Gameplay Engagement and Learning in Game-Based Learning

Jabbar, Azita Iliya Abdul; Felicia, Patrick

doi:10.3102/0034654315577210

Cited by 367 publications

(191 citation statements)

References 105 publications

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“…There is a growing body of literature supporting the use of serious games to enhance learning and engagement in education, from kindergarten through to postsecondary levels (for recent meta-analyses and reviews, see Abdul Jabbar & Felicia, 2015;Clark et al, 2016;Boyle et al, 2016;Wouters et al, 2013). However, most studies investigate whether or not the serious game facilitates learning, rather than focusing on how the game design facilitates learning (Clark et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Designing productively negative experiences with serious game mechanics: Qualitative analysis of game-play and game design in a randomized trial

Gauthier

Jenkinson

2018

Computers & Education

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Design, rather than medium, ultimately predicts learning outcomes, but the game-based learning literature has had difficulty successfully linking game design decisions to learning behaviours and outcomes. The current research investigates how explicit game design strategies can promote productive negativity (i.e. learning from failure), which has been identified as an important mechanism in both gaming and learning. We performed a randomized controlled trial with undergraduate biology students to investigate how game design might facilitate misconception resolution about random molecular behaviour through productive negativity. Students engaged with either a computer-based interactive simulation (n=20) or serious game (n=20) for 30 minutes, while their computer screens were recorded and click-stream data collected. We described in detail the theoretical framework underpinning our serious game and simulation using the Activity Theory Model of Serious Games (ATMSG); qualitatively coded and analysed video recordings of gameplay; and visually overlaid this data with the ATMSG models to draw conclusions about how game-design decisions influence learning-related behaviours. We found that the serious game resulted in significantly more productively negative experiences, while the interactive simulation allowed for greater exploratory or experimental behaviours. Based on our analyses of the qualitative gameplay data, we were able to recommend three game design strategies to enhance the occurrence of desired game-flow loops (e.g. productive negativity) with respect to an ATMSG framework: 1) including additional game mechanics on the primary game-flow axis of the ATMSG framework (i.e. mandatory interactions) limits the exploratory nature of the application; 2) integrating two or more primary-axis mechanics in a game-flow loop increases the frequency of interaction with this loop; and 3) gameplay loops that involve mechanics that fall off the primary-axis (i.e. nonmandatory mechanics) occur less frequently than those which involve primary-axis (i.e. mandatory) mechanics. This study is one of the first to successfully make direct comparisons between students' interactions in a game and a non-game application to provide concrete and actionable serious game design recommendations.

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Section: Introductionmentioning

confidence: 99%

Designing productively negative experiences with serious game mechanics: Qualitative analysis of game-play and game design in a randomized trial

Gauthier

Jenkinson

2018

Computers & Education

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“…Many empirical studies carried out in the last decade have explored the impact of entertainment and/or serious games on motivation and learning (Abdul Jabbar & Felicia, 2015;Ke, 2016;Koutromanos, Sofos, & Avraamidou, 2015;Young et al, 2012); others investigated how game mechanics can be tailored for specific educational goals (Lameras et al, 2017). The overarching objective of these research efforts has been to seek evidence of games' educational effectiveness and to optimize game-based learning design.…”

Section: State Of the Artmentioning

confidence: 99%

Meeting players where they are: Digital games and learning ecologies

Persico¹,

Passarelli²,

Pozzi³

et al. 2019

Brit J Educational Tech

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This paper explores the relationship between digital games and learning along the continuum from formal to informal learning. Games are an increasingly important component of our learning ecologies but their potential can prove difficult to fully harness due to the downsides of gaming in informal contexts and to the limitations games can present when adopted in formal learning contexts. The aim of this paper is to shed light on the strengths and weaknesses of games for learning, and to gather stakeholder recommendations for the main actors in the field. The adopted research approach is qualitative and participatory, involving players, teachers, parents, researchers and developers. Data from 25 interviews and 11 focus groups yielded insights into the educational, psychological and ethical aspects of play. Results suggest that gameplay influences individuals in a very personal manner, and that its effects cover a wide range of skills, extending to identity development. Hence, to harness this potential, all actors in the ecology need strong awareness of both the affordances and the risks of games, and deep respect for individuals’ LEs. The study has implications for a wide range of actors, including educators, players, researchers, parents, game developers and policymakers.

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“…Roemmich, Lambiase, McCarthy, Feda and Kozlowski (2012) added to this definition that AVGs intrinsically encourage support shared (2014) also concluded that AVGs are a solution which inspires and motivates people to exercise. Finally, Abdul and Felicia (2015) explained that participants' use of AVGs exerted great influence on both cognitive and emotional levels. These attributes might explain why several youths choose AVG play over traditional exercise (Papastergiou, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Benefits of Active Video Games for Educational and Physical Activity Approaches: A Systematic Review

Merino-Campos

Fernández

2016

J. New Approaches Educ. Res.

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This article sets out to conduct a systematic review of the current literature on active video games as potential educational tools for physical education or physical activity. To begin with, research on active video games for educational and physical purposes has been examined with the purpose of verifying improvement of attitudes, intellectual skills, knowledge, motor skills and physical properties associated with physical activity and physical education. A second aim will be to determine the effectiveness of active video games compared with traditional approaches to physical activity. From this perspective, a systematic literature search from relevant international databases was conducted from January to July 2015 in order to find papers published in journals or conference proceedings from January 2010 onwards. Then, 2648 references were identified in database searches and 100 of these papers met the inclusion criteria. Two main conclusions are to be drawn from this research. Firstly, controlled studies demonstrate that active video games increase capacities in relation to physical activity and education. Secondly, Research also shows that physical activity interventions designed and measured using behavioural theories are more likely to be successful in comparison with traditional exercise activities.

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Gameplay Engagement and Learning in Game-Based Learning

Cited by 367 publications

References 105 publications

Designing productively negative experiences with serious game mechanics: Qualitative analysis of game-play and game design in a randomized trial

Designing productively negative experiences with serious game mechanics: Qualitative analysis of game-play and game design in a randomized trial

Meeting players where they are: Digital games and learning ecologies

The Benefits of Active Video Games for Educational and Physical Activity Approaches: A Systematic Review

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