Evaluation of Game-Based Learning Approaches through Digital Serious Games in Computer Science Higher Education: A Systematic Mapping

2015 ◽  
Author(s):  
Aliane Loureiro Krassmann ◽  
Leo Natan Paschoal ◽  
Andressa Falcade ◽  
Roseclea Duarte Medina
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Serious Games ◽  
Learning Approaches ◽  
Game Based Learning ◽  
Systematic Mapping

Motivating Game-Based Learning Efforts in Higher Education

2015 ◽  
Vol 13 (2) ◽  
pp. 54-72 ◽  
Author(s):  
Gina Moylan ◽  
Ann W. Burgess ◽  
Charles Figley ◽  
Michael Bernstein
Keyword(s):  
Higher Education ◽  
Serious Games ◽  
Core Curriculum ◽  
Game Based Learning ◽  
The Core ◽  
Current State ◽  
Considerable Research ◽  
Order Of Magnitude ◽  
K 12 ◽  
Academic Content

Though there is considerable research to support using Game-Based Learning (GBL) in higher education, its implementation is lagging behind K-12 education by an order of magnitude. By considering the current state of GBL from leadership, primary consumer, academic and technical perspectives, the authors frame the main issues involved with successfully implementing these efforts. These issues involve obtaining the resources required to make mature serious games that are similar in presentation, functionality and effectiveness to the commercial-based products so widely used today, while ensuring that they are imbued with academic content worthy of college curricula. After motivating a compelling case for GBL, despite a number of constraints and difficulties, the authors present two higher education efforts that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma—a field enhanced by virtual efforts due to its challenging subject matter.

Understanding Computational Thinking before Programming

2011 ◽  
Vol 1 (3) ◽  
pp. 30-52 ◽  
Author(s):  
Cagin Kazimoglu ◽  
Mary Kiernan ◽  
Liz Bacon ◽  
Lachlan MacKinnon
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Skills Acquisition ◽  
Game Based Learning ◽  
Game Play ◽  
Introductory Programming ◽  
Science Concepts ◽  
Game Elements ◽  
Applied Knowledge

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for, and guidelines in support of, this games-based approach contextualized by an analysis of existing research into the issues of learning programming and game based learning approaches. Furthermore, the proposed game-based learning model focuses not only on procedural and applied knowledge and associated skills acquisition in computational thinking, but also provides contextualised theoretical knowledge on Computer Science concepts. By way of illustration, the authors introduce a game prototype currently being developed to combine a puzzle solving game-play that uses Computer Science concepts as the game elements.

scholarly journals Innovating Higher Education via Game-Based Learning on Misconceptions

2020 ◽  
Vol 10 (9) ◽  
pp. 221
Author(s):  
Nadja Belova ◽  
Christian Zowada
Keyword(s):  
Higher Education ◽  
Content Knowledge ◽  
Cognitive Skills ◽  
Serious Games ◽  
Teaching And Learning ◽  
Game Based Learning ◽  
Participatory Action ◽  
Pedagogical Content ◽  
Positive Effects ◽  
Game Activity

In recent years, serious games and game-based learning have received growing attention in educational contexts in general and science teaching and learning. They play an especially prominent role in higher education, where they are used to promote content knowledge as well as higher order cognitive skills and competencies such as communication, collaboration, or problem solving. Despite some known positive effects of serious games on learning, critical voices claim that the objectives of a specific game often do not match the learning objectives and that the games focus on entertaining much more than learning. Considering these arguments and some general guidelines of using games in (higher) education, we developed a game on typical chemical misconceptions based on the popular game “Activity©” using Participatory Action Research. The game was developed based on the contents of a seminar on misconceptions for pre-service teachers (M. Ed. students) in a northern German university. It covers seven content areas where misconceptions are most prevalent and therefore aims at contributing to pre-service teachers’ Pedagogical Content Knowledge (PCK). The students are supposed to draw or mime specific misconceptions. Initial trials in three university courses showed a very positive perception of the game.

Theoretical Overview of the Game in Education and an Innovative Proposal in Higher Education

2022 ◽  
pp. 87-106
Author(s):  
Pedro Antonio García Tudela
Keyword(s):  
Higher Education ◽  
University Students ◽  
Serious Games ◽  
Current Trend ◽  
Theory And Practice ◽  
Early Age ◽  
Game Based Learning ◽  
Academic Interest ◽  
Theoretical Overview ◽  
A Current

There is a growing academic interest in active methodologies related to games, that is gamification and game-based learning (GBL). However, the use of games for educational purposes is not a current trend, since, as discussed in the first section of the chapter, it was already recommended for centuries as an activity to develop certain skills from an early age. Next, gamification is explored in depth by analysing some of its most significant theoretical findings, well-known frameworks, as well as some current experiences in higher education. Similarly, the theory and practice of serious games and GBL are presented, and the chapter ends with the design of a digital escape room implemented with university students of educational degrees.

Game-Based Teaching and Learning in Higher Education

2022 ◽  
pp. 78-106
Author(s):  
M. Mahruf C. Shohel ◽  
Md. Ashrafuzzaman ◽  
Iffat Naomee ◽  
Sanjida Akter Tanni ◽  
Farhan Azim
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Hybrid Learning ◽  
Digital Learning ◽  
Learning Approaches ◽  
Game Based Learning ◽  
Classroom Learning ◽  
Learner Engagement

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. Therefore, the design of game-based learning helps learners to engage in the meaning-making process and ensure better participation. 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. 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. It also explores the role game-based pedagogies and digital learning design frameworks play in enhancing learner engagement, collaboration, and cultural understanding.

Understanding Computational Thinking before Programming

2013 ◽  
pp. 316-338 ◽  
Author(s):  
Cagin Kazimoglu ◽  
Mary Kiernan ◽  
Liz Bacon ◽  
Lachlan MacKinnon
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Skills Acquisition ◽  
Game Based Learning ◽  
Game Play ◽  
Introductory Programming ◽  
Science Concepts ◽  
Game Elements ◽  
Learning Programming

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for, and guidelines in support of, this games-based approach contextualized by an analysis of existing research into the issues of learning programming and game based learning approaches. Furthermore, the proposed game-based learning model focuses not only on procedural and applied knowledge and associated skills acquisition in computational thinking, but also provides contextualised theoretical knowledge on Computer Science concepts. By way of illustration, the authors introduce a game prototype currently being developed to combine a puzzle solving game-play that uses Computer Science concepts as the game elements.

scholarly journals A card game for designing activities for technology-enhanced learning in higher education

2021 ◽  
Author(s):  
Anna Mavroudi ◽  
Teresa Almeida ◽  
Susanne Frennert ◽  
Jarmo Laaksolahti ◽  
Olga Viberg
Keyword(s):  
Higher Education ◽  
Research Literature ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Card Game ◽  
Game Based Learning ◽  
Explicit Representations ◽  
Interactive Workshop ◽  
Future Work ◽  
Enhanced Learning

AbstractThe importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work.

The Prospects and Risks Connected with Increasing the Level of Self-Organisation in Students

2020 ◽  
pp. 75-81
Author(s):  
Svetlana Alexandrovna Kosareva ◽  
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Initial Level ◽  
Education Institution ◽  
Diagnostic Methods ◽  
Study Guide ◽  
Learning Approaches ◽  
Control Groups ◽  
Self Organisation ◽  
And Control

The paper describes the method for increasing the level of self-organisation in students which has been developed by the author. It also contains the method testing results and presents the prospects and risks teachers could face while applying the method in a higher education institution. The purpose of this study is to find out the prospects and risks of applying the method for increasing the level of self-organisation in students and to determine the ways of reducing the risks. Methodology. The author points out the learning approaches which were the basis of developing the method and describes diagnostic methods for determining students’ self-organisation levels. The work focused on increasing each student’s initial level consists of a theoretical and a practical part and includes project activities on creating a study guide. The results of the study. The method developed proved to be effective. It was established by diagnosing the final level of self-organisation in students in the experimental and control groups. The paper considers the advantages of the method among which there is universal character, flexibility, improvements to teacher’s and students’ professional competence, etc. At the same time it is necessary to be aware of the risks due to the increased amount of teacher’s work and the fact that students’ work within the project tends to be monotonous. In conclusion, the prospects of the method for increasing the level of self-organisation in students are related to its advantages and the final results of the work. The risks of its use can be reduced with the help of the measures proposed in the paper.

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

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