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Section 1 Gamification in Higher Education |
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Chapter 1 The Game of Game-Based Learning |
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1 | (12) |
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Games have been an inevitable part of education since the beginning. |
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They have indescribably transformed the educational landscape with a higher emphasis on the learner-centric pedagogy. |
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The educational games can be considered to be a contemporary manifestation of these centuries' old philosophies and practices aimed at imparting strategic and tactical thinking, language, logic, and mathematical skills amongst the learners. |
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This chapter explores the meaning, significance, and scope of game-based learning as an instructional tool. |
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It provides an interesting account of several games that are popularly used to facilitate effective learning in various settings. |
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This chapter also examines the relevance and implications of games in education. |
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Chapter 2 Games in Education: Bibliometric Analysis |
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13 | (18) |
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In this study, a study was made on the Web of Science index by using the words "game-based learning," "video games," "game-based pedagogy," "digital games," "gamification," and "game." |
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The study was carried out with data obtained from the SCI-E, SSCI, and A&HCI indices covering the years 1975-2021. |
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A total of 1,376 articles were reached in accordance with the inclusion criteria. |
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Retrieved articles were subjected to bibliometric analysis. |
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In line with the relevant analysis, the most influential authors, journals, institutions, and articles were revealed under the title "games in education." |
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In addition, based on the articles examined within the scope of this research, a co-word network structure was visualized in terms of cooperation among institutions and authors. |
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As a result of the research, the trends in topics related to games were revealed, and the changes in this area are subsequently discussed. |
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Chapter 3 Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement |
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31 | (27) |
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In recent years, the teaching-learning process in higher education has undergone unprecedented change. |
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Learners from across the world can enroll in any university using online platforms. |
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This learning freedom is fantastic for all stakeholders, but it raises some serious concerns, such as how to ensure effective learner engagement and make the learning experience meaningful for the learners. |
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While technology has aided learning, it has also become a significant source of distraction for students, as they spend too much time on gadgets solely for entertainment. |
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This necessitates innovative and engaging teaching styles from educators. |
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Designing course content as a game makes learning more engaging as learners get a sense of motivation and accomplishment. |
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However, aligning games with lesson plans, designing assessment criteria, and learning outcomes takes a significant amount of time and effort. |
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Hence, this chapter proposes learner-centered interactive instructional strategies that employ GBL to pique learners' curiosity and recommends popular GBL platforms for creating educational games. |
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Chapter 4 A Systematic Review on the Neuro-Cognitive Correlates of Game-Based Learning in Higher Education Learning Environments |
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58 | (20) |
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Cathlyn Niranjana Bennett |
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Game-based learning is one of the sustainable education methods for future professionals from the higher education learning environment. |
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To attain these innovative and sustainable teaching pedagogies, the components of games and simulations need to be incorporated into the teaching-learning content. |
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The integration of neuroscience and cognitive concepts has become an essential feature in understanding various phenomena in game-based learning with regard to higher education learning environments. |
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Several neural and cognitive processes are involved while engaging in such activities. |
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These activities have played a pivotal role in the pedagogy and teachers had to think on their feet while engaging students in higher education as well. |
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Game-based learning has proven to be a very effective method of engaging higher education students. |
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Chapter 5 Game-Based Teaching and Learning in Higher Education: Challenges and Prospects |
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78 | (29) |
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Game-based pedagogies use games for achieving learning outcomes by guiding the learners through specific tasks, which can be digital and/or non-digital and can promote deep meaningful learning. |
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Therefore, the design of game-based learning helps learners to engage in the meaning-making process and ensure better participation. |
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As the boundaries of classroom learning become blurred through blended or hybrid learning approaches, game-based learning enhances digital literacies for digital natives to prepare them for building a knowledge economy. |
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By exploring existing literature, this chapter highlights how technology can support teachers and learners to go beyond their existing pedagogical boundaries by focusing on ways games may serve as digital sources of learning. |
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It also explores the role game-based pedagogies and digital learning design frameworks play in enhancing learner engagement, collaboration, and cultural understanding. |
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Chapter 6 A Paradigm Shift in Higher Education: Evidence-Based Cross-Sectional Study Conducted in South India |
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107 | (15) |
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Game-based learning is widely followed at the school level in India, but the higher education system has been longer in adopting it. |
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The pandemic situation has transformed teaching and learning processes from the traditional to the technical method, which requires a more versatile approach. |
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Because of the rapid change from the offline mode to the online mode in higher education, there is little evidence available on the inefficiency of implementing the traditional system of teacher-centered education on online platforms. |
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There comes a lot of the significance in of adapting technology-based games in order to engage and motivate students throughout their course of study. |
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The aim of this chapter is to provide an overview of the effectiveness of game-based learning strategies over traditional learning methods. |
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Moreover, the results of a cross-sectional study conducted by the authors in South Indian universities at the higher education level is included. |
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Chapter 7 Effectiveness of Game-Based Learning as a Pedagogy Among the MBA Students |
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122 | (16) |
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Karthigai Prakasam Chellaswamy |
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Anand Shankar Raja Manivannan |
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Game-based learning is an exciting and interactive tool used by many teachers across the globe. |
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This research aims to check whether any significant change is found in the learning of the student before and after introducing game-based learning in classroom teaching. |
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MBA students were identified as the target group for this research. |
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The production dice game was used for this experiment. |
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The teacher engaged the first session traditionally and later with the production dice game. |
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Student learning was captured through a Google form before and after the game. |
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The Google form had questions ranging from understanding to analyzing to application-level to capture exactly the effectiveness of game-based learning, Paired sample t-test was applied to check the before and after test results, and it was found that there was a significant change in the learning among the identified target group. |
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Through this study, the authors conclude that game-based learning provides better results in student learning as compared to regular classroom teaching. |
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Chapter 8 Game-Based Learning in Higher Education: An Effective Pedagogical Tool for Enhanced Competency Building |
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138 | (26) |
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The technological developments and innovations have thrown open many challenges in the field of higher education. |
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We are growing up in a society of digital natives who are exposed to the digital environment from their birth. |
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Of late, the focus has shifted from traditional teaching methods to finding innovative ways and means to engage the students. |
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Competence building instead of rote learning is the need of the hour. |
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In order to prepare the students to face the challenges of the real world and make them future ready, it is important for higher educational institutions to focus on imparting to learners 21st century skill sets such as creativity, problem solving, and critical thinking, amongst others. |
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Game-based learning is gaining momentum and is becoming a popular pedagogical tool as it is learner-centric and fosters creativity. |
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Chapter 9 Gamification Strategies for Higher Education Student Worker Training |
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164 | (16) |
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This chapter discusses gamification strategies in the context of higher education student worker training. |
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Specifically, it builds on the concepts of gamification in corporate training contexts and gamification in the academic classroom environment. |
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It also considers various options to support gamified training content and methods to support student worker engagement and knowledge retention. |
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It explains how these strategies relate to the concept of information literacy for an adult, higher education population. |
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This chapter is ideal for higher education staff, faculty, or administrators who design training curricula for student workers. |
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Chapter 10 Interactive Multimedia Experiences in Higher Education: Gaming, Augment and Virtual Reality, and Research |
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180 | (14) |
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This chapter presents experiences in using gaming and interactive media in higher education environments since 2017 culminating in the 2020/21 years when the COVID-19 pandemic forced teachers and students to adopt different work methodologies. |
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Participatory design strategies merged with a tradition of critical and interdisciplinary studies in humanities mediated by online technologies helped shape these strategies enhanced by the cooperation from three different faculties from Lisbon University in Portugal (Universidade de Lisboa, UL), namely FBAUL, IST, and IGOT. |
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The aim of these experiments was to augment the potential for innovation and research taking advantage of gaming research methodologies to involve teachers and students in a common context. |
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This chapter also shows research done in interactive media, augmented and virtual reality, game art, and gender equity. |
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The year 2020 showed how institutional collaboration can open learning spaces to a more focused approach on the interests of young people and to promote a more sustainable and dynamic future. |
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Chapter 11 Live Long and Educate: Adult Learners and Situated Cognition in Game-Based Learning |
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194 | (26) |
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Using the lenses of Vygotskian constructivism, situated cognition, the antecedents of flow, and a pedagogy interwoven with the multiliteracy framework, the authors present a COVID-19 simulation game. |
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The game has multiple levels, challenges, disrupters, and allows for student player groups to work together (i.e., collaborate within and across player groups) to achieve the strategic objectives of the game. |
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The player groups have an overall goal to minimize loss of life, while other parameters need to be optimized, depending on the stakeholder group that the player group is role-playing. |
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While the game can be digitized, it is presented in a manner that allows instructors to implement the game simulation right away in their classrooms. |
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Assessment rubrics, decision matrix templates, and debriefing notes are provided to allow for student learners to reflect on their decisions (based on course concepts) both individually and as a player group. |
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Chapter 12 Worldbuilding, Gaming, and Multiliteracies in an Online First-Year Seminar |
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220 | (29) |
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This chapter provides a case study of the use of worldbuilding for role-playing games as the foundation for a first year multiliteracies seminar. |
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The author provides an overview of teaching and learning during the pandemic in the Irish context. |
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The chapter provides practical advice on using a MediaWiki installation as the infrastructure for worldbuilding projects. |
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The author shows how this imparts important digital literacies and allows for a critical apprehension of Wikipedia itself. |
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The author argues that online learning and professional development benefit from a multiliteracies approach and, furthermore, that worldbuilding is a useful strategy for overcoming the limitations of online learning while at the same time achieving rigorous learning outcomes. |
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Section 2 Exploring Literacy in Game-Based Learning |
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Chapter 13 Using Game-Based Learning to Improve Boys' Literacy |
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249 | (20) |
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This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. |
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The explicit aim of the innovation is to improve comprehension towards visual intelligence. |
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Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. |
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These learners were part of a group of students participating in a whole school reading and literacy intervention program. |
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The innovation is an integral part of this ongoing project. |
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Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 - 40 minutes over five months. |
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The results of the project are positive. |
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It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). |
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In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF). |
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Chapter 14 Game-Based Pedagogy: Educate, Collaborate, and Engage |
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269 | (20) |
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Interpretations of the cultural meanings made by each of the boys in the study, based on their individual unique experiences engaging with video games, can provide readers with insights into how to approach adolescent aged boys' literacy development through game-based pedagogy. |
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In this chapter the author describes how these four boys developed their multimodal ways of learning by engaging with visual perspectives of video games. |
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The methodological approach documented what boys are saying, as much as possible, which is currently understudied in the literature surrounding boys and their video gaming practices. |
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This chapter addresses some boys' out-of-school video gaming practices for meaning-making and gaining cultural knowledge. |
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Studying the ways in which boys make meanings through multimodal ways of learning can offer insights into strategies for cyber culture that can potentially reinvent traditional literacy pedagogical boundaries and establish new ways and practices for building knowledge. |
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Chapter 15 Using Gamification to Improve Literacy Skills |
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289 | (13) |
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Students in the 21st century are learning by doing and playing. |
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Teachers need to incorporate technology into everyday tasks. |
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Games assist students in the learning process. |
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Once students have learned a task through the playing process, they will remember this much easier and longer than simply doing a worksheet. |
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Research shows students enjoy interactive and engaging activities and will choose these types of activities over pencil and paper types of activities. |
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Teachers must prepare students for the future which involves more critical thinking and technological types of skills. |
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Traditional teaching methods and styles have underused technology tools and pedagogical methods. |
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The 2020 Covid pandemic and remote learning delivery style assisted teachers in developing new tools and methods to reach and teach all students with various and diverse needs. |
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Chapter 16 Digital Storyworlds: Transformative Ways to Play |
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302 | (18) |
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The digital storyworld model is conceptualised in this chapter as an innovative digital storytelling that incorporates both transmedia and meaning-making narrative approaches. |
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Working with Aristotelian story elements in a non-linear digital series of mini-worlds, the higher education narrator-as-learner enters real-world situations mirrored in a fictional and fragmented environment. |
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The model encourages a playful engagement in the experiential learning process through a range of points of view, encouraging empathy for differing perspectives that are transferable to real-life environments. |
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Chapter 17 Minecraft and Elementary Literacy Learning: The Perspectives and Ideas of Preservice Teachers |
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320 | (24) |
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This research examines the perceptions and instructional ideas of preservice teachers as relates to using Minecraft, a popular video game, to facilitate game-based learning opportunities in their future elementary classrooms. |
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The participants were 21 preservice teachers who played Minecraft as part of a teacher preparation program course and then completed essays on their experiences with the game and its potential to support student learning in the elementary English language arts classroom. |
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These essays were coded and analyzed for themes. |
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Three primary results were found in data analysis. |
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First, three groups emerged from the data with each group indicating either no interest, some interest, or high interest in using Minecraft in their future teaching. |
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Second, the preservice teachers illustrated various potential instructional strategies for integrating the game into the classroom, and third, participants identified a variety of ways that Minecraft integration can support English language arts instruction and learning. |
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Chapter 18 Play Is the Game: Literacy Learning Through Game-Based Instruction |
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344 | (19) |
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Drawing on a multimodal framework, this chapter looks at the ways engagement and embodiment of learning are mediated through play as sixth graders learn to skin or repurpose board games to represent the story of The Lightning Thief. |
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Studying game design for the purpose of skinning, that is, applying a new theme or skin to a game, provides a literacy learning process that can foster collaborative, creative, and authentic learning. |
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Outcomes demonstrated gains in social skills and interactions, critical thinking, reading comprehension, visual representation, graphic design, and writing for specific purposes. |
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Analysis revealed that students were immersed in the learning process to the extent that they felt comfortable acting informally, responding in the moment, and being playful. |
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This chapter shows a way to foster academic growth, engagement in learning, and collaboration is to engage students in skinning games based on literature and integrated a playful learning environment. |
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Chapter 19 The Transformation of Literacy and Media Literacy |
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363 | (18) |
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Whether we call it the age of information, the age of digitalization, or the informatics, this century is an era in which rapid technological developments are taking place and will continue without stopping. |
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The importance of using the media consciously and appropriately is increasing by reducing the effects of the media on individuals with many positive and negative characteristics. |
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Having media literacy skills, which is one of the basic skills of the new century, is important in learning how tool live with the media. |
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Becoming a conscious media consumer and producer, the way to realize the reality in the media is to have media literacy skills which is one of the basic skills of the new century. |
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This chapter is mainly aimed at studying the dynamics that makeup media literacy and media literacy skills. |
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How the century has transformed to meet the needs of its students will be highlighted within the context of media literacy. |
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Then, the chapter will be completed by explaining how media literacy is reflected in pedagogy with examples suitable for different courses and levels. |
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Chapter 20 The Application of AI Teachers in Facilitating Game-Based Literacy Learning: An Introduction to Theories and Evidence-Based Tools |
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381 | (16) |
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This chapter discusses the theoretical frameworks for artificial intelligence (AI) teachers and how AI teachers have been applied to facilitate game-based literacy learning in existing empirical studies. |
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While the application of artificial intelligence (AI) in education is a relatively emerging research area, it has received increasing attention in the scientific community. |
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In the future, AI teachers are likely to be able to serve as powerful supplementary tools in classroom teaching in support of human teachers. |
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The main goal here is to provide the readers with new insights on promoting game-based literacy learning from the perspectives of AI teachers. |
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To this end, the authors introduce the readers to the key concepts of AI teachers, the merits and demerits of AI teachers in education, scientific research on AI teachers in literacy learning, and some highlighted examples of AI teachers in literacy classrooms for practical concerns. |
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Section 3 Culturally-Based Game-Based Pedagogy |
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Chapter 21 Enhancing Literacy Skills Using Indigenous Games |
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397 | (21) |
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Livhuwani Daphney Tshikukuvhe |
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Talifhani Trevor Ramatswi |
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This chapter explores the possibility of enhancing literacy skills using indigenous games played by Vhavenda children at foundation phase. |
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It critically analyses different types of Vhavenda games played by children which are ndode, mufuvha, muravharavha, and tsetsetse or trere-tsere to solicit the possibility to enhance literacy skills. |
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Methodologically, this study aligns with the use of qualitative approach where researchers collected data using interviews and observations. |
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The focus is on Vhavenda indigenous games that can be adopted by other cultures to enhance learning inside and outside the classroom environment. |
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The results found that indigenous games develop several literacy skills inclusive of school, arithmetic, communication, cultural, emotional, and physical literacies which are very important for total development of children. |
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Games are enjoyable and interesting and as such make learning fun. |
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Chapter 22 Exploring the Use of African Indigenous Games in Teaching Critical Thinking Skills |
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418 | (13) |
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Tshimangadzo J. Makhanikhe |
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Critical thinking skills are fundamental for both undergraduate and postgraduate students in the academic environment. |
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These skills allow students to question and reflect on the knowledge and information presented to them. |
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These skills can be learned differently through various instruments. |
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This chapter explores how this game can contribute towards teaching critical thinking skills. |
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There are various indigenous games played in Vhavenda culture. |
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The researchers focus on an indigenous game, Duvheke. |
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The chapter employs game-based pedagogy as a theory that underpins this study. |
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Methodologically, the chapter assumes a qualitative complexion because it seeks to collect in-depth information about Duvheke and how it can be used in teaching critical thinking skills first entering students in a rural university. |
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The data collection method used is interviews which were collected from first entering students. |
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Preliminary findings suggest that critical thinking is needed to play Duvheke. |
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The chapter suggests that Duvheke can be a valuable tool in teaching critical thinking skills. |
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Chapter 23 GraphoGame: A Computer-Assisted Reading Acquisition Tool - An Enabling Support to Reading in the African Classroom |
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431 | (24) |
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This chapter investigates the effectiveness of a digital reading tool, called GraphoGame, that could be employed as one of the solutions to the poor reading results of learners that have been revealed in both national and international assessments in Namibia, specifically, and Sub-Saharan Africa in general. |
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Following a research study, this chapter sets out to demonstrate that, through pre-and posttests, GraphoGame Afrikaans improved the initial reading skills of Grade 1 learners. |
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The results have implications for the utilization of computer-assisted tools to support reading acquisition in the lower grades. |
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As GraphoGame employs a scaffolded approach by presenting learners with letters and words, it can be utilized to support learners individually in classes with large numbers, as is typical in Africa. |
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Chapter 24 Educational Video Games for Learning English Vocabulary: Methodology of Empirical Research |
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455 | (17) |
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Researchers have been exploring the potential of educational video games for learning English vocabulary. |
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The primary focus is on two questions: |
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1 Can educational video games motivate students to learn English vocabulary (which explores students' attitudes)? |
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2 Are educational video games effective in acquiring English vocabulary (which explores learning outcomes)? |
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Good quality empirical research on this is rare because of the shortage of games specific to educational purposes. |
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In addition, although some researchers have contributed to answering these two questions, their methodology is not convincing. |
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Therefore, this chapter aims to provide an overview of their methodologies by introducing participant groups, popular educational video games, pre-test, post-test, and data analysis. |
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Finally, this chapter will inspire researchers to conduct more reliable empirical research, thereby making better-found contributions to the field. |
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| Volume II |
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Chapter 25 Gamification, Learning, and the Acquisition of 21st Century Skills Amongst Malaysian Law Students |
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472 | (16) |
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The diversification of pedagogic tools remains essential for a fruitful learning experience among the Gen Z students by embedding technology such as gamification in learning. |
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Recent literature has discussed the acquisition of 21st century skills and the educational challenges generally faced by Asian students due to their cultural traits. |
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Against this background, the findings of this study open reflections relating to the benefit of gamification in acquiring 21st century skills. |
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The objective of this chapter is to identify whether gamification is a suitable pedagogic tool among Malaysian law students in order to support the acquisition of 21st century skills. |
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The respondents are from Year 1 and Year 2 of a three-year Bachelor of Laws degree with the majority being Malaysian students. |
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The data collected showed that gamification helps in the acquisition of 21st century skills. |
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Evidently, it showed that gamification can be a suitable alternative pedagogic tool to support the students to learn skills such as critical thinking, creativity, innovation, leadership, or communication. |
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Chapter 26 The Effect of Religiosity on Learning Ethics in Serious Gaming Environments: Religious Influences in Serious Educational Games |
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488 | (22) |
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The multi-disciplinary literature on ethics asserts that the relationship between religiosity and ethical perceptions and judgements is an under-researched topic. |
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Despite its importance, few studies have examined the relationship between religiosity and the learning of business ethics. |
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This research investigates whether religiosity is conducive to the learning of business ethics in a digital learning environment: a serious 3D ethics game. |
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A cross-sectional survey was conducted on 302 final-year students from two different academic institutions based in the UK. |
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The results of a structural equation modelling analysis suggest that religiosity does not inform the ethical perceptions and decisions of religious individuals in digital learning environments. |
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Religious individuals perceive the utilitarian aspects of a serious game such as ease of use to be more important for learning ethics than religion. |
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In contrast, less religious individuals perceive the hedonic aspects of a serious game to be a key catalyst for enhancing the learning of ethics. |
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Chapter 27 A Game-Based Content and Language-Integrated Learning Practice for Environmental Awareness (ENVglish): User Perceptions |
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510 | (23) |
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Increasing human activities in the environment have created severe effects; therefore, handling such effects by raising environmental awareness through several ways has become significant to sustain the environment, which can enhance 21st century skills including critical thinking and information literacy. |
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Digital games can be used for this because they create an environment for learning with higher engagement, motivation, and excitement besides fostering cognitive attainment and retention. |
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Accordingly, a mobile game-based content and language-integrated learning practice (an educational digital game called ENVglish) was developed to raise EFL students' environmental awareness in this qualitative study. |
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During the design and development phases of the game, students' and teachers' perceptions regarding it were collected with semi-structured interviews. |
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The data were content analyzed. |
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The findings indicated that both students and teachers had positive perceptions about the game and that students could improve their English and have environmental awareness with the game. |
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Section 4 Teacher Perceptions of Game-Based Learning |
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Chapter 28 Educators as Facilitators of Game-Based Learning: Their Knowledge, Attitudes, and Skills |
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533 | (21) |
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Innovative educational methods such as gamification are gaining ground in more formal environments and have great potential to improve learning in education. |
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However, the implementation of this strategy in the classroom is assumed to be a complex practice for beginners and requires the development of new competencies by educators. |
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This chapter aims to contribute to the advancement of knowledge about the main competencies needed for educators to perform as facilitators of educational games. |
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The study was developed through critical literature review, interviews, and questionnaires. |
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The outcome is the development of a framework of competencies of an educator willing to use game-based learning. |
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The study highlights the importance of institutional support to boost the development of pedagogical, technological, and social skills among educators. |
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The conclusions of the chapter are valuable for educators aiming to adopt game-based learning and to higher education decision makers committed to expanding innovative learning contexts on their institutions. |
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Chapter 29 Spanish Teacher Attitudes Towards Digital Game-Based Learning: An Exploratory Study Based on the TPACK Model |
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554 | (26) |
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Cristina A. Huertas-Abril |
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The consideration that the only goal of games is the achievement of entertainment is still commonly accepted, although there is now an outgrowing perspective that believes in the use of games to promote learning. |
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This exploratory quantitative research examines both in-service and pre-service Spanish teacher perceptions (n = 112) about using digital games in their lessons, paying a special attention to the TPACK model, and comparing the results regarding age, gender, and professional situation. |
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Responses show a positive attitude towards the potential use of video games in their lessons, although there are differences considering the results of the items concerning technological, pedagogical, or content knowledge. |
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The data presented in this study is relevant to guide the design of curriculum and training programs, as well as to develop strategies to support and scaffold pre-service and in-service teachers' knowledge and practical implementation of digital game-based learning (DGBL). |
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Section 5 Gamification, Mobile Learning, and Education Policy |
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Chapter 30 Factors Affecting the Successful Implementation of an E-Education Policy and Community Engagement: Acquiring 21st Century Skills Through E-Learning |
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580 | (26) |
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In order to provide readers with an overview and summarize the content, the purpose of this chapter is stated as reporting on an investigation around acquiring 21st century skills through e-learning. |
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This study takes place against the background of the factors affecting the successful implementation of an e-education policy and community engagement. |
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In terms of research methodology, a case study is used of a specific high (secondary) school in the Metro North district of the Western Cape province, South Africa. |
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Chapter 31 Game-Based Pedagogy and Learner Identity Development: Mechanical vs. Autotelic Identities |
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606 | (24) |
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This chapter explores the potentially negative and positive impacts of game-based pedagogy on personality development. |
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The methodology of this chapter is qualitative basic research, while the theoretical framework is critical theoretical analyses, articulated around psychodynamic theory, analytic psychology, and positive psychology. |
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The negative view of game-based personality development presupposes 'learners for technology' or the pessimistic view, while the positive view of game-based personality development considers 'technology for learners' as being a perspective which facilitates media literacy, higher order thinking, higher emotional intelligence, and pro-social behaviors. |
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The conclusion is that the positive view of game-based personality development would facilitate learners' effective and efficient acquisition of 21st century literacy skills, that is, information literacy, media literacy, and technology literacy. |
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Chapter 32 Gamification and Mobile Learning: New Pedagogical Strategies |
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630 | (16) |
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Gamification has been a very frequent research topic in the area of education in recent years, with some positive results, such as increasing student engagement and motivation. |
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However, studies on gamification as an instructional strategy are recent and need more data to help teachers in its use in the classroom. |
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Thus, this work describes a gamification experience of a social game with graduate students, teachers in primary and secondary education, and discusses how the elements present in games can provide engagement and favor learning. |
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Furthermore, the authors present the Kahoot app as a possibility to stimulate and engage students in the teaching-learning process, analyzing some implications of learning with a mobile device. |
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The results had a positive impact on increasing student engagement in both Game Social and Kahoot. |
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Therefore, gamification and mobile learning can be good alternatives to increase the quality of teaching, generating meaningful experiences in the classroom. |
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Chapter 33 Astronomy and Space-Themed Mobile Games: Tools to Support Science Education or Learning Barriers Due to the Misconceptions They Generate? |
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646 | (25) |
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Georgios Eleftherios Bampasidis |
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This chapter aims to contribute to the discussion of incorporating mobile games with astronomy and space themes in order to support science learning. |
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One concern is when these games include erroneous science content. |
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In this case, they may build or enhance misconceptions or misunderstandings, which eventually create learning barriers. |
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The authors try to determine the learning strategies or pedagogies which can be used to incorporate such games in science education. |
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Research on which characteristics these games should have is also presented. |
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Game-based learning is in alignment with acquiring and developing 21st century literacy skills. |
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One of these skills, information literacy, is related to domain knowledge learning. |
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Section 6 Game-Based Pedagogy for Primary-Elementary Educators |
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Chapter 34 Incorporating Digital Literacy Materials in Early Childhood Programs: Understanding Children's Engagement and Interactions |
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671 | (26) |
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Use of digital media in early childhood literacy programs offers significant opportunities for interaction, engagement, and meaningful practice of phonic skills-and also a few pitfalls. |
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The purpose of this chapter is to review |
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1 considerations for use of digital media in early childhood settings |
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2 selection of appropriate media to facilitate early literacy learning |
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3 inclusion of digital media as an integral component of early literacy instruction, rather than an add-on |
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With an emphasis on practical ideas and solutions for instructors, the authors draw on studies in which interactive, personalized ebooks and an early literacy learning app were used in conjunction with face-to-face, hands-on activities drawn from Project SEEL (Systematic and Engaging Early Literacy). |
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Chapter 35 Acquiring Problem-Solving Skills Through Coding Games in Primary School |
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697 | (19) |
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Play is a spontaneous and free activity of the child and its role in learning processes has been recognized by pedagogical studies from Piaget onwards. |
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Game-based learning places the pupil at the center of the teaching-learning process, creating a motivating and challenging environment in which the pupil can learn freely, proceeding by trial and error, learning to evaluate their choices and those of other players and monitor a number of variables. |
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Game-based learning therefore stands as an individualized and inclusive learning environment, which allows all students to achieve maximum educational success. |
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In more recent years, the spread of online games, the use of coding as a teaching tool, and distance learning experiences have contributed to spreading game-based didactics. |
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In this chapter, the author proposes a path of coding games for the development of problem solving in primary school with interdisciplinary links and to the mathematics curriculum. |
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Chapter 36 Discrete Primary Education Curriculum in Bangladesh: Implications of Gamification for Quality Education |
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716 | (15) |
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The curriculum is an essential and integral part of the education system for lifelong learning and better children's outcomes. |
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The sum of experience throughout their schooling journey can be defined as an educational curriculum expressed in a much broader sense. |
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The school's type of school, study materials used, teaching methods, available school facilities, and the qualifications of schoolteachers provided at the end of primary schooling often diverge with different educational curricula due to the government policy dilemma. |
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There is no unified primary education curriculum in Bangladesh's case. |
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More than three mainstream educational curricula can be founded, each with its own unique set of traits, benefits, and shortcomings. |
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This chapter explores what factors affect a school's choice, which is linked with the educational curriculum being offered, and how it affects the student's quality of education. |
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This chapter also explores gamification theory's implementation to ensure quality primary education in Bangladesh. |
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Chapter 37 Providing Validity Evidence for Ignite by Hatch: A Digital Game-Based Learning Experience for Preschool Children |
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731 | (19) |
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The authors of this study seek to provide practitioners with evidence to support the instructional value of Ignite by Hatch, a digital learning game designed for preschool children. |
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Analyses were conducted using the entire population of three- and four-year-old children who used Ignite during the 2020-2021 academic year (n = 29,417) and included the use of descriptive statistics to explore patterns of growth and the Rasch measurement model to explore item difficulty. |
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This chapter also features a preliminary crosswalk establishing the alignment between the domains, subdomains, and games presented within the Ignite game environment and the learning goals provided by the North Carolina Foundations for Early Learning and Development framework. |
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Results suggest strong preliminary evidence in support of the instructional value of Ignite by Hatch. |
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Further research is recommended to understand how knowledge and skill acquisition within the game environment translate to developmental growth outside of the gaming environment. |
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Chapter 38 Levelling Up Primary School Students' 21st Century Skills Through Minecraft-Game-Based Learning |
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750 | (22) |
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The aim of this study was to investigate the effectiveness of Minecraft-game-based learning towards on 21st century skills among primary school students. |
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This study employed quasi-experimental methodology. |
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The dependent variable of this study was the 21st century skills. |
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During Minecraft-game-based learning session, students were given the opportunity to build and recreate a world based on certain themes inside Minecraft world based on their creativity and imagination. |
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The session involved a learning process of different skills and knowledge relevant to school and real world which was imitate inside the Minecraft world. |
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The result shows that the intervention of Minecraft-game-based learning is effective in enhancing and retaining the 21st century skills among students. |
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The implication of the study suggests that the functionality of Minecraft as a digital learning tool should be promoted as it involves students to work in a team to solve problems and have fun while acquiring and sharpening the students' 21st century skills. |
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Section 7 Learner Assessment, Motivation, and Behaviors in Game-Based Learning |
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Chapter 39 How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles |
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772 | (16) |
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This chapter presents an empirical research where the authors developed tasks based on a digital game supported by assessment strategies. |
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The study is interpretative in nature, in a case study design. |
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The authors designed tasks with technology and assessment strategies in a collaborative work context implemented in a mathematics classroom with 5th grade students (students 10 years old). |
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The results evidence that the use of a digital game and formative assessment have contributed to the learning of complementary and supplementary angle pairs, giving meaning to their utilization as an effective strategy. |
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Chapter 40 Gamification Design Principles and Mechanics to Improve Retention |
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788 | (22) |
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The design and guidelines for gamification offer designers a range of solutions to provide empowerment and engagement to assist with retention within education. |
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This chapter addresses a knowledge gap around the effective use while improving retention. |
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With gaming mechanics as a driving point, specific design considerations were explored: badges, leader boards, points and levels, and challenges. |
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The educator must think from the learner's perspective and find new ways of creating challenges and motivation techniques to provide value. |
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Gamification, when applied to different disciplines, has the potential to facilitate the individual within learner-centricity. |
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Current research indicates that gaming mechanics can encourage and motivate the learner while enriching their experience when applied to education. |
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Chapter 41 Learner Motivation Through Gamification in E-Learning: A Study on Game-Based Formative Assessment in E-Learning |
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810 | (22) |
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It is a proven fact that learning with the element of fun and games makes the learning process interesting and also helps in student retention. |
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Especially, in the context of e-learning environment, where learner motivation and engagement level are not easy to monitor, it is required to implement some mechanism which can improve their intrinsic motivation and make them self-motivated. |
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Gamification in education and using game-based formative assessment tools will be of great help to not only motivate learners to opt for e-learning courses, but to complete till the end. |
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The current study, thus, focuses on use of game-based formative assessment to improve learners' motivation in the e-learning environment so that their drop-out rates can be controlled, and their engagement level can be improved. |
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Also, it intends to assess the past literature and identify the essential gaming mechanics which can possibly impact the learner motivation. |
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It will also highlight the theoretical perspective used in previous studies on gamification, engagement, and motivation. |
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Chapter 42 Political Economy Inside the Strategy of Line Game |
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832 | (14) |
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Joseph Varghese Kureethara |
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In today's world, the concept of the game and game theory is turned into new methods of knowing and understanding some of the human behaviours followed by society. |
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In the 21st century, behavioural economics plays a major role in understanding the concept of the 'line' game and hence the strategies followed by it. |
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It is a country game played in many parts of India. |
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It is a two-person game with very simple rules and moves. |
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It can be played indoors. |
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Students play the game during the break-outs. |
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The game keenly and minutely determines the objectivity of the game and the behaviour of the players involved inside the game and the way one starts moving helps the other players to understand what one is trying to portray through the game whether it is winning or losing. |
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The strategies involved can be put forth and looked upon from different perspectives. |
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Referring to one such perspective, it can be looked at from a concept of Pareto efficiency, a microeconomic concept. |
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It helps develop logical skills and learn winning strategies. |
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Chapter 43 The Process of Prosocial Behavior Between Players/Characters in Digital Games: A Multidimensional Approach to the Situational Context and Gameplay |
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846 | (22) |
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To understand the influence of video games on the player, several important questions must be answered. |
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First, what accounts for the higher level of engagement in digital games relative to other entertainment media? |
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Furthermore, what kind of experience does the player have during gameplay? Specifically, what does the player think when he or she interacts with other characters in the game? |
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This study examines digital games with a focus on the interaction between the game itself and the person playing it. |
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Among the various social behaviors elicited by digital games, much attention has been given to players' prosocial behavior within the context of a game's virtual world. |
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A multidimensional view of behavior is used to analyze the game's situational contexts and players' interpretation of behavior. |
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Section 8 Game-Based Learning: Code and Play |
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Chapter 44 Students as Garners: Design, Code, and Play |
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868 | (20) |
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Games have been considered as an important part of child development and can roughly be defined as fictional structures with certain rules to be followed to achieve certain goals. |
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Modern games (ex. Minecraft) sometimes require quite sophisticated skills to move on, and these skills mostly match up with 21st century skills. |
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From this perspective, this chapter tries to explain the relationship between 21st century skills and game playing skills, the design thinking approach where students are game designers, coders, and players. |
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Chapter 45 Learning Coding Through Gaming |
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888 | (17) |
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This chapter begins by arguing that computational thinking and coding should be included as two more C's in the Partnership for 21st Century Learning's list of essential skills. |
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It does so by examining how coding and computational thinking can be used to manipulate people. |
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It argues that gaming uses all the C's, including the two new ones proposed. |
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It then explores connections between playing video games and computer programming. |
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It claims that game-based learning would be an optimal way to leverage these connections to teach coding and describes ways in which to do so, including specific challenges that could be included in game-based learning and a sequence of introducing them so students can "level up." It briefly examines different coding games and describes ways in which educators can create their own coding games. |
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It concludes by arguing that educators can make the connections between gamer thinking and computational thinking visible, use games designed to teach coding, or create their own coding games to take advantage of near transfer. |
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Chapter 46 Using Custom-Built, Small-Scale Educational Solutions to Teach Qualitative Research Literacy: No Code, Code, and Complex Applications |
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905 | (22) |
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This chapter considers ways in which educators can create their own educational applications to integrate into their teaching. |
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It is argued that interactive uses of technology can aid student engagement and encourage uptake of skills presented to them. |
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Today, tools available allow everyone to create not only static websites, but also functional applications. |
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It is possible to get started without knowing how to code, empowering anyone with an interest in technology to become a creator. |
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While these no and low code solutions may come with some restrictions, they may encourage users to explore more traditional ways to engage with code and its possibilities for teaching. |
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The chapter aims to encourage readers to look at technology as a creative practice to include into their teaching. |
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It suggests strategies to help readers select the most appropriate tool for their projects. |
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Section 9 Virtual Teaching and Project-Oriented Game-Based Learning |
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Chapter 47 Project-Oriented Game-Based Learning: Managers From Fairytales |
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927 | (19) |
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In this chapter, the authors investigate the potential of project-oriented game-based learning in making students of educational institutes more engaged and gain a deep understanding of the curriculum content. |
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The literature review presents the main definitions and benefits of project-oriented game-based learning, followed by its contribution to improving the performance of students' training. |
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The results of the research are based on testing the main statements of project-oriented game-based learning empirically - if it really can provide additional value for learners in higher education. |
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The empirical data have been collected based on Ukrainian case study and allow the authors to prove the influence of project-oriented game-based learning on increasing students' engagement, satisfaction, performance, and improving learning outcomes. |
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The main idea of the teaching project was to take as an object of the research a character from a fairytale and analyze its managerial activities. |
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The chapter also analyzes the e-learning instruments which can be used in remote teaching. |
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Chapter 48 Virtual Training for Scuba Divers |
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946 | |
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Virtual reality (VR) is a technology that is becoming more common for applications in the field of education and training. |
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VR can be used to create simulated two- and three-dimensional scenarios, promoting interactions between the user and the environment, which allows experiencing virtual training situations very close to real actions. |
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The aim of this text is to describe the development of a teaching and training tool using VR technology for scuba divers' operations within the aquatic context for enhancing critical thinking. |
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To this end, a survey of requirements based on real procedures was carried out in order to transpose them into a synthetic environment. |
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After the construction of the artefact, it was tested and evaluated by qualified users, and the results are promising. |
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Compilation of References |
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ccxiv | |
