Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference

Khan, Amna Nauman; Ahmad, Farzana; Malik, Muhammad Muddassir

doi:10.1007/s10639-017-9622-1

Cited by 140 publications

(124 citation statements)

References 50 publications

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“…According to Khan, Ahmad, and Malik [22] (pp. 2769-2770), gamification refers to the practice of "adding game design elements e.g., feedback, challenge, points to a non-gaming environment to promote active learning in conventional classrooms, increase student engagement and motivation, and help in achieving certain learning outcomes".…”

Section: Gamification and Eementioning

confidence: 99%

Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

Mei

Yang

2019

Sustainability

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In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students' perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants' experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.

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Section: Gamification and Eementioning

confidence: 99%

Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

Mei

Yang

2019

Sustainability

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“…Kim (2015) notes that gamifying something does not make it automatically engaging -there needs to be enough value in the concept to want people to participate and play along. Gamification also has the potential to limit the learning time that participants have (Khan, Ahmad, and Malik 2017). Using competitive situations to learn can take the focus off learning, and more onto completing the task as quickly as possible to win overall.…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

Nostalgia, gamification and staff development – moving staff training away from didactic delivery

Foster

Warwick²

2018

Research in Learning Technology

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There is growing evidence that incorporating games into education supports active learning and student participation. With that in mind, we created a staff development session that involved a playful learning activity, in which attendees experienced 90's nostalgia, whilst working on an important learning and teaching issue. Based on the British game show, The Crystal Maze, The 'Crys-TEL' maze required attendees to complete a number of challenges as a group to attempt to 'solve' a pressing learning and teaching issue. Using gamification techniques, defined as game design elements in non-game settings, attendees experienced different delivery styles, whilst always working towards the learning and teaching issue they had been asked to consider. In a nod to the original Crystal Maze game show, attendees worked in groups to score points for completing various tasks. The two groups with the most points competed against each other in the final to collect crystals, and ultimately conquer the 'maze'. This article will describe the journey we took from the initial concept through to the delivery of the session, and our reflections and proposed future developments of the Crys-TEL Maze.

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“…Previous studies have shown increased understanding and excitement when students play modern board games while teaching (Khan et al, 2017). Research has shown that the use of various board games has contributed to student learning.…”

Section: Introductionmentioning

confidence: 99%

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Kesuma¹,

Harun²,

Putranta³

et al. 2020

EUROPEAN J ED RES

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The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

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Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference

Cited by 140 publications

References 50 publications

Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

Nostalgia, gamification and staff development – moving staff training away from didactic delivery

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

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