Computer Game-Based Learning: Perceptions and Experiences of Senior Chinese Adults

2011 ◽  
Vol 40 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Feihong Wang ◽  
Barbara B. Lockee ◽  
John K. Burton
Keyword(s):  
Computer Game ◽  
Game Based Learning ◽  
Chinese Adults ◽  
Learning Perceptions

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.

Learning as Becoming

2011 ◽  
pp. 128-146 ◽  
Author(s):  
Yam San Chee ◽  
Swee Kin Loke ◽  
Ek Ming Tan
Keyword(s):  
Citizenship Education ◽  
Space Station ◽  
Computer Game ◽  
Process Philosophy ◽  
Developmental Trajectory ◽  
The Other ◽  
Game Based Learning ◽  
Classroom Learning ◽  
Learning Program ◽  
Cultural World

In this chapter, we share a model of game-based learning for use in the context of classroom learning in school. The model is based on the dialectic interaction between game play and dialogic engagement with peers and teacher on one hand and a developmental trajectory of competence-through-performance on the other. It is instantiated in the context of a learning program related to citizenship education using the computer game Space Station Leonis. We argue for the importance of values in all learning, based upon a theory of becoming citizens that is founded on process philosophy. We relate values to dispositions as articulated manifestations of values and describe how the Leonis learning program helps to achieve dispositional shifts befitting citizenship education in a globalized and multi-cultural world.

VISOLE

2010 ◽  
pp. 185-206 ◽  
Author(s):  
Morris S.Y. Jong ◽  
Junjie Shang ◽  
Fong-Lok Lee ◽  
Jimmy H.M. Lee
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Computer Game ◽  
Design Strategy ◽  
Game Based Learning ◽  
Pedagogical Approach ◽  
Specific Knowledge ◽  
Problem Solving Skills ◽  
Subject Specific ◽  
Virtual Interactive

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.

scholarly journals Application of Game-Based Learning in the Teaching Process of Disaster Medicine for Medical Students

2019 ◽  
Vol 34 (s1) ◽  
pp. s101-s101
Author(s):  
Hai Hu
Keyword(s):  
Medical Students ◽  
Computer Game ◽  
Disaster Medicine ◽  
Board Game ◽  
Game Based Learning ◽  
Teaching Process ◽  
Novel Method ◽  
Great Possibility ◽  
Injury Classification ◽  
Better Than

Introduction:Classroom instruction of disaster medicine for medical students is complicated and lacks attraction. Nowadays a novel method, which is named Game-Based Learning (GBL), has been used in other fields and received good feedback.Aim:To apply GBL to the teaching process of disaster medicine and discuss the effect of its application.Methods:A computer game was devised based on a syllabus of disaster medicine and employed it in classes of disaster medicine for medical students. Then a questionnaire about the application of GBL in education was used inquiring the demands of medical students for the designing of GBL in disaster medicine, including their platform and game mode preferences. Feedback was collected and data was analyzed after the class.Results:201 questionnaires were issued, and the valid rate was 100%. From the responses, 77% of medical students considered the application of GBL in education on disaster medicine was necessary, and 73% of the respondents thought it was practical. Furthermore, over 90% of medical students expressed their expectation for the adoption of GBL. According to another survey of 51 medical students we conducted, after attending a class about knowledge of injury classification with one board game adopted, most of the students believed GBL was better than traditional methods of teaching.Discussion:There is a high approbation degree among medical students to the adoption of GBL in the teaching process of disaster medicine, which suggests a great possibility for the application of GBL in medical education. It is concluded that GBL can be used in the teaching process of disaster medicine.

What Do Students Learn When Collaboratively Using A Computer Game in the Study of Historical Disease Epidemics, and Why?

2011 ◽  
Vol 6 (6) ◽  
pp. 513-537 ◽  
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Computer Games ◽  
Visual Information ◽  
Computer Game ◽  
Historical Period ◽  
Game Based Learning ◽  
Computer Supported Collaborative Learning ◽  
Visual Elements ◽  
Decision Making Processes ◽  
Multimethod Approach ◽  
Disease Epidemics

The use of computer games and virtual environments has been shown to engage and motivate students and can provide opportunities to visualize the historical period and make sense of complex visual information. This article presents the results of a study in which university students were asked to collaboratively solve inquiry-based problems related to historical disease epidemics using game-based learning. A multimethod approach to the data collection was used. Initial results indicated that students attended to visual information with more specificity than text-based information when using a virtual environment. Models of student’s decision-making processes when interacting with the world confirmed that students were making decisions related to these visual elements, and not the inquiry process. Building on theories from the learning sciences, such as learning from animations/visualizations and computer-supported collaborative learning, in this article, the authors begin to answer the question of why students learned what they did about historical disease epidemics.

scholarly journals Computer Game-Based Learning Media as a Strategy to Increase Students' Motivation Learning

At-Taqaddum ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 85-102
Author(s):  
Mahasin Husni ◽  
Bambang Sumardjoko ◽  
Darsinah Darsinah
Keyword(s):  
Computer Games ◽  
Teaching And Learning ◽  
Computer Game ◽  
Active Role ◽  
Game Based Learning ◽  
Computer Based Learning ◽  
Analysis Technique ◽  
Study Results ◽  
Computer Based ◽  
Access Rights

The success of teaching and learning activities is determined by one of the methods and media of learning. This study aims to determine the needs of learning media, develop learning media based on computer games, and determine the effectiveness of learning media based on computer games on students' motivation and interest in learning. This type of research is Research and Development (RD), referring to the ADDIE development model. Data collection techniques using observation and questionnaires. The data analysis technique is done by analyzing the questionnaire. The results showed that students needed new learning media with the criteria of using computer technology, game-based, having a colorful display, involving an active role in student participation, easy to operate, equipped with characters, login, and voice access rights. A computer game-based learning media application has been developed called "BEBEB" with a very proper assessment from Media Experts and Material Experts. The effectiveness of the "BEBEB" application as a learning media based on computer games increased learning motivation by 16.5% and interest in learning by 24.33%. The study results indicate that the development of computer-based learning media as a strategy to increase students' motivation and interest in learning at SMK Muhammadiyah 2 Andong Boyolali has been able to be implemented properly. This implies that teachers need to provide learning media that can arouse students' motivation and interest in learning, one of which is using computer game-based learning media.

Game-Based Learning in Design History

2009 ◽  
pp. 478-488 ◽  
Author(s):  
Barbara Martinson ◽  
Sauman Chu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Computer Game ◽  
Learning Object ◽  
Learning Design ◽  
Design History ◽  
Game Based Learning ◽  
Learning Tool ◽  
College Course ◽  
Types Of Information

Games are increasingly being used to teach content in a variety of courses from elementary to graduate education. This study investigates the effectiveness of using a game, to learning design history content, and it examines students’ preferred learning activities based on learning styles. Forty-two students played a computer game and then responded to a 10-item quiz. Learning style or times played did not impact achievement on the quiz. Students did prefer games as a learning tool, but equally preferred lecture and projects. This study does indicate that games can be used as tools to teach various types of information within a college course. Games added variety to the design history course and made learning facts more fun. The concrete nature of the game was appropriate for this particular group of students, most of whom had concrete learning styles. Finally, the recycling of a previously designed learning object made the project affordable in terms of time and money.

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