Measuring cognitive load in practicing arithmetic using educational video games on a shared display

Beserra, Vagner; Nussbaum, Miguél; Oteo, Macarena; Martín, René San

doi:10.1016/j.chb.2014.10.016

Cited by 12 publications

(4 citation statements)

References 29 publications

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“…They also provide a more immersive learning experience, allowing students to interact with the content in a way that is not possible with more traditional teaching methods. Regarding the advantages of DGBL, research has shown that digital games are a useful educational tool for improving students' motivation, attitude, and performance (Bai et al, 2012;Beserra et al, 2014;Byun & Joung, 2018;Chen et al, 2012;Lin et al, 2013;Rayya & Hamdi, 2001;Vogel et al, 2006).…”

Section: Digital Game-based Learningmentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

2023

IICE Official Conference Proceedings

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In order to meet the demands of the shifting operational environment and the demand for human resource training in the travel industry, this study aimed to pinpoint the professional competency's connotations that travel agent managers should have. The purpose of this study was to examine the job duties, tasks, and knowledge (K), skills (S), and attitudes (A) necessary for travel agent manager to carry out their duties. Focus group interviews with 6 experts with more than 30 years of experience in the travel industry were conducted as part of the study. The study concluded that travel agent managers should have 7 job responsibilities, including travel operations coordination, business operations, talent training, marketing activities, customer service, product development, and risk management. There are 26 major tasks, and to implement them, the competency's connotation required includes 46 kinds of related knowledge, 46 skills and 11 attitudes. The competency's connotations provide useful benchmarks for the training or professional advancement of travel agent managers.

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Section: Digital Game-based Learningmentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

2023

IICE Official Conference Proceedings

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“…As well, game-based learning can enhance student engagement, and improve overall experience [10]. Additionally, it was discovered that the interest levels of students who utilized games were higher compared to their conventionally trained counterparts, except for students who performed poorly [11].…”

Section: Literature Review 1digital Games In Educationmentioning

confidence: 99%

Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning

Eyal,

Rabin,

Meirovitz

2023

Education Sciences

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The purpose of this study is to examine how pre-service teachers’ training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers’ perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 research model distinguishing between those who had or had not received training and those who did or did not teach using digital games. Results showed that teaching with digital games and attitudes toward integrating them into the classroom were positively correlated. Additionally, a higher level of techno-pedagogical knowledge was perceived by those with direct experience with digital games. Teaching with digital games enhances students’ thinking processes and lifelong learning skills, according to pre-service teachers. Theoretical knowledge about lifelong learning and higher-order thinking, accompanied by hands-on experience in implementing digital games, should be applied to pre-service teacher training programs.

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“…Quantitative assessment. To assess student knowledge, an individual assessment of each student was carried out (pretest and posttest) by adapting the instrument used by Beserra, Nussbaum, Oteo and Martin (2014). Before starting the study, this instrument was reviewed and validated by domain experts in terms of its pedagogical content and effectiveness for measuring knowledge acquisition.…”

Section: Assessmentmentioning

confidence: 99%

On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games

Beserra

Nussbaum

Oteo

2017

Journal of Educational Computing Research

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When performing a task in the classroom, it is essential to place the focus on learning. In the classroom, it is possible to distinguish between time spent by students on-task and off-task. The former is the time in which the student is focused on the learning task; the latter is the remaining time in which they focus on other activities. Understanding the relationship between the two is a concern for teachers, especially for those who teach mathematics and other subjects that are often considered unattractive by students. Given the opportunity afforded by educational video games to motivate and engage math students, an educational drill-and-practice video game was used in this study to practice second-grade arithmetic and study the students' on-task and off-task behavior. We found that when practicing arithmetic using an educational drill-and-practice video game, time on-task decreases during an activity (30 minutes) as well as over the course of the school year (March to December). This study has implications for the length of mathematics classes at schools as well as the need to vary activities during a class.

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Measuring cognitive load in practicing arithmetic using educational video games on a shared display

Cited by 12 publications

References 29 publications

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings

Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning

On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games

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