Gaming to succeed in college: Protocol for a scoping review of quantitative studies on the design and use of serious games for enhancing teaching and learning in higher education
“…The effectiveness of the use of games in the educational process is confirmed by a number of studies [7], the high potential of game techniques in education is described by various authors [8][9][10][11]. At the same time, researchers note a number of problems, such as the lack of unified methodological approaches to assessing the effectiveness of the applied game teaching methods, which is a problem for stakeholders in the field of education and game developers seeking to find innovative tools that can help improve student learning outcomes [6]. The authors also note the need to test claims about the benefits of, for example, computer games in education through rigorous research and substantiate them based on evidence-based theories about how people learn [12].…”
Section: Introductionmentioning
confidence: 91%
“…If initially the games market was aimed mainly at satisfying the need for entertainment, now there is a huge number of so-called "serious" games. There is an increase in the number of publications related to educational games [6]. The effectiveness of the use of games in the educational process is confirmed by a number of studies [7], the high potential of game techniques in education is described by various authors [8][9][10][11].…”
A specific feature of the modern educational services market is a high degree of global competition. In this regard, the use of the most advanced technologies and teaching methods is becoming one of the main competitive advantages of an educational organization. Games are one of the modern interactive teaching methods. The feasibility of using educational games in the educational process is analyzed in the article. The lack of application of an exclusively traditional teaching model in modern conditions has been substantiated. The need to apply new approaches is determined both in terms of enhancing the cognitive activity of students, and from the standpoint of updating the human capital of the academic environment, professional growth of the teaching staff. This fully applies to business education, where the ability to respond to various challenges and new trends is imperative for successful development. The study aimed to study the possibility of using educational games in the preparation of students studying economic disciplines. The task was to develop a version of the game. The methods of abstraction, observation, comparison, experiment were used in the course of research. This article describes an educational game developed by the authors for students majoring in “Microeconomics”, analyzes a number of characteristics of the developed game by examining it through “lenses”. Highlighted competencies, the formation of which is facilitated by participation in this game. The mphasis is made on a number of limitations inherent in the game method of teaching. The main results of the developed game with students majoring in “Economics” and “Management” are described. The prospect of using the game approach in the practice of education is grounded.
“…The effectiveness of the use of games in the educational process is confirmed by a number of studies [7], the high potential of game techniques in education is described by various authors [8][9][10][11]. At the same time, researchers note a number of problems, such as the lack of unified methodological approaches to assessing the effectiveness of the applied game teaching methods, which is a problem for stakeholders in the field of education and game developers seeking to find innovative tools that can help improve student learning outcomes [6]. The authors also note the need to test claims about the benefits of, for example, computer games in education through rigorous research and substantiate them based on evidence-based theories about how people learn [12].…”
Section: Introductionmentioning
confidence: 91%
“…If initially the games market was aimed mainly at satisfying the need for entertainment, now there is a huge number of so-called "serious" games. There is an increase in the number of publications related to educational games [6]. The effectiveness of the use of games in the educational process is confirmed by a number of studies [7], the high potential of game techniques in education is described by various authors [8][9][10][11].…”
A specific feature of the modern educational services market is a high degree of global competition. In this regard, the use of the most advanced technologies and teaching methods is becoming one of the main competitive advantages of an educational organization. Games are one of the modern interactive teaching methods. The feasibility of using educational games in the educational process is analyzed in the article. The lack of application of an exclusively traditional teaching model in modern conditions has been substantiated. The need to apply new approaches is determined both in terms of enhancing the cognitive activity of students, and from the standpoint of updating the human capital of the academic environment, professional growth of the teaching staff. This fully applies to business education, where the ability to respond to various challenges and new trends is imperative for successful development. The study aimed to study the possibility of using educational games in the preparation of students studying economic disciplines. The task was to develop a version of the game. The methods of abstraction, observation, comparison, experiment were used in the course of research. This article describes an educational game developed by the authors for students majoring in “Microeconomics”, analyzes a number of characteristics of the developed game by examining it through “lenses”. Highlighted competencies, the formation of which is facilitated by participation in this game. The mphasis is made on a number of limitations inherent in the game method of teaching. The main results of the developed game with students majoring in “Economics” and “Management” are described. The prospect of using the game approach in the practice of education is grounded.
“…The purpose of game-based learning is to educate players by embedding learning outcomes in game content, creating a 'serious game' that is focused on engaging the user to achieve predefined objectives, promoting learning and behavioural change, rather than mere entertainment [33,44]. In the past few decades, there has been a proliferation of research and review articles on the design and use of serious games in higher education as an alternative to traditional teaching methods [33,42,45,46], and also in the field of sustainability education [27,37,47,48]. Gamification principles such as achievable goals, progression paths, strategy options, immediate feedback, levels, points, rewards, competition, and cooperation encourage players to take on different roles, experiment with different options, and reflect on their choices and behaviour [48,49].…”
Section: Game-based Learning and Serious Gamesmentioning
Despite the increasing attention on circular economy at the policy level, the implementation of circular business models in companies is still limited. Many companies are put off by the apparent complexity to translate the general concepts of a circular economy into their business practice. This paper presents the development and testing of a simulation board game that aimed to address this gap between theory and business practice. The board game, Risk&RACE, was developed with the purpose of enabling students and business executives to experiment with circular economy business models. The gameplay was tested with 120 users, and cognitive learning outcomes as well as learning dynamics were assessed using a survey. The results of the game workshops demonstrated that the game advanced the participants’ awareness of the need for a circular economy, their understanding of basic circular economy principles, and their insight in opportunities and challenges of circular business models at the company level. When reflecting on the game as a learning tool, players highlighted its engaging and realistic nature and praised how it stimulated strategic thinking. Complementing the gameplay with a debriefing discussion afterwards encouraged players to reflect upon their newly gained insights, deepening their learning experience.
“…Liu & Chu, 2010 ) (Suh et al, 2010 ) (J. C. Yang et al, 2010 ). SEGs are considered as an alternative to traditional teaching methods that can contribute to improving student motivation, promoting learning, increasing task engagement, and higher specific skills such as problem-solving and collaboration (Petri & Gresse von Wangenheim, 2017 ) (Lamb et al, 2018 ) (Gómez & Suárez, 2021 ) . Fig.…”
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