Preparing Instructional Designers for Game-Based Learning: Part 2

Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd P.; Eck, Richard Van

doi:10.1007/s11528-010-0416-1

Cited by 22 publications

(5 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learners are motivated to maintain positive learning behaviors (Kiili, 2005) which are positively correlated with deep learning and higher-order thinking (Crocco et al, 2016). We also adopted GBL in our design, which is likely to make learning experiences motivational and fun (Kiili, 2005;Hirumi et al, 2010;Crocco et al, 2016). In the AR Chemistry software, students are required to explore and handle the misplaced elements.…”

Section: Learning Theories and Instructionalmentioning

confidence: 99%

Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

Wong

Cheung

et al. 2021

Front. Educ.

View full text Add to dashboard Cite

Chemistry education is challenging when many students cannot see the relevance and interest between what they learn at school and their everyday life outside the curriculum. Due to the prevalence of chemicals in real life, students lose interest in those not-so-novel Chemistry problems as they are satisfied with their rudimentary grasp of knowledge. Therefore, it is of paramount importance to draw students’ attention to those day-to-day Chemistry concepts, a task in which augmented reality (AR) can be a competent pedagogical facilitator. Despite its popularity due to the development of smart devices, educators are still averse to adopting AR in teaching because of the doubts about its pedagogical effectiveness and difficulties in implementation. This paper will demonstrate an AR app developed by City University of Hong Kong (CityU) for a year four undergraduate Chemistry course under two UGC’s project funds and CityU’s Teaching Development Grant that aligns with the university’s Discovery and Innovation-enriched Curriculum. The learning theories and technology stack of development and deployment will be shared in this paper. The consideration during preparation, production, and publishing will also be documented. A pilot survey about students’ perception of the AR showed positive feedback for the AR app in terms of enhancing awareness, learning, understanding, and engagement, which addresses the concerns of retaining students’ engagement during teaching and learning real-life Chemistry. We hope that educators who are interested in adopting AR can gain insights from this AR development experience. This research can act as a foundation for further exploration of applying AR in secondary and tertiary Chemistry education.

show abstract

Section: Learning Theories and Instructionalmentioning

confidence: 99%

Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

Wong

Cheung

et al. 2021

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…By definition, quest-based learning (QBL) is an “instructional design theory of game-based learning that focuses on student activity choice within the curriculum” (Haskell, 2012 , p. vi). Hirumi et al ( 2010a , b , c ) and Yilmaz and Cagiltay ( 2016 ) discussed the intersections between instructional design and game design and advocated game-based learning as an engaging mechanism to facilitate learning for students. The challenges lie in maintaining learner motivation and designing effective assessment in the game-like learning environments.…”

Section: Research Purposementioning

confidence: 99%

The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching

Min

Zhou

2023

Educ Inf Technol

View full text Add to dashboard Cite

Teachers are gatekeepers of technology integration in the classroom. Pre-service teachers’ attitudes, confidence, and competence in exploring emerging technologies play a critical role in teachers’ adoption of technology in teaching. This study examined the effects of a gamified technology course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching. A sample of pre-service teachers (N = 84) at a Midwestern university in the United States in the academic year of 2021–22 was surveyed. The regression results revealed that the gamified course significantly and positively influenced pre-service teachers’ confidence in using technology in education, intention to adopt gamification, and motivation to explore more emerging technologies for teaching, after controlling for gender. In contrast, gender did not affect pre-service teachers’ confidence, intention, and motivation in integrating technology into instruction after controlling for the gamified course effects. Suggestions on gamifying course design while leveraging quest-based learning and active learning principles to enhance student positive attitudes and motivation to explore technology integration are discussed.

show abstract

“…3. Game-based learning: According to particular related research studies, AR tools can be utilized to create ubiquitous and immersive game-based learning through game like digital learning experiences and participation (Dunleavy & Dede, 2014;Hirumi et al, 2010;Kiili, 2005;Klopfer & Squire, 2008;Prensky, 2001;Squire & Jan, 2007;Van Eck, 2006). Using AR tools can promote certain real world alike missions and learning situations such as programming, pattern analysis, visual content analysis, and storytelling (Brom et al, 2010).…”

Section: Theories and Modelsmentioning

confidence: 99%

Augmented Reality in Education and Educational Games-Implementation and Evaluation: A Focused Literature Review

Amanatidis

2022

Computers and Children

View full text Add to dashboard Cite

Studies on augmented reality (AR) in education and in particular AR games in education are gaining impetus worldwide. This area has been actively developing over the past decades relative to the dawn of the 4 th industrial revolution and the rapid growth of digital technologies. The present review in the field of educational AR consists of a focused literature review on specific research questions regarding the effective utilization of AR in education and AR gaming applications in the everyday classroom. Moreover, the review studies knowledge and skills' enhancement, teachers' roles, relevant theories, and evaluation techniques. From the analysis of 78 selected articles, specific conclusions are drawn and a proposition of a series of recommendations and future research in certain areas of educational AR is portrayed. Respectively, considered, several acknowledged issues and limitations regarding the research and the subject area such as infrastructure, curriculum correspondence, AR games in classroom instruction and evaluation as well as the educators' acceptance and contribution.

show abstract

Preparing Instructional Designers for Game-Based Learning: Part 2

Cited by 22 publications

References 10 publications

Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

Supporting Flipped and Gamified Learning With Augmented Reality in Higher Education

The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching

Augmented Reality in Education and Educational Games-Implementation and Evaluation: A Focused Literature Review

Contact Info

Product

Resources

About