scholarly journals The Effect of an Educational Computer Game for the Achievement of Factual and Simple Conceptual Knowledge Acquisition

2012 ◽  
Vol 2012 ◽  
pp. 1-5 ◽  
Author(s):  
Luis C. Almeida
Keyword(s):  
Conceptual Knowledge ◽  
Computer Game ◽  
Medium Size ◽  
Control Group ◽  
Factual Knowledge ◽  
Educational Objective ◽  
Education Students ◽  
Overwhelming Evidence ◽  
Educational Computer ◽  
Educational Computer Game

This paper presents findings of a quantitative investigation of how games affect achievement of an educational objective based on the foundations of information processing. The results suggest that games can be used to assist achievement of classroom content. The results of this experimental quantitative study pointed to the overwhelming evidence that games outperformed the control group (nongames) in the achievement of factual knowledge in a group of freshman education students at a medium-size university.

From Gaming to Computational Thinking: An Adaptive Educational Computer Game-Based Learning Approach

2020 ◽  
pp. 073563312096591
Author(s):  
Danial Hooshyar ◽  
Margus Pedaste ◽  
Yeongwook Yang ◽  
Liina Malva ◽  
Gwo-Jen Hwang ◽  
...  
Keyword(s):  
Conceptual Knowledge ◽  
Educational Games ◽  
Computational Thinking ◽  
Computer Game ◽  
Thinking Skills ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Learning Approach ◽  
Educational Computer ◽  
Educational Computer Game

Educational games have been increasingly used to improve students’ computational thinking. However, most existing games have focused on the theoretical knowledge of computational thinking, ignoring the development of computational thinking skills. Moreover, there is a lack of integration of adaptivity into educational computer games for computational thinking, which is crucial to addressing individual needs in developing computational thinking skills. In this study, we present an adaptive educational computer game, called AutoThinking, for developing students’ computational thinking skills in addition to their conceptual knowledge. To evaluate the effects of the game, we conducted an experimental study with 79 elementary school students in Estonia, where the experimental group learned with AutoThinking, while the control group used a traditional technology-enhanced learning approach. Our findings show that learning with the adaptive educational computer game significantly improved students’ computational thinking related to both conceptual knowledge and skills. Moreover, students using the adaptive educational computer game showed a significantly higher level of interest, satisfaction, flow state, and technology acceptance in learning computational thinking. Implications of the findings are also discussed.

scholarly journals Motivational Elements in Computer Games for Learning Mathematics

2021 ◽  
Vol 16 (10) ◽  
pp. 275
Author(s):  
Petar Juric ◽  
Marija Brkic Bakaric ◽  
Maja Matetic
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Control Group ◽  
Learning Mathematics ◽  
Games For Learning ◽  
Educational Computer ◽  
E Learning ◽  
Continuous Feedback ◽  
Educational Computer Game ◽  
Experimental Group

One of the main drawbacks of delivering new teaching lessons in e-learning systems is the lack of motivation for using those systems. This paper analyses which elements of computer games for learning mathematics have a beneficial effect on intrinsic motivation and give students continuous feedback in order to improve the learning process. While the control group has access to the basic version of the educational computer game, the experimental group uses the version enriched with additional motivational elements which include enhanced graphics for indulging in the game, messages of support while playing the game, and the possibility to compare results with fellow peers in terms of trophies and medals won.

scholarly journals The Effect of Using an Electronic Instructional Game in Improving English Language Vocabulary for Third Graders in Irbid City

2017 ◽  
Vol 11 (6) ◽  
pp. 123 ◽  
Author(s):  
W. Alsharafat ◽  
Wesam Kurdi Alrashdan ◽  
Mohammad Bani Younes
Keyword(s):  
English Language ◽  
Teaching Strategy ◽  
Computer Game ◽  
Third Graders ◽  
Control Group ◽  
Educational Computer ◽  
And Gender ◽  
Girls School ◽  
Educational Computer Game ◽  
Experimental Group

<strong>This study aims to investigate the effect of using an educational computer game on the improvement of learning English language vocabulary in the city of Irbid. To achieve this aim was programmed a computer game to teach third graders English language vocabulary. The sample of the study consisted of 97 male and female students. They deliberately selected from Kofor Awaan Girls School and Abu Isam Primary Boys School, they were distributed over two groups: One of them is an experimental group of 52 students (male, female) taught English language vocabulary through a computer game strategy, and the other a control group of 47 students (male, female). The findings of the study showed that there are statistical significant differences at the level of (α=0.05) between the experimental group and the control group in favour of the experimental group, and that there are statistical significant differences at the level of (α=0.05) related to gender in favour of female, and that there are statistical significant differences at the level of (α=0.05) of the interaction between the teaching strategy and gender.</strong>

DiG-DAG: Didactic Game for Divulgation of Understandable Geophysics

2020 ◽  
Author(s):  
Giuliana D'Addezio ◽  
Valerio Lombardo ◽  
Stefania Conte ◽  
Anna De Santis
Keyword(s):  
High School Students ◽  
Young People ◽  
Computer Game ◽  
Great Level ◽  
School Students ◽  
The Earth ◽  
Starting Point ◽  
Educational Computer ◽  
Gaming Environment ◽  
Educational Computer Game

&lt;p&gt;Geophysics is the application of the laws and techniques of physics to disclose knowledge about the Earth&amp;#8217;s dynamic processes and subsurface structure. It explores phenomena such as earthquakes, volcanoes, tsunamis to improve our understanding of the Earth&amp;#8217;s physical processes. Effective mitigation of risks from catastrophic geophysics hazards requires knowledge and understanding of natural processes. Scientific divulgation deals with the communication of knowledge previously produced in scientific contexts to a non-expert massive audience. &amp;#160;One of the difficulties science divulgators need to overcome is to explain specific concepts, even complex, from a given discipline in a language simple and understandable, maintaining scientific correctness, and enhance skills, knowledge and competences of their interlocutors.&lt;/p&gt;&lt;p&gt;Considering that, nowadays, digital technologies play a large role in young people&amp;#8217;s lives and games are directly connected to the life of adolescents, we realized an educational videogame to teach geophysics and Earth sciences to low and high-school students; an educational computer game, serious&amp;#160;game, where electronic medium with all the characteristic of a gaming environment convey formative outcomes. The starting point is that technologies are systems of open possibilities that can be effectively integrated with innovative methods of education necessary to promote more effective, efficient, attractive and durable learning. In fact, the ardour and enthusiasm that digital games evoke in teenagers has brought many researchers, school leaders and teachers to the question &amp;#8220;how video games&amp;#8221; can be used to engage young people and support their learning.&lt;/p&gt;&lt;p&gt;A first stage of the project of Virtual Reality, &quot;Journey inside the volcano&quot;, were presented at several scientific divulgative events, such as the ESA Living Planet Symposium, The National Geographic Festival delle Scienze, the September 29th INGV Open Day, involving more that a thousand users and receiving appreciation from the public. We present the serious game and the relate appreciation analysis based on guestbook comments compiled at the end of the experience. The comments reveal a great level of appreciation, involvements and emotions, and margins of improvement. The results foster us to improve the project developing other geophysical topics.&lt;/p&gt;

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