Success factors for serious games to enhance learning: a systematic review

Ravyse, Werner; Blignaut, A. Seugnet; Leendertz, Verona; Woolner, Alex

doi:10.1007/s10055-016-0298-4

Cited by 149 publications

(121 citation statements)

References 89 publications

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“…More specifically, if the learning content is too tightly connected to the narrative, it could be overlooked if the player does not find the narrative engaging-whether due to flaws in the narrative, individual differences that lead a player to want to rush through the narrative, or any other reason that may cause a player to skip past or not pay attention to the narrative. While some scholars have stated that narrative maintains player attention on the learning material (Ravyse, Blignaut, Leendertz, & Woolner, 2017), this study has shown that narrative may actually pull the player's attention away from the learning material, in some cases.…”

Section: Discussionmentioning

confidence: 57%

Impact of narrative and badging on learning and engagement in a psychology learning game

Fanfarelli¹

2019

Brit J Educational Tech

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The literature reflects a shortage of empirical research on educational game design. This paper presents the results from a randomized controlled study on the impact of narrative and digital badging on learning and engagement in an educational game that teaches basic brain structure and function to undergraduate psychology students. Participants were randomly assigned to one of four conditions, and correspondingly played a base version of the game, the base version plus fantasy‐based narrative, the base version plus digital badges or the base version and both fantasy‐based narrative and digital badges. Eighty students completed a subject matter pretest, played the game in its entirety and then completed a posttest. Quantitative analyses revealed that the manipulations did not significantly impact learning or engagement. While the manipulations were ineffective in this study, future research should examine how professional writing affects narrative impact and how difficulty level can be better assessed in digital badging in order to see if the results remain consistent.

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Section: Discussionmentioning

confidence: 57%

Impact of narrative and badging on learning and engagement in a psychology learning game

Fanfarelli¹

2019

Brit J Educational Tech

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“…This study focuses on providing a better understanding of how to define supportive structures for the introduction and use of SSGs, thus some of the benefits and potential for new possibilities in using them need to be mentioned. According to several recent review papers [2,8,10,39], there has been a large increase in interest in SSGs during the last decade. While there are negative aspects related to this type of learning, there seem to be more positive experiences.…”

Section: Possibilities Provided By Ssgsmentioning

confidence: 99%

Games on Mobiles via Web or Virtual Reality Technologies: How to Support Learning for Biomedical Laboratory Science Education

et al. 2020

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Simulations, serious games, and virtual reality (SSG) applications represent promising support for achieving practical proficiency, but it is difficult to know how to introduce them into a new environment. This paper aims to contribute to a better understanding of introducing new SSGs to a non-computer related educational environment—biomedical laboratory science (BLS) education. By following the choice, construction, and evaluation of a gamified app for practicing phlebotomy (StikkApp), not only the usefulness of the application, but also the general needs and possibilities for supporting SSG applications, are discussed. This paper presents the evaluation of StikkApp through an experimental study examining its use on mobile devices, as a web app and by discussing challenges for a corresponding virtual reality app by BLS students and their teachers. This evaluation focused on questions concerning usage scenarios, technologies, and how the design of the app can be aligned to learning goals necessary for education. By discussing these requirements and possibilities for apps and technology support for using SSG apps for BLS students, this paper contributes to a better understanding of using digital support for sustainable education.

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“…In the educational field, teachers at the various school levels, in an effort to increase their students' assimilation of knowledge, are adapting their classes to in- WESTERA, 2017; FARASHAHI; TAJEDDIN, 2018). In this scenario, business games are increasingly being used in college programs (GONEN et al, 2009;LYN;TU, 2011;WOLFE, 2016;RAVYSE et al, 2017). This growth can be partly attributed to the fact that through business games, students can experience, in simplified fashion, the difficulties faced in the real world, without incurring the risks of a real company (BEN-Z-VI, 2010;LYN;TU, 2012;BRAGHIROLLI et al, 2016;WESTERA, 2017).…”

Section: Experiential Learning and Business Gamesmentioning

confidence: 99%

“…the possibility of producing better learning results compared to conventional teaching methods(KEYS;WOLFE, 1990;BEN-ZVI, 2010;RAVYSE et al, 2017);(2)the help in reducing the fragmentation of undergraduate courses by promoting more integration between the basic areas (LAINEMA; NURMI, 2004; GONEN et al, 2009; LOVELACE; EGGERS; DYCK, 2016; HAWLITSCHEK; JOECKEL, 2017; KORIS; ÖRTENBLAD; OJALA, 2017); and (3) the systemic treatment of students, integrating the rational and emotional sides (OLI-VEIRA; SAUAIA, 2011; TAO; HUNG, 2012; BRAGHIROLLI et al, 2016; LOVELACE; EGGERS; DYCK, 2016; KORIS; ÖRTENBLAD; OJALA, 2017), stimulating a change in behavior and the development of skills and competencies beyond those instilled by traditional teaching (KEYS; WOLFE, 1990; SALAS; WILDMAN; PICCOLO, 2009; FITÓ-BERTRAN; HERNÁNDEZ-LARA; SERRADELL-LÓPEZ, 2014; BRAGHIROLLI et al, 2016; HAWLITSCHEK; JOECKEL, 2017); Notwithstanding the contributions of business games and their growing use, many institutions still face barriers to their application, among them: the high cost to acquire software licenses (PASIN; GIROUX, 2011; BURDON; MUNRO, 2017); lack of adequate infrastructure (BEN-ZVI, 2010; BURDON; MUNRO, 2017); lack of preparation of professors to conduct this type of activity (TAO; CHENG; SUN, 2009;…”

mentioning

confidence: 99%

Business Games and Stock Market: An analysis of students’ learning in a Business Administration course

Oliveira

Melo

2020

RAEP

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This paper addresses the use of experiential learning to improve knowledge about the capital market, by applying a program with business games, using an electronic simulator of the Brazilian stock market. The objective was analyzing the cognitive domain of the participants after application of an educational program about the capital market, using a business game tailored for stock market trading. The descriptive study, with a quantitative approach, used the quasi-experiment technique to collect data on the learning of undergraduate business administration students at a federal university located in the state of Rio de Janeiro, Brazil. The data were submitted nonparametric statistical analysis with the inferential Mann-Whitney U-test as well as tests of comparison of medians. The results revealed statistically significant differences in assimilating knowledge between the groups of participants. The G1 group, whose theoretical content was exposed before the game application, showed an assimilation of superior knowledge. In this sense, it was possible to conclude that the way the educational program with the business game was applied affected the students’ assimilation of knowledge.

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Success factors for serious games to enhance learning: a systematic review

Cited by 149 publications

References 89 publications

Impact of narrative and badging on learning and engagement in a psychology learning game

Impact of narrative and badging on learning and engagement in a psychology learning game

Games on Mobiles via Web or Virtual Reality Technologies: How to Support Learning for Biomedical Laboratory Science Education

Business Games and Stock Market: An analysis of students’ learning in a Business Administration course

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