Thematische Bibliographien / Game-based learning environments

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Auswahl der wissenschaftlichen Literatur zum Thema „Game-based learning environments“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 3. Februar 2022

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Zeitschriftenartikel zum Thema "Game-based learning environments"

Lester, James C., Eun Y. Ha, Seung Y. Lee, Bradford W. Mott, Jonathan P. Rowe und Jennifer L. Sabourin. „Serious Games Get Smart: Intelligent Game-Based Learning Environments“. AI Magazine 34, Nr. 4 (15.12.2013): 31–45. http://dx.doi.org/10.1609/aimag.v34i4.2488.

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Intelligent game-based learning environments integrate commercial game technologies with AI methods from intelligent tutoring systems and intelligent narrative technologies. This article introduces the CRYSTAL ISLAND intelligent game-based learning environment, which has been under development in the authors’ laboratory for the past seven years. After presenting CRYSTAL ISLAND, the principal technical problems of intelligent game-based learning environments are discussed: narrative-centered tutorial planning, student affect recognition, student knowledge modeling, and student goal recognition. Solutions to these problems are illustrated with research conducted with the CRYSTAL ISLAND learning environment.

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Kober, Silvia Erika, Guilherme Wood, Kristian Kiili, Korbinian Moeller und Manuel Ninaus. „Game-based learning environments affect frontal brain activity“. PLOS ONE 15, Nr. 11 (19.11.2020): e0242573. http://dx.doi.org/10.1371/journal.pone.0242573.

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Inclusion of game elements in learning environments to increase motivation and learning outcome is becoming increasingly popular. However, underlying mechanisms of game-based learning have not been studied sufficiently yet. In the present study, we investigated effects of game-based learning environments on a neurofunctional level. In particular, 59 healthy adults completed a game-based version (including game elements such as a narrative and virtual incentives) as well as a non-game-based version of a number line estimation task, to improve fractional knowledge, while their brain activity was monitored using near-infrared spectroscopy. Behavioral performance was comparable across the two versions, although there was a tendency that less errors were made in the game-based version. However, subjective user experience differed significantly between versions. Participants rated the game-based version as more attractive, novel, and stimulating but less efficient than the non-game-based version. Additionally, positive affect was reported to be higher while engaging in the game-based as compared to the non-game-based task version. Corroborating these user reports, we identified increased brain activation in areas associated with emotion and reward processing while playing the game-based version, which might be driven by rewarding elements of the game-based version. Moreover, frontal areas associated with attention were also more activated in the game-based version of the task. Hence, we observed converging evidence on a user experience and neurofunctional level indicating that the game-based version was more rewarding as well as emotionally and attentionally engaging. These results underscore the potential of game-based learning environments to promote more efficient learning by means of attention and reward up-tuning.

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Nousiainen, Tuula, und Marja Kankaanranta. „Exploring Children's Requirements for Game-Based Learning Environments“. Advances in Human-Computer Interaction 2008 (2008): 1–7. http://dx.doi.org/10.1155/2008/284056.

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End users' expertise in the development of new applications is acknowledged in user-centered and participatory design. Similarly, children's experience of what they find enjoyable and how they learn is a valuable source of inspiration for the design of products intended for them. In this paper, we explore experiences obtained from collaboration with elementary school children in the design of learning environments, based on three projects and three requirements gathering techniques. We also discuss how the children experienced the participation. The children's contribution yielded useful, both expected and unanticipated, outcomes in regard to the user interface and contents of the learning environments under development. Moreover, we present issues related to design collaboration with children, especially in terms of the children's feeling of ownership over the final outcome.

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Palomo-Duarte, Manuel, Anke Berns, Alberto Cejas, Juan Manuel Dodero, Juan Antonio Caballero und Iván Ruiz-Rube. „Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments“. International Journal of Human Capital and Information Technology Professionals 7, Nr. 2 (April 2016): 53–67. http://dx.doi.org/10.4018/ijhcitp.2016040104.

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With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction (teacher to learner or computer-client interaction). The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students' logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players.

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Ma, Yuxin, Douglas Williams und Louise Prejean. „Understanding the Relationships Among Various Design Components in a Game-Based Learning Environment“. International Journal of Gaming and Computer-Mediated Simulations 4, Nr. 1 (Januar 2012): 68–85. http://dx.doi.org/10.4018/jgcms.2012010104.

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Designing an electronic, game-based learning environment is a multi-disciplinary effort that involves the consideration of various theories and models in multiple domains. Taking these theories and models into consideration adds to the complexity of the development process. Which elements should designers consider first? How do designers reconcile the demands and conflicts of different design components? Game-based learning environments are a relatively new territory for research and development. This paper reports an analysis of the decision making related to the interplay of various design components in developing Conquest of Coastlands (CoC), an electronic, game-based learning environment. The analysis may help designers better understand the intricate relationships among various design components involved in creating game-based learning environments.

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Hung, Cheng-Yu, Yu-Ren Lin, Kai-Yi Huang, Pao-Ta Yu und Jerry Chih-Yuan Sun. „Collaborative Game-Based Learning with Motion-Sensing Technology“. International Journal of Online Pedagogy and Course Design 7, Nr. 4 (Oktober 2017): 53–64. http://dx.doi.org/10.4018/ijopcd.2017100104.

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The purpose of this study was to compare the influence of a single-player game with that of a collaborative game on students' motivation, attention levels, and relaxation levels in a motion-sensing learning environment. Participants were 20 college students in a higher education institution in southern Taiwan. A Kinect-based game with motion-sensing technology was incorporated to help the students enhance their attention levels and reduce their anxiety. Results showed that when the students worked collaboratively, they achieved higher learning motivation. In addition, brainwave data revealed that during the gaming activities, the students' attention levels in both conditions increased. It is suggested that instructors can incorporate collaborative learning environments with a Kinect motion-sensing platform to enhance students' learning motivation.

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Chu, Man-Wai, und Teresa Anne Fowler. „Gamification of Formative Feedback in Language Arts and Mathematics Classrooms“. International Journal of Game-Based Learning 10, Nr. 1 (Januar 2020): 1–18. http://dx.doi.org/10.4018/ijgbl.2020010101.

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The use of computer games in education has been increasing in popularity during the past decade. Game-based learning environments are designed to teach specific knowledge content and skill-based learning outcomes using game elements. One main reason for using game-based learning environments is to increase student motivation and engagement while teaching learning outcomes. Many of the game-based learning environments are designed so that students will reach maximum flow, which is defined as students being so completely immersed in that game that they do not notice that they are learning. These learning environments have been shown to improve many behaviour and cognitive learning outcomes. While game-based learning has many benefits, some educational researchers have indicated that it is often very costly to develop a complex game-based assessment to teach a few learning outcomes. Hence, in some cases it is more beneficial to approach the use of computer games in education using gamification.

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Israel-Fishelson, Rotem, und Arnon Hershkovitz. „Persistence in a Game-Based Learning Environment: The Case of Elementary School Students Learning Computational Thinking“. Journal of Educational Computing Research 58, Nr. 5 (15.11.2019): 891–918. http://dx.doi.org/10.1177/0735633119887187.

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Persistence has proven to be a great challenge in online learning environments. Gaming and interactivity have been suggested as essential features in reducing dropout and increasing persistence in online learning. Yet in interactive game-based learning environments, persistence in moving forward in the game may come at the expense of investing in each of the game’s levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, we have chosen to focus on microlevel persistence (i.e., persistence during each component of the learning process). We study microlevel persistence in the context of acquiring computational thinking—the thought process of solving problems through abstraction—which is a key component of the new literacies needed for tomorrow’s citizens. In this study, we analyze data collected from an online, game-based learning environment (CodeMonkey™). The data document the activity of first to sixth graders ( N = 2,040). Overall, we find that persistence is positively associated with difficulty and that the most determined learners were highly persistent across topics in achieving the best solution.

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Yegoshyna, G. A., S. M. Voronoy und A. A. Ovdieichuk. „LEARNING SYSTEM DESIGN FOR GAME APPLICATIONS“. Proceedings of the O.S. Popov ОNAT 1, Nr. 2 (31.12.2020): 82–91. http://dx.doi.org/10.33243/2518-7139-2020-1-2-82-91.

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The presented paper investigates the problem of designing a learning system for agents in intelligent game applications based on Unity Game Engine and reinforcement machine learning algorithms. Modern trends in the game applications development are characterized by the active using of the concept of an intelligent agent as a behavior model of an active element in various situations with applying various strategies for interactions with other active elements and the environment. In recent years, there have been a significant number of advances in this area, such as DeepMind and the Deep Q learning architecture, the winning of the Go Game Champion with AlphaGo, OpenAI and PPO. Unity developers have implemented a support for machine learning and, in particular, for deep reinforcement learning in order to create a deep reinforcement learning the SDK (Software Development Kit) for game and simulation developers. With Unity and ML-Agents toolkits we can create physically, visually, and cognitively rich environments, including ones for evaluating new algorithms and strategies. However, learning system design for agents in Unity ML-Agents is possible only by using the Python API. The possibility of a learning system design for agents in the Flappy Bird game application based on the Unity Game Engine with using its own environment is discussed in this paper. Separately, the paper highlights typical features of the Flappy Bird gaming application environment. The environment can be implemented as a fully observable environment or a partially observable environment. The fully observable environment is suggested to be used due to all environment states in this case are seen in the playfield. Thus, the problem of strategy formation is considered as a Markov decision-making process and the agent directly observes the current state of the environment. Temporal Difference Learning is used as a learning method; it involves the assessment of a reward at each stage. Two separate environments, deterministic and stochastic, have been implemented, that allows to conduct further research and evaluation of strategy formation algorithms.

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Nolan, Jason, und Melanie McBride. „Beyond gamification: reconceptualizing game-based learning in early childhood environments“. Information, Communication & Society 17, Nr. 5 (25.06.2013): 594–608. http://dx.doi.org/10.1080/1369118x.2013.808365.

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Dissertationen zum Thema "Game-based learning environments"

Deniozou, Thaleia. „Investigating the potential of mobile games as learning environments for independent adult skill development“. Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22926.

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The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers the case for mobile game-based learning in the context of informal microlearning and investigates the potential of mobile games to assist the independent skills development of adults. Initial research found that adults expressed positive attitudes towards the idea of learning with a mobile game, while even those who did not use mobile games recreationally appeared positive to using them if they perceived them as an effective way to develop their skills. Guidelines were then developed to inform the design of effective mobile learning games based on theories of adult learning, game-based engagement, mobile usability and mobile game design. These guided the development of a mobile game prototype aimed at assisting adults, speakers of English as a second language, to build their academic vocabulary. To evaluate the effectiveness of the prototype, a mixed methods approach combining quantitative and qualitative data collection instruments was utilised. Player engagement and system usability were measured rather than direct measures of learning outcomes. Overall the results were encouraging since evaluation participants were found to be engaged by the activity and able to easily pick up the game and play. Additionally, qualitative data on participants’ experiences and perceptions were collected, which supported initial research findings on the positive attitudes of adults towards using mobile games for learning. Though caution is recommended when generalising the evaluation results, the potential of mobile games for the independent learning of adults was supported. Overall this research offers a rationale for the use of mobile game-based learning, an insight into the nature of adult learners’ needs and their mobile devices usage patterns, a critical discussion on the type of learning that would be appropriate for the context, a set of guidelines for the design of mobile learning games, and finally a discussion of evaluation methods along with a collection of empirical data on the post-experiential attitudes of adults with regards to mobile games for learning.

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Hess, Taryn. „COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2108.

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The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
Ph.D.
Other
Education
Education PhD

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Mosiane, Segomotso. „Antecedents to the effectiveness of game-based learning environments for the Net generation: A game task fit and flow perspective“. Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25408.

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Purpose: There is a general consensus that games are effective as learning tools. There is however, a lack of knowledge regarding what makes games effective as a learning tool. The purpose of this study is therefore to answer the question: what are the antecedents of an effective game-based learning environment for the Net generation? The Net generation comprises individuals who prefer to learn using games as a tool. Aim: The aim of this dissertation is to develop a conceptual framework that reflects the antecedents of an effective game-based learning environment for the Net generation. The conceptual framework combines the IS Success Model, and the Task-Technology Fit and Flow theory. Method: The study used a quantitative method. Data was collected using an online instrument. The study used 125 participants from mainly the United Kingdom, United States and South Africa. The model was validated using confirmatory factor analysis and tested using multiple regression analysis. Key Findings: The identified antecedents of effectiveness are Game-Task Fit and Flow, where Flow consists of Clear Goals, Feedback and Concentration. Additionally, the Use factor in the model is replaced by Perceived Usefulness. The Conceptual Framework can be used as an evaluation tool for effective game-based learning environments for the Net generation.

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Robberts, Anna Sophia. „Design principles to create an enabling game-based learning environment for the development of 21st century skills“. Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78491.

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Learning environments that intrigue the Generation Z learner while transferring communication, collaboration, creativity and critical thinking skills are what is needed to prepare this generation for the challenges that they are going to face in the 21st century. This research focuses on design principles that would help educators and students in designing (and co-designing) game-based learning environments conducive to not only transferring content knowledge, but also of the most applauded skills that new graduates are compelled to possess. Employers agree that the students do not have what it takes to be successful in the 21st century workplace. Especially in South African context, the focus of higher education institutions can therefore not only be on content delivery, but has to also be on the development of the 4Cs, communication, collaborations, creativity and critical thinking. The research was conducted at the University of Pretoria where an existing reality game, The Amazing Race, was adapted and re-conceptualised for educational purposes. The overarching search for design principles that could be beneficial in the implementation of a game-based learning environment was guided by an investigation of the elements of the game implemented, the characteristics of games and finally the opportunities afforded to develop the 4Cs. The freshman engineering students’ experiences are discussed using the students’ own voices, and the design principles that surfaced are discussed. It seems as if there are distinct principles that could ease the efforts of practitioners in the implementation of similar learning environments. Further research is needed to refine the principles to other learning environments.
Thesis (PhD)--University of Pretoria, 2019.
Science, Mathematics and Technology Education
PhD
Unrestricted

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Abu, Dawood Sumayah Mohammadlutfi. „Students' Attitudes toward Educational Gamification in Online Learning Environments“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505265/.

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This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods research that investigated students' attitudes quantitatively, then qualitatively. In the quantitative phase, an online survey, the Pleasurable Learning Experiences scale (PLLEXs), was administrated at one of the largest public southwestern universities in the U.S. (N = 119). The qualitative phase involved conducting eight semi-structured interviews with selected participants. The PLLEXs uses a 4-point Likert scale that encompasses 4 subscales: (a) Preferences for Instructions, (b) Preferences for Instructors' Teaching Styles, (c) Preferences for Activities, and (d) Preferences for Learning Effectiveness. A series of analyses of variances (ANOVAs) were used to identify predictors of students' overall attitudes toward educational gamification. The main findings were: (a) students had strong preferences toward educational gamification with Preferences of Instructions rated the highest subscale and Preferences for Activities rated the lowest subscale, (b) major was a statistically significant predictor of students' attitudes toward educational gamification, (c) international students had statistically significant lower preferences toward educational gamification compared with U.S. domestic students, (c) online learning experiences measured by the number of previous online courses and the number of hours spent weekly on computers for academic-related work were statistically significant predictors of students' attitudes toward educational gamification, (d) instructor's feedback was the most important aspect and online collaboration was the most challenging aspect in online learning environments, and (e) the use of multimedia in LMSs can support or hinder teaching and learning activities.

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Methaneethorn, Jutima. „Towards motivation modelling within a computer game based learning environment“. Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/250/.

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Thesis (Ph.D.) - University of Glasgow, 2008.
Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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Hyndman, Jennifer. „AmbiLearn: a game-based assessment for learning environment for primary schools“. Thesis, Ulster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.593639.

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Computer technology plays an important role in our everyday lives and it has now been introduced into the mainstream education system with the core objectives of enhancing classroom teaching and improving the pupil learning experience. In Northern Ireland a Virtual Learning Environment (VLE) infrastructure, called LearningNI, is currently in place. However, government reports and school statistics suggest that this VLE's usage across the primary school sector is rather disappointing. In an effort to determine the factors impeding its success in the primary school sector and to redress the limited usage, this research focuses on how technology can be deployed in a positive way with regard to teaching, learning and assessment. Computer assisted approaches to developing and supporting children's education together with the importance of classroom assessment for learning, leads to consideration of the potential of a number of current learning support technologies. Educationally related technologies such as VLEs, serious games and virtual worlds are investigated with regard to how they can play a potential role in facilitating teaching and assessment as well as providing an enjoyable pupil learning experience. This thesis proposes a content neutral game-based approach, with educational design principles incorporating behaviourism theory and complementing a cognitive theory, to enhance a typical VLE for primary school assessment for learning. This hybrid game-based approach is demonstrated via a prototype system, called AmbiLearn. AmbiLearn consists of a VLE platform, developed with a content creation capability, a game module and a reporting module. This game-based approach which is generic in nature, content neutral and learning theme independent, aims to complement classroom teaching and support class reporting with an emphasis on assessment for learning. Evaluation of AmbiLearn is conducted via a field study with teachers and pupils from the local primary school sector. Results from this study are reported as promising with regard to system interaction and usage, the motivating impact of the game dynamic and the enhancement of assessment for learning. Future work considers the enhancement of AmbiLearn to act as a platform for further investigation into the role a game based learning environment can play in assessment for learning at primary school level

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Byun, JaeHwan. „EFFECTS OF CHARACTER VOICE-OVER ON PLAYERS' ENGAGEMENT IN A DIGITAL ROLE-PLAYING GAME ENVIRONMENT“. OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/595.

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Learner engagement has been considered one of the keys that can lead learners to successful learning in a multimedia learning environment such as digital game-based learning. Regarding this point, game-based learning advocates (e.g., Gee, 2003; Prensky, 2001) have asserted that digital games have great potential to engage learners. Nonetheless, there have been only a small number of empirical research studies of players' engagement, and there is little consensus on which elements of digital games critically engage people in play (Garris, Ahlers, & Driskell, 2002). Furthermore, despite the possibility that sensory stimuli can be factors influencing digital game players' engagement, there have been very few attempts to examine empirically the relationship between engagement and sensory stimuli. This study examined the effects of game characters' voice-over in digital games on players' engagement, by using a short digital role-playing game modified from Neverwinter Nights 2. A randomized control-group post-test only design was used to collect data from 74 participants (22 female, 52 male); engagement was measured by a modification of the Game Engagement Questionnaire (Brockmyer et al., 2009). Data analysis revealed that the GEQ mean scores of the participants who played the game with voice-over was much higher than that of the participants who played without voice-over. The difference of the mean scores between the two groups was statistically significant (t = 2.45, df = 72 p = .02), and the effect size, Cohen's d, was .58 (moderately significant). The results of this study will guide educational practitioners to the identification of more effective ways of adopting, developing, and modifying digital games for educational purposes, as well as furthering the research and guiding the practice in instructional multimedia design and development.

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Hauer, Marina. „A game-based learning approach to building conservation education in UK undergraduate built environment degrees“. Thesis, University of Portsmouth, 2012. https://researchportal.port.ac.uk/portal/en/theses/a-gamebased-learning-approach-to-building-conservation-education-in-uk(065a1b5d-dc9f-4d4e-bed3-6b5aa7cf1d00).html.

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Across the globe, the historic (built) environment is counted among a country's most precious cultural commodities, which despite its popularity remains exceptionally vulnerable and in constant danger of deterioration and decay. Due to an unusually high density of historic structures in need of protection coupled with a strong property and construction sector, this issue is more prominent in the UK than in other developed country. Built environment professionals regularly encounter historic and protected structures in their professional practice and exhibit a general tendency towards principle support of the concept of conservation. Nonetheless, the heritage discourse and with it the discussion of architectural conservation principles, issues and implications in relation to other built environment professions is, by and large, woefully absent from formal professional education at the tertiary level. This thesis investigated various forms of conservation education in respect to their nature and extent in the context of UK undergraduate built environment degrees in a mixed-methods research approach. The findings suggest that while practitioners as well as educationalists and building conservation specialists all agree to the importance of conservation to both cultural fabric and built environment sector, neither shows concrete tendencies to introduce the heritage discourse into (built environment) higher education on a wide scale. Conservationists prefer to focus their heritage appreciation programmes on young children, while practitioners and built environment educationalists claim building conservation education to be of little relevance to their professional education. In between, the average built environment student is released into professional practice woefully unprepared for encounters with historic, let alone protected structures. This thesis proposes to include adult learners at tertiary level into the built heritage discourse on a much wider scale by suggesting the development of a curriculum for novice conservation education and a subsequent Conservation Game as a custom-created digital teaching and learning tool building on the principles of experiential and game-based learning to be implemented in higher education institutions across the UK. Modelled on Dawid W. Shaffer's Epistemic Games, the theoretic and conceptional background behind the Conservation Game is laid out as an interactive and engaging simulation of conservation practice to introduce conservation novices to concept and practice in a risk free, fun environment with the aim to increase baseline building conservation understanding and appreciation in young UK built environment practitioners.

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Johansson, Linda. „The role of serious games in communication and education of climate change“. Thesis, Linköpings universitet, Tema Miljöförändring, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151289.

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Communicating climate change in a manner that spurs engagement and motivates actions among the public is a challenging task, due to its complex nature with many uncertainties. The same problem is evident when communicating climate adaptation where there often are trade-offs made between different needs. Information and communication technology is an area that has been highlighted as a possible form to communicate climate change, especially to youth due to their generally good technological skills. In this study, an application of information and communication technology, a digital serious game, has been studied in the context of communicating and educating about climate adaptation in schools. A total of 96 students and three teachers have been part of the study and the material was analysed using a thematic analysis. The aim of the study was to see how students and teachers reflect on the possibilities and challenges with using games to communicate and educate. In addition, the role of serious gaming in experiential learning was explored, which is a commonly used theory when studying serious games. The results revealed that serious games could play a role in communicating and educating about climate change, where the participants highlighted the game’s focus on local perspectives and solutions. The respondents also found that games could provide a more active learning process allowing the students to make decisions and see the results of their choices, an approach that could open up for discussion and reflection, which are important aspects found in the theory of experiential learning.

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Bücher zum Thema "Game-based learning environments"

Proudfoot, Diane, und B. Jack Copeland. Artificial Intelligence. Herausgegeben von Eric Margolis, Richard Samuels und Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0007.

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In this article the central philosophical issues concerning human-level artificial intelligence (AI) are presented. AI largely changed direction in the 1980s and 1990s, concentrating on building domain-specific systems and on sub-goals such as self-organization, self-repair, and reliability. Computer scientists aimed to construct intelligence amplifiers for human beings, rather than imitation humans. Turing based his test on a computer-imitates-human game, describing three versions of this game in 1948, 1950, and 1952. The famous version appears in a 1950 article inMind, ‘Computing Machinery and Intelligence’ (Turing 1950). The interpretation of Turing's test is that it provides an operational definition of intelligence (or thinking) in machines, in terms of behavior. ‘Intelligent Machinery’ sets out the thesis that whether an entity is intelligent is determined in part by our responses to the entity's behavior. Wittgenstein frequently employed the idea of a human being acting like a reliable machine. A ‘living reading-machine’ is a human being or other creature that is given written signs, for example Chinese characters, arithmetical symbols, logical symbols, or musical notation, and who produces text spoken aloud, solutions to arithmetical problems, and proofs of logical theorems. Wittgenstein mentions that an entity that manipulates symbols genuinely reads only if he or she has a particular history, involving learning and training, and participates in a social environment that includes normative constraints and further uses of the symbols.

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Buchteile zum Thema "Game-based learning environments"

Fulya Eyupoglu, T., und John L. Nietfeld. „Intrinsic Motivation in Game-Based Learning Environments“. In Advances in Game-Based Learning, 85–102. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15569-8_5.

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Nietfeld, John, und Lucy R. Shores. „Self-Regulation Within Game-Based Learning Environments“. In Serious Educational Game Assessment, 19–42. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-329-7_2.

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Emihovich, Benjamin, Logan Arrington und Xinhao Xu. „Press Play! How Immersive Environments Support Problem-Solving Skills and Productive Failure“. In Advances in Game-Based Learning, 121–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15569-8_7.

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Shelton, Brett E., und Mary Ann Parlin. „Taking Activity-Goal Alignment into Open-Ended Environments: Assessment and Automation in Game-Based Learning“. In Assessment in Game-Based Learning, 105–21. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3546-4_7.

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Peterson-Ahmad, Maria B., und Melanie Landon-Hays. „Simulated Learning Environments to Support General and Special Education Preparation Programs in Developing Teacher Candidate Instructional Strategies and a Disposition Toward Coaching“. In Advances in Game-Based Learning, 169–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44526-3_12.

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Torrente, Javier, Pablo Lavín Mera, Pablo Moreno-Ger und Baltasar Fernández-Manjón. „Coordinating Heterogeneous Game-Based Learning Approaches in Online Learning Environments“. In Transactions on Edutainment II, 1–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03270-7_1.

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Barma, Sylvie, und Sylvie Daniel. „Designing Enhanced Learning Environments in Physics: An Interdisciplinary Collaborative Approach Producing an Instrument for School Success“. In Game-Based Learning Across the Lifespan, 91–113. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41797-4_7.

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Gibson, David, und Jody Clarke-Midura. „Some Psychometric and Design Implications of Game-Based Learning Analytics“. In E-Learning Systems, Environments and Approaches, 247–61. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05825-2_17.

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El Kouzi, Malek, und Victoria McArthur. „FLCARA: Frog Life Cycle Augmented Reality Game-Based Learning Application“. In Learning and Collaboration Technologies: Games and Virtual Environments for Learning, 17–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_2.

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Sabourin, Jennifer, Jonathan Rowe, Bradford W. Mott und James C. Lester. „Exploring Inquiry-Based Problem-Solving Strategies in Game-Based Learning Environments“. In Intelligent Tutoring Systems, 470–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2_60.

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Konferenzberichte zum Thema "Game-based learning environments"

„Designing a Multi-Campus Game Development Course With Hybrid Synchronous and Asynchronous Learning Environments Using Video Conference Systems“. In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.140.

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Dunwell, Ian, Panagiotis Petridis, Sylvester Arnab, Aristidis Protopsaltis, Maurice Hendrix und Sara de Freitas. „Blended Game-Based Learning Environments: Extending a Serious Game into a Learning Content Management System“. In 2011 Third International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2011. http://dx.doi.org/10.1109/incos.2011.58.

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Wetzel, Verena, und Andreas Dengel. „Game-Based Religion Education In Virtual Environments: A Pilot Study“. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2021. http://dx.doi.org/10.23919/ilrn52045.2021.9459353.

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Kirjavainen, Antti. „Process control in the development of game-based learning environments“. In the International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1690388.1690426.

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Park, Kyungjin, Hyunwoo Sohn, Bradford Mott, Wookhee Min, Asmalina Saleh, Krista Glazewski, Cindy Hmelo-Silver und James Lester. „Detecting Disruptive Talk in Student Chat-Based Discussion within Collaborative Game-Based Learning Environments“. In LAK21: 11th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3448139.3448178.

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Jensen, Camilla Gyldendahl, und Elsebeth Sorensen. „MAINTAINING COLLABORATIVE, DEMOCRATIC AND DIALOGUE-BASED LEARNING PROCESSES IN VIRTUAL AND GAME-BASED LEARNING ENVIRONMENTS“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0559.

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Ge, Hongwei, Mingde Zhao, Kai Zhang und Liang Sun. „Strategy Selection in Complex Game Environments Based on Transfer Reinforcement Learning“. In 2019 International Joint Conference on Neural Networks (IJCNN). IEEE, 2019. http://dx.doi.org/10.1109/ijcnn.2019.8852019.

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Tan, Jason, und Gautam Biswas. „Simulation-Based Game Learning Environments: Building and Sustaining a Fish Tank“. In 2007 IEEE International Workshop on Digital Games and Intelligent Toys-based Education. IEEE, 2007. http://dx.doi.org/10.1109/digitel.2007.44.

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Taylor, Sandra, Wookhee Min, Bradford Mott, Andrew Emerson, Andy Smith, Eric Wiebe und James Lester. „Position: IntelliBlox: A Toolkit for Integrating Block-Based Programming into Game-Based Learning Environments“. In 2019 IEEE Blocks and Beyond Workshop (B&B). IEEE, 2019. http://dx.doi.org/10.1109/bb48857.2019.8941222.

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Chang, Yizhe, El-Sayed Aziz, Sven K. Esche und Constantin Chassapis. „Overcoming the Limitations of Current Online Laboratory Systems Using Game-Based Virtual Environments“. In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63743.

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Current online laboratory systems based on either remotely operated hardware or pure software simulations are often criticized for lacking experimental setup experience and for being limited to the data collection and result analysis aspects of traditional hands-on laboratories. One possible solution for overcoming these shortcomings is to use a multi-player computer game engine for implementing interactive laboratory environments. Taking advantage of game technology, the students are enabled to simultaneously interact with laboratory equipment in the virtual laboratory and to communicate with each other through voice or chat. In particular, assembling the experimental equipment before using it in some experimental procedure can become part of the laboratory exercise. In this article, a virtual gear design laboratory environment for a junior-level undergraduate mechanical engineering course on mechanisms and machine dynamics is presented. This virtual laboratory environment implemented using a multiplayer computer game engine provides the students with the flexibility to perform various experiments related to the concepts of the fundamental law of gearing and to planetary motion of gears. In this environment, the students can work in teams to interactively select and cooperatively assemble gear train components piece by piece into a more complex experimental apparatus. This article describes the assembly logic that is used to combine individual components into experimental setups as part of the experimental procedure in student laboratories. Furthermore, the game environment can be equipped with functionality for monitoring the students’ progress and learning outcomes, thus enabling skill-based assessment.

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