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1 – 10 of over 1000Ronald Deckert, Felix Heymann and Maren Metz
Game-based learning or simulation-based learning – especially Serious Games – are notions of the contemporary discourse on digitalisation in the higher education sector in…
Abstract
Game-based learning or simulation-based learning – especially Serious Games – are notions of the contemporary discourse on digitalisation in the higher education sector in Germany. These methods offer a more vivid and motivating learning context and they help to improve important competencies for reaching work-related higher education goals. This explorative study focuses on experts’ experiences with digital and non-digital serious games and their contribution towards developing self, social and management competencies, in the Bundeswehr Command and Staff College in Hamburg (Germany). Whilst there are numerous opportunities for using serious games in higher education, their use creates barriers for addressing social, as well as leadership/management competencies. In the future, game-based learning – and more specifically, digital game-based learning – could challenge the relation between learning as hard work and learn for fun, and between explicit and goal-oriented learning and implicit, incidental and explorative learning.
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Daniel Camuñas-García, María Pilar Cáceres-Reche and María de la Encarnación Cambil-Hernández
The purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education.
Abstract
Purpose
The purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education.
Design/methodology/approach
A bibliometric methodology based on scientific mapping and an analysis of co-words was used. The scientific production on this field of study indexed in Scopus was analyzed. The analysis included a total of 725 publications.
Findings
The results show that the National Research Council of Italy is the institution with the highest volume of production. Among the journals, the Journal on Computing and Cultural Heritage stands out. In addition, in the analysis of the structural and thematic development of co-words, a low percentage of keyword matching was observed. The research is currently mainly oriented to pedagogical methods, especially game-based learning, gamification and the use of serious games, although these are not the only trends in this field. Research is also focusing on virtual reality, augmented reality, and mixed reality.
Originality/value
This work is an exploratory and novel study that analyzes the publications to date on mobile game-based learning in cultural heritage education. In theoretical terms, this can serve as support so that other researchers interested in this field can access the information highlighted in this work. From a practical perspective, this work will contribute to the promotion of new innovative actions in cultural heritage education to satisfy the demands of a learning group increasingly familiar with games technology.
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The purpose of this article is to introduce the benefits of game‐based learning in the corporate business environment. Corporations and other organizations around the world are…
Abstract
Purpose
The purpose of this article is to introduce the benefits of game‐based learning in the corporate business environment. Corporations and other organizations around the world are recognizing that games promote cognitive reasoning and information retention. These days, games are much more advanced, immersive and engaging.
Design/methodology/approach
VIA Learning works with global Fortune 500 companies. The article is based on customer needs and technical expertise of VIA Learning instructional designers.
Findings
Game‐based learning is a viable option for global businesses.
Originality/value
The article introduces the benefits of game‐based learning in the corporate business environment.
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Danielle Herro and Rebecca Clark
This paper aims to address opportunities and tensions when creating game-based learning practices in higher education. By detailing examples from a university in the Southeastern…
Abstract
Purpose
This paper aims to address opportunities and tensions when creating game-based learning practices in higher education. By detailing examples from a university in the Southeastern USA and the communities it serves, we suggest game-based research and learning be approached as a unifying influence adaptable across contexts.
Design/methodology/approach
We use a working example methodology where someone with expertise “works through” a well-known issue while making the thinking overt. In this manner, we reveal processes, successes and challenges infusing game-based learning in higher education to deepen understanding between fields and encourage research and practice with games across disciplines.
Findings
The working example demonstrates that games served as a unifying influence in three primary ways, which included redesigning courses and implementing programmatic changes; using existing programs to promote interdisciplinary teaching and research; and increasing outreach and partnerships. In each example, games served to strengthen or support the initiatives.
Originality/value
This paper extends literature on the value of games to promote research and learning. Significantly, it provides an example for others in game-based learning fields to consider when building similar programs in higher education.
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Bee Lan Oo and Benson Teck-Heng Lim
The game-based learning has been used very successfully in some areas of formal education. In construction management, there is an increased uptake of games in teaching and…
Abstract
Purpose
The game-based learning has been used very successfully in some areas of formal education. In construction management, there is an increased uptake of games in teaching and learning. Focusing on a bidding game, the purpose of this paper is to evaluate its ability in enhancing students’ learning. The specific objectives are to: examine the effectiveness of the game as a teaching mechanism; explore students’ learning experience, preference and motivation to participate in the game; and identify the relationship between game features and students’ learning experience and overall satisfaction.
Design/methodology/approach
This paper adopted a survey research design. A questionnaire survey was conducted in two universities in Australia, involving 100 students in the gameplay.
Findings
The results show that the overall student feedback is positive with the vast majority of the students enjoying the learning experience. Students from both institutions have indicated their preference for group-based game sessions. However, the students have divergent opinions about the game incentive and motivation. It is found that there are significant correlations between some of the game features and students’ learning experience and overall satisfaction.
Practical implications
The bidding game clearly has potential for adaptation in construction bidding-related courses. Educators could consider incorporating the significant game features towards improving students’ learning experience and overall satisfaction.
Originality/value
Given there are limited studies that aimed at evaluating educational games, the student feedback in this research should facilitate more critical and reflective process for incorporating similar form of games in teaching construction management and bidding-related courses.
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Tien-Yu Hsu, HsinYi Liang, Chuang-Kai Chiou and Judy C.R. Tseng
The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s…
Abstract
Purpose
The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s learning in an environment blending virtual game worlds and a museum’s physical space. The contextual model of learning (CML) was applied to consider the related influential factors affecting museum learning and to promote children’s continuous learning and revisit motivations.
Design/methodology/approach
CoboChild provides a thematic game-based learning environment to facilitate children’s interactions with exhibits and other visitors. A practical system has been implemented in the National Museum of Natural Science (NMNS), Taiwan. A questionnaire was used to examine whether CoboChild can effectively fulfill the CML and to evaluate the impacts on museum learning.
Findings
CoboChild effectively fulfilled the CML to facilitate children’s interactive experiences and re-visit motivations in the blended mobile game-based learning environment. Most children described the system as providing fruitful playfulness while improving their interpretations of exhibitions and learning experiences.
Practical implications
CoboChild considers the related contextual influences on the effective support of children’s learning in a museum, and builds a child-centered museum learning environment with highly integrated blended learning resources for children. CoboChild has been successfully operating in the NMNS since 2011.
Originality/value
This study developed a blended mobile game-based learning service to effectively support children’s learning in museum contexts. The related issues are shown to improve the design of blended museum learning services. This innovative approach can be applied to the design of other child-centered services for engaging children’s interactive experiences in museums.
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This paper provides a general review related to a wider project, aimed at developing a mobile game-based app on Education for Sustainable Development within a smart learning city…
Abstract
Purpose
This paper provides a general review related to a wider project, aimed at developing a mobile game-based app on Education for Sustainable Development within a smart learning city environment. It aims to address guidelines for a new action-oriented transformative pedagogy that is essential for the development of key competencies for sustainable development based on literature review and on the exploration of a previously created mobile game-based app – the EduPARK app.
Design/methodology/approach
This work gives continuity to the developed work, through a qualitative interpretive methodology of case study. Its main objective is to analyze the opinion of Higher Education students, who have experienced the EduPARK app, in what concerns the impact of the educational strategy into: (1) learning value, (2) authentic learning, (3) lifelong learning, and (4) conservation and sustainable habits. Data collection instruments involve students’ reflections triangulated to a questionnaire.
Findings
The study finds that the potential for promoting conservation and sustainable habits is widely recognized by app users, although they mention that this aspect can be further explored. This legitimates the relevance of the new mission – EduCITY, which focuses on enhancing sustainability key skills of citizens who participate in extension game-based activities on strategic paths in the city.
Originality/value
This paper comprises a set of guidelines and best practices for educational stakeholders and decision makers in order to enhance a wider integration of this outdoor mobile innovative approach in education, promoting smart and sustainable attitudes of citizens within the cities.
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Jeffrey B. Holmes and Elisabeth R. Gee
– This paper aims to provide a framework for understanding and differentiating among different forms of game-based teaching and learning (GBTL).
Abstract
Purpose
This paper aims to provide a framework for understanding and differentiating among different forms of game-based teaching and learning (GBTL).
Design/methodology/approach
The framework is based on an analysis of existing literature and descriptions of GBTL in varied higher education settings, combined with case examples of the author’s personal experience as instructors of GBTL courses.
Findings
Four frames or categories of GBTL approaches were identified: the action frame, the structuring frame, the bridging frame and the design frame. Each frame represents a spectrum of related yet varied strategies and assumptions.
Originality/value
This framework is a first attempt at providing an analytic tool for making sense of the varied instantiations of GBTL in higher education. It can be useful as a heuristic tool for researchers as well as a generative model for designing future GBTL practices.
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Michael Joseph Figuccio and Marla Johnston
Kahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the…
Abstract
Purpose
Kahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the effectiveness of Kahoot! in a child development course.
Design/methodology/approach
Sections of child development were randomized in terms of review format prior to exams one and two. All sections had a Kahoot! review prior to the final exam. Regression analyses were employed to determine the optimal set of predictors of exam scores. Students also completed a survey assessing their opinions of Kahoot! reviews.
Findings
Kahoot! scores accounted for 31.3% of the variability in exam 1 scores, 11.1% of the variability in exam 2 scores and 19.9% of the variability in final exam scores. Students reported that Kahoot! made class more interactive and that Kahoot! helped their learning of course concepts. These findings indicate that Kahoot! is an effective review tool. Furthermore, students reported that the use of Kahoot! was a positive experience that added to their understanding of the topics taught in the child development classroom.
Practical implications
To foster student engagement, instructors should consider incorporating game-based learning in their courses.
Originality/value
This study demonstrates that Kahoot! is an effective review tool in a sample of undergraduate students. Furthermore, this study indicates that Kahoot! promotes student engagement.
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This study aims to describe the feasibility of designing and fostering pre-service teacher inquiry at the intersection of community and disciplinary engagement. Mapping My Math…
Abstract
Purpose
This study aims to describe the feasibility of designing and fostering pre-service teacher inquiry at the intersection of community and disciplinary engagement. Mapping My Math (MMM), a game-based and mobile learning activity, guided pre-service teachers in playfully exploring mathematics featured in the everyday activities of people and places and creatively representing this inquiry with digital media.
Design/methodology/approach
This study draws from design-based research that examined the role of place, digital media and mobility in mathematics teacher education. Design narrative methods describe how MMM was created, implemented and refined to support disciplinary inquiry across settings given the evolution of tools, activities and practices. The study and design narrative address the following question: How can game-based and mobile learning be designed to support pre-service teachers’ disciplinary inquiry of everyday mathematics?
Findings
Findings shared in this study’s design narrative attend to the quality of pre-service teachers’ inquiry-as-play, or expressive mobility situated amonglearners’ social and material relations, disciplinary concepts and the built environment.
Research limitations/implications
Implications from this study concern the role of mobile learning in mathematics teacher education to connect school, community and online settings; the potential of gameful design to impact pre-service teacher learning across settings; and the importance of fostering disciplinary inquiry whereby pre-service teachers can “navigate” their own learning.
Originality/value
Game-based and mobile learning designs, like MMM, can create the conditions for cross-setting mobility as generative of inquiry-as-play in mathematics teacher education. MMM encouraged pre-service teachers to playfully leverage disciplinary practices that shaped new relationships with mathematics, their city and the mathematics of place and community.
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