Game-based Learning and 21st century skills: A review of recent research

Qian, Meihua; Clark, Karen

doi:10.1016/j.chb.2016.05.023

Cited by 638 publications

(339 citation statements)

References 56 publications

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“…Game and learning materials design based games tend to work better than just games that contain educational or entertaining matches only. In summary, this study demonstrates the reason for optimism about the potential for using game based learning as an approach to promote the development of 21 st century skills in the future (Qian & Clark, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Wardani

Lindawati²,

Kusuma

2017

JPII

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Student's critical thinking and their learning result depend on learning design and student's activity. Most students use their spare time with playing game. Students are more challenged by the difficulty in playing game rather than facing the difficulty in understanding the lesson. This phenomenon is the basic reason of the researchers to develop a game that has the essence of the subject matter, namely Chemistry Board Game (CBG) or we can call it with Al Chemist Knight. This research aims to develop a suitable digital game based on android system. In this research media was used to improve the cognitive learning and critical thinking. It also has purpose to evaluate the response of learners in learning chemistry through alkane derived compound topic. The development of this game was adapted from the procedure of game development process in mobile 3D presentation. The collection of evaluation data model applied was pre test and post test in trial class. The result showed that in the pretest the learning result average was 34.35 with classical target of 5%. While the posttest learning result average was 80.51 with classical target of 85%. The n-gain factor was 0.703. Based on the result of the students questionnaire data analysis, 3.025 of students responded positively to the implementation of CBG. A CBG media makes an assessment of critical thinking, in which the indicator of critical thinking which are focusing on questions get 3,1 point, giving arguments get 2.95, asking and answering questions get 3.0, making decision get 3.05, and the average score of critical thinking indicator is 3.025 which belongs to good category. Based on the students' response questionnaire, we get the average score of 3.3 or 82.5% which is classified in good category.

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Section: Introductionmentioning

confidence: 99%

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Wardani

Lindawati²,

Kusuma

2017

JPII

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“…Kyza, Constantinou, and Spanoudis () found that appropriate scaffolding can support students, particularly low‐achievement tracked students, when engaging in scientific practices. Qian and Clark () argued that role play experiences provide a successful game design model. In fact, prior research on collaborative mobile AR games has determined that differentiated interdependent roles can effectively scaffold collaborative problem‐solving (Dunleavy et al, ; Squire & Jan, ), and narrative‐based games are able to provide a structure in which to think (Squire & Klopfer, ).…”

Section: Discussionmentioning

confidence: 99%

Engaging middle school students in scientific practice with a collaborative mobile game

Bressler

Bodzin

Tutwiler

2018

Computer Assisted Learning

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Previous research using collaborative mobile augmented reality games in science education revealed that such games can be used to promote learner engagement and have found that engagement in such mobile games is related to flow. This study investigated whether player's flow experience differed by achievement track, gender, or gender composition of working groups. In an urban school district, 202 students from two eighth‐grade science classes participated in a collaborative mobile science game. Data included a self‐report survey collected after the game that measured player's flow experience. Using a regression model, the relationship of flow experience with achievement track and gender was explored while controlling for group composition and teacher effects. The study found that gender was related to flow experience; specifically, girls reported higher flow experience scores (d = 0.30). Flow experience did not have a statistically significant relationship with achievement track showing that the activity engaged all observed students similarly.

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“…One area of promise for the measurement of implicit learning in recent research is in game-based learning and game-based assessment of learning. Well-crafted learning games can compel players to persist in complex problem solving (Asbell-Clarke et al, 2012;Qian & Clark, 2016;Shute, Ventura, & Ke, 2015;Steinkuehler & Duncan, 2008), and engage in deep science, technology, engineering, and math (STEM) learning (Clark et al, 2011). Game-like digital activities provide a natural and engaging environment that allows actions to inform the assessment of learning (Gee & Shaffer, 2010;Shute & Kim, 2014).…”

Section: Implicit Learningmentioning

confidence: 99%

Showing Is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit Learning in the Classroom

Dahlstrom‐Hakki

Asbell‐Clarke²,

Rowe³

2018

Mind Brain and Education

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The value of neurocognitive measures to study memory, attention, cognition, and learning is well established. However, the vast majority of work using these tools is performed in tightly controlled lab experiments using simple lab stimuli. This article looks at the viability of using multimodal neurocognitive instruments to measure implicit knowledge in real‐world learning contexts. We focus on some of the most promising neurocognitive tools for this purpose, including eye‐tracking, electroencephalography (EEG), and functional near infra‐red spectroscopy (fNIRS). The specific challenges and potential of each tool are considered for use within learning contexts. These tools may be of particular importance to student populations that typically underperform on traditional learning assessments, including students with disabilities, English language learners, and students from low socioeconomic status backgrounds, among others. This review concludes with recommendations to the field for further work required to bring objective measures of implicit knowledge to real world learning contexts.

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Game-based Learning and 21st century skills: A review of recent research

Cited by 638 publications

References 56 publications

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Engaging middle school students in scientific practice with a collaborative mobile game

Showing Is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit Learning in the Classroom

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