Learning with quizzes, simulations, and adventures: Students' attitudes, perceptions and intentions to learn with different types of serious games

Riemer, Valentin; Schrader, Claudia

doi:10.1016/j.compedu.2015.05.003

Cited by 75 publications

(61 citation statements)

References 35 publications

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“…The validity of micro-simulation games is identified by participants in Lukosch, (2016), research who evaluate a specific microgame as an excellent instrument for enhancing situated and experiential learning by transferring knowledge to an actual situation at the workplace. The results comply with those of Riemer and Schrader (2015), where the application of comprehension and transfer of knowledge are best achieved using simulations.…”

Section: Knowledge Acquisitionsupporting

confidence: 69%

“…These studies indicate a difference in perception based on gender when engaging in DGBL environments. However, research by Riemer and Schrader (2015) concluded that female students reported a more positive attitude and perception of affective quality compared to the male students. Also, high assessment scores in web-based games depend on the professional experience of the players.…”

Section: Genre/familiarity Issuesmentioning

confidence: 99%

“…Serious games concerning cognitive perceptions show varying results. For example, simulations are shown to support the comprehension and application of knowledge, albeit less effectively than quizzes and adventures (Riemer & Schrader, 2015). In Fu et al (2016) review, despite GBL providing a motivating and enjoyable experience, there is a lack of strong evidence to show that games lead to effective learning outcomes.…”

Section: Knowledge Acquisitionmentioning

confidence: 99%

“…In general, most studies report that students develop a positive attitude toward the pedagogical adoption of games and simulations in education (Divjak & Tomić, 2011;Bekebrede, 2011;Ibrahim et al, 2011;Beckem & Watkins, 2012;Tanner et al, 2012;von Wangenheim et al, 2012;Halpern et al, 2012;Terzidou et al, 2012;Hanning et al, 2013;Giovanello, 2013;Cvetić et al, 2013;Kovalik & Kuo, 2012;Li & Tsai, 2013;Hainey et al, 2011;Boeker et al, 2013;Nkhoma et al, 2014;Costa et al, 2014;Chaves et al, 2015;Riemer & Schrader, 2015;Angelini, 2016;Geithner & Menzel, 2016). The participants in Dudzinski et al (2013) respond positively towards a serious web-based game, describing the experience as interesting, stimulating and helpful, as well as a valuable addition to their pharmacy curriculum.…”

Section: Attitudes and Satisfactionmentioning

confidence: 99%

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The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

479

265

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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Section: Knowledge Acquisitionsupporting

confidence: 69%

Section: Genre/familiarity Issuesmentioning

confidence: 99%

Section: Knowledge Acquisitionmentioning

confidence: 99%

Section: Attitudes and Satisfactionmentioning

confidence: 99%

See 2 more Smart Citations

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

479

265

View full text Add to dashboard Cite

show abstract

“…Es precisamente en este contexto, donde los serious games pueden ayudar a brindar cambios satisfactorios y donde diversos autores han decidido diseñar juegos porque para los niños, el acto de jugar supone una forma placentera de interactuar con los objetos y sus propias ideas, de tal manera que jugar, implica tratar de comprender el funcionamiento de las cosas (Piaget, Lorenz & Erikson, 1982). El amplio interés en esta área muestra desde desarrollos teóricos (Gee, 2007;Gibson, 2007) hasta la creación de diversos entornos pensados en una amplia gama de planes de estudios, como el de Riemer & Schrader (2015) y algunos estudios de caso (Kikot, Fernandes & Costa, 2015).…”

Section: Introductionunclassified

Involucrando a profesores de primaria en el diseño de un juego serio mediante la metodología investigación-acción y co-creación

Espinosa

Albajés

2016

RISTI

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Resumen: Los juegos serios son herramientas que pueden ayudar al aprendizaje en escuelas. Este artículo describe un proyecto que involucra a profesores de primaria en el diseño de un serious game a través de la metodología Investigación-Acción junto a la Co-creación. El proyecto da como resultado un juego para promover el trabajo de competencias para el nivel de educación primaria. El juego, llamado "Dolors Aleu", se centra en habilidades básicas para niños de 8-11 años. El artículo presenta el trabajo de investigación realizado por un grupo de investigadores en colaboración con profesores de primaria de Barcelona, España. Argumentamos que la metodología Investigación-Acción y la Co-creación es un primer paso útil para los diseñadores de juegos serios. Palabras-clave: Serious Games, Cocreación, Competencias, Investigación Acción, Educación PrimariaInvolving elementary teachers in the design of a serious game through action-research methodology and co-creation Abstract: Serious games are tools that can support school learning. This paper describes a project that involves elementary teachers in the design of a serious game through Action-Research methodology and Co-creation. The project resulted in a serious game to promote work on elementary education level competencies. The game, called "Dolors Aleu", is focused on basic skills for 8-11 year-old children. The paper presents the research work carried out by a group of researchers in collaboration with elementary teachers from Barcelona, Spain. We argue that Action-Research with Co-creation is a useful first step for serious game designers.

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Game-Based Learning in Economics Education at Upper Secondary Level: The Impact of Game Mechanics and Reflection on Students’ Financial Literacy

Platz

Jüttler

Schumann

2021

Game-Based Learning Across the Disciplines

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Learning with quizzes, simulations, and adventures: Students' attitudes, perceptions and intentions to learn with different types of serious games

Cited by 75 publications

References 35 publications

The effect of games and simulations on higher education: a systematic literature review

The effect of games and simulations on higher education: a systematic literature review

Involucrando a profesores de primaria en el diseño de un juego serio mediante la metodología investigación-acción y co-creación

Game-Based Learning in Economics Education at Upper Secondary Level: The Impact of Game Mechanics and Reflection on Students’ Financial Literacy

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