FARMTASIA: an online game-based learning environment based on the VISOLE pedagogy

Cheung, Kevin K. F.; Jong, Morris Siu‐Yung; Lee, F. L.; Lee, Jimmy; Luk, Eric T. H.; Shang, Junjie; Wong, Man Hon

doi:10.1007/s10055-008-0084-z

Cited by 32 publications

(12 citation statements)

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“…The full delineation of the VISOLE pedagogy and Farmtasia ® , the previous evaluative study, as well as the revised version of the game have already been documented in our previous publications (Cheung et al 2008;Jong, 2015;Jong et al 2011Jong et al , 2013; it is not the scope of this chapter. However, in order to give readers a better understanding of the background of the present study, the following will revisit parts of our previous work.…”

Section: Our Previous Workmentioning

confidence: 99%

“…We have proposed Virtual Interactive Student-Oriented Learning Environment (VISOLE)a pedagogical approach to integrating serious gaming into formal curriculum learning and teaching in schools (Jong, Shang, Lee, & Lee, 2011;Luk, Wong, Cheung, Lee, & Lee, 2006). Upon the VISOLE pedagogy, we developed Farmtasia ® , a multiplayer online serious game based on a thematic topic, Agriculture, in the Hong Kong senior secondary geography education curriculum (Cheung et al 2008;Jong, Lee, & Shang, 2013). Our previous evaluative study on VISOLE provided evidence that this COGBLe approach had significantly positive pedagogical effects on the majority of the student participants, except for non-gamer students who had no or very little prior experience of and interest in online gaming (Jong, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Using Non-player Characters to Scaffold Non-gamer Students in Serious Gaming

Jong¹,

Shang²,

Tam³

2016

Learning, Design, and Technology

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Curiosity is the best driving force for learning; keeping learners curious by engaging them via gaming has been regarded as a desirable approach to education. Virtual Interactive Student-Oriented Learning Environment (VISOLE) is a pedagogical approach to serious gaming that we have proposed. Based on the VISOLE pedagogy, we developed Farmtasia ® , a multiplayer online serious game based on a thematic topic, Agriculture, in the Hong Kong senior secondary geography education curriculum. Drawing on the notion of virtual mentoring, we aim to further enhance the design of the game by introducing a number of non-player characters (NPCs) to scaffold non-gamer students' learning in the gameplay process. This chapter reports a learning experiment in which we compared the pedagogical effectiveness of the revised version of the game with that of the original version, in terms of non-gamer students' knowledge acquisition. The results show that the experimental group students (who learned with the revised) significantly outperformed the control group students (who learned with the original), with a considerable effect size.

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Section: Our Previous Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using Non-player Characters to Scaffold Non-gamer Students in Serious Gaming

Jong¹,

Shang²,

Tam³

2016

Learning, Design, and Technology

Self Cite

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“…Additionally, attention, confidence, and learning effect are elevated during learning-based games. Cheung et al (2008) found that learning materials which incorporated digital games enhanced the learning effect and helped to achieve the learning objectives. Therefore, through a combination of learning objectives and recreational games, game/toy-based learning provides an interesting and challenging learning environment for students, enhances motivation to learn, and prompts students to be active in their education, thereby improving learning effect.…”

Section: Introductionmentioning

confidence: 99%

A Kinect- and Game-Based Interactive Learning System

Chang¹,

Hwang

Fang

et al. 2017

EURASIA J MATH SCI T

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This study combined the attention-relevance-confidence-satisfaction (ARCS) motivation model with a game design model to develop a Kinect-and game-based interactive learning system to enhance learning motivation and effect. In this system, game characteristics incorporated into the learning procedure through a game model allowed the learner to have fun while learning, and it stimulated their interest in the learning activities. A Kinectbased somatosensory interface was adopted to enable the learner to control virtual characters by using their physical movements. The learning objective investigated in this study was to learn about various zoo animals. Sixty adults aged 20-25 years were recruited as experiment participants, divided equally between the experimental and control groups. Learning effect was analyzed by using a t test to compare the participants' performance in tests administered before and after one hour of learning. Learning motivation was investigated using a questionnaire in which the four elements of the ARCS model were adopted as four dimensions of inquiry. Compared with the control group, the experimental group achieved a larger test score improvement. Analyzing the questionnaire results confirmed that the learners had significantly increased motivation across all four ARCS dimensions. Finally, learners gave positive evaluations of the developed learning system.

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“…Other research has studied games that cover multiple subject areas including geography, rather than targeting geographic learning exclusively. Cheung et al (2008) conducted a small exploratory study with high school students playing Farmtasia-a simulation game about complex farming systems. Analysis of pre and post test scores indicated that students scored higher on the post test, demonstrating that students learned through gameplay.…”

Section: Introductionmentioning

confidence: 99%

Challenges with Measuring Learning through Digital Gameplay in K-12 Classrooms

Hébert

Jenson

Fong

2018

MaC

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Videogames have long been lauded for their potential to increase engagement and enhance learning when used in classrooms. At the same time, how to best evaluate learning presents challenges, especially when the game does not have standardized assessments built-into it and when games are taken up in a wide variety of ways in quite diverse contexts. This article details the use of a geography game to support learning in 32 diverse classrooms in Ontario, Canada, alongside challenges with evaluating student learning using a game that did not have a built-in assessment system. In total, 795 students participated in the study. Classroom observations and interviews with teachers were triangulated with student pre and post evaluations. Results demonstrated that students did learn from gameplay, as demonstrated through multiple choice and short answer change scores in the pre to post evaluation, despite variations in duration of play and how the game was integrated in the classroom more generally.

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FARMTASIA: an online game-based learning environment based on the VISOLE pedagogy

Cited by 32 publications

References 1 publication

Using Non-player Characters to Scaffold Non-gamer Students in Serious Gaming

Using Non-player Characters to Scaffold Non-gamer Students in Serious Gaming

A Kinect- and Game-Based Interactive Learning System

Challenges with Measuring Learning through Digital Gameplay in K-12 Classrooms

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