Zeitschriftenartikel zum Thema „Game development based learning“
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Maindalkar, Advait, Sarvesh Gharat und Prof Vinod Rathod. „Learning Game Development Life Cycle through Project-Based Approach“. International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (30.04.2018): 1302–5. http://dx.doi.org/10.31142/ijtsrd11314.
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Yang, Shu-Hung, Yu-Ying Wang, Ah-Fur Lai, Yi-Nan Lin, Gwo-Jen Chiou, Ming-Kuen Chen, Victor R. L. Shen und Chi-Yen Hsiung. „Development of a Game-Based e-Learning System with Augmented Reality for Improving Students’ Learning Performance“. International Journal of Engineering Education 2, Nr. 1 (15.06.2020): 1–10. http://dx.doi.org/10.14710/ijee.2.1.1-10.
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Currently, the school children usually spend a lot of time on the games in their recreational activities and some of them are even addicted to the games. Compared with other extracurricular activities, the e-Learning system reflects the fact that school children are very interested in the games. As a result, educators have lately craved to develop effective teaching activities that allow the school children to learn some subjects and to play the games simultaneously. Therefore, this study is based on an e-Learning system which combines the serious game by Unity3D Game Engine with augmented reality (AR). Students are able to acquire their knowledge and to foster logical skills via this game-based e-Learning system. According to its efficacy and utilities, this study has assessed and compared the game-based e-Learning system with the traditional learning and other e-Learning systems. The experimental results have indicated that the proposed game-based e-Learning system can outperform other existing systems.
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Leitão, Rui, J. M. F. Rodrigues und Adérito Fernandes Marcos. „Game-Based Learning“. International Journal of Art, Culture and Design Technologies 4, Nr. 1 (Januar 2014): 63–75. http://dx.doi.org/10.4018/ijacdt.2014010105.
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In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.
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Bennis, Lamyae, und Said Amali. „From Learning Game to Adaptive Ubiquitous Game Based Learning“. International Journal of Emerging Technologies in Learning (iJET) 14, Nr. 16 (29.08.2019): 55. http://dx.doi.org/10.3991/ijet.v14i16.10701.
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Mobile Learning (also known as m-learning) and game based learning (GBL) are two important elements in Technology-Enhanced Learning. By using mobile technology and benefiting from their features we can provide a pervasive learning without being restricted by time and space (Learning anywhere and anytime). GBL over the last decade has played an important role in increasing the motivation of the learner player through the integration of gamification into the learner’s learning process. The combination of the two elements gave birth to a new concept of educational system called Ubiquitous Learning Game (ULG). Mobile technologies are very diverse and market demands push the continued development of new technologies and features that present a big challenge in time and development costs. On the other hand creating a nice game for different player profiles requires the addition of the learner’s model in the design phase of the game. In this sense the main aim of this paper is to present the new architecture of the
<e-Adventure > educational adventure games authoring tool and its implementation by addressing the different challenges already cited in order to generate an adaptive ULG for multiples mobile platforms.
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Roedavan, Rickman, Bambang Pudjoatmodjo, Yahdi Siradj, Sazilah Salam und BQ Desy Hardianti. „Serious Game Development Model Based on the Game-Based Learning Foundation“. Journal of ICT Research and Applications 15, Nr. 3 (28.12.2021): 291–305. http://dx.doi.org/10.5614/itbj.ict.res.appl.2021.15.3.6.
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Serious games or applied games are digital games applied in serious fields such as education, advertising, health, business, and the military. Currently, serious game development is mostly based on the Game Development Life Cycle (GDLC) approach. A serious game is a game product with unique characteristics that require a particular approach to its development. This paper proposes a serious game development model adapted from the Game-Based Learning Foundation. This paper’s main contribution is to enhance knowledge in the game development field and game-related application research. The proposed model was validated using the relativism approach and it was used to develop several game prototypes for universities, national companies, and the military.
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Ho, Shin-Jia, Yu-Shan Hsu, Chien-Hung Lai, Fong-Han Chen und Ming-Hour Yang. „Applying Game-Based Experiential Learning to Comprehensive Sustainable Development-Based Education“. Sustainability 14, Nr. 3 (20.01.2022): 1172. http://dx.doi.org/10.3390/su14031172.
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To promote the United Nations’ Sustainable Development Goals (SDGs), public awareness of the importance and urgency of sustainable development should be raised by providing relevant education programs. Although game-based learning has been confirmed to be one of the most effective routes to deepen public understanding of the SDGs and sustainable development in general, games for comprehensive sustainable development-based courses have yet to be popularized. Thus, we developed a game-based learning approach that delivers comprehensive conceptual information on SDGs. Based on Kolb’s theory of experiential learning, students understood the relevance of the SDGs by playing a board game designed to simulate the real world, including national and international policies. Furthermore, considering the suspension of in-person learning and shifts to digital instruction caused by the ongoing COVID-19 pandemic, a digital version of the board game was created to compare the effects of digital and non-digital game-based learning. A comprehensive sustainable development evaluation questionnaire was developed and optimized using the fuzzy Delphi method to assess the participants’ knowledge of and attitudes toward the SDGs. Our results reveal that the digital and non-digital board game both improve students’ knowledge and attitude toward sustainable development. However, the digital board game was more effective than the non-digital board game.
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Hartt, Maxwell, Hadi Hosseini und Mehrnaz Mostafapour. „Game On: Exploring the Effectiveness of Game-based Learning“. Planning Practice & Research 35, Nr. 5 (16.06.2020): 589–604. http://dx.doi.org/10.1080/02697459.2020.1778859.
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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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Setiawati, Rahmi, Haris Danial, Anri Naldi, Anita Amelia Ole und Erna Wahyuni. „Development of Game-Based Learning Applications to Increase Students’ Learning Motivation“. al-fikrah: Jurnal Manajemen Pendidikan 12, Nr. 1 (08.07.2024): 123. http://dx.doi.org/10.31958/jaf.v12i1.12358.
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In the continuously evolving digital era, education faces new challenges in maintaining students' interest and learning motivation. One approach that has been introduced to address this challenge is the use of technology in learning, specifically through game-based learning applications. The aim of this study is to develop an effective game-based learning application that enhances students' learning motivation. The research method employed is the Research & Development (R&D) method. The development stages include needs analysis, application design, implementation, evaluation, and revision. The application was developed with consideration to attractive game design principles that motivate and take into account curriculum needs. The research findings indicate that the development of the game-based learning application successfully increased students' learning motivation. Assessments of the application showed positive responses from students to the learning experience provided. Additionally, there was a significant increase in the level of student participation and engagement in the learning process. The conclusion of this study is that the development of game-based learning applications is an effective approach to enhancing students' learning motivation. This application transforms the learning experience into something more engaging and challenging for students, thereby increasing their interest and activity in the learning process. The implication of this study is that the integration of technology in learning can be an effective strategy to motivate students and enhance the overall quality of education.
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Su, Yang Na. „Development of the Teaching Games System Based on Mobile Learning“. Applied Mechanics and Materials 685 (Oktober 2014): 651–54. http://dx.doi.org/10.4028/www.scientific.net/amm.685.651.
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Mobile learning is the future development of digital learning, Due to the different mobile development system for different mobile devices, which became a major bottleneck for mobile development. Existing mobile learning resources are scarce, showing most of the text, web pages, video format, rare game theme unattractive for the format of fixed points, lack of reusability and versatility. Base on the characteristic of Dispersed, fragmentary characteristics of mobile learning, imitating the form of the theme of the popular online game, to make the learner a more active, more effective and more lasting in mobile learning. Use Flash to develop mobile learning teaching game, introduces the idea of integrable Ware to mobile game development, separate the knowledge from the game, and improve the reusability and versatility of the game.
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Sulistianta, Heru, Moch Asmawi und Ahmad Sofyan Hanif. „Learning Model Development Short Run based Games“. Journal of Advanced Research in Dynamical and Control Systems 11, Nr. 10-SPECIAL ISSUE (31.10.2019): 779–86. http://dx.doi.org/10.5373/jardcs/v11sp10/20192870.
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Chau, Ma Thi. „HoQ - Based Learning Game Development. Case Study: Travelix Application for Learning Traffic Law“. International Journal of Religion 5, Nr. 11 (26.06.2024): 1938–53. http://dx.doi.org/10.61707/xsp9af02.
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This research article explores the application of game-based learning in the field of education, specifically focusing on proposing a process for the development of game-based learning using the House of Quality framework. The article also introduces a game called Travelix, which is designed for educational purposes. Travelix aims to assist individuals in preparing for the theoretical section of the driver’s license examination in Vietnam, featuring 600 questions. The author conducts a test scenario to evaluate the effectiveness of enhancing knowledge and understanding of driving theory at the B2 level, as well as assessing the game’s usability and appeal to players. By implementing the proposed game development process, Travelix significantly reduces the time required for modifications and garners prompt and positive feedback upon its initial release, thereby enhancing the overall user experience.
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Mondal, Anowar Hussain, und Ranjan Maity. „Exploring the Effects of Game-based Learning“. Journal of Engineering Education Transformations 37, Nr. 1 (01.04.2023): 98–105. http://dx.doi.org/10.16920/jeet/2023/v37i1/23136.
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Abstract :Advancements in technologies are helping the education system to improve and explore a new dimension of learning. Learning beyond class hours is an important issue. Traditional textbooks and learning materials (online as well as offline) may help to overcome this challenge for theory-based papers. On contrary, experimenting in a lab beyond the class hour is challenging, more specifically in schools. The effect of the COVID pandemic also forced the researchers to explore new ways of learning, particularly in lab work. In this work, an interactive virtual Lab was developed for school students. They can virtually perform Ohm's Law experiments using a mobile phone or computer. The proposed lab was designed using Unity Engine with C#. In order to check the acceptance of the proposed applications, we conducted a usability evaluation. It was observed that students learned more effectively using our proposed application. Keywords : Simulation, 3D Model, Virtual Reality, Usability Testing.
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Arifudin, Dani, Suliswaningsih Suliswaningsih, Dian Pramesti und Linda Heryanti. „Implementasi Game Design Document Pada Perancangan Game Based Learning“. CogITo Smart Journal 8, Nr. 2 (21.12.2022): 385–97. http://dx.doi.org/10.31154/cogito.v8i2.431.385-397.
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Beberapa penelitian mengenai pemilihan model pembelajaran bertema game disimpulkan dapat menghilangkan kejenuhan dalam proses pembelajaran, sehingga siswa antusias dan berperan aktif mengikuti pelajaran, pembelajaran bertema game ini disebut Game Based Learning. Yaitu metode pembelajaran yang memiliki konsep menggabungkan konten pendidikan atau prinsip-prinsip belajar dengan game yang bertujuan untuk menarik siswa untuk belajar. Dalam perancangan game based learning, tentunya harus terstruktur dan terkonsep dengan baik, serta memenuhi standar penerapan konsep game ke dalam pembelajaran. Metode yang bisa merekam dan mendokumentasikan setiap detail dari desain gameplay dan perancangan game based learning adalah Game Design Document (GDD). Penelitian ini bertujuan untuk mengimplementasikan GDD dalam perancangan game based learning, dengan menggunakan metode Multimedia Development Life Cycle (MDLC). Diharapkan penelitian ini dapat menghasilkan kesimpulan mengenai standar perancangan pembelajaran berbasis game yang terdokumentasi dalam GDD.
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K., Pazhanivel. „“EDUPLAY”- Interactive Game Based Learning Platform“. International Journal of Innovative Research in Information Security 10, Nr. 03 (30.04.2024): 173–77. http://dx.doi.org/10.26562/ijiris.2024.v1003.10.
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This research introduces an innovative approach to inclusive education through the development of a game-based Learning platform tailored for Persons with Disabilities (PwDs). With a focus on fostering an accessible and engaging educational environment, the platform aims to break down barriers and promote equal learning opportunities for individuals with diverse abilities. The present study investigates the use of gamification to foster commitment and engagement among users with disabilities. Two case studies demonstrating the application of gamification are provided. The first is the development of an application to teach a blind person, and the second one is the creation of an application to aid individuals with Autism Spectrum Disorder (ASD) in navigating their environment. The study reveals that universal design for learning principles can be used indirectly to adjust apps for users to utilize the software consistently. This study provides preliminary evaluations for both case studies, which were undertaken with relatively small samples. The first case study revealed that three blind individuals who took part in the review scored an average of 91.7on the system usability scale. At the same time, the second case study involving the observation of a single individual with ASD also revealed that utilizing the designed app improved performance. Despite the limited sample size, the findings suggest that gamification may effectively encourage and generate commitment among the users with disabilities.
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Roseandree, Billdan Satriana, Jenuri Jenuri und Asep Rudi Nurjaman. „Implementing Digital Game-Based Learning for Qur’anic Arabic Learning Using Serious Game Development Method to Increase Arabic Vocabulary“. TIN: Terapan Informatika Nusantara 4, Nr. 11 (29.04.2024): 719–26. http://dx.doi.org/10.47065/tin.v4i11.5059.
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The Qur’an is regarded as the source for communication with Allah, while most of Muslims in the world are non-Arabs and could barely speak Arabic, it is becoming a challenge for Muslims to have a deeper understanding of God’s words and deeper connection with Him. By implementing digital game-based learning as an effort to gain traction among the Islamic world, especially in the digital era of Society 5.0, developing a serious game that specialized in solidifying mufradat (Arabic vocabularies) can retain motivation and interest to keep learning the Qur’an by reducing level of stress and boredom, especially Muslim youth living in an age of liberal, this is found to be a serious challenge for the Islamic community to preserve its purity in daily worship. The research method in use is serious game development method, this method fits the unique aspect of a serious game that is comparably different from pure entertainment game development method such as game development life-cycle. Serious game development model involves educational foundations to be a form of game development that orients educational values whilst retaining the fun and engaging aspect of game. The results of this research shown that Qur’anic Arabic serious game using serious game development method is considered acceptable according to the user acceptance test (UAT) indicated by the ratings of 71.57%, this concludes that users found the game to be effective yet engaging to bolster their daily worship and the method being used is effective in implementing game-based learning compared to the conventional game development life-cylce. This result is reliable as supported by Cronbach’s alpha reliability level shown to be reaching 0.954 or is an excellent level of reliability using the IBM SPSS Statistics 26 software.
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Nunohiro, Eiji, Kotaro Matsushita, Kenneth J. Mackin und Masanori Ohshiro. „Development of game-based learning features in programming learning support system“. Artificial Life and Robotics 17, Nr. 3-4 (01.12.2012): 373–77. http://dx.doi.org/10.1007/s10015-012-0073-x.
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Hidayat, Rahmat. „Game-Based Learning: Academic Games sebagai Metode Penunjang Pembelajaran Kewirausahaan“. Buletin Psikologi 26, Nr. 2 (03.12.2018): 71. http://dx.doi.org/10.22146/buletinpsikologi.30988.
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Entrepreneurship plays an important role for the national economic growth. Therefore, the chararacter development, the way of thinking, and entrepreneurial skills within community are things that should be sought. Consequently, the effective entrepreneurship learning methods are needed, specifically kind of method that based on adult learning approach. This article seeks to bring the study of digital games technology as an entrepreneurial learning media. Hence, the description of the characteristics of games and learning aspects that can be facilitated by digital games technology will be mainly discussed. In addition, this article describes the learning process through digital media, instructional techniques that can be integrated in digital media, and assessment feedback method in academic games learning. Some examples of digital games used for learning in entrepreneurship courses are presented to provide a concrete picture. In brief, this article supports the use of digital games technology in entrepreneurial learning.
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Eliyasni, Rifda, M. Habibi, Nurfaijah und Tiok Wijanarko. „HAVE A DIFFERENT CONCEPT: HOW TO DESIGN MOBILE GAME-BASED INTEGRATED THEMATIC LEARNING FOR ELEMENTARY SCHOOL STUDENTS?“ Journal of Law and Sustainable Development 12, Nr. 2 (29.02.2024): e3263. http://dx.doi.org/10.55908/sdgs.v12i2.3263.
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Purpose: The objective of this research is to describes the process of designing and developing mobile game based-integrated thematic learningc (MGBITL) in elementary schools. The mobile game based-integrated thematic learningc (MGBITL) is different from Mobile game-based learning (MGBL). Because it is necessary to pay attention to the themes and subthemes that are the basis for developing learning content. Theoterical Framework: Mobile game-based learning (MGBL) is a serious game, that is, a game designed for educational purposes while still remaining entertaining. MGBL has been shown in numerous studies to aid pupils in learning and reduce psychological stress. This research seeks to develop MGBL for Integrated Thematic Learning (MGBITL) for elementary school students. Building MGBITL based on mobile game development theory and integrated thematic concepts required proper procedures Methods: This research employed the MGBL Engineering Model, which consisted of three stages: (1) pre-production (discover & dream), (2) production (design), and (3) post-production (delivery). Literature review and distribution of online questionnaires to teachers were used to collect data about the principles of developing MGBITL for elementary school students. Findings: The MGBITL application has been design which consists of 21 types of games adapted from Class V Theme 8 Subtheme 1 material which is the result of research activities. Hopefully, the introduction of MGBITL will aid teachers in teaching materials that need imagination, make subject matter easier to understand, and promote fun learning concepts. So that students are unaware that they are participating in a learning activity. Practical implications: The study provides new knowledge about how to design mobile game-based integrated thematic learning (MGBITL). It's not just thematic learning material, but the game content too. There is a lot of learning material that must be linked by paying attention to the interconnectedness of each content. Originality/Value: The originality of this research lies in the thematic learning concept used in game content. So far, game content only focuses on one discipline/learning content.
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Afandi, Mochammad Fachrizal, Wahyu Nur Hidayat und Kokom Komariyah. „Game-Based Learning Media Development with Role-Playing Game Mechanism in Basic Programming“. Letters in Information Technology Education (LITE) 5, Nr. 1 (27.06.2022): 1. http://dx.doi.org/10.17977/um010v5i12022p1-5.
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Learning activities for students in the current era, especially in productive subjects, must be interesting, innovative, and fun. In order to realize this, one of the efforts that can be done is to use appropriate media. The results of observations made by the author at SMK Negeri 1 Kepanjen showed that students claimed to lack understanding of productive materials, especially in basic programming subjects. At the time of delivery of material, educators often use media that are less interactive, so students are quickly bored. Therefore, to overcome the problems that have been explained previously, the author develops a game based learning (educational game) that uses the Role Playing Games (RPG) mechanism as a learning medium. This study aims to determine the feasibility of the educational game developed by the author. The author develops an educational game that uses the Role Playing Games (RPG) mechanism in basic programming subjects. This research uses the Addie research model according to what Branch (2009). The trial subjects of this study include material experts, media experts, and also students of class X RPL and X TKJ at SMK Negeri 1 Kepanjen. Educational game learning media developed have been through validation from media experts and material experts, and a trial has been tested on small group users and large groups. From various validation and testing results, this learning media received a percentage of 87.3 percent of 93.7 percent media experts from mater experts, 94.3 percent of small group trials, and 90.1 percent of large group trials. The percentage results obtained through validation and trials as a whole are classified in the very valid and very feasible category. So it can be concluded that the media based learning using the Role Playing Games (RPG) mechanism is very valid and feasible to be used in learning activities
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Lestariningsih, Tri, Hendrik Kusbandono, Angger Binuko Paksi, Yosi Afandi und Ikhwan Baidlowi Sumafta. „Development of Game-based Learning Media for Early Childhood Animal Recognition“. East Asian Journal of Multidisciplinary Research 2, Nr. 8 (04.09.2023): 3507–16. http://dx.doi.org/10.55927/eajmr.v2i8.5219.
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Cognitive learning activities through the introduction of animals in Early Childhood (AUD) have a very important role in developing all children's potential. One of them is the potential intelligence of children. AUD is a pretty good stage for training the brain of a child, where they will be more interested and active when they see a game or such that contains a lot of animation and sound. With the existence of game-based animal recognition learning media, it will be an interesting thing for early childhood, namely kindergarten, as well as teachers when interacting and conducive to learning. This learning medium contains several learning points and games that train children's cognitive abilities. There is a learning menu to recognize the name of the animal and its voice, then the game composes the word and guesses the illustration image of the animal, as well as the support of singing videos about animals given by the teacher to children. Game-based learning media is built using constructivism, using Luther Sutopo's method. The result of this research is an animal recognition learning medium for early childhood.
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Hanghøj, Thorkild, Sara Hajslund und Stine Ejsing-Duun. „The challenges of designing learning games: Interviewing professional learning game designers“. European Conference on Games Based Learning 16, Nr. 1 (29.09.2022): 263–70. http://dx.doi.org/10.34190/ecgbl.16.1.669.
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The professional practice of designing digital learning games has existed for more than four decades. Even though considerable work has been done on research and development projects that include learning games (e.g., through Design-Based Research projects), there is relatively limited research on how professional learning game designers work, and what design challenges they face when trying to develop learning games for K-12 educational contexts. In this explorative interview study, we take a closer look at the design challenges that experienced learning game designers face during the design process, and what complexities and dilemmas they need to balance in doing so. The interview study is based on extended semi-structured interviews with five experienced learning game designers from five different learning game companies from Europe and the US. Having transcribed and coded the interview data, we conducted a thematic analysis to address the following research question: How do learning game designers experience and manage the different knowledge forms and design challenges that emerge when developing games for K-12 educational contexts? To answer this question, we draw on insights from design theory and domain theory, which allows us to map and analyse how the learning game designers try to establish links between different forms of knowledge across three domains: the pedagogical domain, the disciplinary domain, and the game design domain. Based on the thematic analysis, we identify three design principles across these domains, which are central to the learning game design process: 1) creating a shared language and repertoire for the involved actors (e.g., game designers, subject matter experts, and educational practitioners) across the three domains, 2) establishing meaningful links between educational aims and game elements, and 3) considering the educational context of the learning game. Addressing these design principles are all crucial, when engaging in the highly complex task of designing games for educational purposes.
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Magno De Jesus, Angelo, und Ismar Frango Silveira. „Game-based collaborative learning framework for computational thinking development“. Revista Facultad de Ingeniería Universidad de Antioquia, Nr. 99 (30.06.2020): 113–23. http://dx.doi.org/10.17533/udea.redin.20200690.
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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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Laranjeiro, Dionísia. „Development of Game-Based M-Learning Apps for Preschoolers“. Education Sciences 11, Nr. 5 (12.05.2021): 229. http://dx.doi.org/10.3390/educsci11050229.
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Recent studies indicate tablets as the preferred devices of preschool children, due to portability, autonomy of use and variety of apps. There is also extensive evidence of the contributions of digital technologies in different areas of learning at these ages. The Aprender XXI project aimed to develop game-based learning apps, with content recommended in the Curriculum Guidelines for Pre-School Education (CGPE). The project used Design-Based Research (DBR) methodology, which combines scientific research and technological development. It was divided into three phases: preliminary study (literature review, search for existing apps, study of preschool curriculum), development (specifications, scriptwriting, design and programing) and evaluation (tests with users and conclusions). The preliminary study identified the needs to define robust apps. The evaluation with children and educator validated the development and defined improvements in the apps. As a result, we obtained four thematic apps—environment, health, citizenship and professions, composed of a set of games, suitable for autonomous use for children or for educational activities guided by educators in kindergarten. In addition, a website collects children’s play data, which is represented with flowers in a virtual world, to illustrate their participation/collaboration for a better future.
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Topani, Muhammad Alfikri Maida, und Ahmad Azhari. „Development of Mandarin Education Quiz Game Using Android-Based Multimedia Development Life Cycle“. Mobile and Forensics 5, Nr. 2 (30.09.2023): 31–41. http://dx.doi.org/10.12928/mf.v5i2.7947.
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Mandarin is a language that is widely spoken and studied by people all over the world. Parents who start enrolling their children in Mandarin language courses from an early age with the hope that their children will become accustomed and proficient in using Mandarin. However, for elementary school children, the difficulty of constructing sentences in Mandarin is a major obstacle for children in the process of learning Mandarin. The purpose of this research is to create a unity-based mandarin quiz educational game application that is useful as an alternative media in the learning process to make it easier to learn. which is useful for a. Help make it easier for tutors in learning activities teaching by utilizing media technology in the form of Android-based educational games. Help students learn Chinese HSK material with a happy feeling and don't feel bored, because the content in the educational game "Mandarin Quiz" is displayed in an attractive way with audio, animation, and games on an Android smartphone. Helping children's enthusiasm for learning to know Mandarin. System development for users will be developed using the Multimedia Development Life Cycle (MDLC) methodology. Each step or stage of this method is suitable for system development in multimedia applications and these stages can swap positions according to research needs. It is hoped that the results of testing and designing the Mandarin Quiz educational game application using Unity 2D can be further developed so that this application can help increase interest in learning. The test results and feasibility of this educational game used the Usability Scale System (SUS) which consisted of 46 functions with 10 questions, the final test result was obtained with a score of 88, so that the mandarin quiz educational game was declared acceptable.
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He, Zhenni, Yi Zhang und Dingle Zhao. „Flappy Bird Game Based on Reinforcement Learning Q-Learning Algorithm“. Highlights in Science, Engineering and Technology 34 (28.02.2023): 222–25. http://dx.doi.org/10.54097/hset.v34i.5475.
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In the field of Artificial Intelligence (AI), game AI is becoming more and more important, and the human-machine training of games is gradually driving the development of the game field. Among them, Flappy Bird is one of game which can controlled by an AI, which deserves more attention. In this work, we used Q-Learning as our main algorithm of the AI. In the flappy bird AI, the algorithm of Q-learning is used for giving the feedback through the environment which corresponding reward according to the actions of the agent. By using this method and after the training of the flappy bird AI, we can get the scores that are much more than human’s record. The highest record of the flappy bird AI is 4, 083. The average score for human is about only 100, but in the flappy bird AI, the score can easily be more than 1, 000. According to all the work we did and all the result we got, we can see that the comparison between the AI and human. In the game area, AI did much better than human in most game. That is the reason that much research is focusing on developing game AI to help us getting deeper in the game field since it is more efficient to use.
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Hernandez, James, und Rica Ramirez. „Introducing pre-service teachers to game-based learning“. International Journal of Educational Technology and Learning 17, Nr. 1 (20.09.2024): 1–8. http://dx.doi.org/10.55217/101.v17i1.825.
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Game-based learning has increased research and interest in teacher education and teacher pedagogy. However, there is still much to learn about how teachers understand and feel about game-based learning pedagogy in the classroom. This study utilized a quantitative research methodology to better understand the changes in beliefs and attitudes toward game-based learning of teachers before and after experiencing game-based learning opportunities first-hand. The participants in this study were ninety-six pre-service teachers enrolled in a Child Growth and Development course at a public Hispanic Serving Intitution in South Central Texas University. Findings from this study indicate that pre-service teachers are comfortable using game-based learning pedagogy prior to any game-based learning interventions. Specifically, game knowledge, game content knowledge, and game pedagogical content knowledge, had a strong positive relationship with learning opportunities, attitudes towards game-based learning and overall acceptance of digital game-based learning score. Access to game-based learning experiences significantly increased teachers’ game pedagogical knowledge, game content knowledge, and experience with games knowledge. Overall, pre-service teachers’ personal experiences with gaming and attitude towards gaming is one of the key factors that contributes to their positive attitudes towards game-based learning and their ability to see the learning opportunities games have in their future classrooms.
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Maratou, Vicky, Firdaous Ennami, Filipe Luz, Yama Abdullahi, Raimonda Agne Medeisiene, Indrė Ščiukauskė, Rizos Chaliampalias, Achilles Kameas, Carla Sousa und Sara Sara. „Game-Based Learning in Higher Education Using Analogue Games“. International Journal of Film and Media Arts 8, Nr. 1 (15.06.2023): 63–83. http://dx.doi.org/10.24140/ijfma.v8.n1.04.
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Games have been effective in helping people to interact with one another and learning more about the culture they inhabit (Piaget, 1962). The importance of games and their centrality to culture is pointed out by Huizinga (1944) who suggested using them as a medium to organise our lived experience and as an escape from their pragmatic focus (Ruckenstein, 1992). The “playful” nature of games results in escapism because it often hides the seriousness of their outcomes (Bateson, 2014; Henricks, 2006). For instance, games can be implemented in war where they are viewed as a deadly sort of game, with elaborate rules, strategies, and codes of sportsmanship. Furthermore, the widespread use of games has gained traction as a rapidly evolving teaching and learning tool in the educational sector as well. This rapid growth in the use of games as an educational tool has led to the creation of an immense number of diverse games, aiding teaching and learning in a multitude of disciplines from economics to art, and numerous encyclopaedic websites of previously developed games have been created. Despite this rapid growth, it is debatable whether this is due to increased effective learning from games, or simply the increased engagement and enjoyment observed in comparison to traditional pedagogical methods. To that end, the current paper explores the practices of analogue GBL across European Higher Education Institutions (HEIs) and the challenges and opportunities associated with Game-Based Learning (GBL) from the perspective of educators and game designers. Gamification – including simple game mechanics, such as points for correct answers (Hidi & Renninger, 2006; Kim, Song, Lockee, & Burton, 2018; Rotgans & Schmidt, 2011) – is often used as a teaching aid to increase student engagement and enjoyment. However, simply adding a game mechanic into classic, lecture-based teaching does not necessarily assist in cognitive retention in classrooms, or develop 21st-century skills. As a matter of fact, more academics are seeing the benefits of GBL (Qian & Clark, 2016), in which games are specifically designed to enhance learning and the development of a certain skillset. It may also involve adapting a game that is already designed for use in the classroom, such as using open world-based board games to teach the interaction between geopolitical groups, or the use of LEGO® blocks to help improve comprehension of city planning. A good GBL intervention will ensure that the central mechanic of a game is linked to the expected learning outcomes of the module (Arnab et al., 2014).
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Munkvold, Robin Isfold, Line Kolås und Adam Palmquist. „A Conflict Management Game in Project-based Learning“. European Conference on Games Based Learning 17, Nr. 1 (29.09.2023): 443–51. http://dx.doi.org/10.34190/ecgbl.17.1.1375.
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In project-based learning environments, students often face team frustration and conflicts, necessitating the development of conflict management skills. This study examines how integrating a game-based learning approach impacts students' perspectives on managing conflicts in game development project courses. Drawing on theoretical frameworks related to project-based learning, conflict management, and serious games in conflict resolution education, a case design is employed in higher education that incorporates the game "Cards of Conflict". Document analysis of student reflection notes is utilised to assess the outcomes. The results demonstrate heightened engagement among participants during the game session, leading to awareness and understanding of conflict managing principles. This encompasses the what, the why´s, and the how’s of conflict management, as well as the diverse perspectives of peer students.
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Abd Halim, Noor Dayana, Ong Ace Hong, Nurul Nadwa Zulkifli, Nurul Farhana Jumaat, Norasykin Mohd Zaid und Mahani Mokhtar. „Designing Game-Based Learning Kit with Integration of Augmented Reality for Learning Geography“. International Journal of Interactive Mobile Technologies (iJIM) 16, Nr. 02 (28.01.2022): 4–16. http://dx.doi.org/10.3991/ijim.v16i02.27377.
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The development of education is changing in line with the development of current technology, and these developments have influenced many innovations in teaching and learning methods. Many technology-based games have been introduced in the market; however, not all games are suitable for student learning. This is because the features of a game must have an impact on education; it is essential to choose a game based on appropriate criteria for education. Therefore, this paper describes the integration process of game-based learning features outlined by Alaswad and Nadolny (2015), which are goal, interaction and feedback. The three features are designed in a learning kit called the “Kit Pengembara” for learning the topic of “Arah Mata Angin” and “Bearing Sudutan”, the subject of Geography Form 1. In addition, this Kit Pengembara also integrates the UniteAR application for user to complete a given task using augmented reality. Therefore, this paper can provide an overview to educators in the form of their educational innovations that integrate technology to increase student engagement.
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Lui, Richard W. C., und Cheuk Hang Au. „Establishing an Educational Game Development Model“. International Journal of Game-Based Learning 8, Nr. 1 (Januar 2018): 52–73. http://dx.doi.org/10.4018/ijgbl.2018010104.
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This article describes how different literatures have suggested the positive role of educational games in students' learning, but it can be hard to find an existing game for student learning. Some lecturers may try to develop a game for their courses, but there were not many effective models for educational board game development. The authors have formed a team for developing a game with the purpose of teaching Search Engine Optimization (SEO) in an undergraduate course, and observed the design meetings and the game trial sessions. They have developed a spiral educational game development model based on the observation and the game deliverable, and have provided other suggestions for developing educational games based on the students' and designers' feedback.
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Griggs, Andrew, Elizabeth H. Lazzara, Evan Palmer, Sarah Fouquet, Tiffany Leverenz, Alexis Raushel und Shawn Doherty. „Utilizing Games for Learning: Applications of Game-Based Training and Gamification“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, Nr. 1 (November 2019): 2166–68. http://dx.doi.org/10.1177/1071181319631361.
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Games are now beginning to receive growing attention in domains outside of entertainment. Applied settings are increasingly utilizing games in the development and implementation of various training programs. Two prevalent methods for the utilization of games in training include game-based learning and gamification. The utilization of games in training can improve participant motivation and engagement, but best practices for the use of games in training are not well defined. This panel will discuss various projects that have applied game-based learning and gamification in training efforts across a variety of industries.
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Wu, Min Lun. „Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers“. Journal of Studies in Education 8, Nr. 4 (27.09.2018): 1. http://dx.doi.org/10.5296/jse.v8i4.13022.
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Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.
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Laksita, Ghany Desti, Dewi Oktaviani und Aji Pangestu. „The Effect of Android Game Based Learning for Student Interest in Mathematics Learning“. Proceeding International Conference on Science and Engineering 3 (30.04.2020): 335–38. http://dx.doi.org/10.14421/icse.v3.523.
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Nowadays technology is growing very rapidly. The existence of this technology development, helps a lot of people in carrying out their activities. There is one form of development technology that very influential in everyday life and mostly found in the community is an android smartphone. In this age, smartphones have become a lifestyle for the society. The development of smartphone technology has been perceived by all levels of society especially for students. Besides, being used in social media, smartphone purpose is also being used to play a game by students, both online and offline games. In the field of education, smartphones are still rarely used to support learning activities, especially in mathematics learning. This issue is happened because there are still many educators who are reluctant to switch from conventional learning methods to digital-based learning. Even though the interest of students in the smartphone technology especially game, is high enough. This research, intend to determind the effect of mathematics learning based on interactive android game to student’s study interest. This research use study literature method, that is consider relevant various research, then the researcher conclude it based on the various research. The result of this research is there is an influence of learning based on interactive android game to student’s interest. So, this learning based on android game can be used to increase student interest in mathematics.
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Rithvik, M., Dr K. Narasimha Raju und B. Ajay Ram. „A Novel Game-Based Approach for Computer Networks“. Journal of Engineering Education Transformations 36, S2 (01.01.2023): 313–18. http://dx.doi.org/10.16920/jeet/2023/v36is2/23046.
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Teaching consists of Ideation, Perception, Inception, and Reproduction. A teacher's job is challenging to sustain and maintain all the above characteristics in the classroom. The vital role of a teacher in the classroom pertains to gaining the student's attention. In this gesture, the Active Learning classroom plays a predominant role in understanding a student's empathy. This paper uses a novel game-based learning-by-doing approach to imbibe the concept of the OSI model with the RRR game. The game named RRR represents Ride, Route, and Retract. The learning model applies to a representation of 3I's Tautology. The Outcome of this experiment is a representation to visualize the context and annotate the content. The pedagogy represented in this game aims to meet the learning objectives and outcomes of the specific topic that aims to meet Outcome-based Education. Keywords: Perception, Inception, pedagogy, machine learning, classroom dynamics.
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Pareja, Shella Mae W. „Development of Game-Based Approach Courseware in Learning Computer System Servicing“. Inclusive Society and Sustainability Studies 1, Nr. 1 (28.08.2021): 23–26. http://dx.doi.org/10.31098/issues.v1i1.610.
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The study focused on the rationale use of technology that is widely spreading around the world. Educational technology is significant in the learning and teaching process. The significance of the developed game-based courseware was to provide instruction and self-drill-and-practice to understand the computer system servicing terms and concepts. This interactive courseware is an additional innovation that will significantly help in the learning and teaching process. The conceptual framework of the study used to organize and varied literature which establishes the scope of education and principles of game-based courseware. The researcher utilized a questionnaire as the primary research instrument. The weighted mean and the standard deviation are used to determine the acceptability of the courseware. To adopt the opportunities offered by developed game-based courseware, it is essential to focus on lessons learned in Computer System Servicing. Features such as peer to peer learning and camaraderie between learners and educators have been found significant in traditional lessons and converted to educational games, as modern technologies move into the informative mainstream. Additional research into the effects and development of game-based approach courseware to classify the role of teachers as facilitators in the game-based approach of learning can establish ways to develop and create educational practices that better engage and motivate students.
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Moon, Jewoong, und Fengfeng Ke. „In-Game Actions to Promote Game-Based Math Learning Engagement“. Journal of Educational Computing Research 58, Nr. 4 (27.09.2019): 863–85. http://dx.doi.org/10.1177/0735633119878611.
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Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement). This study used and examined the game E-Rebuild, a single-player three-dimensional architecture game that requires learners’ application of math knowledge. Using in-depth gameplay behavior analysis, this study sampled a total of 92 screen-recorded and video-captured gameplay sessions attended by 25 middle school students. We adopted two analytic approaches: sequential analysis and thematic analysis. Whereas sequential analysis explored which in-game actions by students were likely to promote each type of learning engagement, the thematic analysis depicted how certain gameplay contexts contributed to students’ enhanced learning engagement. The study found that refugee allocation and material trading actions promoted students’ content engagement, whereas using in-game building tools and learning support boosted their cognitive engagement. This study also found that students’ learning engagement was associated with their development of mathematical thinking in a GBL context.
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Susanti, Vera Dewi, Edy Suprapto und Yuli Anis Wardani. „Development Of Android-Based Edutainment Game Learning Media On Phytagoras Theorem For Junior High School Students“. AL-ISHLAH: Jurnal Pendidikan 14, Nr. 3 (15.08.2022): 3931–42. http://dx.doi.org/10.35445/alishlah.v14i3.1978.
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Distance learning during the COVID-19 pandemic caused students' learning motivation to decrease. For this reason, an interesting learning process is needed, one of which is by applying game-based learning.This study aims to develop and determine the feasibility of an Android-based edutainment game learning media on the Pythagorean theorem material for junior high school students. This type of research is Research and Development (RD) using the ADDIE development model, namely Analyze, Design, Development, Implementation, and Evaluation. This research was conducted at MTs Muttaqien PSM Takeran in June 2021. The results of the research on the development of android-based edutainment game learning media include 1) Android-based edutainment game learning media meets the validity criteria with the combined validation average score by the media validator of 84.10% and is included in the fairly valid category, 2) Edutainment game learning media android-based meet the practicality criteria obtained from the average results of filling out student response questionnaires of 87.50% and is included in the very practical category, 3) Android-based edutainment game learning media meets the effectiveness criteria obtained from student learning outcomes tests with a score of N- The gain is 62.32% and is included in the medium category. Thus, it can be concluded that the Android-based edutainment game learning media is feasible to use in learning mathematics on the Pythagorean theorem material. The results of this study provide a contribution in the form of an Android-based edutainment game learning media that is used as an alternative in the learning process.
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Widyasari, Widyasari, Hadi Sutopo und Murniati Agustian. „QR Code-based Learning Development: Accessing Math Game for Children Learning Enhancement“. International Journal of Interactive Mobile Technologies (iJIM) 13, Nr. 11 (15.11.2019): 111. http://dx.doi.org/10.3991/ijim.v13i11.10976.
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Mathematics in elementary school is difficult to understand, boring, formal, theoretical, and book-based learning, which makes students tired of listening and paying attention. The purpose of this study is to create a learning prototype based on QR codes, especially mathematics learning in elementary schools. Using the QR code, students can access math games related to the course. This learning model could encourage students to learn mathematics. The research included seven steps in research and development named after Borg & Gall, such as need assessment, plan, early product development, first test, revise early product, field test and revise product. The object of the research is QR code-based learning, and the respondents are elementary school students and teachers. After analyzing data in the first and field test, researchers found the result. QR code-based learning could support children for learning mathematics.
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Wahyuni, Wahyuni, Ika Lis Mariatun und Yusrianto Sholeh. „Development of Quizizz Game-Based Interactive Learning Media to Improve Learning Outcomes“. Edunesia: Jurnal Ilmiah Pendidikan 5, Nr. 1 (22.08.2023): 143–55. http://dx.doi.org/10.51276/edu.v5i1.545.
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In this digital era, it is very important to understand and use technology wisely to adapt to digital transformation. Technology affects the quality of education in these turbulent times. A game is an interesting learning medium with an interactive nature. Currently, educators can choose Quizizz as an interesting learning environment supporting the learning process. This study aims to provide teachers with interactive learning media interventions based on quizizz games in Economics class X SMA Darul Hadits, Sepulu District, Bangkalan Regency. This time, learning media development uses the research model (ADDIE). The research subjects included in the development of interactive learning media are validation tests by media validators, practitioner validators, and material validators, as well as tests aimed at students. Research data were obtained through observation techniques, questionnaires, and interviews with economics teachers and several class X SMA Darul Hadits regarding the learning process. The study results show that the teacher uses lecture and discussion methods using LKS and PowerPoint media in economics learning. So, with this, the researcher uses the Quizizz game application to support student learning enthusiasm so that later it will improve student learning outcomes. This study got a very good response from teachers and students.
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Wulan Ningdyah Anggraini. „Increase Interest in Learning Mathematics for 5th Grade Students Using Android Game-Based Learning Media“. International Journal of Elementary Education 7, Nr. 4 (28.12.2023): 637–45. http://dx.doi.org/10.23887/ijee.v7i4.64937.
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This research article is based on observational data that indicates students' learning styles, frequently used instructional media, low math scores of 5th grade students, and students' inability to comprehend the taught materials. The objective of this research is to analyze students' learning interest in mathematics subjects using game-based educational media. The study was conducted in a 5th grade class with a total of 26 students. The research method used was Research and Development (R&D), and the development model employed was the ADDIE development model. The game product was tested by experts and students to assess the validity of the educational game. The results from expert evaluations yielded 92% for subject matter expertise, 94.67% for instructional design expertise, 94.44% for instructional media expertise, 100% for individual testing, and 92.92% for small group testing. The research involved 26 respondents who were 5th grade students in a primary school. The effectiveness test results showed a significant difference between the math scores of 5th grade students before and after using game-based Android instructional media. It can be concluded that game-based Android instructional media can enhance students' learning interest in 5th grade mathematics subjects at the primary school level.
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Maharjan, Namita, Kyohei Kuroda, Gunjan Silwal, Shigehiro Toyama, Yoshihiro Ominato, Yasuko Tsuchida, Nobuo Araki, Takashi Yamaguchi und Makoto Ichitsubo. „Implementation of design based learning for the development of SDGs educational games“. Journal of Technology and Science Education 12, Nr. 2 (18.07.2022): 496. http://dx.doi.org/10.3926/jotse.1578.
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Education on sustainable education (ESD) is gaining momentum to ensure that SDGs are met by 2030. The educational institutions have significant role in fostering ESD. However, there is lack of educational resources to be used for ESD. Particularly, teaching the concept of SDGs needs an attention grabbing and engaging approach and Design Based Learning (DBL) holds much potential. The main objective of this investigation was to describe the development of SDGs education resources i.e., SDGs educational games using DBL approach. Besides, the generic skills of the students during DBL were assessed during game development phase. The outputs of DBL were Bingo Mat game, Carrom board game and Sugoroku game. These games were validated for their effectiveness as resource for teaching and learning SDGs. The results revealed the positive impact on the generic skills of students through DBL during game development phase. Moreover, the response results of the players highlighted that carrom board game offered them the gaming experience while Bingo and Sugoroku offered them learning experience. Another important finding of this study is the need to teach SDGs from the younger age as the level of education had significantly impacted on their knowledge about SDGs. The results of this study will contribute to the domain of ESD by articulating an alternative pedagogy of integrating DBL with SDGs as invigorating educational resources and faculty development method.
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Rohendi, Dedi. „Game-Based Multimedia for Horizontal Numeracy Learning“. International Journal of Emerging Technologies in Learning (iJET) 14, Nr. 15 (01.08.2019): 159. http://dx.doi.org/10.3991/ijet.v14i15.10679.
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Recently, game-based multimedia development has been increasing rapidly. Game-based multimedia is not only used for entertaining but also for teaching and learning process. Meanwhile, for the majority of elementary school students, numeracy learning is still considered as a difficult subject to be learned and has not attracted students’ interest because it still uses vertical methods. The objective of this research is to examine the implementation of game-based multimedia in learning horizontal numeracy. In this game-based multimedia, horizontal numeracy material is presented in the form of a game. Horizontal numeracy material begins with addition, subtraction, multiplication, and division. Game-based multimedia is implemented to 20 students in grade 3 elementary schools in Bandung, Indonesia. Subsequently, the way students learn the materials and their learning outcomes are explored after using this multimedia. The results show that the students can learn horizontal numeracy excitingly; moreover, they can easily understand the concept of horizontal numeracy quickly. It is indicated by by the increasing of average post-test value.
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Khusnah, Asmaul, und Retno Mustika Dewi. „Development of Web-Based Game Based Learning Media to Improve High School Students' Understanding of Concepts in Economics Subjects“. International Student Conference on Business, Education, Economics, Accounting, and Management (ISC-BEAM) 2, Nr. 1 (08.09.2024): 452–76. http://dx.doi.org/10.21009/isc-beam.012.31.
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This research aims to (1) determine the feasibility of the web-based snakes and ladders game based learning media; (2) analyze the effectiveness of using web-based snakes and ladders game based learning media; (3) improving student learning outcomes through the use of web-based game based learning media; and (4) knowing students' responses to web-based game based learning media. The type of research used is research and development with the ADDIE development model by Dick and Carry which consists of 5 stages, namely analysis, design, development, Implementation, & evaluation. Product trials were carried out on a limited basis on 31 high school students using a One Group Pretest-Posttest trial design which was analyzed using n-gain score testing and paired sample tests. The results of the research analysis show (1) the product developed is very worthy for use with an assessment based on material experts of 94.6% and media experts of 91.3% (2) the development product is known to be rated good on effective learning indicators based on student responses with an average assessment of 79.74% (3) Media that is implemented effectively can improve student learning outcomes as indicated by the gain score of 0.65 with the sig t test. 0.00 < 0.05. Thus, it can be concluded that the web-based snakes and ladders game based learning media is very worthy to be used as a support for student learning media, especially in increasing high school students' understanding of concepts.
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Zainuddin, Muhammad, Mardianto Mardianto und Hasan Matsum. „Development of Game-Based Learning Media on Islamic Religious Education Materials“. Nazhruna: Jurnal Pendidikan Islam 6, Nr. 1 (21.12.2022): 13–24. http://dx.doi.org/10.31538/nzh.v6i1.2824.
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This study aimed to determine the level of feasibility, practicality, and effectiveness of game application learning media on Islamic Religious Education materials. The research method used is the Research and Development (R&D) approach of Brog and Gall mode. The subjects in this study were students of class X MAS al-Washliyah Stabat, while the object of this research was the development of game-based learning media. The data collection instruments used were observation and questionnaires. The results showed that the feasibility level of game application learning media according to material experts was categorized as valid with a score of 86, media experts were categorized as very valid with a score of 91 and linguists were also categorized as valid with a score of 83 so that a cumulative score of 86.7 was obtained with a valid category. The level of practicality of the game application learning media was carried out to 20 students of class X on the learning material of aqidah morals who were experts in the field of Islamic education, the results obtained were responses in the use of media with honest method that was beautiful as a form of application of the commendable nature contained in the moral material obtained a score of 94,2. For the development of effective application-based learning media from the application of this game media, namely, the material presented is easier to understand, teachers from the schools studied also considered this media suitable to be applied because it is more practical.
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Mai, Neo, Neo Tse Kian, Heidi Tan Yeen-Ju, Hew Soon Hin, Nazi Mahendru, Ismat Zahra und Md Waziullah Apu. „Improving Students’ Collaborative Learning Experiences within a Game-Based Augmented Reality Learning Environment“. International Journal of Membrane Science and Technology 10, Nr. 3 (06.09.2023): 1909–16. http://dx.doi.org/10.15379/ijmst.v10i3.1850.
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In today’s post-COVID 19 world, the need to re-establish and strengthen collaborative activities is crucial in improving their learning experiences, and technology has become more prevalent as an enabler and a necessity to support this. Therefore there is a need for the development of student learning approaches that can capture their learning experiences and bridge the gap between formal learning and a more authentic, collaborative approach towards learning. Research has suggested that the use of emerging technologies such as Augmented Reality (AR) have been conducive in promoting better understanding of complex and difficult content in classes and offer learners the rich and engaging learning experience of visualizing course content, but have not yet been fully evaluated for their effectiveness in improving the learning experiences of students. As such, this study sought to design a game-based AR environment that investigated students’ attitudes and perceptions of using game-based AR, within a Team-Based Learning (TBL) class structure in their learning process, and its impact on student learning experiences. 56 Undergraduate level students participated in this mixed method research study and in this game-based AR learning environment. Data was collected on their attitudes and triangulated to obtain the study’s results. Findings showed that students were motivated to learn more, that the learning environment improved their collaboration, and were positive to having such learning experiences in their future courses, and a game-based AR learning framework, GALE, was presented. Such findings have important implications for the use of augmented reality as an instructional tool in 21st century learning environments.
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Катаев, А. В., О. А. Шабалина und А. В. Хайров. „METHOD OF DYNAMIC CONTENT AGREEMENT OF LEARNING AND GAME SCENARIOS IN ADAPTIVE LEARNING GAMES“. МОДЕЛИРОВАНИЕ, ОПТИМИЗАЦИЯ И ИНФОРМАЦИОННЫЕ ТЕХНОЛОГИИ 8, Nr. 1(28) (02.02.2020): 7–8. http://dx.doi.org/10.26102/2310-6018/2020.28.1.007.
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В данной статье рассмотрены модели и технологии адаптации в адаптивных обучающих играх. Все известные подходы к разработке адаптивных обучающих игр представляют собой ad-hoc решения, и перенос их в другие игры практически не возможен. Для решение данной проблемы была разработана модель адаптации к уровню знаний пользователя на основе пространства знаний. Предложенный метод поддерживает нелинейный процесс обучения и позволяет выстраивать персональные стратегии обучения, что может быть использовано для адаптации процесса обучения к каждому обучаемому. Основной проблемой предлагаемого метода является погружение нелинейного обучающего сценария в игровой контекст. Процесс разработки адаптивных обучающих игр, реализующих погружение обучающего сценария в игровой контекст на основе 3I-подхода, требует разработки проектных решений по обеспечению совместимости нелинейных обучающего и игрового сценариев. В общем случае, каждому обучающему действию может быть сопоставлено больше одного игрового действия, которое может выбираться исходя из игровой ситуации. Это позволяет расширить игровой сценарий и повысить игровую привлекательность без потери логических связей обучающего сценария. Данные исследования связаны с разработкой метода адаптации на основе предложенной модели, и его реализацией в адаптивной обучающей игре. This article discusses the models and technologies of adaptation in adaptive learning games. All known approaches to the development of adaptive learning games are ad-hoc solutions, and transferring them to other games is practically impossible. To solve this problem, a model was developed to adapt to the users knowledge level based on the knowledge space. The proposed method supports a non-linear learning process and allows you to build personal learning strategies, which can be used to adapt the learning process to each student. The main problem of the proposed method is the immersion of a non-linear learning scenario in a game context. The process of developing adaptive learning games that immerse the learning script in the game context based on the 3I approach requires the development of design solutions to ensure the compatibility of non-linear learning and game scripts. In the general case, more than one game action, which can be selected based on the game situation, can be associated with each learning action. This allows you to expand the game scenario and increase game attractiveness without losing the logical connections of the training scenario. These studies are related to the development of an adaptation method based on the proposed model, and its implementation in an adaptive educational game.
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Setiawan, Budi, und Asrowi. „English Grammar on 2013 Curriculum: The Development of Game Based Learning Multimedia“. MATEC Web of Conferences 205 (2018): 00011. http://dx.doi.org/10.1051/matecconf/201820500011.
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This Research is aimed to find out the effectiveness of game based learning multimedia in order to gain student learning outcomes on English subject with the topic of grammar in the classroom. The research development of multimedia game based learning using the procedure of Raiser and Demsey consisting of 5 stages namely: 1) Analysis which covers needs and theoretical analysis, 2) Design which includes Core and basic competence’s identification, material’s selection and submission, flowchart and story board arrangement, 3) Develop that contains production, media and material’s experts validation and students’ responses and product’s trial after the revision done. 4) Implement that covers the final product’s application towards the experiment class, 5) Evaluate becoming the last stage of all by having a test for both classes which are control and experiment class to see whether is there any differences between the class applying the multimedia game based learning and not. The trial of product development tested had passed several processes covering; the review from media’s expert which includes software changes and visual communication, the review from content’s expert covers material and instructional design, students’ responses towards products’ usage and attractiveness, small group and big group test trial. The result showed that the students at the control class taught by conventional way as in speech has less motivation and lower score compared with the experiment class applying interactive multimedia game based learning. There is an interaction between learning media and learning motivation those effects on students’ learning achievement especially in English grammar. Thus, it can be said that the result of the development of multimedia game based learning is effective to improve students learning outcomes.
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Rabiyya Huseynzada, Elviz Ismailov, Rabiyya Huseynzada, Elviz Ismailov. „GAME-BASED LEARNING: A REVOLUTION IN THE TEACHING OF SOFTWARE DEVELOPMENT“. PAHTEI-Procedings of Azerbaijan High Technical Educational Institutions 38, Nr. 03 (28.03.2024): 190–98. http://dx.doi.org/10.36962/pahtei38032024-190.
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This study explores the profound influence of Gamified education on the enhancement of programming abilities and strategic cognition, with a specific focus on the real-time strategy massively multiplayer online game "Screeps." The research had 50 participants who already had expertise in JavaScript programming. The objective was to evaluate the impact of "Screeps" on coding skill and strategic decision-making. The study used a thorough methodology that included assessments before and after the game. It examined several facets, including programming proficiency, strategic cognition, game involvement, scripting intricacy, community participation, and real-time adaptation. The study's results indicate that "Screeps" offers an engaging and difficult environment, successfully improving participants' skill in JavaScript programming and strategic thinking. The participants, who had prior knowledge of JavaScript programming, were fully engaged in the MMO environment, where their coding proficiency and strategic cognition were comprehensively assessed. The pre- and post-game evaluations enabled a sophisticated comprehension of the influence of "Screeps" on the enhancement of players' skills. The study revealed enhancements in coding proficiency and strategic cognition, highlighting the effectiveness of Gamified education in promoting essential abilities in software development. The captivating and demanding character of "Screeps" was specifically acknowledged, highlighting its potential as a powerful instrument for honing and implementing coding expertise in a dynamic professional environment. The study focuses on quantifying different aspects, such as the complexity of scripting, interaction within the community, and the ability to adapt in real-time. This approach offers a comprehensive perspective on how game-based learning, specifically through "Screeps," can contribute to the diverse field of software development education. The immersive aspect of the MMO not only catered to individual learning requirements but also functioned as a strategic tool for promoting teamwork, a highly esteemed talent in the software development sector. Keywords: Game-Based Learning, Software Development Education, JavaScript Programming Skills, Strategic Thinking in Gaming Massively Multiplayer Online (MMO) games, Screeps.
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Deghedi, Ghada Ahmed. „Game-Based Learning for Supply Chain Management“. International Journal of Game-Based Learning 13, Nr. 1 (23.03.2023): 1–20. http://dx.doi.org/10.4018/ijgbl.319715.
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Game-based learning has proven to be an effective teaching method in a variety of fields, including supply chain management (SCM). This paper discusses the use of simulation-based business games for training and education in SCM by evaluating the complexity of SCM games. The main contributions of this study are twofold. (1) Creation of a database of available games used for training and education in SCM. For the first time, 40 games were selected, and a comprehensive review of the complexity elements included in these games is presented. (2) Development of a game complexity index to classify, evaluate and order the selected games according to their complexity. The findings of this study will be useful to academics and practitioners interested in logistics and SCM professional training and education. It helps educational institutions how to choose the best game for specific SCM topics.