Instructional design in game based learning and applications
used in educational systems

Vusić, Damir; Bernik, Andrija; Geček, Robert

doi:10.31803/tg-20180312141348

Cited by 15 publications

(13 citation statements)

References 23 publications

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“…Finally, letters and words in the RG were often displayed in combination with oral support (i.e., modality principle; see also Mayer, 2014), while in the NSG numbers and numerosity were only printed. These three characteristics or instructional support in the RG are in line with the literature suggesting that game features such as feedback, interactivity and modality are beneficial for learner outcomes (Vusić et al, 2018).…”

Section: Socio-economic Status (Ses)supporting

confidence: 79%

“…However, counterevidence for this first explanation is the fact that numerical comparison is identified as a predictor of math competence (Schneider et al, 2017) and that our general math competence tests also comprised comparison tests. Second, it might be possible that the integrated instructional support in each game is also partly responsible for the more positive results on reading compared to math (Vusić et al, 2018). In the RG children were able to follow their own proficiency through the game and were rewarded with a star after each finished subgame, two game features that were not present in the NSG.…”

Section: Socio-economic Status (Ses)mentioning

confidence: 99%

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The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes

Vanbecelaere

Berghe

Cornillie

et al. 2020

Computers & Education

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Digital educational games play an increasingly important role in education. However, multiple questions about the effectiveness of educational games with respect to cognitive and non-cognitive effects remain unclear. The current study, a longitudinal, quasiexperiment with 336 first graders, examined the effects of two digital educational games, Number Sense Game (NSG) and Reading Game (RG). The NSG trained early numerical skills, the RG supported emergent reading. Children were pseudo-randomly assigned to either an experimental condition, comprising eight weeks of intensive gamebased training, or a control condition in which they took part in regular education without game-based practice. A pretest-posttest design was used to examine the effects of the intervention on cognitive (digit comparison, number line estimation, letter knowledge, math and reading competence) and non-cognitive outcomes (math and reading anxiety). Delayed cognitive effects on math and reading competence were also investigated two months after the intervention. Furthermore, we examined variances of the impact of the training on cognitive outcomes as a consequence of differences in children's prior knowledge, prior affect and socio-economic status. For cognitive outcomes, results revealed that children who played a game performed better on number line estimation and reading competence, whereas no significant differences were observed for digit comparison, letter knowledge and math competence. Also, children who played a game showed better scores in the delayed reading posttest, but not in the delayed math posttest. For non-cognitive outcomes, game training did not affect math or reading anxiety. Regarding individual differences, children with less prior knowledge in the game play condition performed better on the number line estimation posttest compared to children in the control condition. Children with more prior knowledge in Running head: THE EFFECTIVENESS OF TWO DIGITAL EDUCATIONAL GAMES 1 the game play condition still scored better on this test compared to the control condition, but the difference between the conditions was smaller.

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Section: Socio-economic Status (Ses)supporting

confidence: 79%

Section: Socio-economic Status (Ses)mentioning

confidence: 99%

The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes

Vanbecelaere

Berghe

Cornillie

et al. 2020

Computers & Education

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“…Pendekatan pembelajaran inovatif tersebut adalah pembelajaran berbasis permainan (game-based learning). Game-based learning merupakan sebuah sistem yang diterapkan dalam proses pendidikan, dimana pengguna (dosen) dapat mengadopsi sebuah permainan untuk kebutuhan minat kognitif dan motivasi belajar (Vusić, Bernik, & Geček, 2018). Connoly berpendapat (Stiller & Schworm, 2019), game-based learning berarti menggunakan permainan dalam konteks pendidikan untuk mencapai tujuan pendidikan.…”

Section: Pendahuluanunclassified

Pengaruh Game-Based Learning Terhadap Motivasi dan Prestasi Belajar

Winatha

Setiawan

2020

Scholaria

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The curriculum requirement requires the lecturer to be creative in developing the learning style. However, in interpersonal skill subject, the lecturer only provides things that available on the textbook conventionally and focusing on the material accomplishment of the curriculum without considering the learning expected output. To resolve that problem, the lecturer needs to modify the learning style by providing a learning innovation. One of the alternatives is implementing game-based learning model by playing media card. Therefore, the research objective was to describe positive effect of game-based learning model towards collegian’s learning motivation and achievement in Interpersonal Skill subject in STMIK STIKOM Indonesia. The research method used was Quasi-Experiment with non-equivalent control group design. The research instrument used was a motivation questionnaire and learning achievement test. The research result showed that there was a positive effect of game-based learning model towards Collegian’s motivation and learning achievement in Interpersonal Skill subject.

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“…A study has reported that educational games could enhance student's learning interest and motivation (Burguillo, 2010). Game -based learning is a system which is being increasingly applied in the educational process and which has been clearly evidenced in a number of scientific papers that have been published over the past decade (Vusic and Gecek, 2018). Teachers prefer games not only in motivating students but also in the presentation and discussion of their lesson because students are actively participating if they will play a game.…”

Section: Sometimesmentioning

confidence: 99%

Exploring Pedagogical Difficulties in Teaching Mother Tongue: Underpinnings of Intervention Program

2021

JHETP

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Mother Tongue Based-Multilingual Education (MTB-MLE) program promotes the development of individuals and shall be implemented as a subject area and as medium of instruction in the primary level under the K to 12 Curriculum in the Philippines. Teachers of the first graders are the frontlines displaying levels of determination in teaching Mother Tongue (MT). Various teaching strategies are teachers' leeway to make the lesson easy to understand. This paper described the strategies of teachers in teaching MT; their difficulties and live experiences even the proposed intervention were presented. Included in the process is the careful analysis of narratives' codes; the text was subjected to phenomenological reduction. The multiple themes that emerged from the interview were analysed thematically. Study revealed that demonstration, game-based learning and differentiated instruction are frequently used strategies of teachers; these are the most motivating and stimulating to learners as perceived by them. Furthermore, teachers' difficulty is not directly connected to strategy; rather, to the lack of Mother Tongue visuals and multimedia materials and equipment.

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Instructional design in game based learning and applications used in educational systems

Cited by 15 publications

References 23 publications

The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes

The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes

Pengaruh Game-Based Learning Terhadap Motivasi dan Prestasi Belajar

Exploring Pedagogical Difficulties in Teaching Mother Tongue: Underpinnings of Intervention Program

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