic subjects have proven beneficial in imparting content information and boosting learning. In addition, research by Hartt et al (2020) discovered that game elements that inspire delight, facilitate peer engagement, and allow the opportunity to share ideas have become increasingly beneficial in game design.…”

Section: Introductionmentioning

confidence: 99%

Learn biology using digital game-based learning: A systematic literature review

Situmorang,

Suwono,

Munzil

et al. 2024

EURASIA J Math Sci Tech Ed

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The implementation of digital games in biology education has steadily increased over the past decade. The utilization of simulation-based learning tools, such as digital games, is anticipated to be further enhanced due to the increasing shift toward virtual learning. This review aims to explore the existing scientific evidence and analyze the effectiveness of incorporating digital games as a learning tool in biology education. The research methodology was a systematic literature review of existing digital game-based learning (DGBL) in biology education. The term “digital game-based learning and education” was utilized in the search interface of the Scopus database, identifying 1,241 articles. However, only 56 articles adhered to the stipulated criteria for subsequent analysis. Preferred reporting items for systematic reviews and meta-analyses framework was employed for the process of inclusion and exclusion. A discernible trend of escalating publications has been observed over the past decade. The review findings indicate that DGBL has expanded widely, encompassing all levels of education, from elementary to higher education, and has even been applied in professional education. Researchers primarily utilize quantitative research methods, although qualitative methods are employed. This research found that the complexity of DGBL research requires interdisciplinary collaboration involving science, biomedical, education, and technology experts. In terms of content, DGBL has been used to teach students about basic biology and practical applications of biology, such as biomedical science. Genetics, environment, and healthcare emerged as the most frequently addressed subjects taught using DGBL. Trends in DGBL technology usage include various platforms like computer-based, internet-based, and mobile-based, with elements of gaming and social interaction that align with the demands of 21<sup>st</sup> century skills. DGBL integrates with several constructivist learning approaches like experiential learning, problem-based, inquiry-based, and inquiry-lab. Research showed that DGBL encourages development of 21<sup>st</sup> century skills in simulated settings and real-life situations.

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“…Computer games have become part of our daily lives in the past decades. It provides entertainment and sometimes educational tools like serious games [1]- [4]. One of the most popular computer games is the maze game.…”

Section: Introductionmentioning

confidence: 99%

Fibonacci Level Adjustment for Optimizing Player’s Performance and Engagement

Masyfa

Tolle²,

Tibyani³

et al. 2023

IJSG

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Players’ engagement intensity in computer games is influenced by the level of difficulty the game offers. Traditional game-level plots adopt linear increases that sometimes do not match the users’ skill growth, causing boredom and hampering the users’ further skill growth. In this study, a nonlinear level adjustment scenario was proposed based on the Fibonacci sequence that provides gradual increases in the early stages of the games but more drastic changes in later phases. Here, the game’s difficulty level was automatically decided by a machine learning method. To test the proposed method, comparisons between four level adjustments in computer games: traditional plots, self-selected plots, linear adaptive plots, and the proposed nonlinear adaptive plots were run. The experiment was carried out with 40 testers. The experiment results show that the best player’s peak level in the proposed nonlinear adjustment was twice as high as that of linear adjustment. Also, the number of stages required to reach the peak under the proposed scenario was half that of linear games. This high playing performance goes hand in hand with deep playing engagement. The results demonstrate the efficiency of the proposed level adjustment algorithm.

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Examining Students’ Behavior in a Digital Simulation Game for Nurse Training

Cited by 9 publications

References 54 publications

Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education

Motivation to Use Gamification Elements in E-Learning for Formal and Non-Formal Education

Learn biology using digital game-based learning: A systematic literature review

Fibonacci Level Adjustment for Optimizing Player’s Performance and Engagement

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