What’s the difference between gamification, serious games, educational games, and game-based learning?

2021 ◽  
Author(s):  
Katrin Becker
Keyword(s):  
Serious Games ◽  
Educational Games ◽  
Game Based Learning ◽  
The Difference

scholarly journals Gamification: motivating language learning with gameful elements

2021 ◽  
pp. 109-114
Author(s):  
Joan-Tomàs Pujolà
Keyword(s):  
Video Games ◽  
Language Learning ◽  
Game Design ◽  
Serious Games ◽  
Digital Video ◽  
Educational Games ◽  
Game Based Learning ◽  
Design Elements ◽  
Motivating Language ◽  
Methodological Strategy

What is it? Gamification is a methodological strategy that uses “game design elements in non-game contexts” (Deterding, Dixon, Khaled, & Nacke, 2011, p. 10). The purpose of gamification is to engage people, motivate action, promote learning, and solve problems (Kapp, 2012). There are other educational approaches that use playful components but are different from gamification, such as game-based learning or serious games. In those two cases, all kinds of games (digital video games, table games, outdoor games, etc.) or educational games are used to achieve a learning goal. Within the language learning area, Reinhardt (2019) opts for the global concept of ‘gamefulness’ which embraces all types of vernacular games, serious games, and gamification.

scholarly journals Analysis on Educating Mechanical Engineers Through Serious Games Using Pervasive Technologies

2016 ◽  
Author(s):  
Jannicke Madeleine Baalsrud Hauge ◽  
Theodore Lim ◽  
Matthias Kalverkamp ◽  
Florian Haase ◽  
Francesco Bellotti
Keyword(s):  
User Interface ◽  
Learning Outcomes ◽  
Serious Games ◽  
Educational Games ◽  
Learning Experience ◽  
Digital Technologies ◽  
Cyber Physical Systems ◽  
Game Based Learning ◽  
Physical Systems

In the education of mechanical engineers alternative learning methods like serious games, simulations etc. have been used in past decades to better the learning outcomes. However, as digital technologies advance, so too does the quality of commercial game-based learning. This brings the expectation that while serious games are still considered as an experimental pedagogic vehicle, the learning experience among students and their experience of using serious games become heightened. This is a challenge for several educational games that though fully able to progress a learning goal, is deemed detached due to its dated user interface and inability to host the latest ICTs. This creates an unappealing aspect to the student and can also affect their motivation. This paper reports on the early efforts to analyze serious games from the perspective of learning and gaming mechanics and the virtual environment and systems that can be made pervasive. The intention is to re-furbish dated serious games that are highly relevant to educating mechanical engineers. The proposed concepts lie in the adoption of new pervasive technologies enabled by cyber-physical systems (CPS) and Internet of things (IoT) to modernize dated engineering serious games.

Formative Research for STEM Educational Games

2013 ◽  
Vol 221 (2) ◽  
pp. 90-97 ◽  
Author(s):  
John L. Sherry
Keyword(s):  
Video Game ◽  
Serious Games ◽  
Educational Games ◽  
Sesame Street ◽  
Children's Television ◽  
Educational Video ◽  
Educational Media ◽  
Television Shows ◽  
Educational Video Game ◽  
Games For Health

Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

DEVELOPMENT OF COGNITIVE SKILLS THROUGH COMPUTER EDUCATIONAL GAMES

2021 ◽  
Author(s):  
Todorka Terzieva
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Educational Games ◽  
Educational Process ◽  
Educational Game ◽  
Educational Institutions ◽  
Game Based Learning ◽  
New Knowledge ◽  
Subject Areas ◽  
The Relationship

This article presents the results of a study on the possibilities of computer educational games for the development of various cognitive skills for learners. The advantages they offer in the learning process are highlighted. Special emphasis is placed on the relationship between game-based learning and mental development of learners. Examples of game-based learning from leading educational institutions at different stages of the educational process are given. A prototype of an educational game with several interactive puzzles is presented. They are designed to teach students in mathematics and philology (learning a foreign language). The developed prototypes can be used to acquire new knowledge or to assess the acquisition of knowledge and skills in various subject areas.

Perceptions of Game-Based Learning of Accounting among Gen Z Undergraduates

2021 ◽  
Vol 12 (3) ◽  
pp. 727-733
Author(s):  
Hazianti Abdul Halim Et.al
Keyword(s):  
Critical Thinking ◽  
Significant Relationship ◽  
Financial Accounting ◽  
Accounting Students ◽  
Learning Method ◽  
Perceived Effectiveness ◽  
Game Based Learning ◽  
Generation Z ◽  
Factors Influencing ◽  
The Difference

The purpose of this study is to investigate the perceived effectiveness of game-based learning methods for Generation Z undergraduates. This research aims to determine the perceptions of accounting students undertaking a financial accounting course and subsequently examine the factors influencing the effectiveness of game-based learning of accounting course. A questionnaire is used to measure the perception of game-based learning after the students completed the game-based learning method. Based on the analysis, we find that majority of the students perceived game-based learning as an effective method of instruction.They agree that game-based learning motivates them to do better and at the same time encourages critical thinking and teamwork. We also find that factors such as gender and number of times taking the course are not statistically significant in explaining the difference in the perception. Besides, we also find that there is a significant relationship between perception and examination scores of the students. The findings of this study provide valuable insights for educators, especially on the learner’s learning perception and factors influencing the effectiveness of game-based learning.

scholarly journals Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other

2021 ◽  
pp. 142-160
Keyword(s):  
Teacher Perceptions ◽  
Educational Games ◽  
Digital Game ◽  
Traditional Values ◽  
Game Based Learning ◽  
Education Students ◽  
Perceptions And Attitudes ◽  
Key Stakeholders ◽  
Perceptions Of Students ◽  
Teachers And Parents

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students’ and parents’ intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.

scholarly journals Affective Educational Games and the Evolving Teaching Experience

2011 ◽  
pp. 206-228
Author(s):  
Karla Muñoz ◽  
Paul Mc Kevitt ◽  
Tom Lunney ◽  
Julieta Noguez ◽  
Luis Neri
Keyword(s):  
Bayesian Networks ◽  
Educational Games ◽  
Affective State ◽  
Computer Game ◽  
Teaching Experience ◽  
Learning Goals ◽  
Game Based Learning ◽  
Student Model ◽  
Tutoring Systems ◽  
Control Value

Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.

scholarly journals Assessment of Educational Game Materials and Poster Practices with Rubrics by Expert Educators and Students

2018 ◽  
Vol 5 (13) ◽  
pp. 79
Author(s):  
Figen Altay ◽  
Kevser Bozkurt
Keyword(s):  
Correlation Analysis ◽  
Educational Games ◽  
Educational Game ◽  
Test Results ◽  
Knowledge Test ◽  
Significant Difference ◽  
Scoring Rubrics ◽  
Sample Test ◽  
The Difference ◽  
Poster Presentations

The purpose of this study was to investigate the difference between evaluations of the educational game materials and poster practices by students’ own peers and by expert educators using the rubrics created by expert educators and students together. Study included 10 students and 3 educators attended educational game materials course. Students were informed about basic skills of movement, game, game types, game equipment, analytical rubric, and educational game lectures were given to the students for 6 weeks and 80 minutes each week. 12-question knowledge test was used regarding educational games, analytical scoring rubrics, developing game materials and preparing posters. Materials and posters presented in the course were recorded. Evaluation scales were selected by students and expert teachers. Selected peers and educators evaluated 25 videos. One-way analysis of variance and correlation analysis were used for the reliability and repeatability measurements of the students and teachers. R values of 0.96-0.92 were found between students and 0.78-0.86 between educators. For knowledge tests of the groups, according to Wilcoxon paired two-sample test, there was a significant difference in test results (p<.05). The t test was used in the results of the student and educator video evaluations and there was no significant difference between the scores given by the expert educators and the students to the material and poster presentations (p>.05). In conclusion, this study showed that students could make evaluations as good as expert educators when given an answer key such as a scoring rubric that will help them in the evaluation.

scholarly journals Serious Games and Board Games Versus Cultural Changes

2020 ◽  
Vol 30 (3) ◽  
pp. 257-270
Author(s):  
Jakub Lickiewicz ◽  
Patricia Paulsen Hughes ◽  
Marta Makara-Studzińska
Keyword(s):  
Computer Games ◽  
Serious Games ◽  
Educational Games ◽  
Digital Games ◽  
Educational Process ◽  
Cultural Changes ◽  
Board Games ◽  
Human Functioning ◽  
The Impact

The impact of computer games on human functioning has become the sub­ject of many studies and scientific reports. With the development of technol­ogy, games have transcended boards and become part of the video entertain­ment industry. However, technology did not end traditional games. It was only a matter of time before games were extended to other areas of life. Because games were so popular, educators found that students engage quickly with educational games. The article explains the aspects of serious games (SG), which are defined as digital games used for purposes other than entertain­ment. It describes the areas in which games can be used in the educational process, their effectiveness, and controversies regarding their use.

scholarly journals Serious Games: herramientas para el aprendizaje / An Experience of Serious Game as a Learning Tool

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Noemí Pena Miguel ◽  
Máximo Sedano-Hoyuelos
Keyword(s):  
High School ◽  
High School Students ◽  
Vocational Training ◽  
Serious Games ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Games ◽  
Serious Game ◽  
Added Value ◽  
School Students

ABSTRACTThe introduction of new technologies in society has created a need for interactive contents that can make the most of the potential that technological advances offer. Serious games as educational games are such content: they can be defined as video games or interactive applications whose main purpose is to provide not only entertainment but also training and enhancing skills in areas such as health, marketing, education, etc. The game was associated with childhood and youth but serious games search for promoting, strengthening and giving added value to the teaching and learning process for all ages. One of the most crucial factors for successful educational games is their ability to maintain an individual learner’s motivation and interest by adapting the individual learning and gaming experience to each learner’s needs, preferences, goals, and abilities. For this reason, Serious Games need tutoring and dynamization. The aim of this paper is to analyze a specific experience success in the use of Serious Games for training. It details how this serious game can enhance different skills in each of the phases of the game. This Serious Game was used to promote innovation among High School students and students at Vocational Training Centres. The users must manage a supermarket trying to get the best results possible by taking a series of both strategic and operational decisions. Through an econometric regression model, we have analyzed the results of its use by a group of High School students and Vocational Training School students.RESUMENLos Serious Games son juegos cuyo fin va más allá del mero entretenimiento y persiguen transmitir contenidos, valores, potenciar habilidades y competencias e incluso servir como herramienta de marketing al utilizarse como medio publi-citario. En los últimos años, las TIC han ido tomando protagonismo en el ámbito educativo y formativo y los Serious Games están jugando un papel fundamental como herramientas formativas. El juego anteriormente se asociaba a las etapas de la infancia y la juventud pero los Serious Games pretenden potenciar, reforzar y dar un valor añadido importante al proceso de enseñanza y al proceso de aprendizaje para todas las edades. No obstante, para que los Serious Games alcancen todo su potencial como herramienta en el proceso de aprendizaje, es necesario complementarlos con una buena tutorización y dinami-zación que guíe dicho aprendizaje. Sin duda, sin la labor tutorial, los Serious Games pierden eficacia en su objetivo de poten-ciar el aprendizaje. El objeto de estudio del presente trabajo es analizar una experiencia de éxito concreta en el uso de los Serious Games para el ámbito formativo. En él se detalla cómo a través de un juego que se ha utilizado entre los alumnos de Bachillerato y Formación Profesional se pueden potenciar diferentes competencias en cada una de las fases del mismo. En él, el usuario debe gestionar un supermercado tratando de obtener los mejores resultados posibles tomando una serie de decisio-nes tanto estratégicas como operativas. A través de un modelo econométrico de regresión de elaboración propia analizaremos los resultados obtenidos en su utilización por un grupo de estudiantes de Formación Profesional y Bachillerato. Contacto principal: [email protected]

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