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Teixeira, Rafael Buback, Luiz Henrique Lima Faria, Vitor Murari Corrêa, Jonas Paluci Barbosa, and Max Filipe Silva Gonçalves. "EFFICIENCY OF DIGITAL SERIOUS GAMES FOR TEACHING IN THE SIMULATION DISCIPLINE." RINTERPAP - Revista Interdisciplinar de Pesquisas Aplicadas 2, no. 1 (2021): 31–40. http://dx.doi.org/10.47682/2675-6552.v2n1p31-40.
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This article on serious games addresses theories, taxonomies, and modeling in the field of research in education and psychology approaches, specifically, considering Bloom's taxonomy. In Brazil, this research path is fruitful. In this sense, this study contributes to the research stream about Production Engineering research, with an empirical analysis correlating education, the process of development, and the application of a serious game. Through a questionnaire created especially and applied in this study, we compare the cognitive and affective aspects present in Bloom's taxonomy. The results brought two contributions. The first concerns the cognitive aspects that identified a positive and significant influence in the teaching of manual simulation when used in the ACD game. The second contribution brings potential benefits for the development and application of serious games for educational purposes concerning the affective aspects in which it was identified that the ACD Game positively affected these benefits. These ones are potential for the development and application of serious games for educational purposes related to affective aspects.
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Morais, Dyego Carlos Sales de, and Taciana Pontual da Rocha Falcão. "Abordagem Participativa de Desenvolvimento de Jogos Digitais Educacionais no Contexto Escolar." Revista Brasileira de Informática na Educação 27, no. 01 (2019): 132. http://dx.doi.org/10.5753/rbie.2019.27.01.132.
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The current generation of young learners demands innovative educational approaches that meet their characteristics and needs. Recent initiatives go beyond the use of games and propose that students can construct games themselves, developing design and programming abilities, and learning curricular contents in more engaging ways. However, integrating digital games to educational settings involves several aspects related to the structure of educational systems and methods of teaching. This research analyzes two school-based processes of game development and identifies aspects that promote student engagement. Results form a model for game development in the educational context.
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Alkan, Ayşe, and Hüseyin Mertol. "Teacher candidates’ state of using digital educational games." International Journal of Evaluation and Research in Education (IJERE) 8, no. 2 (2019): 344. http://dx.doi.org/10.11591/ijere.v8i2.19260.
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<p>The rapidly developing information technologies of our age offer new opportunities in every aspect of our lives. The use of information technologies in educational environments is an important element in creating enriched learning environments. Educational digital games used in teaching-learning environments help students to develop motivation, problem-solving, strategy development skills and creativity. The purpose of this research was to determine the teacher candidates’ state of using digital educational games. The study group of the research consisted of 4th-grade teacher candidates who are studying in the social sciences and classroom teaching departments of Süleyman Demirel University during the 2018/2019 academic year. It has been found that men teacher candidates were more positive than women teacher candidates. Teacher candidates studying social sciences were more positive than those studying classroom teaching. Although teacher candidates were concerned about using educational digital games, they were eager to use these games.</p>
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Vitytė, Birutė. "Possibilities of the Application of Digital Games in the Implementation of the Curriculum of Arts Subject." Pedagogika 123, no. 3 (2016): 120–38. http://dx.doi.org/10.15823/p.2016.37.
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Digital games that involve entertainment, relaxation and technology are very attractive to modern students, while the traditional learning/teaching methods are inefficient and unattractive to them due to the change in learning habits. Surveys testify the successful incorporation of digital games into the curricula of Nature, Mathematics, Foreign Languages and other subjects and allow assuming that they might also be incorporated into the curriculum of the subject of Arts; therefore, this article investigates and reveals the possibilities of the application of digital games in the implementation of the curriculum of Arts subject.
 Many different interpretations of the concept of a digital game show that it is a manifold and multifaceted phenomenon. In addition to the concept of a “digital game” which can be understood in its broadest sense as the integration of technology and entertainment, the concepts of serious games, game-based learning / digital game-based learning, edutainment, and lecture games can also be encountered in the education contexts.
 Digital games can be incorporated into the subject of Arts first of all as a phenomenon of modern art. In certain aspects, digital games can be attributed to pop art and they have certain connections with installation art and, no doubt, with video and optic art and other art branches. The idea of digital games as a form of art is still questioned but some researchers suggest that their artistic value should be grounded on the analogy with art cinema. Cinema is undoubtedly considered a form of art although it is understood that not all films are works of art but, instead, an expression of the popular culture.
 Digital games can be incorporated into art classes as a means of artistic expression in several different ways. The first method is the creation of a digital game as an art object during art classes. The second method involves playing already created digital games as the tool/means of development of certain artistic expression abilities. Surveys show that children under 10 years of age are already capable of designing games: their script, graphics and other elements. Teenagers and older students are often capable of controlling programs intended for professionals. The process of creation of a digital game is analogous to the process of creation of any other art work but, according to the researchers, the nature of such creative work offers more education possibilities in certain aspects in comparison to traditional creative activities. The playing of digital games during art classes could be applied instead of traditional methods aiming to train the composing, designing and modelling abilities of the students or to deepen their knowledge on art history. Learning through digital gaming is an attractive and engaging experience to modern students who cannot learn and read consistently but are rather inclined to act and learn through experimenting; therefore, digital games can also be incorporated into art classes as a motivating element.
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Ribeiro, Maria Do Céu. "Analog and Digital Games as a Pedagogical Tool in the Teacher Training Context." Research in Social Sciences and Technology 4, no. 2 (2019): 163–73. http://dx.doi.org/10.46303/ressat.04.02.12.
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This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.
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Mozelius, Peter, Wilfredo Hernandez, Johan Sällström, and Andreas Hellerstedt. "Teacher Attitudes Toward Game-based Learning in History Education." International Journal of Information and Communication Technologies in Education 6, no. 4 (2017): 27–35. http://dx.doi.org/10.1515/ijicte-2017-0017.
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AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.
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El Arroum, Fatima-Zohra, Mostafa Hanoune, and Youness Zidoun. "Serious Game Design: Presenting a New Generic Creative Reflection Framework." International Journal of Emerging Technologies in Learning (iJET) 15, no. 19 (2020): 247. http://dx.doi.org/10.3991/ijet.v15i19.15603.
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Serious games are transcending the way of teaching and learning nowadays. Since serious games balance playful and educational aspects, it constitutes a privileged learning method for the digital natives. However, they are ubiquitous in today's society and their stakes and assets remain largely fuzzy. This paper describes different models and frameworks for serious game design. Between theoretical and technical consideration, authors propose a new reflection model that aims to help pedagogues guiding their conception of serious games. This model is a result of a thematic synthesis analyzing more than 40 texts offering a three-layered model covering the simplest to the most advanced design. Three study cases are announced to be conducted by the end of this year in order to challenge and evaluate this new model.
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Kuncoro, Roni Yudo, Triyanto Triyanto, and Rini Triastuti. "Constraints in the Implementation of Digital Ethics in SMA Muhammadiyah 1 Surakarta." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 1 (2020): 157–63. http://dx.doi.org/10.33258/birle.v3i1.767.
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Globalization has brought changes in all aspects of life in the political, economic, social or cultural fields. The purpose of this study is to determine the obstacles in the application of digital ethics. This study used descriptive qualitative method. Data sources used were informants (Citizenship Education Teachers and students). Data collection techniques used were interviews and observation. Analysis of the data used is interactive model data analysis. The steps of the research procedure are the preparation stage, the data collection stage, the data analysis stage, and the preparation stage. The results showed that some students who at the time of their teaching and learning activities did not pay attention to the teacher, because they were playing mobile phones when teaching and learning activities applications that were opened to male students more often open games, but for female students more often open social media. The teacher also has the right policy by giving strict sanctions in the form of punishment so that students have good ethics during teaching and learning activities.
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Araújo de Medeiros, Romero, Raniella Lima, Denise Silva, and Luis Paulo Mercado. "Jogos digitais como estratégia de ensino-aprendizagem no ensino superior. A construção e aplicação do jogo “Renascença” na disciplina de literatura." Obra digital, no. 10 (March 5, 2016): 69–83. http://dx.doi.org/10.25029/od.2016.74.10.
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O presente estudo apresenta uma proposta de estratégia didática baseada na aprendizagem com jogos digitais, buscando acrescentar ao ensino superior uma metodologia ativa, em que o aluno também atue no processo de ensino-aprendizagem. Nessa perspectiva é indispensável o uso de TIC´s como recurso para proporcionar aulas mais dinâmicas e interativas. O objetivo dessa prática com jogos é que o aluno possa, além de aprender o conteúdo específico da aula, desenvolver competências e habilidades úteis no ambiente extra-acadêmico. Outro aspecto importante na utilização dos jogos digitais é o envolvimento e o prazer que o aluno sente ao jogar, aprendendo de forma oblíqua, sem se preocupar necessariamente com um conteúdo. Essa aula de Literatura do curso de Letras, realizada com um jogo criado pela equipe intitulada Jogo Renascença, trouxe um resultado positivo, pois os alunos mostraram interesse, empolgação e também aprendizagem em relação ao assunto trabalhado.
 Abstract
 Digital games as a strategy for learning. Designing the game "Renascença" for the subject of literature
 This study proposes a teaching strategy based on learning with digital games, to provide an active method for higher education, in which students are also involved in the teaching-learning process. From this perspective, ICTs should be used as a resource to make classes more dynamic and interactive. The purpose of games practice is that the student can develop competencies and useful skills for non-academic settings, in addition to learning the specific content of the lesson. Another important aspect in the use of digital games is students’ involvement and pleasure in playing, learning obliquely, without necessarily worrying about content. This literature class for the Bachelor of Arts degree course, which is taught using a game entitled “Renascença”, created by the team, had positive results, because the students were interested, excited and successfully learnt the contents.
 Keywords: Higher education, digital games, active methodology , interaction, learning.
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Et.al, Charanjit Kaur Swaran Singh. "A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 928–60. http://dx.doi.org/10.17762/turcomat.v12i3.828.
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Gamification is a significant pedagogical approach employed to facilitate learning not limited in educational setting but also across other domains. This pedagogical approach is a hot topic among academics from various disciplines. Various studies domains including education, social sciences, healthcare, tourism, engineering, translation, nursing, arts and applied arts have ventured into gamification to aid learning. Different analysis measures were employed by the researchers to carry out studies on experimental research using different samples to develop the articles. This study is developed with the aims to review and analyse the existing literature related to gamification adding to the research methodologies, types of data analyses, significant findings and also samples used to collect the data. The taxonomies developed based on the reviews made have been categorised based on challenges, motivations and recommendations extracted from the researchers who want to take gamification to the next level in different areas of studies. The researchers of this study conducted a systematic search on topics related to gamification, approaches used for the data analysis and studied on the types of data employed. Search on five main databases were carried out namely Scopus, EBSCHO, ScienceDirect, Web of Science and Taylors and Francis from 2012 September to January 2020. These databases searched were sufficient and dependable to write on gamification. Articles were carefully selected on the basis the researchers’’ inclusion and exclusion criteria (n = 312). The first percentage of the studies (n=19/312) focused on game elements in relation to the implementation of gamification across different age of the learners. This portion of the studies (n=107/312) discuss on digital badges, digital gamification/digital tool, game like educational apps. The second section of the study describe about game-based learning in relation to gamification that emphasised on pedagogies, teaching skills, teaching beliefs, lesson outcomes, theories, learners, emotional engagement, innovative teaching and environment. The portion of the studies (n=43/213) discuss on serious games specifically game principles, behaviour, collaborative work, video games and accommodation of psychological needs. The fourth portion (n=66/312) is on novel emerging trends in gamification namely flipped classroom, blended learning in gamification, collaborative learning and gamification, mobile learning and gamification, CLIL and gamification, MOOC and problem solving that led to transformative pedagogy. The fifth portion (30/312 is on game based eLearning and the last portion is on motivation (47/312). Technological advancement and rapid development in information and communication technologies has increase researchers’ interest to pursue research in gamification to use it as a meaningful pedagogical tool to sustain students’ learning.
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Kononenko, Natalie. "Ukraine Alive—A Teaching Website that Continues to Teach Its Creators." East/West: Journal of Ukrainian Studies 4, no. 1 (2017): 129. http://dx.doi.org/10.21226/t2fs3f.
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Ukraine Alive is a digital resource built to support elementary education and available at http://ukrainealive.ualberta.ca. The site features contemporary cultural material from Ukraine and is rich in interactive units where students can explore content, play games, and perform tasks online. Google Analytics shows that Ukraine Alive (and its related Alive sites) are popular with teachers and used throughout Alberta and beyond. The creators of Ukraine Alive are working on more sophisticated games to test if gaming can teach culture effectively.Ukraine Alive is also used to teach students at the university level. By generating content for the Alive series of sites, university students learn how to write for publication online, producing formal text and combining it with visuals and audio. Teaching university students the humanistic aspect of formal composition for presentation online is an area of instruction that is only now being recognized.
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Сапицька, О. М. "The role of video games in obtaining and disseminating historical knowledge." ВІСНИК СХІДНОУКРАЇНСЬКОГО НАЦІОНАЛЬНОГО УНІВЕРСИТЕТУ імені Володимира Даля, no. 3(259) (February 18, 2020): 62–70. http://dx.doi.org/10.33216/1998-7927-2020-259-3-62-70.
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The formation of the historical background in video games is provided by spatial narratives. In recent years, they are more and more amenable to adjustments in the direction of maximally exact correspondence to socio-economic, political, cultural, domestic, geographical, climatic and so on elements of the localized on the scenario of the game`s chronotop. This may indicate another qualitative transformation of video games as a socio-technical and socio-cultural phenomenon, as well as about the positive cultural and intellectual dynamics of the modern “consumer society”.
 Computer video games, as part of the digital, educational and entertainment industry as a whole, are in a state of constant high-speed dynamic transformation in the context of global digitalization of all aspects of society and a lot of competition in the field of video games in particular.
 Based on the analytics of the results of direct surveys, statistical and factual data, in article an attempt was made to assess the use of video games as a non-formal education tool for relaying and consolidating historical knowledge for different age and social groups of game products consumers, as well as the appropriateness of their use in the classical educational system at different levels.
 Computer video games with the most accurate historical content as well as “alternative” historical content can become highly effective additional pedagogical tools for acquiring basic and in-depth knowledge of history both for self-education and in academic institutions. As part of the study of academic history, whole historical digital laboratories can be created that study both the multivariance of history and bring “alternative realities” into the linear real history of the development of human civilization. The success of using video games with historical content for the needs of academic history is high only if the teacher understands not only historical but also technical terms, knows the features of developmental psychology, knows the scenario and features of the video game proposed for modeling, and can develop their own teaching methods based on an interdisciplinary approach.
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López Belmonte, Jesús, Santiago Pozo Sánchez, Arturo Fuentes Cabrera, and Manuel Ricardo Vicente Bujez. "Los juegos populares como recurso didáctico para la mejora de hábitos de vida saludables en la era digital (Popular games as a teaching resource for the improvement of healthy living habits in the digital time)." Retos, no. 36 (March 14, 2019): 266–72. http://dx.doi.org/10.47197/retos.v36i36.67812.
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Las peculiaridades que presenta la sociedad actual junto a la imparable revolución tecnológica están provocando altos índices de sedentarismo, patologías y adicciones a los recursos digitales que nos rodean. Para hacer frente a esta situación, desde las instituciones escolares, se aboga por el fomento de juegos populares como vía de concienciación, motivación y promoción de hábitos de vida activos y saludables en los discentes. Así, el objetivo de esta investigación es analizar la incidencia de la práctica de juegos populares entre el alumnado de Educación Primaria. Para ello, se ha tomado una muestra de 3728 alumnos pertenecientes a 18 centros educativos de naturaleza cooperativa en la Comunidad Autónoma de Andalucía y la Ciudad Autónoma de Ceuta. En cuanto a los aspectos metodológicos se ha seguido un diseño no experimental de corte transversal, descriptivo y correlacional bivariado, a través de una metodología cuantitativa, empleando como instrumento un cuestionario ad hoc. Los resultados revelan que los discentes no siguen una vida activa fuera del horario escolar y manifiestan altos índices de adicción tecnológica. Además, se concluye que los juegos populares han contribuido a la mejora de la motivación, la satisfacción, la participación y el clima de aula en los distintos cursos analizados aunque no han conseguido dinamizar la colaboración de las familias. En relación con el género, se produce cierto dominio de las chicas en cuanto a la motivación, la participación, la cooperación y la adicción tecnológica frente a la satisfacción producida en los chicos.(The peculiarities of today's society along with the unstoppable technological revolution are causing high rates of sedentary lifestyle, pathologies and addictions to the digital resources that surround us. To deal with this situation, from the school institutions, the promotion of popular games is advocated as a way of raising awareness, motivation and promotion of active and healthy life habits in the students. Thus, the objective of this research is to analyze the incidence of the practice of popular games among the students of Primary Education. For this, a sample of 3728 students belonging to 18 educational centers of a cooperative nature in the Autonomous Community of Andalucia and the Autonomous City of Ceuta was taken. Regarding the methodological aspects, a non-experimental cross-sectional, descriptive and bivariate correlation design was followed through a quantitative methodology, using as an instrument an ad hoc questionnaire. The results reveal that students do not follow an active life outside school hours and manifest high rates of technological addiction. In addition, it is concluded that popular games have contributed to the improvement of motivation, satisfaction, participation and classroom climate in the different courses analyzed although they have not been able to stimulate the collaboration of families. In relation to gender, there is a certain dominance of girls in terms of motivation, participation, cooperation and technological addiction compared to the satisfaction produced in boys.)
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Jamaluddin, Junaidah, Mahathir Mahali, Norlaila Mohd Din, Mohamad Azmi Nias Ahmad, Nur Syazwani Mohamad Fadzillah, and Faizan Abdul Jabar. "Students’ Motivation Level in Gamification of Accounting Teaching and Learning – A Case of ‘Accounting on the Block’." Social and Management Research Journal 17, no. 1 (2020): 17. http://dx.doi.org/10.24191/smrj.v17i1.8140.
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Learning accounting can be very challenging for most students. Students are not only expected to demonstrate a proficiency in accounting process, they must also demonstrate a depth of knowledge and understanding of accounting concepts and fundamentals. In most accounting courses, educators depend on the textbook or power point slides to give lectures and illustrate all the workings on the black/whiteboard while students are listening passively or busy taking notes. Lack of attraction and engagement in the conventional way of accounting teaching and learning may lead to difficulty in understanding basic accounting concepts and overall accounting process, thereby demotivating students to learn accounting. Alternatively, gamification of teaching and learning may provide a useful technique to enhance students’ engagement and motivation. For this reason, the authors have proposed a gamification technique, known as “Accounting on the Block” (AOTB), which is an accounting board game to teach Published Financial Statements for accounting students at diploma level. While numerous studies have been conducted to evaluate students’ motivation level in digital game-based learning, there are relatively few studies that address students’ motivation level when using physical games, such as board games. To shed light in this area, a case study was conducted on 50 accounting students who were experimented with the AOTB board game. The Instructional Materials Motivation Survey (IMMS) instrument was applied to measure students’ motivation level. The results revealed that most students’ motivation levels were positive and they were satisfied with the use of AOTB board game in their learning. However, students also expected improvements in some aspects of the game.
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Karbowniczek, Jolanta, and Beata Kucharska. "Coronavirus as an (Anti)Hero of Fairy Tales and Guides for Children." Multidisciplinary Journal of School Education 9, (2) 18 (2020): 121–40. http://dx.doi.org/10.35765/mjse.2020.0918.06.
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Nowadays, preschool and school children develop, are raised, and learn in a new reality for them, caused by the coronavirus pandemic. Including the assumptions of the connectivist paradigm as a novelty in the didactic activities of teachers, remote e-learning, computer games, board games, e-books, audiobooks, and multimedia programs fill free time and are becoming a way of learning and teaching in the digital age. The literary genre introducing children to the world of the contemporary threat of COVID 19 is the new fairy tale and therapeutic children’s story, thanks to which events and characters struggling with the prevailing pandemic around the world are presented. The purpose of the article is to analyze and interpret innovative proposals for e-books of fairy tales which explain to young children what the coronavirus pandemic is, how to guard against it, what is happening in Poland and around the world, how to behave, and what actions to take to prevent the spread of viruses. In their discussion, the authors emphasize the psychological, sociological, and therapeutic aspects of the presented content of fairy tales, which are most often related to experiences, emotional sensitivity, anxiety, a fear of something bad, an identification with the characters, and overcoming any difficulties in this situation which is trying for all.
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Parada Castro, Ángel, Manuela Raposo-Rivas, and MªEsther Martínez-Figueira. "¿Mejorar la atención con videojuegos? Un estudio de caso/Improving attention with videogames? A case study." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 3 (2018): 94. http://dx.doi.org/10.5944/reop.vol.29.num.3.2018.23323.
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RESUMENLas jóvenes generaciones, consideradas “nativos digitales”, dominan aspectos de la vida cotidiana relacionados con el uso de la tecnología, en general y particularmente, con los videojuegos. La integración de este recurso en los procesos de enseñanza-aprendizaje ayuda al desarrollo de la competencia digital además de favorecer otros aspectos relevantes para la formación integral del individuo. El objetivo de este trabajo es mostrar que el uso de un videojuego puede ayudar a mejorar los procesos cognitivos de estudiantes de Educación Primaria con dificultades de aprendizaje. Para ello, se sigue una metodología de tipo cuasiexperimental basada en un pre y post test, con la participación de seis sujetos. Se registra la evolución de los procesos cognitivos con la batería DN:CAS, se aplica un programa de intervención basado en el uso de videojuegos, y se utilizan hojas de control y notas de campo para comprobar su mejora. En el análisis de datos, se comprueba si hay diferencias significativas entre el pretest y el postest mediante la T de Student. Los resultados muestran mejoras estadísticamente significativas en atención y en la escala de procesos cognitivos completa que mide, además, la planificación, el procesamiento simultáneo y el procesamiento sucesivo. Dichas mejoras fueron corroboradas por las notas cualitativas. Se concluye que los participantes avalan la significatividad de la integración de videojuegos para el aprendizaje, así como sus posibilidades en la mejora de procesos cognitivos. No obstante, el programa requiere un entrenamiento previo en el marco de una investigación longitudinal con un tamaño muestral superior.ABSTRACTThe young generations called “digital natives” dominate aspects of daily life related to the use technology, in general and particularly, with video games. The integration of this resource in the teaching-learning processes helps the development of digital competence as well as favoring other relevant aspects for the person integral formation. The objective of this paper is to show that the use of a video game can help to improve the cognitive processes of students of Primary Education with learning difficulties. For that, a quasi-experimental methodology based on a pretest and posttest is based, with the participation of six children. The evolution of cognitive processes evolution with the battery DN:CAS is recorded, an intervention program based on the use of video games is applied, and control sheets and field notes are used to check its improvement. In the data analysis, it is verified if there are significant differences between the pretest and the posttest by means of Student's T. The results show statistically significant improvements in attention and in the complete scale of cognitive processes that measures planning, simultaneous processing and successive processing. These improvements were corroborated by the qualitative notes. It is concluded that the participants support the significance of the integration of video games for learning as well as their possibilities in improving cognitive processes. However, the program requires prior training as part of longitudinal research, with a greater sample size.
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Teixeira, Rafael Buback, Luiz Henrique Lima Faria, Jonas Paluci Barbosa, and Fábio Firme da Costa. "VALIDATION OF ACD GAME 3D USING A TECHNOLOGY ACCEPTANCE MODEL (TAM)." RINTERPAP - Revista Interdisciplinar de Pesquisas Aplicadas 1, no. 1 (2020): 44–60. http://dx.doi.org/10.47682/2675-6552.v1n1p44-60.
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In the discrete event simulation discipline, the student learns that the conceptual aspects of a system modeling to be simulated are essential for the success of a simulation project. As one of the initial steps, understanding simulation elements and their relationships, through simulation mechanics, allows a better absorption of abstract concepts related to simulation modeling and facilitates this understanding. The Three Phase Method, with representation based on the Activity Cycle Diagram (ACD), consists of a discrete event simulation mechanic, easy to assimilate. Thus, we present The ACD GAME 3D, a serious digital game with the objective of exploring cognitive aspects of discrete event simulation learning, based on the Three Phases Method, in a virtual board format. We analyze the validity of the game with the Technology Acceptance Model (TAM). We observed that the students involved present considerable intention of using the game, being analyzed the behavior in the use, something explained, mainly, by the Perceived Utility. Thus, the game is useful for potentiating the studies according to the results found. In addition, the study demonstrated the potential in developing serious games to leverage the teaching-learning process.
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Ya'u, Lawali, Bashir Idris, and Nazirah Binti Mat Sin. "Technology Acceptance Model and the Use of Digital Game-Based Learning (DGBL)." International Research Journal of Electronics and Computer Engineering 1, no. 1 (2015): 24. http://dx.doi.org/10.24178/irjece.2015.1.1.24.
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The globalization of information technology has been an agent of changes in almost every aspect of our life especially in the way we learn. The current generation as referred to by Prensky (2001), “digital native”, has been fully influenced by the technology. This challenge created a pedagogic imbalance as the current learners becomes uncomfortable with the old traditional methods of teaching. As a result digital games were advocated. This research investigates the acceptance of DGBL among undergraduate students of Multimedia University of Malaysia. 171 questionnaires were collected and analyzed using descriptive statistics which covered perceived usefulness, perceived ease of use and attitudes towards use. The result indicated that, students with agreed and strongly agreed responses have higher mean and standard deviation. The research also verifies whether there exist any significant differences of the user demography (gender and age-group) and their attitude towards use. Mann Whitney U test and Kruskal Wallis H test were used for the analysis. The result showed that there were no statistically significant differences.
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Baêta, F. J., B. M. Souza, G. B. Marinhoi, et al. "KREBER`S ADVENTURES: COMPUTER GAME ABOUT THE ATP FORMATION." Revista de Ensino de Bioquímica 13 (August 24, 2015): 11. http://dx.doi.org/10.16923/reb.v13i2.579.
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Introduction: Biochemistry, as well as other subjects related to molecular area, have several abstract and difficult concepts to be understood, therefore, many educational innovations have been developed, highlighting the digital games. The digital games feature a playful and motivational character that encourages students during the concepts learning, with a different way to learning the concepts studied. Objectives: The objective of this study was the development of a computer game focused on the concepts of ATP formation, including the glycolytic pathway, Krebs cycle and Electron Transport Chain, as well as aspects related to the regulation, and evaluate the usability of it, as well as some evidence of its educational potential. Material and methods: The development of the game followed the following steps: definition of the subject; understanding of game developer (it was chosen the GameMaker); storyboard creation of the game; prototyping, implementation and usability testing. For the evaluation, inspection usability was performed (without involving end users) and subsequently the cognitive route and the usability questionnaire (the latter two with students of the discipline of Biochemistry). Results: The game approached the energy metabolism in three phases: the glycolytic pathway, Krebs cycle and electron transport chain. Each phase has a different purpose, with some questions about the ways. To complete the game, you must correctly answer the questions, avoid the obstacles and achieve the goals of each phase. After usability testing, it found that users could, in a playful manner, actively interact with the content addressed and, through the difficulties presented in the game, had the opportunity to expand and review their knowledge. Conclusions: The game was identified as a motivating and innovative proposal for teaching, and it had good usability for undergraduate students. The ludic worked as a pedagogical practice encourages student for learning and may assist in the construction of knowledge.
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Odacıoğlu, Mehmet Cem, Chek Kim Loi, Şaban Köktürk, and Nazan Müge Uysal. "The Position of Game Localization Training within Academic Translation Teaching." Journal of Language Teaching and Research 7, no. 4 (2016): 675. http://dx.doi.org/10.17507/jltr.0704.06.
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The video game industry which originated in 1960s is now an important entertainment industry mostly thanks to the digital revolution, especially as of 2000s. In parallel, the video game industry gains today million dollars and this will be increasing more as the number of gamers enhances. Therefore, this study emphasizes the position of the game localization training within the academic translation teaching by analysing two universities’ translation courses and thus questions the availability and the position of the game localization training among the related courses. The study also touched on other universities in this regard. Before the analysis, the study offers some information about the definition of the game localization, some of its features and its reflections on the related courses. In addition, aspects such as the translation competence which would-be translators must develop and tools used in the process so as to make student translators familiar with this new type of translation and to raise their awareness are also included.
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Chimenti, Maria Carolina Coelho, and Heloísa Andreia de Matos Lins. "Uma pesquisa-ação no ensino-aprendizagem da língua inglesa para crianças com uso de tecnologias digitais / An action research in english language teaching and learning for children with use of digital technologies." Texto Livre: Linguagem e Tecnologia 9, no. 2 (2016): 128–47. http://dx.doi.org/10.17851/1983-3652.9.2.128-147.
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RESUMO: O presente artigo baseia-se numa pesquisa de campo que objetivou oferecer subsídios pedagógicos à utilização de tecnologias digitais no processo de ensino-aprendizagem da língua inglesa, em duas turmas de 5º ano do Ensino Fundamental de uma escola pública municipal em Campinas, São Paulo, Brasil. Com base na perspectiva da pedagogia da infância, que concebe a criança como protagonista e também (re)produtora de conhecimentos, foram realizadas atividades com vídeos do YouTube, jogos online, músicas, entre outros objetos de aprendizagem. Da mesma forma, observações, entrevistas e questionários foram feitos com as professoras e os alunos envolvidos na pesquisa. Com base nessa pesquisa-ação, foram analisados aspectos referentes às contribuições de alguns recursos digitais no ensino e na aprendizagem da língua inglesa no Ensino Fundamental (ciclo I) e obtiveram-se dados que permitiram conhecer: a importância da aprendizagem na infância de um idioma estrangeiro nos dias atuais, principalmente o inglês, e de que forma as tecnologias digitais podem tornar o aprendizado mais contextualizado, significativo, motivando as crianças para a aprendizagem do idioma, num cenário em que possam ser (cri)ativas.PALAVRAS-CHAVE: língua inglesa; tecnologias na educação; ensino de línguas; aprendizagem; infância. ABSTRACT: The present article is based on a field research that aimed to provide educational subsidies for the use of digital technologies in teaching and learning process of English language, in two classes of the fifth grade from the elementary school, at the public school located in Campinas, São Paulo, Brazil. Based on the perspective of childhood pedagogy, which conceives the child as the protagonist and also (re)productive of knowledge, activities were carried with YouTube videos, online games, music, and many other learning objects. Likewise, observations, interviews and questionnaires were made with teachers and students involved in the research. Based on the action research, we analyzed aspects related to the contribution of some digital resources in teaching and learning of English at elementary school and we obtained many elements that allowed us to know the importance of learning a foreign language in the childhood nowadays, mainly English, and how new technologies can make learning more contextualized, meaningful, motivating children for language learning in a context in which they can be (cri)ative.KEYWORDS: English language; technology in education; language teaching; learning; childhood.
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Popechitelev, Evgeniy P., та Oleksandr Yu Burov. "СИНТЕТИЧЕСКАЯ ОБУЧАЮЩАЯ СРЕДА: ОСОБЕННОСТИ ПРОЕКТИРОВАНИЯ". Information Technologies and Learning Tools 66, № 4 (2018): 1. http://dx.doi.org/10.33407/itlt.v66i4.2427.
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The article discusses the transformation of teaching in the transition from traditional material-object environment to learning in a digital synthetic environment. Attention is paid to the fact that, to date, students prefer online and mixed learning, in which human interaction with technical training tools creates not only new opportunities, but also requires the coordination of their interaction. A brief description of the main features of training usage of new technological capabilities is given, with emphasis on such aspects as virtual and augmented reality, as well as the use of game-oriented technologies with an emphasis on reflexive games. The analysis of the changes in the properties of the new learning environment is given from the standpoint of biotechnology, developing the principles of harmonizing human capabilities with technical systems (accounting for the human factor) in a digital learning environment, in which a person is transferred to a new interactive space using devices that reflect signals in his/her sensory organs, and devices that perceive different actions. The variants of teaching technologies on new principles are offered, which allow improving the quality of mastering the educational material. It is noted that the basis for the creation of complex synthetic learning environments are biotechnical systems, which a variety of means for controlling the content of images for the models of these environments are provided in, both by a researcher and a student. It is proposed to extend the concept of "biotechnical system" by including so-called "biotechnical technologies" in it, which becomes especially relevant in the digital world. The difference between these types of technologies is in the fact that great importance should be given to operations that are associated with ensuring the safety of work and creating optimal conditions for the life and work of a person. At the same time, the person interacts primarily with information technologies, with information and knowledge affecting him, but not with material objects, in both the process of management, and the process of studying the outside world for the purpose of its effective use.
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Morales Díaz, Marina. "VIABILIDAD DEL USO DEL VIDEOJUEGO EN EL AULA: OPINIONES PRÁCTICAS DE LOS MAESTROS EN PRE-SERVICIO." EDMETIC 7, no. 2 (2018): 78. http://dx.doi.org/10.21071/edmetic.v7i2.11101.
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RESUMENIncluir videojuegos en el aula de educación primaria se considera un aspecto muy importante para el pleno desarrollo del alumno a nivel cognitivo, por otro lado el desarrollo de las Tecnologías de la Información y de la Comunicación (TIC) esta provocando que hoy en día cada vez más alumnos se interesen por el mundo tecnológico y esto a su vez en los videojuegos.Es por ello, que si nos centramos en el Aprendizaje basado en juegos (AbJ) es un metodología innovadora que aprovecha el potencial educativo que presentan los videojuegos, serious games o recursos lúdicos digitales para impulsar los procesos formativos, favoreciendo que los alumnos adquieran un aprendizaje de forma motivadora, (Del Moral Pérez, Fernández García, y Guzmán-Duque. 2016).En este caso se va a dar a conocer la experiencia en torno a la inclusión de los videojuegos en el Grado de Educación Primaria del Centro de Magisterio “Sagrado Corazón” adscrito a la Universidad de Córdoba, donde se ha involucrado a 35 estudiantes, y los cuales se ha evaluado a través de la observación y un registro cualitativo, donde cada alumno ha arrogado su experiencia en torno a la utilización de los videojuegos dentro del aula. ABSTRACTIncluding videogames in the primary education classroom is considered a very important aspect for the full development of the student at the cognitive level, on the other hand the development of Information and Communication Technologies (ICT) is causing that nowadays every time more students are interested in the technological world and this in turn in video games.That is why, if we focus on learning based on games (AbJ) is an innovative methodology that takes advantage of the educational potential of video games, serious games or digital leisure resources to promote training processes, encouraging students to acquire learning In a motivating way, (Del Moral Pérez, Fernández García, y Guzmán-Duque. 2016).In this case, the experience about the inclusion of videogames in the Primary Education Degree of the Teaching Center "Sacred Heart" assigned to the University of Córdoba, where 35 students have been involved, will be made known. which has been evaluated through observation and a qualitative record, where each student has shared their experience about the use of video games in the classroom.
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Lamrani, Rachid, and El Abdelwahed. "Game-based learning and gamification to improve skills in early years education." Computer Science and Information Systems 17, no. 1 (2020): 339–56. http://dx.doi.org/10.2298/csis190511043l.
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Early childhood education has become a prevalent public policy issue. It has a serious impact on the child's personality, upbringing, education, socialization, development, and academic success from the preschool period to the university and beyond. In general, traditional teaching methods usually have a fixed learning structure which disables the child to be motivated, creative and innovative. Learners receive theoretical rather than practical instructions, which discourage them from keeping and recalling concepts and information more quickly. Moreover, traditional teaching usually lacks attracting the full attention of learners which decreases their interaction, engagement and investment in the content. Thus, the development of innovative approaches offering better education is an effective way to address this problem. On the other hand, recent researches in the fields of cognitive science and educational neuroscience show that play-based learning is a promising approach to use in early childhood education. Four key success factors for learning have been identified to strengthen children's skills, namely attention, active engagement, feedback, and consolidation. Thus, the proposed approach presents a digital play-based learning approach deploying serious games augmenting the pedagogical aspect of the Montessori approach. Our purpose is to improve children's skills in their early years education through play-based learning and gamification. It aims to provide children with a rich variety of serious gaming activities and challenging experiences in an interactive environment. We developed several serious games based on Montessori pedagogical principal and the four pillars of learning. For the evaluation, we have chosen a representative sample of children from rural regions.
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Gunanto, Samuel Gandang. "Penciptaan Permainan Digital Edukatif Berbasis Wawasan Budaya Dan Pendidikan Karakter." Journal of Animation & Games Studies 2, no. 2 (2017): 207. http://dx.doi.org/10.24821/jags.v2i2.1421.
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The phenomenon of digital games, or better known by the term game, developed rapidly in the last two decades. This process received a lot of attention from various parties, there is the view of the negative side there is also viewed from the positive side. Lack of game developers on educational game resulted in the least variations of development, it is still around about education and learning about animals, get to know the profession, recognizes objects, learn to count, learn to read or other contents were first developed in the form of interactive multimedia. These forms still have the impression of being a tutor system of learning and less immersive of the gaming world.The research and creation developed an immersive aspect of a game that is tangible for teaching a moral education, specifically about "caring attitude towards environmental hygiene". Moral education themes are very interesting due to the participation in the role of the game system, so users will directly experience it and serving as the main character. As a manifestation, the creation is centered on culture and local wisdom to promote Punakawan’s character as the base characterizations and game interface design.Keywords: educational games, moral education, caring AbstrakFenomena permainan digital atau yang lebih dikenal dengan istilah game berkembang pesat dalam dua dekade terakhir ini. Perkembangan ini mendapat banyak sorotan dari berbagai pihak, ada yang melihat dari sisi negatif ada pula yang melihat dari sisi positif. Kurangnya pengembang game yang ber-genre edukasi mengakibatkan sedikitnya variasi pengembangan edukasi yang disajikan, saat ini masih seputar tentang pendidikan dan pembelajaran mengenal hewan, mengenal profesi, mengenal benda, belajar berhitung, belajar membaca ataupun konten-konten lainnya yang dahulu berkembang dalam wujud karya CD multimedia interaktif. Bentuk-bentuk ini masih memiliki kesan sebagai pembelajaran sistem tutor dan kurang mempertimbangkan sisi imersif atau kemenarikan dalam dunia game.Pada penelitian dan penciptaan karya ini dikembangkan aspek imersif dari sebuah game yang berwujud pembelajaran pendidikan karakter, secara khusus tentang “sikap kepedulian terhadap kebersihan lingkungan”. Tema pendidikan karakter dalam wujud karya game sangat menarik untuk diangkat dikarenakan penanaman kepedulian terasa lebih mengena diajarkan dalam bentuk sistem partisipasi dalam peran, sehingga pengguna secara langsung akan mengalaminya dan seolah-olah berperan selaku tokoh utama game. Sebagai perwujudannya, penciptaan berpusat pada budaya dan kearifan lokal dengan mengangkat tokoh punakawan sebagai landasan penokohan karakter dan desain antarmuka game.Kata kunci: game edukasi, punakawan, karakter, peduli lingkungan
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Xodabande, Ismail. "Iranian EFL Learners’ Preferences of Different Digital Technologies for Language Learning Beyond the Classroom." International Journal of Education and Literacy Studies 6, no. 3 (2018): 20. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.20.
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In recent years, increasing availability of digital technologies and internet connection for the majority of global population has affected almost every aspect of modern life including education and language learning. As a result, the face of language learning is changing both inside and outside the classroom and there is an ever growing need to study various affordances of these new technologies in education and learners’ and teachers’ attitudes towards using them. To this end, the current study investigated Iranian EFL learners’ preferences regarding the use of different digital technologies for language learning beyond the classroom and their beliefs on how these technologies augment their language skills. To collect participants’ data, an online questionnaire was employed and responses from 114 Iranian EFL learners (50 males and 64 females) were obtained through a locally popular social media network. The results of the online survey revealed that participants use various media types and digital technologies for developing their language skills beyond the classroom, and electronic dictionaries, Internet sites, and films are among the highly employed multimedia types. Further statistical analysis (MANOVA) of data also revealed that despite some variation in frequency of use for various technology types among male and female participants, the two groups only have significant differences in using computer games and music. Findings of the study indicate that despite some imposed restrictions on social network and Internet use in Iran, most Iranian EFL learners are actively using them in their language learning beyond the classroom. On implication side, the paper discusses some benefits of using digital technologies for language learning and teaching.
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Ozdamli, Fezile. "Message from Editor." World Journal on Educational Technology 8, no. 2 (2016): 74. http://dx.doi.org/10.18844/wjet.v8i2.967.
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Dear Readers,It is the great honor for us to publish eighth issue of World Journal on Educational Technology (WJET). World Journal on Educational Technology welcomes original empirical investigations and comprehensive literature review articles focusing on topics related with educational technology. WJET is a published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on educational technology in an international arena. The aim of the journal is to publish original research, development and review articles to contribute to the development of educational technology field. WJET covers all aspects of educational technology; trends in educational technology, the emerging and innovative instructional technology integration in variety educational settings, instructional design, learning-teaching methods and applications, instructional multimedia, e-learning, mobile learning, human-computer interface design in distance and electronic learning, educational games and simulations, assessment and evaluation and related fields. Digital script, e-learning environments, cyberbullying, flipped classroom approach, technology integration, learning managements systems, use of digital and online tools in academic research and e-learning solutions for industry topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume. A total number of nineteen (19) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of eight (8) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue. Best regards,Editor – in ChiefAssoc. Prof. Dr. Fezile Ozdamli
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Molines, Nathalie, and Carine Henriot. "Coupling a collaborative digital map and a dashboard: an optimal starting point for urban project learning in engineer training? The case of the serious game “Urb’Act”." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-254-2019.
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<p><strong>Abstract.</strong> As highlighted by Bacquet and Gauthier (2011), the shift from government of cities to urban governance “results in much greater variety of project scales, stakeholders and forms of public-private partnership. For the last two decades, it has contributed to fundamentally transforming the work of urban planners.” The foundations of this multi-stakeholder construction of urban projects must be addressed in the training of future city planners. But this training is difficult as part of a traditional education as it has to lead students to become aware of the multitude of direct, indirect and induced effects of involving multiple stakeholders with sometimes contradictory needs.</p><p>Games, be they or not serious, digital or cooperative, have often been used in urban planning projects (Poplin, 2011) and their learning benefits are widely recognized (Cohard P. 2015; GEE JP 2003). Fun, more or less complex learning materials have been developed to address the complexity of the decision-making process in urban planning (Cools 2014; Vilmin 2018; etc.)</p><p>As part of the “Urb’Act” project, selected in Sorbonne Université’s FORMINNOV call for projects, we have sought to draw on the potential offered by digital tools and touchscreen technologies to develop innovative teaching materials. To begin with, the game seeks to raise generalist urban engineers’ awareness of the complexity of urban projects.</p><p>Urb’Act thus aims to help non-specialists to understand the interactions between the various stakeholders of an urban project. As a key aspect of an inverted pedagogy, Urb’Act also introduces notions of the construction of an overall plan, balancing of a budget and the sustainability of projects (Molines N. et al., 2018).</p>
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McCall, Jeremiah. "Teaching History With Digital Historical Games." Simulation & Gaming 47, no. 4 (2016): 517–42. http://dx.doi.org/10.1177/1046878116646693.
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Redekopp, Reynold. "Teaching Digital Games in Preservice Teacher Education." International Journal of Technology and Inclusive Education 2, no. 1 (2013): 124–29. http://dx.doi.org/10.20533/ijtie.2047.0533.2013.0018.
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Sykes, Julie M. "Digital games and language teaching and learning." Foreign Language Annals 51, no. 1 (2018): 219–24. http://dx.doi.org/10.1111/flan.12325.
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Xie, Bo Yang, and De Cai Zhao. "Digital Games and Independent Learning." Applied Mechanics and Materials 333-335 (July 2013): 2183–86. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2183.
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[Objective] The research of digital games characteristics and connotations are to explorecreating favorable conditions of independent study; to analyze the learning motivation, learningactivities and process, self-confidence, aesthetic ability of students during the activities of thedigital game, to learn the impact of creativity.[Methods] Simulation, experimental teaching, thecomparison of experimental and traditional teaching methods are used. [Results] The experimentsshow that the vast majority of learners on the digital game for learners to create learning conditionsand elements, as well as to develop learners' abilities and have made a positive evaluation (M= 4.059, SD = 0.732). Endorsement or in favor of digital games very much are to improve theircapacity for cooperation and autonomy which accounted for 93.6% and 78.2% respectively;endorsement or in favor of such an environment favorable to learning accounted for 78.4%; that thelearning environment for students to learn positive emotions accounted for 95.8%; 87.1% of the testthat the environment to cultivate their sense of learning. [Conclusion] Digital game provides theindependent study of effective resources, environment, elements, activities and processes, but alsocontains the self-motivation to learn; digital game activities contributed to enhancing learners'self-confidence, aesthetic skills, creativity, help to lead to a research study of the learners; aneffective way of learning is the integration of learning and entertainment.
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Liu, Eric Zhi Feng. "Avoiding Internet Addiction when Integrating Digital Games into Teaching." Social Behavior and Personality: an international journal 39, no. 10 (2011): 1325–35. http://dx.doi.org/10.2224/sbp.2011.39.10.1325.
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The aim in this study was to integrate the flow experience and instructional design by incorporating digital games into the school curriculum using the following 7 principles: 1) analyze learners, 2) set clear teaching objectives and select appropriate gaming materials, 3) design teaching instructions according to teaching objectives and game content, 4) consider teaching as the primary goal and use games as supplementary tools, 5) make good use of the characteristics of computer games, 6) place students at the center of the process and help them enjoy studying, and 7) periodically assess students' learning and constantly improve teaching. Ultimately, digital games in which appropriate instructional design principles are incorporated will facilitate the development of educational digital games and related investments.
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Arbuckle MacLeod, Caroline. "Undergraduate Teaching and Assassin's Creed." Advances in Archaeological Practice 9, no. 2 (2021): 101–9. http://dx.doi.org/10.1017/aap.2021.1.
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AbstractDigital tools are widely used in archaeology for excavation, research, and communication of results. Recently, due in large part to the COVID-19 pandemic, there has been a significant increase in the use of these resources in the classroom. The use of digital games for teaching undergraduate archaeology courses has been explored by a number of educators, but the majority of instructors continue to see this medium as lacking any particular educational merit. To combat this conclusion, in this article, the author explores some of the ways that unmodified digital games can be integrated into undergraduate archaeology courses to inspire critical discussions. She discusses two main types of games—conceptual simulations and realist simulations—to show how these can help students better understand theoretical approaches to archaeological interpretation and to consider the most effective form of archaeological reconstructions for different audiences. The author highlights her own experiences teaching with Assassin's Creed: Origins to show the benefits and challenges of working with this medium, and she includes student responses to the use of digital games in discussions. An example of a student assignment and an example of a project prompt are provided as supplemental materials to further encourage the use of digital games in the classroom.
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Nylund, Niklas. "Constructing Digital Game Exhibitions: Objects, Experiences, and Context." Arts 7, no. 4 (2018): 103. http://dx.doi.org/10.3390/arts7040103.
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A large number of exhibitions worldwide deal with digital games, but curators lack a coherent understanding of the different aspects of games that can be exhibited or a clear vocabulary for talking about them. Based on a literature review on game preservation and visitor behavior in exhibitions, the paper makes an argument for understanding digital games on display as made up of object, experience, and context aspects. The study further presents a matrix model for understanding and working with games in exhibitions. The model makes for a more nuanced understanding of the different ways digital games can be exhibited. Additionally, it clarifies the position of games in exhibitions as socioculturally constructed through inherently ideological curatorial choices.
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Hazar, Esin. "Use of Digital Games in Teaching Vocabulary to Young Learners." Educatia 21, no. 19 (December 19, 2020): 98–104. http://dx.doi.org/10.24193/ed21.2020.19.12.
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It has been an educational policy for the Turkish educational authorities to teach English as a foreign language from early ages of children. This research attempts to determine the role of digital games on enhancing English vocabulary and to com¬pare games with pen and paper practices. For this purpose, digital games on EBA (Education Informatics Network) platform were used for enhancing vocabulary teaching in a public primary school in Turkey. The study recruited 37 third-grade students from two separate classes. A class of 20 students was identified as the experimental group, and another class of 17 students was assigned as the control group. The data for this study was obtained by gathering information from pre and post-tests. The control group received English lessons without using games on EBA, while the experimental group used EBA while learning vocabulary. Independent sample t-test was used to measure the effect of digital games on the vocabulary learning of the experimental group. It was deduced from the findings that there were statistically significant differences in the mean scores of post-tests. The findings showed that the experimental group outperformed the control group and the statistical results were considerable in post-test. Findings indicate that digital games usage in teaching vocabulary is effective for learners to improve their vocabulary knowledge.
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de Castell, Suzanne, and Jennifer Jenson. "Digital Games for Education: When Meanings Play." Jouer, no. 9 (August 10, 2011): 113–32. http://dx.doi.org/10.7202/1005533ar.
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This paper documents the development of an educationally focused webbased game, Contagion, detailing how such a practical development project has led us to retheorize questions about what is “educational,” and how and in what ways that relates to the ludic. With reference to and within the framework of design-based research, we detail here the challenges we encountered designing this “alternative” game, and how we came to see content, not simply as “what the game is about” but as essentially tied to and enacted through all aspects of the game. We argue that content, i.e. educationally valuable knowledge, is infused through all relational aspects of the game as the player's activities accomplishments: character selection, art, narrative, programming, goals, game structures and play.
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Gunawardhana, L. K. Pulasthi Dhananjaya. "Gender differences in learning mathematics with Digital Games." Psychology and Education Journal 58, no. 1 (2021): 4417–22. http://dx.doi.org/10.17762/pae.v58i1.1523.
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Digital games are the latest learning technologies which need to be confirm the possibility for applying to both gender equally. Through this paper we are going to discuss about the gender difference on game and how possible apply digital games for learning mathematics with the gender differences. We have reviewed applicable research methods to gain fruitful results on gender aspects. In here we have discuss about the gender-based variety in educational games, developing proper game model, and research and gather evidences on gender aspects and possibility of using digital games for learning mathematics. Through this paper we are going to reveal that boys are more likely to play digital game than girls. And also this paper highlights the differences which type of games boys and girls would like to play and we have describe the reason for choosing games on gender based.
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Saleh, Magda, and Marwa Battisha. "A Proposed Paradigm for the Requirements for Designing and Using Digital Games-Based Learning by Educable Intellectual Disabled Children." Technium Social Sciences Journal 2 (January 9, 2020): 37–66. http://dx.doi.org/10.47577/tssj.v2i1.54.
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This study aims to shed further light on how to utilize digital games in education as a contribution to developing educable intellectual disabled children's teaching and learning practices via identifying the requirements for their design and use at those children's classes. Notably, the researchers focused on using digital games in promoting educable intellectual disabled children's learning experiences highlighting their different practical mechanisms and teaching practices based on literature review. Also, types of digital games capable of fulfilling the teaching requirements of those children were identified by making a list of the requirements for designing and using digital games-based learning at educable intellectual disabled children's classes consisting of 38 various requirements divided into 3 major dimensions, namely: (1) educational requirements for using digital games-based learning; (2) instructional design requirements for using digital games-based learning; and (3) practical application requirements for using digital games-based learning. Then, the proposed list was applied to a sample consisting of 25 faculty members at 5 Egyptian universities. Following data statistical analysis, it was revealed that the questionnaire total mean score is 2.73 with a relative weight of 90.1%. In a nutshell, such values verify that the questionnaire all proposed requirements are, indeed, very important for using digital games-based learning at educable intellectual disabled children's classes.
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Harvey, Alison. "Games as Education in the United Kingdom." Journal of Learning and Teaching in Higher Education 1, no. 1 (2018): 83–92. http://dx.doi.org/10.29311/jlthe.v1i1.2539.
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Digital game studies and design have rapidly become popular teaching areas in the United Kingdom. They also have a long history as tools for education in a range of disciplines through game-based learning. This project sought to inform teaching and learning within the College of Social Sciences, Arts, and Humanities, the College of Science and Engineering, and the College of Medicine, Biological Sciences and Psychology through an exploration of the challenges, practices, and feedback of instructors and instructional designers on teaching with, through and on digital games. A workshop was held in the School of Media, Communication, and Sociology in May 2016 to understand emerging challenges and opportunities related to games-based teaching practice, innovations in assessment, available and needed resources for teaching, and game-based curricula. Participants included staff across the University of Leicester using digital games for learning and assessment as well as digital game studies and design instructors across the United Kingdom. Through collaborative discussion and workshopping of best practices related to teaching with games, this workshop generated a sharable portfolio of materials. It also provided insight into several possibilities for integrating this media form into higher education as well as significant challenges to consider moving forward, which are reported on here.
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Aditya, Christian. "The Development Of Visual Aspects In Video Games Over The Years." ULTIMART Jurnal Komunikasi Visual 7, no. 2 (2016): 18–22. http://dx.doi.org/10.31937/ultimart.v7i2.385.
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This report investigates the importance of creating a realistic environment in order to create an immersive world in digital games. The discussion will start from the history of Digital game development until now, discussing on the limitations of gaming consoles from time to time, and how game designers nowadays keep pushing the boundaries of the visual aspects of their game. Then focusing the discussion on the technical and art aspect of digital game design. By doing the analysis in this report, we can conclude that there are several reason that affects the visual quality of video games, such as the technology of the game console, the limitation of game engine, and also the skill of the game artist itself.
 Key words : Video Games, Digital Games, Game Console, Environment, Game Engine.
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da Silva, Christian Nunes. "Interactive Digital Games for Geography Teaching and Understanding Geographical Space." Creative Education 06, no. 07 (2015): 692–700. http://dx.doi.org/10.4236/ce.2015.67070.
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Smith, Ian. "Tuberculosis Control Learning Games." Tropical Doctor 23, no. 3 (1993): 101–3. http://dx.doi.org/10.1177/004947559302300304.
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In teaching health workers about tuberculosis (TB) control we frequently concentrate on the technological aspects, such as diagnosis, treatment and recording. Health workers also need to understand the sociological aspects of TB control, particularly those that influence the likelihood of diagnosis and cure. Two games are presented that help health workers comprehend the reasons why TB patients often delay in presenting for diagnosis, and why they then frequently default from treatment.
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Kowalczuk, Karol. "CREATIVE USE OF THE POTENTIAL OF VIRTUAL REALITY IN TEACHING." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 21 (November 24, 2020): 41–53. http://dx.doi.org/10.5604/01.3001.0014.5654.
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The text presents the complexity of the educational process taking place during the period of digital transformation and the role of the teacher in the changing didactic reality. The need to modify the existing digital tools adapted to the requirements of modern students was pointed out. The author’s assumption was to draw attention to computer games that can be part of the strategies for creating effective teaching tools tailored to the needs of digital natives. The article presents the features of games that may be key to the effective use of gaming in teaching. It also presents the strategy of educational game design. Despite the research conducted on the use of the potential of computer games in education, this topic still does not seem to be sufficiently exhausted, as exemplified by the teachers’ approach to virtual reality of games, which they mostly treat only as a ludic area.
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Ramos, Daniela, Bruna Santana Anastácio, Gleice Assunção da Silva, Clarissa Venturieri, Naomi Stange, and Maria Eduarda de Oliveira Martins. "Digital games, cognitive skills, and motivation:." International Journal for Innovation Education and Research 8, no. 5 (2020): 123–35. http://dx.doi.org/10.31686/ijier.vol8.iss5.2324.
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In addition to entertainment, games have been recognized as enhancers of cognition and associated with increased motivation in the school learning context. The possibility of immersion and active player participation is considered a distinguished aspects of game design. Therefore, this study proposed the application of Brain School’s digital games using tablets during a school year, with weekly interventions of 50 minutes in a class of the second year of elementary school. Twenty-five students were analyzed with an average of eight years old. At the end of the interventions, the evaluation was carried out through individual interviews. The results revealed that most of children felt motivated to participate in the games activities. However, there was no association between level of motivation and cognitive skills investigated (attention and problem solving), nor between preferred games and cognitive skills trained. However, qualitative data showed that children liked using games and acknowledged that the activity contributed with the exercise of their abilities. In general, this research contributed to reinforcing the importance of the diversification of methodological strategies which include the use of digital games in education.
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Levchenko, Victoria, Elena Zharkhikh, and Olga Mironova. "PEDAGOGICAL ASPECTS OF DIGITAL PROFESSIONAL TEACHING SKILLS DEVELOPMENT." Vestnik of Samara State Technical University. Psychological and Pedagogical Sciences, no. 3 (September 2019): 79–88. http://dx.doi.org/10.17673/vsgtu-pps.2019.3.7.
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Lages e Silva, Rodrigo, Gabriela Da Silva Bulla, Leandro Paz Da Silva, and Julia De Campos Lucena. "Os serious games e os regimes de sensibilidade: Paradoxos do uso de jogos na formação humana." education policy analysis archives 26 (September 17, 2018): 117. http://dx.doi.org/10.14507/epaa.26.3867.
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We think about the implications of digital games on non-school formation policies with serious games, analyzing two games – Ayiti: the cost of life and Sara: A Meaningful Journey Part One. We initially discuss the relationship between game and learning, emphasizing the interactional and cognitive aspects contributed by digital games and the networked personal computer interface in the recruitment of an immersive experience, according to Maturana and Varela's theory of learning. Following, we question the concept of serious game and its use as an awareness-raising way for action in the scope of the policies of human formation. In the end, we reflect on the ethical-political aspects related to the design and content of digital games on screen.
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Albert, Paul. "DIGITAL GAMES - A MAGICAL LEARNING TOOL FOR SLOW LEARNERS." International Journal of Research -GRANTHAALAYAH 6, no. 5 (2018): 407–12. http://dx.doi.org/10.29121/granthaalayah.v6.i5.2018.1468.
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The present article mainly focused on how digital or computer games act as a fruitful learning tool for slow learners through game based learning. Also, it describes that among many learning methods, game based learning is a suitable way using digital games for slow learners especially for digital natives. In addition, the present article highlighted the educational benefits and effectiveness of digital games. Further, it explores some digital games that can be used in the educational context. Finally the present article suggested that the digital games can be used as a tool in teaching and learning process for slow learners.
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Saridaki, Maria, and Constantinos Mourlas. "Motivational Aspects of Gaming for Students with Intellectual Disabilities." International Journal of Game-Based Learning 1, no. 4 (2011): 49–59. http://dx.doi.org/10.4018/ijgbl.2011100105.
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The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.
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Giang, Nguyen Thi Huong, and Le Huy Cuong. "Evaluating Feasibility and Effectiveness of Digital Game-Based Instructional Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (2021): 4. http://dx.doi.org/10.3991/ijet.v16i16.23829.
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Higher education institutions encounters difficulties when the Covid-19 pandemic happens because learners cannot go to class and absorb knowledge directly. In Vietnam, universities have used online learning to help learners keep learning in this pandemic context. However, the quality and effectiveness of the learning process are questioned by the learner and the teaching staff. In this context, our research is looking for solutions to apply new technology in the teaching process to ensure the quality and effectiveness of learning. Among these new technologies, digital games are considered due to most students playing digital games as well as their positive effects in teaching reflected in recent publications. Under the approach of technological process, our team evaluate the feasibility and effectiveness of the digital game-based instructional technology at HUST. In terms of feasibility, research results show that most students agree that learning skills can be formed by using digital games in learning process. About the efficiency, there are three key findings: First, although male students play video games more than female students, the results show that both men and women have the same rate to-wards the effectiveness of digital games in learning. Second, there is no difference in assessing the effectiveness of digital games in learning between IT students and non-IT students although IT students are more exposed to technology. Third, there is a difference in the views of second-year students and third-year students. This difference shows the reason to build blended-learning courses that use digital games effectively for third-year students who starts more indeed engineering major at universities.