Development of children's creativity and manual skills within digital game-based learning environment

2014 ◽  
Vol 30 (4) ◽  
pp. 377-395 ◽  
Author(s):  
H-S. Hsiao ◽  
C-S. Chang ◽  
C-Y. Lin ◽  
P-M. Hu
Keyword(s):  
Learning Environment ◽  
Digital Game ◽  
Game Based Learning ◽  
Manual Skills

scholarly journals Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis

2021 ◽  
Vol 6 (2) ◽  
pp. 142-157
Author(s):  
Mustafa Gök ◽  
Mevlüt İnan
Keyword(s):  
Learning Environment ◽  
Sixth Grade ◽  
Video Camera ◽  
Process Skills ◽  
Digital Game ◽  
Game Based Learning ◽  
School Students ◽  
Teacher Student ◽  
Starting Point ◽  
Mathematical Process

Students' conceptual understanding and mathematical process skills can be improved through digital games in mathematics education. The starting point of this study is the idea of having students encounter this kind of environment. The study didactically describes the process of 6th-grade students’ experiences of a digital game-based learning environment. A combination of the Theory of Didactical Situations (TDS) and Digital Game-Based Learning (DGBL) was used in the design of the digital game. The research focused on knowledge-based interactions (teacher-student-game) during the implementation of the game called Race with Numbers, designed in line with this synthesis. The case study, one of the qualitative research methods, was used in the study. Research participants consist of 16 middle secondary school students studying in the 6th grade in a public school. The research data were collected with a video camera and two voice recorders. The research application lasted 75 minutes. The data analysis related to the application was carried out by describing the interaction between the students and the game at stages of TDS. The study findings indicated that TDS has significant potential in designing DGBL environments. However, strong evidence is presented that such environments enable students to realize their own learning and encourage them to use mathematical process skills (such as problem-solving, reasoning, proving, and transfer). Finally, the study highlights the importance of the digital game-based learning approach in mathematics teaching for students.

scholarly journals Investigation of Reflections from the Digital Game-Based Learning Environment in Higher Education

2021 ◽  
Vol 11 (3) ◽  
pp. 503-515
Author(s):  
timur koparan
Keyword(s):  
Learning Environment ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Digital Games ◽  
Thinking Styles ◽  
State University ◽  
Digital Game ◽  
Game Based Learning ◽  
Meaningful Context

With this research, it is aimed to reveal the reflections of the digital game-based learning environment. The study group of the research consists of 28 mathematics teacher candidates studying at a state university. In the research conducted within the scope of the case study, the data were collected through worksheets used in the process of playing digital games, the opinion form for the games and observations. The research constitutes the 3 week part of the Teaching Mathematics by Game course, which is conducted for 14 weeks, 2 hours theoretical per week. In the designed learning environment, digital games were introduced to pre-service teachers, they were asked to play the games, take notes regarding the game during the game play, and reveal the mathematical results behind the games. After the game activities, teacher candidates were asked to evaluate the games. The data obtained were evaluated qualitatively and the thinking styles of the teacher candidates in the process of playing games and their views on games were presented with direct quotes and screenshots. The findings of the research revealed that the designed learning environment offers prospective teachers unique opportunities to think about mathematically strong contexts and to experience different methods of teaching and learning mathematics. The learning environment provided opportunities for teacher candidates to get to know, play, and understand and evaluate the mathematics behind the games, as well as discuss, think and collaborate in a meaningful context. In the study, it was concluded that educational digital games can become a powerful tool and an effective learning environment for learners, and prospective teachers need a radical approach that makes mathematics teaching interesting.

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