Game Concepts in Learning and Teaching Process

Concilio, Ilana de Almeida Souza; Braga, Pedro Henrique Cacique

doi:10.4018/978-1-5225-5790-6.ch001

Cited by 4 publications

(2 citation statements)

References 27 publications

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“…A pertinent question is effectual integration of cognitive and motivational factors into the design of game-based learning (Mayer, 2019). Educators can use computer games as instructional strategies for deploying motivationenhancing tools to maximize playing and learning simultaneously (Concilio and Braga, 2019).…”

Section: Game-based Learningmentioning

confidence: 99%

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Will game-based learning enhance performance?

Chan

Song

Trongmateerut

et al. 2021

IJAIM

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Purpose Extending the study of Chan et al. (2016), this paper aims to focus on specific aspects of performance (conceptual and factual knowledge) to provide insight into whether computer game attributes designed into Prrinciples Aren’t That Hard (PATH) improve performance. Design/methodology/approach A between-subjects experiment is conducted to test the hypotheses. The experimental and control groups are PATH and traditional paper medium, respectively. Findings The results reveal that PATH users perform better on the conceptual knowledge questions compared to the traditional paper medium users. No significant difference in performance on the factual knowledge (computational) questions is found between PATH and traditional paper medium users. Research limitations/implications This study demonstrates that PATH creates an engaging learning environment, which facilitates the acquisition of conceptual knowledge and improved (conceptual) performance. Research can investigate whether technology may be used to facilitate automation of computational tasks which downplay the importance of computational skills (factual knowledge) and focus on the design of computer game attributes in educational or training programs to enhance conceptual knowledge and (conceptual) performance. Practical implications The findings of this study will assist educators and educational technology developers to identify and design motivation-enhancing computer game features to promote remember and understand cognitive processes which improve (conceptual) performance. Originality/value Game-based learning serves as the underlying theoretical framework for the design of PATH used in an experimental study to examine the positive effects of motivation-enhancing computer game attributes on remember and understand cognitive processes which facilitate (conceptual) performance. This study also uses separate measures of performance; that is, conceptual and factual knowledge, to provide additional insight into the findings of Chan et al. (2016).

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Section: Game-based Learningmentioning

confidence: 99%

“…The game-playing process in GBL is similar to the problem-solving process. GBL must state clear rules and allow practice associated with content reinforcement and rules of the game (Concilio and Braga, 2019). Games should provide goals, tools and feedback to assist learners to achieve their goals (Choi and Kim, 2004).…”

Section: Game-based Learningmentioning

confidence: 99%