Gaming Simulation as a Tool of Problem-Based Learning for University Disaster Education

Toyoda, Yusuke; Kanegae, Hidehiko

doi:10.1007/978-981-13-8039-6_22

Cited by 2 publications

(3 citation statements)

References 3 publications

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“…Trainees acquire knowledge and skills through the experience of accomplishing these tasks through the gaming experience (Kiili, 2007). The integration of PBL in IVR SGs has been applied in different domains, such as programming learning in higher education (Chang, Chung, & Chang, 2020) and disaster education (Toyoda & Kanegae, 2019). In the case of disaster education, emergency events occurring in disasters can be contextualized as problems for leaners to solve (Toyoda & Kanegae, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The integration of PBL in IVR SGs has been applied in different domains, such as programming learning in higher education (Chang, Chung, & Chang, 2020) and disaster education (Toyoda & Kanegae, 2019). In the case of disaster education, emergency events occurring in disasters can be contextualized as problems for leaners to solve (Toyoda & Kanegae, 2019). As a result, the proposed IVR SG training system (see Section 3) of this study was developed following a problem‐based gaming (PBG) framework, which integrates PBL with games (Kiili, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children

Feng

González

Mutch

et al. 2020

Computer Assisted Learning

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Children are vulnerable in earthquakes, but they are also essential to foster earthquake‐resilient communities. It is critical to enhance the preparedness of children against earthquakes through effective education and training. Immersive virtual reality (IVR) and serious games (SGs) are innovative digital technologies that enable realistic and engaging training environments. However, little research has been made on the applications of IVR SGs for earthquake training targeting children. In order to fill this gap, this paper presents an IVR SG training system based on a problem‐based gaming framework. Three instructional mechanisms within the training system, namely prior instruction, immediate feedback, and post‐game assessment, were investigated to promote learning through effective reflection. A controlled experiment involving 125 secondary school students aged from 11 to 15 years old was undertaken, using leaflets as a traditional training approach for the control group and the IVR SG training system as the main intervention. Results revealed that the IVR SG training system with post‐game assessment was the most effective way to train children, with greater knowledge acquisition and self‐efficacy improvement observed. Possible improvements, such as increasing the time for reflection and differentiating the stimulation between positive and negative feedback, are suggested for further research.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children

Feng

González

Mutch

et al. 2020

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Participants did not report that this desired type of learning support was a current learning support offering. And while literature could be found that discusses the benefits of applied learning (Bills, 2008;Toyoda & Kanegae, 2019) , the research articles did not mention how this support may be a necessary area of support for some video-gaming learners. Gamers who have spent much time applying their skills and strategies in a game for the purpose of accomplishing tasks, are bringing those patterns of study to their education and indicated they want a framework around their educational experience that provides the application of knowledge to help give purpose to the skills they learn.…”

Section: Campus Learning Supports Desired By Heavy-video-gaming Studentsmentioning

confidence: 99%

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

Todd¹

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Video-gaming has become a popular extracurricular option for students in higher education. More than 70 percent of undergraduate students reported they played video-games at some level, with heavy-video-gaming students reporting they invest over 14 hours a week on games. When extracurricular activities take 14 or more hours of commitment, students' academic performance is at risk of falling. However, not much is known about the heavy-video-gaming students, their gaming and study practices, and whether new technology-enhanced academic learning supports may meet their needs. A conceptual framework using study habits and attitudes, academic performance, and activity theory provided a lens to view the research. This exploratory study applied a qualitative virtual ethnography methodology and interviews to investigate the gaming and study practices of 93 heavy-video-gaming students. Results indicate five study organizational approaches the video-gaming participants use in their study practices. In addition, five types of heavy-video-gaming students have been explored. More specifically, the findings unveil the contrast between undergraduate video-gaming students' study and gaming practices. For example, the results indicate that playing games offer the video gaming students a mental break they feel they need to take from their university studies, and students play games as a reward for their study efforts. Additionally, video-gaming students desire that their studies provide them with some ongoing reward system, similar to rewarding systems in games. Finally, learning supports for gaming students have been developed. This new knowledge about the study practices of video-gaming students can be used by educational professionals as a basis for developing and implementing technology-enhanced academic learning supports to align with video-gamer student needs.

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Gaming Simulation as a Tool of Problem-Based Learning for University Disaster Education

Cited by 2 publications

References 3 publications

Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children

Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

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