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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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Article
Publication date: 8 August 2016

Jae Park and Run Wen

The purpose of this paper is to explore culture as the unit of analysis in comparative education in the context of technology-mediated learning known as digital game-based…

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1185

Abstract

Purpose

The purpose of this paper is to explore culture as the unit of analysis in comparative education in the context of technology-mediated learning known as digital game-based learning (DGBL).

Design/methodology/approach

Two digital games for Chinese language learning were purposefully designed and produced following existing studies in cross-cultural psychology, learning theories and second language acquisition. To corroborate the assumption that culture affects user’s preference of DGBL learning interface, the two newly developed instructional tools were evaluated with eastern and western learners to find out their perceptions and choices through direct observation, pre-/post-assessments and a group interview.

Findings

The evaluation indicates the validity of the key assumptions in the theoretical framework: eastern learners were fond of the type of digital game that involves social cues and situational factors, whereas, western learners preferred a simple design and goal-oriented learning game in which they had the power of control.

Originality/value

This paper suggests a theoretical and technical framework to design, and produce culturally sensitive DGBL learning tools. Extant studies on the relationship between culture and DGBL are usually on how digital games generate unique learning experiences and culture. Looking at the same phenomenon but in a reverse direction, this study reports on how learners’ culture determines their preferences in DGBL.

Details

International Journal of Comparative Education and Development, vol. 18 no. 3
Type: Research Article
ISSN: 2396-7404

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Article
Publication date: 8 November 2019

Hussein Haruna, Zamzami Zainuddin, Robin R. Mellecker, Samuel K.W. Chu and Xiao Hu

Digital technology has great potential for educating today’s digitally oriented adolescents on health. In particular, digital health gamified learning can make the…

Abstract

Purpose

Digital technology has great potential for educating today’s digitally oriented adolescents on health. In particular, digital health gamified learning can make the promotion of the sexual well-being of adolescents more effective. Although venereal diseases such as HIV/AIDS have become a greater problem in Sub-Saharan African (SSA) countries than in any country outside of Africa, little is publicly known about the development of gamified learning for use in counter-measures. This paper aims to address that deficit by presenting the process of developing one such game. The paper highlights how the “My Future Begins Today” game for sexual health education was developed, evaluated and refined in the real-world of low-tech settings and made improvements based on the response of users.

Design/methodology/approach

Design-based research (DBR) was used to guide the design, develop, test and refine the digital game in iterative cycles. The evaluation of the effectiveness of iterations of the game was done using adolescent sexual health literacy tests and the validated Motivation, Attitude, Knowledge and Engagement framework, the authors developed based on existing approaches. That framework combines the elements of motivation, attitude, knowledge and engagement, effectiveness was evaluated based on the game’s ability to motivate students, improve their attitudes, increase their acquisition of knowledge and engage them in learning self-rating surveys and interviews. The whole process of game design, testing, evaluation and refinement were underpinned by the activity theory, DBR and participatory design (PD) research.

Findings

Participants in the gamified learning platforms demonstrated higher average scores on their post-tests than their counterparts subjected to the traditional teaching classroom. Also, gamified learning groups commented positively on the effectiveness of their instructional approach than their counterparts in the traditional learning group. The stakeholders’ involvement in developing gamified learning provided a good understanding of the importance of the game to the adolescent students and how it was going to be used to address the problem identified. The application of PD contributed to the effectiveness of the game. It involved various actors from various fields who were relevant to the game. Also, engaging targeted users from the beginning resulted in the creation of a better correspondence with the preferences of end-users.

Practical implications

This study has contributed to a better understanding of sex education and knowledge in the area of adolescent reproductive health issues, using developed innovative game mechanics features and its applicability in low-tech settings.

Originality/value

The study will be a recommendation for future researchers in applying this gamified learning concept and its suitability in their teaching practice, particularly regarding sexual health education and adolescent reproductive health issues in low-tech settings of SSA.

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Book part
Publication date: 4 October 2019

Aishah Abdul Razak, Mohamad Izani Zainal Abidin and Thomas M. Connolly

Studies have shown various benefits of using technology especially digital games in making classroom learning more engaging and motivating. In Scotland, a new approach to…

Abstract

Studies have shown various benefits of using technology especially digital games in making classroom learning more engaging and motivating. In Scotland, a new approach to education called the Curriculum for Excellence (CfE) was implemented in 2010. This approach moves away from traditional ways of teaching to more active learning. One of the popular approaches among teachers is the use of digital games-based learning (DGBL). This chapter presents the findings from some interviews with lecturers of education, in charge of Information and Communication Technology (ICT) courses at Scottish Universities on how pre-service teachers are being prepared to embrace CfE in general and DGBL in particular, and also what are their views on DGBL and its role within the CfE. Although it was found that the characteristics of CfE, such as being less prescriptive, based on teacher's interpretation and context-based, allowed DGBL to fit well into the new curriculum, the lecturers in general do not see the need for emphasis on DGBL at university level. There is a lack of courses on DGBL and the pre-service teachers who are keen to take forward this approach are expected to do so in their own time. Based on the findings from the interviews, some recommendations are made for the role of Higher Education Institutions (HEI) in promoting DGBL among the pre-service teachers.

Details

Management and Administration of Higher Education Institutions at Times of Change
Type: Book
ISBN: 978-1-78973-628-1

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Article
Publication date: 25 October 2019

Alex C. Urban

The purpose of this paper is to provide an overview of the literature on digital games designed or adapted for information literacy instruction, as well as practical…

Abstract

Purpose

The purpose of this paper is to provide an overview of the literature on digital games designed or adapted for information literacy instruction, as well as practical design recommendations.

Design/methodology/approach

The paper presents an analysis of a compiled set of peer-reviewed articles on games in the provision of information literacy instruction published between 2013 and 2018, categorized by game mechanics utilized.

Findings

Application of the inclusion criteria led to 12 papers considered relevant. Synthesis of the papers suggests that although studies indicate positive outcomes for information literacy games, such games continue to rely on transcription of declarative tasks to digital environments.

Originality/value

While previous literature reviews provide summaries on information literacy digital games, this paper not only presents an up-to-date review but also provides step-by-step instructions and worked examples for aligning information literacy learning mechanics with game mechanics.

Details

Library Hi Tech, vol. 37 no. 4
Type: Research Article
ISSN: 0737-8831

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Book part
Publication date: 19 March 2013

Felix A. Kronenberg

Two different types of technology-enabled stories that can help expand the notion of narratives are discussed in this chapter. The narratives found in digital storytelling…

Abstract

Two different types of technology-enabled stories that can help expand the notion of narratives are discussed in this chapter. The narratives found in digital storytelling and video games offer new possibilities and advantages for language learners and instructors. They are multimodal, immersive, and authentic; they offer significant motivational benefits and allow for agentive, situated, and participatory learning. Both forms, DST and video games, exemplify new modes of relating meaningful narratives. Media creation and sharing as well as gaming are familiar domains for today's learners. Thus, if these authentic practices are part of the learner's everyday experiences, it makes sense to utilize their potential for educational purposes. As the review of some applications in this chapter indicates, there is an area of convergence that is of particular interest for language learning purposes and may lead us to contemplate a redefinition of these narrative forms. In addition to more traditional narratives, these new and emergent forms can and should be represented in language learning curricula.

Details

Increasing Student Engagement and Retention using Multimedia Technologies: Video Annotation, Multimedia Applications, Videoconferencing and Transmedia Storytelling
Type: Book
ISBN: 978-1-78190-514-2

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Article
Publication date: 8 February 2016

Thomas Hainey

The purpose of this study is to look at existing literature and empirical evidence to compile a number of viable research directions to move the study of digital games for…

Abstract

Purpose

The purpose of this study is to look at existing literature and empirical evidence to compile a number of viable research directions to move the study of digital games for learning forward.

Design/methodology/approach

This study uses a combination of the archival research methodology to present secondary empirical evidence and a large-scale survey methodology to present primary empirical evidence. The archival methodology reviewed a number of extensive systematic literature reviews, and the survey methodology specifically looked at single and multiplayer motivations for playing games in education. A synthesis of the secondary and primary research findings was produced.

Findings

The findings produced the following five viable research directions: more Randomised Controlled Trials (RCTs), more longitudinal studies, more studies investigating the pedagogical benefits of collaborative play, more studies investigating the pedagogical benefits of 2D and 3D games and more detailed evaluation frameworks.

Originality/value

This paper presents a synthesis of previous research and empirical evidence to produce a number of potential research directions to drive the study of digital games for learning in Higher Education (HE) forward.

Details

On the Horizon, vol. 24 no. 1
Type: Research Article
ISSN: 1074-8121

Keywords

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Book part
Publication date: 22 November 2018

Abstract

Details

The Disruptive Power of Online Education
Type: Book
ISBN: 978-1-78754-326-3

Open Access
Article
Publication date: 17 December 2020

Andreas Alexiou, Michaéla C. Schippers, Ilan Oshri and Spyros Angelopoulos

This study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.

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1141

Abstract

Purpose

This study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.

Design/methodology/approach

The authors employ transportation theory to generate a set of antecedents of psychological flow and the theory of flow to connect the gaming experience to positive learning outcomes. The authors investigate the subjective learning experience of players with the use of a psychometric survey, and the authors employ structural equation modelling (SEM) to unearth the direct as well as the indirect effects amongst narrative, aesthetics, flow and learning outcomes.

Findings

The findings of this study demonstrate that narrative and aesthetics in serious games positively influence the perceived learning by facilitating a state of psychological flow.

Research limitations/implications

This study contributes to better understanding and theorizing the role of narrative and aesthetics on learning outcomes in the context of serious games.

Practical implications

The findings of this study bear valuable implications for the design of serious games as they highlight the importance of elements often disregarded as not directly related to the learning process and are typically absent from the design of serious games.

Originality/value

Prior studies have identified aesthetics and narratives as design elements that contribute to the perceived enjoyment of a game; this study empirically investigates the role of narratives and aesthetics in enhancing perceived learning through psychological flow.

Details

Information Technology & People, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0959-3845

Keywords

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Article
Publication date: 8 February 2016

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).

Downloads
6592

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.

Details

On the Horizon, vol. 24 no. 1
Type: Research Article
ISSN: 1074-8121

Keywords

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