scholarly journals Exploring The Use of Digital Games for Teaching and Learning

2014 ◽  
Author(s):  
Wan Mohd Nazmee Wan Zainon ◽  
Abdullah Zawawi
Keyword(s):  
Teaching And Learning ◽  
Digital Games

scholarly journals Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

2021 ◽  
Vol 20 (10) ◽  
pp. 232-255
Author(s):  
Shahrul Affendi Ishak ◽  
Rosseni Din ◽  
Umi Azmah Hasran
Keyword(s):  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Main Idea ◽  
Digital Games ◽  
Stem Learning ◽  
Global Issue ◽  
Design Perspective ◽  
Comprehensive Framework ◽  
Stem Teaching

Digital games are one of the potential pedagogical approaches within STEM teaching and learning. The main idea behind using digital games in STEM contexts is to enhance the children’s conceptual understanding and to increase their interest in STEM. The interest in STEM is still an unsolved global issue. Most studies looking into digital games show there to be positive implications when it comes to STEM learning. This gap and the uncorrelated scenario from both the theoretical and practical perspectives need to both be solved. Here we conceptualise the usefulness of STEM digital games for stimulating an interest in STEM, particularly among children from a design perspective. The previous studies are the main qualitative sources for the interpretation of the main argument in this paper. As result, digital games have a strong empirically supportive foundational basis that acts as a medium to stimulate interest. To achieve this, STEM digital games should be designed to be of better quality. Good STEM digital games will contribute to better STEM learning outcomes and meaningful gaming experiences that can contribute to the interest in STEM. This study proposes a comprehensive framework to understand the purpose of the design and development of STEM digital games.

Bases for Summative Evaluation of Educational Digital Games and Their Implications in School Scenario

2019 ◽  
pp. 287-311
Author(s):  
Isa de Jesus Coutinho ◽  
Lynn Rosalina Gama Alves
Keyword(s):  
Pilot Study ◽  
Interaction Design ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Digital Games ◽  
Evaluation Methodology ◽  
Summative Evaluation ◽  
School Environments ◽  
Games For Learning ◽  
Learning Principles

The theme of this chapter is in accord with the growing discussion proposed by several researchers while investigating games contributions for teaching and learning, particularly in relation to school. Within school environments, parents and teachers perceive that moment with suspicion, thus augmenting their questions about which evidence would point to games as capable of facilitating learning. Therefore, methodologies, procedural field, and evaluation instruments arise in an attempt to evidence the contributions of games for learning. The chapter's main objective is to present the bases of a summative evaluation methodology for educational digital games, having as a guiding tool an instrument ad hoc. The principles which orientate such grounds are based on interaction design and on the learning principles of Paul Gee. The instrument description is also included, as well as its enforceability by means of a pilot study.

Game Design Interaction in Digital Gameplay and Language Teaching and Learning

2018 ◽  
pp. 449-476
Author(s):  
Kayo Shintaku
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Game Design ◽  
Teaching And Learning ◽  
Language Use ◽  
Digital Games ◽  
Intermediate Level ◽  
Reference List ◽  
Careful Design ◽  
Good Retention

Digital games have drawn attention as second and foreign language (L2) tools for providing pedagogical potentials such as authentic and meaningful language use and social learning. However, less research examines how a game design interacts with pedagogical mediation. Intermediate-level learners of Japanese (n = 9) played a vernacular game in Japanese using a vocabulary reference list and worksheets before, during, and after their gameplay. In-game vocabulary was identified as primary or secondary based on its functionality, and vocabulary pre-, post-, and delayed tests were given. Results showed good retention between the posttest and delayed test when both types of vocabulary were combined. When separated, the primary vocabulary was retained well, but the secondary vocabulary was not retained. This confirms that in-game vocabulary functionality impacts learning and implicates the careful design of supplemental materials to balance learning strategies and guide L2 learners' attention in using vernacular games.

Digital Mobile Games in Education

2015 ◽  
pp. 454-465 ◽  
Author(s):  
Xiaoming Liu ◽  
Qing Li
Keyword(s):  
Game Design ◽  
Teaching And Learning ◽  
Digital Games ◽  
Mobile Technologies ◽  
Educational Values ◽  
Mobile Games ◽  
Current State ◽  
Learning Practices ◽  
Third Line ◽  
Future Direction

The engaging, interactive power of digital games makes them a compelling tool for teaching and learning. With the emergence of mobile technologies into our daily life, mobile digital games start to gain attention from both researchers and educators. In this paper, the authors synthesize the existing literature on mobile digital games in the field of education. This review of the current state of educational mobile games indicates the following four strands. The first strand of literature focuses on exploring the attitudes of both students and educators towards mobile digital games in classrooms. The second body of literature addresses the educational values of mobile digital games. The third line of research focuses on ways to integrate mobile digital game design into current teaching and learning practices. Finally, some studies examine the specific challenges when developing mobile digital games both from designers' perspectives and educators' points of view. This article finishes with a discussion of the future direction of research related to educational digital mobile games.

scholarly journals A Proposed Paradigm for the Requirements for Designing and Using Digital Games-Based Learning by Educable Intellectual Disabled Children

2020 ◽  
Vol 2 ◽  
pp. 37-66
Author(s):  
Magda Saleh ◽  
Marwa Battisha
Keyword(s):  
Statistical Analysis ◽  
Teaching And Learning ◽  
Relative Weight ◽  
Digital Games ◽  
Faculty Members ◽  
Disabled Children ◽  
Practical Application ◽  
Learning Practices ◽  
Design Requirements ◽  
Application Requirements

This study aims to shed further light on how to utilize digital games in education as a contribution to developing educable intellectual disabled children's teaching and learning practices via identifying the requirements for their design and use at those children's classes. Notably, the researchers focused on using digital games in promoting educable intellectual  disabled children's learning experiences highlighting their different practical mechanisms and teaching practices based on literature review. Also, types of digital games capable of fulfilling the teaching requirements of those children were identified by making a list of the requirements for designing and using digital games-based learning at educable intellectual  disabled children's classes consisting of 38 various requirements divided into 3 major dimensions, namely: (1) educational requirements for using digital games-based learning; (2) instructional design requirements for using digital games-based learning; and (3) practical application requirements for using digital games-based learning. Then, the proposed list was applied to a sample consisting of 25 faculty members at 5 Egyptian universities. Following data statistical analysis, it was revealed that the questionnaire total mean score is 2.73 with a relative weight of 90.1%. In a nutshell, such values verify that the questionnaire all proposed requirements are, indeed, very important for using digital games-based learning at educable intellectual disabled children's classes.  

scholarly journals Aplicação do Jogo Digital Code Combat no Ensino de Programação aos Alunos do Curso Médio Técnico em Informática

2020 ◽  
Vol 21 (1) ◽  
pp. 112-116
Author(s):  
Leandro Santos Passos ◽  
Jonathan Willian Zangeski Novais ◽  
Louyse Siqueira da Silva Varella ◽  
Allan Gonçalves De Oliveira ◽  
Dahiane dos Santos Oliveira Zangeski
Keyword(s):  
Information Technology ◽  
Data Collection ◽  
Teaching And Learning ◽  
Digital Games ◽  
Digital Game ◽  
Digital Code ◽  
Digital Gaming ◽  
Qualitative And Quantitative ◽  
Learning Programming

O estudo compreendeu a aplicação do jogo digital Code Combat, em sala de aula, com o intuito de verificar como os alunos interagiam com esse jogo visando o aprendizado de programação.  A programação é muito importante para o tempo atual e seu ensino e aprendizagem é fundamental nos cursos voltados à Tecnologia da Informação (TI). No entanto, no processo de aprendizagem, muitos estudantes se deparam com dificuldades em raciocinar e abstrair respostas para a solução de problemas encontrados. Neste contexto, a utilização de jogos digitais no ensino de programação tem sido uma estratégia, que visa minimizar essas dificuldades. Assim, foi observada a sua a aplicação, em sala de aula, visando o aprendizado de programação. Trata-se de uma pesquisa com abordagem qualitativa e quantitativa a partir de um estudo de caso, tendo como coleta de dados um questionário aplicado aos participantes. Os resultados mostram que essa abordagem possui boa aceitação pelos participantes e se verificou que os participantes se sentiram motivados a aprender programação com o auxílio do jogo digital e, por isso, consideram uma estratégia importante no ensino de programação, em função da facilidade que muitos alunos já possuem para compreender a dinâmica do jogo digital.   Palavras-chave: Jogos Digitais. Code Combat. Programação. Aprendizagem.   Abstract The study included the Code Combat digital game application in the classroom in order to verify how the students interacted with this game aiming the programming learning. Programming is very important for our time and its teaching and learning is fundamental in courses focused on Information Technology (IT). However, in the learning process, many students face difficulties reasoning and abstracting answers to solve encountered problems. In this context, the use of digital games in programming teaching has been a strategy that aims to minimize these difficulties. Thus, it was observed its application in the classroom aiming at programming learning. This is a research with qualitative and quantitative approach based on a case study with data collection as a questionnaire applied to the participants. The results show that this approach is well accepted by the participants and it was found that the participants were motivated to learn programming with the help of digital game and therefore consider it an important strategy in programming teaching, due to the ease that many students already have to understand the digital gaming dynamics.   Keywords: Digital Games. Code Combat. Programming. Learning.  

The Perceived Appropriateness of Digital Games From ELL Teachers

2022 ◽  
pp. 1687-1702
Author(s):  
Khalifa Alshaya ◽  
Pamela Beck
Keyword(s):  
United States ◽  
21St Century ◽  
Social Life ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Digital Games ◽  
The United States ◽  
Upper Midwest ◽  
Classroom Activities ◽  
Positive Light

The integration of digital games into learning aligns with society's needs in the 21st century. Although research shows that digital games have numerous benefits for students, such as psychological and language improvements, some teachers are skeptical of using digital games for classroom activities, due to their perceived negative impact. In this study, six ELL teachers in the upper Midwest of the United States were interviewed to examine their perceived appropriateness of digital games in teaching and learning. Findings indicate that the majority of the ELL teachers interviewed perceived serious games in a positive light, while they unanimously agreed that violent digital games could have a negative impact on a child's psychological, emotional, and social life. The teachers highlighted the rate at which children play those games, their violent nature, appropriateness, cyber bulling implication, and the need for an oversight from parents and teachers as reasons why.

Chemistry Learning Through Designing Digital Games

2018 ◽  
pp. 3248-3259 ◽  
Author(s):  
Kamisah Osman ◽  
Ah-Nam Lay
Keyword(s):  
Sustainable Development ◽  
Problem Solving ◽  
Conceptual Framework ◽  
21St Century ◽  
Scientific Literacy ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Digital Games ◽  
Knowledge Innovation ◽  
Chemistry Learning

Students in the 21st century need to become proficient in both chemistry and the 21st century skills. Chemistry is often called the central science Indeed the knowledge of chemistry is the foundation for innovation, scientific literacy and most notably problem solving in connection with sustainable development. Apart from knowledge, innovation and problem solving in the 21st century requires a new range of skills known as 21st century skills. Unfortunately, chemistry is usually considered difficult. Moreover, there are fewer studies that focus simultaneously on enhancing conceptual understanding and developing the 21st century skills. Therefore, we initiated an innovation by designing a new module, known as MyKimDG, to support the acquisition of concepts and provide opportunities for them to apply the 21st century skills. The purpose of this article is to present conceptual framework of MyKimDG and demonstrate a brief lesson in MyKimDG to the teaching and learning of a specific chemistry unit.

Game Construction Activity in Higher Education

2015 ◽  
pp. 54-71
Author(s):  
Hans Kyhlbäck
Keyword(s):  
Higher Education ◽  
Driving Force ◽  
Teaching And Learning ◽  
Digital Games ◽  
Theoretical Discussion ◽  
Activity Systems ◽  
Technology Utilization ◽  
Construction Activity ◽  
Student Projects ◽  
Technical Artefact

This activity theoretical discussion is based on experiences from teaching and learning in higher education (i.e. university students' activities in game construction). Learning by creating a new technical artefact is taken for granted. In higher education, the produced artefacts are the firsthand proof of students' work success. Sometimes, and prominently in game technology construction, such artefacts are further used and developed outside school. Digital games with an origin in higher education reach a level of maturity and technology utilization that goes beyond many student projects. The authors argue that successful making of artefacts is characterized by repeated and contextualized feedback, found as an intriguing interplay between activity systems in which the students participate. A driving force for students' efforts and achievements is found in a contradiction between school grade markings and becoming a professional producer of games.

Teacher Attitudes Toward Game-based Learning in History Education

2017 ◽  
Vol 6 (4) ◽  
pp. 27-35 ◽  
Author(s):  
Peter Mozelius ◽  
Wilfredo Hernandez ◽  
Johan Sällström ◽  
Andreas Hellerstedt
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
History Education ◽  
Digital Games ◽  
Research Approach ◽  
Game Based Learning ◽  
School Teachers ◽  
Cross Sectional ◽  
First Choice

AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

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