Serious Games as a Method for Enhancing Learning Engagement: Student Perception on Online Higher Education During COVID-19

Arias‐Calderón, Manuel; Castro, Javiera; Gayol, Silvina

doi:10.3389/fpsyg.2022.889975

Cited by 13 publications

(11 citation statements)

References 63 publications

(98 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the dimension of engagement and teaching effectiveness, the factor underscores serious games’ motivational and engaging aspects, emphasizing the importance of capturing students’ interest and promoting active participation. The challenge is to develop strategies that increase motivation, engagement, and attention, which are substantial elements for learning improvement [ 26 ]. Items in this dimension also include evaluating the strategy’s effect on knowledge and learning.…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of the Serious Educational Game in Nursing Appraisal Scale

Fernandes,

Campos,

Moreira

et al. 2024

Nursing Reports

View full text Add to dashboard Cite

Objectives: This study aims to develop and validate the Serious Educational Game in Nursing Appraisal Scale (SEGiNAS), a tool designed to evaluate the implementation of serious games within nurse education contexts of quantity of process, quality of process, and learning outcomes. Methods and Materials: This methodological and psychometric study aimed to develop and validate a scale. The item generation phase was based on the cognitive theory of multimedia learning, resulting in a 20-item scale. The validation phase involved evaluating the psychometric scale by surveying 160 Portuguese nurses. Results: A factor analysis revealed a three-factor structure corresponding to the scale’s designed dimensions, explaining a total variance of 64.5%. The scale demonstrated high internal consistency for all factors, including engagement and teaching effectiveness (0.925), learning impact and practical application (0.883), and content relevance and clarity (0.848). The dimensions were engagement and teaching effectiveness, learning impact and practical application, and content relevance and clarity. Conclusions: The SEGiNAS scale represents a valid and reliable tool for evaluating serious games in nursing education. Its development fills an existing gap in assessing the teaching–learning process with serious games. This study was not registered.

show abstract

Section: Discussionmentioning

confidence: 99%

Development and Validation of the Serious Educational Game in Nursing Appraisal Scale

Fernandes,

Campos,

Moreira

et al. 2024

Nursing Reports

View full text Add to dashboard Cite

show abstract

“…Also, in the field of architecture, Pons-Valladares et al (2022) applied active strategies in the Architecture 360 project, applying blended learning, challenge-based learning, reflective learning, videos of actual cases, case studies, site visits, interactive simulation, and gamification, finding that active alternatives improved implementation, including didactic materials made available by teachers and dedication outside the classroom. In particular, the use of serious games is a strategy in the field of GBL, primarily used in online teaching; findings from their implementation reflect increased motivation and engagement (Arias-Calderón et al, 2022;Willis & Bryant, 2022). From this perspective, GBL can lead to experiencing real and strategically designed scenarios.…”

Section: Active Learning and Game-based Learning (Gbl)mentioning

confidence: 99%

Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education

Patiño

Ramírez-Montoya

Fernández

2023

Smart Learn. Environ.

View full text Add to dashboard Cite

This article focuses on empirically analyzing the final products designed by 147 academics from 11 countries who participated in an international open education movement workshop by answering the research questions “What are the techno-pedagogical components of the products designed by the participants to encourage the open educational movement? and what practice of the open educational movement is being executed?” The article starts with a conceptual basis that describes the concepts of Active learning, Education 4.0, Complex Thinking and Open Education. It presents (1) the case study methodology on which this research is based, (2) two case studies on open education, (3) a game-based intervention proposal to support instructors in training university students in complex thinking skills based on Education 4.0 technologies and game-based learning principles, (4) and a discussion of the findings and opportunities for further work in the area. The findings of this study reveal that (A) the use of emerging and 4.0 technologies in initiatives of the open education movement continue to increase; (B) most of the open education initiatives designed by academics participating in the workshops were focused on the production of OER; and (C) inclusive access to education and continuing professional development of teachers is a constant concern addressed in open education initiatives. The results of this research suggest that training and development interventions implying the creation or design of open education initiatives should focus on encouraging all kinds of open education practices (i.e. use, production, dissemination and mobilization).

show abstract

“…Games, in general, are designed for entertainment purposes. Serious games provide an engaging environment for knowledge acquisition, improvement in interest, motivation, and the enhancement of the student's learning achievements (Arias-Calderón et al, 2022;Dörner et al, 2016). Serious games focus on the problem-solving aspect and learning components (Govender & Arnedo-Moreno, 2021) and are designed for students to learn and practice various skills through playing games (Priyaadharshini et al, 2020), leading players to achieve the planned educational goal through different interactive challenges (Sørensen, 2011) and endeavouring to transform the learner from a passive receptor of information to a collaborator in the educational process (Darwesh, 2016b).…”

Section: Introductionmentioning

confidence: 99%

“…Players usually assimilate the learning content and construct their knowledge through conscious decision-making (Govender & Arnedo-Moreno, 2021), by finding solutions and organising concepts (Rajeh, 2020). Serious games can be an alternative method for assessing student learning, revalidating concepts, and reinforcing learning by presenting personalised scenarios adaptive to the need of students (Arias-Calderón et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Game elements can be designed and customised to support personalised learning objectives through dynamic player modelling (Paraschos & Koulouriotis, 2023). Interactive user traces are the keys to emulating cognitive behaviour, motivation, identifying the type of Learners (Priyaadharshini et al, 2020), and evaluating player experiences and engagement levels (Arias-Calderón et al, 2022). Personalised game activities can enhance motivation and learning performance through adaptive learning technologies (Taylor et al, 2021), tailoring game scenarios to individual goals.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Personalised Learning through Context-Based Adaptation in the Serious Games with Gating Mechanism

et al. 2023

View full text Add to dashboard Cite

When the traditional "one size fits all" approach is used in designing educational games, the game context is usually arranged in a fixed sequence. However, the designated content may not effectively support the diversity of players. The player's ability and characteristics should be considered and supported with an appropriate learning context embedded in the game to facilitate personalised experiences. Adapting game scenarios to a player's characteristics can boost motivation and ultimately improve learning outcomes. This research applies a context-aware design approach and the Learner-Centered Design approach to establish a personalised adaptation framework for designing educational serious games and enhancing personalised knowledge delivery. The proposed framework decouples the game logic implementation and adaptation mechanism. It dynamically adapts the designed game objects and activities to personal learning objectives, learning levels and learning progress to achieve a non-linear learning sequence. Through synchronous real-time xAPI message exchange mechanisms, system components and learning content adaptation are enabled. The adaptation aims to fit personal learning objectives and provide a non-linear learning sequence in a game environment. The framework provides students with personalised learning experiences. A game named GhostCoder is implemented and used to evaluate the framework. Based on the externalised adaptive mechanism, the game content is adapted to the player's performance by adjusting the difficulty of the learning content within the game. Testing of the game in the lab environment has been performed. At the next stage, an evaluation will be conducted with the target groups of students.

show abstract

Serious Games as a Method for Enhancing Learning Engagement: Student Perception on Online Higher Education During COVID-19

Cited by 13 publications

References 63 publications

Development and Validation of the Serious Educational Game in Nursing Appraisal Scale

Development and Validation of the Serious Educational Game in Nursing Appraisal Scale

Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education

Personalised Learning through Context-Based Adaptation in the Serious Games with Gating Mechanism

Contact Info

Product

Resources

About