Using an Online Interactive Game to Enhance the Learning Outcomes for First Year Tertiary Students

Abstract

Academics acknowledge that students are often unable to link and extend first year, first semester foundation material throughout their undergraduate degree. The use of a pedagogically sound interactive digital game-based learning (DGBL) resource to engage first year biological science students in recalling, linking and applying foundation knowledge and increasing their learning outcomes has been explored. According to the current literature there exists no evidence that DGBL resources have previously been used to address this transfer and linking of knowledge and core skills. Results from our study of student perceptions and student learning outcomes suggest that our creatively designed resource has effectively targeted a mixed cohort of students to retain, link and extend foundation knowledge. Our study also indicates that DGBL resources have a valid role in enabling students, many of whom are classed as "digital natives", to demonstrate positive learning outcomes by successfully recalling and transferring unit content into new learning domains.

Exploring the Processes of Interaction Between Creators of Serious Educational Games and Learners Using Them

“…Пoложителни резултати за академични постижения са декларирани от авторите на работа [2,3]. Създават се игри с цел подпомагане на обучението по различни учебни предмети, например: по езиците [4], компютърното програмиране [5], опазване на околната среда [6,7] и много други.…”

Analysis, Design, Development, Implementation, and Evaluation of a Serious Game Designed to Inform Users on Environmental Issues

“…On the other hand, other studies (e.g., Cole & Griffiths 2007;Utz, 2000;Yee, 2006;Bringula et al, 2013) reported that games have benefits on users such as opportunity to create strong friendships and emotional relationships, meet new friends, play with real friends and family members, express their feelings, and have a new form of entertainment, leisure, and relaxation. Recently, positive results of games on academic performance (Batson and Feinberg, 2006;Tuzun et al, 2009;Chow, Woodford, & Maes, 2011;Salter et al, 2012), motivation to learn, retention (Chow et al, 2011), creativity (Hutton & Sundar, 2010), adolescent development (Durkin & Barber, 2002) were also documented when gaming was used as an educational tool. Hence, the conflicting viewpoints towards games can be attributed on the purpose or nature of the game itself.…”