From Game Characteristics to Effective Learning Games

Mildner, Philip; Stamer, Nicolas Oliver; Effelsberg, Wolfgang

doi:10.1007/978-3-319-19126-3_5

Cited by 13 publications

(9 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite the commercial value, educational digital games require the integration of an educational element with the aforementioned game elements. Some of the studies discuss several game elements that act as a factor in successful educational digital games including the core and motivating elements (Adams, 2014;Alaswad & Nadolny, 2015;Ke, 2016;Mildner et al, 2015;Ralph & Monu, 2015;Rosly & Khalid, 2017;Tan, 2016;Vandercruysse & Elen, 2017).…”

Section: The Need For Game Elementsmentioning

confidence: 99%

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

Ishak

Din

Hasran

2021

IJLTER

View full text Add to dashboard Cite

Digital games are one of the potential pedagogical approaches within STEM teaching and learning. The main idea behind using digital games in STEM contexts is to enhance the children’s conceptual understanding and to increase their interest in STEM. The interest in STEM is still an unsolved global issue. Most studies looking into digital games show there to be positive implications when it comes to STEM learning. This gap and the uncorrelated scenario from both the theoretical and practical perspectives need to both be solved. Here we conceptualise the usefulness of STEM digital games for stimulating an interest in STEM, particularly among children from a design perspective. The previous studies are the main qualitative sources for the interpretation of the main argument in this paper. As result, digital games have a strong empirically supportive foundational basis that acts as a medium to stimulate interest. To achieve this, STEM digital games should be designed to be of better quality. Good STEM digital games will contribute to better STEM learning outcomes and meaningful gaming experiences that can contribute to the interest in STEM. This study proposes a comprehensive framework to understand the purpose of the design and development of STEM digital games.

show abstract

Section: The Need For Game Elementsmentioning

confidence: 99%

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

Ishak

Din

Hasran

2021

IJLTER

View full text Add to dashboard Cite

show abstract

“…Digital games have become great tools in knowledge transfer due to fostering intrinsic motivation in players to acquire more knowledge (Mildner, Stamer, & Effelsberg, 2015). Some sports games may be used to simulate the real sports skills; for example, shooting exergames might have a positive skill transfer for increasing hitting scores (Eliöz, Vedat, Küçük, & Karakaş, 2016), and Vernadakis, Papastergiou, Zetou, & Antoniou (2015) showed that exergame-based interventions could improve object control skills in children.…”

Section: Learning and Skill Acquisitionmentioning

confidence: 99%

“…Many models of have been created to explore game characteristics from designers and consumers' perspectives (cf. Mildner, Stamer, & Effelsberg, 2015). Gender, age, game type, players' characteristics and personalities are motivators for gameplay (cf.…”

Section: Introductionmentioning

confidence: 99%

Sport Exergames for Physical Education

Soltani

Vilas‐Boas

2019

Advanced Methodologies and Technologies in Media and Communications

View full text Add to dashboard Cite

Sports active video games (exergames) are accessible forms of physical activity which might also be used in physical education (PE) curriculum. The purpose of this chapter is to review some of the relevant applications of sports exergames for inclusion in PE and to characterize one of these games (swimming) from different aspects of biomechanics, physiology, and psychology. The authors compared movement patterns, muscle activation, energy expenditure, enjoyment, usability, and game experience in participants with different performing levels (real-swimmers vs. non-swimmers, experienced vs. novice) and gender. Understanding these parameters may help in the development of more realistic sports exergames and meaningful gameplay and may give PE teachers a better idea of the inclusion of such games in their practice.

show abstract

“…Input for digital game development requires several attributes to undergo systematic development processes. These are integrated from digital games and education perspectives [ 17 , 19 , 30 , 39 - 43 ]. Din’s early development model [ 18 - 20 ] did not separate instructional design from the development model.…”

Section: Input As Digital Game Developmentmentioning

confidence: 99%

Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research

2021

View full text Add to dashboard Cite

In the modern age, digital games are widely used as informal media for Science, Technology, Engineering, and Mathematics (STEM) education and medical therapy for game-based learning. Digital games provide learners with a graphical system of interaction that enhances scientific concepts within an enjoyable environment. The vastly increasing number of digital games produced in the market affects the quality of STEM digital games while requiring multidisciplinary expertise. This paper proposes a framework for STEM digital game-based learning encompassing input-process-output stages. Several studies from the early 2000s onward were reviewed to discuss and present a new perspective on a framework for the design and development of digital games, particularly for STEM. This proposed framework consists of digital game development as input, experience as a process, and constructs as output. This simple and precise framework will generate a universal product for various types of learners. It can thus be used as a guideline for game designers, developers, and experts to develop STEM digital games and achieve better learning outcomes.

show abstract

From Game Characteristics to Effective Learning Games

Cited by 13 publications

References 15 publications

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

Sport Exergames for Physical Education

Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research

Contact Info

Product

Resources

About