Towards a conceptual framework for assessing the effectiveness of digital game-based learning

All, Anissa; Castellar, Elena Patricia Núñez; Looy, Jan Van

doi:10.1016/j.compedu.2015.04.012

Cited by 83 publications

(67 citation statements)

References 19 publications

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“…Results of this study and previous research (Main & O'Rourke, 2011;O'Rourke, Main, & Ellis, 2012; indicate that use of the HGCs achieved most of All et al's., (2015) desired outcomes.…”

supporting

confidence: 67%

“…To provide a framework for assessing the effectiveness of this approach, a brief summary of the three desired outcomes of All et al's., (2015) conceptual framework for assessing the effectiveness of DGBL is provided. All et al, (2015, p. 29) proposed that operationally DGBL was effective when users "achieve similar or higher scores compared to other instructional methods" via: 1.…”

Section: Discussionmentioning

confidence: 99%

“…In pursuing more detailed evaluations of digital technology, a recent study conducted in the Netherlands by All et al, (2015) reviewed the feedback from 33 stakeholders in organisations that either used or supported users of DGBL (including DGBL researchers, higher education institutions, secondary and primary schools, e-learning companies, public utility companies and large private companies). They assert that there were three categories of desired outcomes when using this type of learning approach; enhanced learning, increased motivation, and acknowledged efficiency outcomes.…”

Section: Evaluating Digital Game-based Learningmentioning

confidence: 99%

See 2 more Smart Citations

Technology in the Classroom: Improving Automaticity in Mental-maths in Primary-aged Students

O’Rourke¹,

Main²,

Hill³

2017

AJTE

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“…Results of this study and previous research (Main & O'Rourke, 2011;O'Rourke, Main, & Ellis, 2012; indicate that use of the HGCs achieved most of All et al's., (2015) desired outcomes.…”

supporting

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Section: Evaluating Digital Game-based Learningmentioning

confidence: 99%

See 1 more Smart Citation

Technology in the Classroom: Improving Automaticity in Mental-maths in Primary-aged Students

O’Rourke¹,

Main²,

Hill³

2017

AJTE

View full text Add to dashboard Cite

show abstract

“…Economic factors and equipment factors are no longer the barriers to participation in mobile learning for teachers. System evaluation on the availability of mobile learning APP has received increased interest from researchers [29]. According to the literature review, considering the representative of the selected indicators and the simplicity of the model, three factors Responsiveness (PR), Perceived Network (PN) and Perceived Content (PC) were chosen to build model, as shown in figure 1.…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

Liu¹,

Zhang²,

Ye³

et al. 2018

Int. J. Emerg. Technol. Learn.

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Abstract-The main purpose of this study is to construct the user satisfaction structure model of mobile learning APP (software designed that run on mobile devices) from the perspective of the mobile learning participants, and to analyze the influence factors of satisfaction with mobile learning APP. The results of this study show that perceived responsiveness and perceived content are both the important factors that affect user satisfaction with mobile learning APP. Users have high satisfaction with the content conforming to the mobile learning context. Users expect to get immediate feedback in the process of learning, which can improve the learning methods and efficiency.

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“…However, learning outcomes is the result most stakeholders want to obtain from serious games [12]. Learning outcomes are also the most frequent result assessed in recent serious games [11], and some authors even believe that such outcomes could be used to replace standardized tests [13].…”

Section: Introductionmentioning

confidence: 99%

A methodology for assessing the effectiveness of serious games and for inferring player learning outcomes

Serrano-Laguna

Manero

Freire

et al. 2017

Multimed Tools Appl

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Although serious games are proven educational tools in many educational domains, they lack reliable, automated and repeatable methodologies to measure their effectiveness: what do players know after playing a serious game? Did they learn with it? Literature research shows that the vast majority of serious games are assessed through questionnaires, which strikes a stark contrast with current trends in the video game industry. Commercial videogames have been learning from their players through Game Analytics for years, using non-disruptive game tracking. In this paper, we propose a methodology to assess serious games effectiveness using non-disruptive in-game tracking. The methodology proposes a design pattern that structures the delivery of educational goals within the game. This structure also allows inferring learning outcomes for each individual player, which, when aggregated, would determine the effectiveness of the serious game. We have tested this methodology with a serious game that was played by 320 students. The proposed methodology allowed us to infer players' learning outcomes and assess game effectiveness and to spot issues in the game design.

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Towards a conceptual framework for assessing the effectiveness of digital game-based learning

Cited by 83 publications

References 19 publications

Technology in the Classroom: Improving Automaticity in Mental-maths in Primary-aged Students

Technology in the Classroom: Improving Automaticity in Mental-maths in Primary-aged Students

Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

A methodology for assessing the effectiveness of serious games and for inferring player learning outcomes

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