ENGAGE: A Game Based Learning and Problem Solving Framework

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning. This approach encompasses the creation of a near real-life online interactive world modeled upon a set of multi-disciplinary domains, in which each student plays a role in this “virtual world” and shapes its development. All missions, tasks and problems therein are generative and open-ended with neither prescribed strategies nor solutions. With sophisticated multi-player simulation contexts and teacher facilitation (scaffolding and debriefing), VISOLE provides opportunities for students to acquire both subject-specific knowledge and problem-solving skills through their near real-life gaming experience. This chapter aims to delineate the theoretical foundation and pedagogical implementation of VISOLE. Apart from that, the authors also introduce their game-pedagogy co-design strategy adopted in developing the first VISOLE instance—FARMTASIA.

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Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i15.14503 ◽

2020 ◽

Vol 15 (15) ◽

pp. 133

Author(s):

Sohail Iqbal Malik ◽

Mostafa Al-Emran ◽

Roy Mathew ◽

Ragad M Tawafak ◽

Ghaliya Alfarsi

Keyword(s):

Problem Solving ◽

Learning Process ◽

Teaching And Learning ◽

Female Students ◽

Male Students ◽

Game Based Learning ◽

Introductory Programming ◽

Problem Solving Skills ◽

Programming Education ◽

E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

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Game-based collaborative learning framework for computational thinking development

Revista Facultad de Ingeniería Universidad de Antioquia ◽

10.17533/udea.redin.20200690 ◽

2020 ◽

pp. 113-123

Author(s):

Angelo Magno De Jesus ◽

Ismar Frango Silveira

Keyword(s):

Problem Solving ◽

Collaborative Learning ◽

Learning Strategies ◽

Computational Thinking ◽

Game Based Learning ◽

Skill Sets ◽

Learning Framework ◽

Problem Solving Strategies ◽

Apply Problem ◽

Problem Solvers

Computational Thinking (CT) can amplify learners’ skill sets so that they become excellent problem-solvers. Game-Based Learning and Collaborative Learning are two approaches that may aid in the development of CT skills. This paper describes a framework based on Game and Problem-Based Learning Strategies which aims to enhance the CT teaching and improves students’ social skills, considering aspects of fun. The framework stands out for including collaborative learning features defined in the main literature. Also, the strategy was developed specifically to fit the games’ dynamics. The approach was evaluated via metacognitive and transactive analysis and by a survey. The results showed evidence that the method is able to stimulate interaction among students to apply problem-solving strategies.

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Game-Based Learning Analytics for Supporting Adolescents’ Reflection

Journal of Learning Analytics ◽

10.18608/jla.2021.7371 ◽

2021 ◽

Vol 8 (2) ◽

pp. 51-72

Author(s):

Elizabeth B. Cloude ◽

Dan Carpenter ◽

Daryn A. Dever ◽

Roger Azevedo ◽

James Lester

Keyword(s):

Problem Solving ◽

Learning Analytics ◽

Theoretical Perspective ◽

Operational Definition ◽

Learning Goals ◽

Game Based Learning ◽

Learning Session ◽

Reflection Prompts ◽

And Performance ◽

Instructional Decision

Reflection is critical for adolescents’ problem solving and learning in game-based learning environments (GBLEs). Yet challenges exist in the literature because most studies lack a theoretical perspective and clear operational definition to inform how and when reflection should be scaffolded during game-based learning. In this paper, we address these issues by studying the quantity and quality of 120 adolescents’ written reflections and their relation to their learning and problem solving with Crystal Island, a GBLE. Specifically, we (1) define reflection and how it relates to skill and knowledge acquisition; (2) review studies examining reflection and its relation to problem solving and learning with emerging technologies; and (3) provide direction for building reflection prompts into GBLEs that are aligned with the learning goals built into the learning session (e.g., learn about microbiology versus successfully solve a problem) to maximize adolescents’ reflection, learning, and performance. Overall, our findings emphasize how important it is to examine not only the quantity of reflection but also the depth of written reflection as it relates to specific learning goals. We discuss the implications of using game-learning analytics to guide instructional decision making in the classroom.

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The Pedagogical Application of Alternate Reality Games

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2015040102 ◽

2015 ◽

Vol 5 (2) ◽

pp. 18-38 ◽

Cited By ~ 2

Author(s):

Ronan Lynch ◽

Bride Mallon ◽

Cornelia Connolly

Keyword(s):

Problem Solving ◽

Evaluation Criteria ◽

The Internet ◽

Interactive Narrative ◽

Game Based Learning ◽

Problem Solving Skills ◽

Alternate Reality Games ◽

Alternate Reality ◽

Pedagogical Application ◽

Selection Of

The advent of the Internet has been instrumental in producing new Game Based Learning (GBL) tools where education and games converge. Alternate Reality Games (ARGs) are one such GBL tool. Interactive narrative games that use the Internet as a central communications platform, ARGs challenge players to collaboratively collate a fragmented story. When used for educational purposes, Serious ARGs provide a novel form of GBL that encourages critical thinking, develops problem-solving skills and fosters collaborative learning. However, the pedagogical application of ARGs is still relatively new. This article presents a background to ARGs and Serious ARGs. It also outlines the lessons drawn from Plunkett's Pages, a Serious ARG that focuses on actual historical events. A selection of evaluation criteria, extracted from the reflections of those who played Plunkett's Pages are presented. These criteria are intended to enable novice ARG designers or educators to formatively evaluate an emerging ARG design.

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