PILE: Physical Interactive Learning Environment

Yang, Jie Chi; Chen, Yi Ho; Chen, Chih‐Hung

doi:10.1109/digitel.2007.39

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…Motivational elements, such as points or ranking, seem to contribute to higher enjoyment, while results with regard to cognitive engagement are still inconclusive (Chang & Wei, 2016; Ke & Abras, 2013). Interactive elements, including problems and obstacles, can promote both emotional and cognitive engagement (Ke & Abras, 2013; Yang, Chen, & Chen, 2007). Fun elements, such as narratives, virtual characters and controls, are also positively related to both cognitive and emotional engagement (Ke, 2008a; Ke, Xie, & Xie, 2016).…”

Section: Introductionmentioning

confidence: 99%

Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

Imlig-Iten

Petko

2018

Simulation & Gaming

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Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games. Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions. Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.

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Section: Introductionmentioning

confidence: 99%

Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

Imlig-Iten

Petko

2018

Simulation & Gaming

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“…According to the research results, some of them improved students' phonetics learning performance, and efficiency [40,54] and others proved that students had motivation, attitude and interest in using the systems and still have positive results towards learning a second language. [38,39,43,51,53,55] Some of these studies report that besides having positive results [49], participants highlighted the value of interacting with native speakers [43] since it places students in the context related to the target language and technology that contextualised learning is efficient in improving learning attitudes [41]. Also, this simulation of real-life scenarios can increase virtual reality experience and cultural knowledge [44].…”

Section: Resultsmentioning

confidence: 99%

Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

et al. 2021

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Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

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Design and Evaluation of a Physical Interactive Learning Environment for English Learning

Yang

Lin

et al. 2008

2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning

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PILE: Physical Interactive Learning Environment

Cited by 4 publications

References 3 publications

Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

Design and Evaluation of a Physical Interactive Learning Environment for English Learning

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