Game‐based learning engagement: A theory‐ and data‐driven exploration

Ke, Fengfeng; Xie, Kui; Xie, Ying

doi:10.1111/bjet.12314

Cited by 120 publications

(90 citation statements)

References 70 publications

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“…Ke, Xie [13] British Journal of Education Technology 1 7 Learning with serious games: Is fun playing the game a predictor of learning success?.…”

Section: Resultsmentioning

confidence: 99%

“…The engagement in learning is demonstrated by the mindfully goaldirected behaviors and reflections that indicate a meaningful and profound involvement in learning activities [13]. The visible progress bar, for example, plays a vital role as the indication of learners' progress toward the end of the game as well as the number of accumulated points or badges of the student [2].…”

Section: Maintaining Student's Attentionmentioning

confidence: 99%

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The Design of Children Educational Game Interface: Review of the Literature

Anugerah¹,

Budiyanto²

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Alongside the development of graphical resolution of computer displays, computer games become a prominent media for educational and recreational purposes. The visual in video games is believed to have a major role in learning, as the learning happens with visual description. Although computer games have been realized as a tool for teaching and learning of complex conceptual subjects, the way how visual design delivers wisdom was remain underexplored. This paper reviews the recent trend of children educational games to obtain an understanding of the multifaceted advantages of visual imageries of computer games. A systematic review over the pool of 200 papers from two established journals in education was conducted. The patterns of how visual design contributes to learning were investigated. The insight from the reviewed papers, subsequently, was analyzed to construct an elaboration on the use of visual computer game design to improve the learning experience.

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“…Ke, Xie [13] British Journal of Education Technology 1 7 Learning with serious games: Is fun playing the game a predictor of learning success?.…”

Section: Resultsmentioning

confidence: 99%

Section: Maintaining Student's Attentionmentioning

confidence: 99%

The Design of Children Educational Game Interface: Review of the Literature

Anugerah¹,

Budiyanto²

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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“…The population tested in the literature review ranges from 5 participants in small qualitative studies (Ke et al, 2015) to 5071 participants in extensive quantitative quasi-experimental research (Lu et al, 2014). Most of the participants are young undergraduate, graduate or post-graduate students, and faculty members.…”

Section: Data Set Characteristicsmentioning

confidence: 99%

“…There has been an impact evaluation across subject disciplines, such as Computer Science (Strycker, 2016), Engineering (Chaves et al, 2015), Physics (Adams, 2016), Medicine (Dankbaar, 2016), Nursing (Sarabia-Cobo, 2016), Management (Geithner & Menzel, 2016), Political Sciences (Jones & Bursens, 2015), Education (Ke, 2015), Languages (Franciosi, 2016), and Social Sciences (Cózar-Gutiérrez & Sáez-López, 2016).…”

Section: Cognitive Outcomesmentioning

confidence: 99%

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

482

265

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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“…Serious gaming is gaining momentum in an educational context as an interactive and motivational approach to learning (Jabbar and Felicia 2015;Ke et al 2016;Boyle et al 2016). Because of these advantages, and in comparison to traditional educational delivery methods, serious games are being increasingly used for training in governmental, military, health, and educational arenas (Zyda 2005;Boyle et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Acquiring Critical Thinking and Decision-Making Skills: An Evaluation of a Serious Game Used by Undergraduate Dental Students in Dental Public Health

et al. 2017

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Serious gaming claims to provide an interactive and motivational approach to learning; hence, it is being increasingly used in various disciplines, including dentistry. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration)-II, a serious game for dental public health, was used by dental undergraduates at King's College London, in the 2013-2014 academic year. The aim was to explore the use of GRAPHIC and student perspectives on the game. Students were divided into two groups with 79 students in each group, based on timetabling schedules to use the game as part of their learning. The average number of submission attempts by students in group 1 and group 2 used to complete the game was 18.3 (SD = 14.45) and 8.9 (SD = 16.80), respectively (p \ 0.001). Logged data also showed that more students in group 2 completed the game with only one attempt (n = 23), compared with group 1 (n = 4). Amongst these students there were four different patterns of satisfactory answers which constituted their chance to 'win' and a range of times. Across the two groups, a number of students completed the game with a high number ([30) of attempts (n = 18). These findings suggest that whilst some students may have completed the game using a collaborative approach, others may have used a random approach to complete the game. These two strategies are considered to hinder students from achieving learning outcomes within the game, and may be related to the limitations of the game in managing the role of failure. Feedback from students towards the game was positive overall with further development suggested. In summary, GRA-PHIC contributed to dental public health education, and the logging system of gaming 123Tech Know Learn (2017) 22:209-218 DOI 10.1007 activities can be considered as a helpful feature of serious games, to permit academic staff to identify and assist students in achieving learning outcomes, and inform future game refinement.

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Game‐based learning engagement: A theory‐ and data‐driven exploration

Cited by 120 publications

References 70 publications

The Design of Children Educational Game Interface: Review of the Literature

The Design of Children Educational Game Interface: Review of the Literature

The effect of games and simulations on higher education: a systematic literature review

Acquiring Critical Thinking and Decision-Making Skills: An Evaluation of a Serious Game Used by Undergraduate Dental Students in Dental Public Health

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