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Thematische Bibliographien / Teaching aspects in digital games / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Teaching aspects in digital games“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Petri, Giani, Alejandro Calderón, Christiane Gresse von Wangenheim, Adriano Borgatto, and Mercedes Ruiz. "Games for Teaching Software Project Management: An Analysis of the Benefits of Digital and Non-Digital Games." JUCS - Journal of Universal Computer Science 24, no. (10) (2018): 1424–51. https://doi.org/10.3217/jucs-024-10-1424.

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Driven by the need to provide more hands-on opportunities to computing students, educational digital and non-digital games have been used as an instructional strategy for teaching Software Project Management (SPM). However, a question that arises is to which regard the expected benefits of these games are real. Thus, the objective of this study is to analyse the benefits of digital and non-digital games used for SPM education in order to evaluate their quality in terms of player experience and perceived learning adopting the MEEGA+ evaluation model. The analysis is based on data collected from

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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 result

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Valentová, Monika, and Peter Brečka. "Assessment of Digital Games in Technology Education." International Journal of Engineering Pedagogy (iJEP) 13, no. 2 (2023): 36–63. http://dx.doi.org/10.3991/ijep.v13i2.35971.

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The paper contributes to solving the issue of digital games in education. It explains concepts such as gamification and Digital Game-Based Learning; it focuses on the typology of games and the positives and negatives of playing digital games while discussing the aspects of their implementation in education. The case study presented in the paper examines in more detail digital games as a supplement to the learning environment in technically oriented education at the primary level of elementary schools in Slovakia. The main focus is put on an analysis of digital and education aspects of selected

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Trinh Thi Phuong, Thao, Nam Danh Nguyen, Dinh Ngo Van, Hang Nguyen Thi Thu, and Thanh Nguyen Chi. "Factors Influencing the Use of Digital Games in Teaching: An Exploratory Study in the Context of Digital Transformation in Northern Vietnam." International Journal of Emerging Technologies in Learning (iJET) 18, no. 08 (2023): 164–82. http://dx.doi.org/10.3991/ijet.v18i08.36243.

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In recent years, "digital transformation" has been mentioned more and more in most social aspects of life, including education. Digital transformation takes advantage of every opportunity that technology offers and can create an ecosystem in digital education to connect teachers, learners, and countries with new learning models. Besides, a technology trend that has been gaining traction is "gamification." In many countries, games are used in education to engage students through digital media, utilizing platforms or applications that require digital devices such as tablets, smartphones, or comp

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Santos, Danielle de Sousa Silva dos, Luciane Ferreira Mocrosky, and Josiel de Oliveira Batista. "Jogos Digitais como Possibilidade para a Alfabetização Matemática: Endereçamentos da Literatura para a Prática Docente." Jornal Internacional de Estudos em Educação Matemática 14, no. 4 (2021): 459–68. http://dx.doi.org/10.17921/2176-5634.2021v14n4p459-468.

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ResumoNeste artigo apresentamos aspectos de uma pesquisa maior orientada pela interrogação "que possibilidades se abrem com os jogos digitais para a alfabetização matemática?". Conduzida segundo a abordagem fenomenológica da pesquisa qualitativa, o estudo visou inventariar trabalhos acadêmicos que tematizavam jogos e jogos digitais para a alfabetização matemática com o objetivo de compreender e explicitar elementos constitutivos para a prática pedagógica de professores alfabetizadores. O foco esteve no compartilhamento do encontrado no trajeto investigativo sobre orientações advindas da litera

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Haqe, Aulia Izzul, Putri Ayu Wulandari, and Windi Wulandari Iman Utama. "Digital Handbook Development Design "Religious Board Games" for Early Childhood." JETISH: Journal of Education Technology Information Social Sciences and Health 2, no. 1 (2023): 503–8. http://dx.doi.org/10.57235/jetish.v2i1.388.

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This study aims to develop teaching materials using a game system that is considered suitable for Early Childhood, which is still in process which is also adjusted to the psychological aspects of students. Teachers also involve students in the learning process through the Digital Guidebook "Religious Board" to stimulate children's brains to develop properly according to their age. This research also uses Thiagarajan's 4-D (Four-D) development model consisting of 5 units, but this research only reaches the design stage. The results of teaching material research according to experts show that th

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Ray, Moniza, and Ajit Ilangovan. "Digital Game-Based Learning in Higher Education: ESL Teachers and Students Perceptions." World Journal of English Language 14, no. 5 (2024): 638. http://dx.doi.org/10.5430/wjel.v14n5p638.

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Digital game-based learning (DGBL) is a new approach in educational settings that aims to engage students, encourage curiosity, and provide a versatile learning experience. It has been integrated into educational settings due to the widespread use of digital games by students. This study examines the perceptions of integrating digital games into English as a Second Language (ESL) classroom among 89 second-year engineering students and 11 teachers at a private university in Chennai, India. Employing a mixed-methods research design, data were collected and analyzed using SPSS software. Unlike pr

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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 studen

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Cekić, Marko. "Video Games as a Teaching Material." Društvene i humanističke studije (Online) 7, no. 2(19) (2022): 551–70. http://dx.doi.org/10.51558/2490-3647.2022.7.2.551.

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The paper deals with the theory of the application of video games in teaching discuss the advantages and disadvantages of using video games as a teaching tool, as well as to raises some additional issues that require further consideration of the use of video games in the classroom. The cathode ray tube amusement device (patent US2455992A) is at the start of its ninth generation of technology. All current knowledge, skills, and innovations of the current age of civilization are united in the creation of such a device and medium when it reproduces for entertainment. Certainly, each of these medi

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Trinh, Thi Hang, Minh Ngoc Nguyen, and Thi Thanh Huong Tran. "Teachers and Students' Perceptions of Using Digital Games in Improving Vocabulary at Non-English-majored Class." AsiaCALL Online Journal 13, no. 5 (2022): 112–31. http://dx.doi.org/10.54855/acoj.221358.

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The use of gamification in education is of increasing interest. Numerous studies have explored various aspects of integrating digital games (DGs) into English language teaching and learning. This research sought to investigate teachers' and students' perceptions of incorporating DGs in improving vocabulary for non-English-majored students at Phenikaa University, Vietnam. This cross-sectional study was completed with a structured survey of 30 lecturers and 150 students, alongside in-depth interviews with some randomly-selected respondents from both groups. The findings revealed that these two g

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Isnaini, Rahma Amini, and Fauzia Fauzia. "ANALYZING TEACHING SPEAKING METHODS IN DIGITAL ERA." Premise: Journal of English Education 13, no. 2 (2024): 641. http://dx.doi.org/10.24127/pj.v13i2.9651.

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English is an international language used by all elements of world society and creates intense competition for every individual in the world in all aspects. To realize appropriate learning objectives, teaching speaking in English is no exception. The author aims to discover various teaching methods for students in the digital era and the problems encountered when teaching speaking in this digital era. The method used must also be appropriate for the student. This research uses a qualitative literature study design method. The data analysis used in this research reviews some literature related

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Tari, Nirmala, and Ni Putu Dianita Safitri. "Using Games: Role Play and Kahoot in English Language Teaching and Learning for Tourism Students." Jurnal Manajemen Pelayanan Hotel 7, no. 2 (2023): 1093. http://dx.doi.org/10.37484/jmph.070226.

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To improve students' language learning and overall learning experience, the incorporation of games intoEnglish Language Teaching (ELT) has emerged as a potential pedagogical method. This abstract explores theuse of two types of game, namely role play and kahoot as a creative and successful teaching and learningEnglish, focusing on the effects on language proficiency, motivation, and engagement. Games are used in ELTas a dynamic and engaging platform that promotes a learner-centered atmosphere and stimulates studentparticipation and teamwork. The variety of possibilities accommodates to various

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Nipo, Daniel, David Gadelha, Mirian da Silva, and Andiara Lopes. "Game-Based Learning: Possibilities of an Instrumental Approach to the FEZ Game for the Teaching of the Orthographic Drawings System Concepts." Journal on Interactive Systems 14, no. 1 (2023): 231–43. http://dx.doi.org/10.5753/jis.2023.3190.

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Challenges and rewards are integral to the logic of digital games, and through them, users can learn and develop various skills. When games are employed in educational contexts, they can enhance creativity and contribute to students' development. The Game-Based Learning (GBL) methodology is grounded in the use of games in the educational context, whether they are meant for educational or entertainment purposes. This article aims to investigate whether the digital puzzle game called FEZ - which takes place in a three-dimensional scenario where the player interacts through two-dimensional views

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Su, Fan, Di Zou, Haoran Xie, and Fu Lee Wang. "A Comparative Review of Mobile and Non-Mobile Games for Language Learning." SAGE Open 11, no. 4 (2021): 215824402110672. http://dx.doi.org/10.1177/21582440211067247.

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Recent studies have increasingly investigated the effectiveness of both mobile and non-mobile digital game-based language learning. To gain an in-depth understanding of the differences in the effectiveness of mobile and non-mobile games, we compared studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL). Sixty-four articles were analyzed from four aspects: game types, game elements, target languages, and learning outcomes. The results showed that (a) gamification, simulation games, and immersive ga

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Rodrigues, Ana Paula Cavadas, Raquel Moreira Machado Fernandes, Leniah Lima Teixeira, Gabrielle Bandeira Alves, Carlo Emmanoel Tolla de Oliveira, and Claudia Lage Rebello da Motta. "Digital and Scientific Literacy with Games: A Pedagogical Process Based on System Engineering." Journal on Interactive Systems 12, no. 1 (2021): 219–31. http://dx.doi.org/10.5753/jis.2021.1885.

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This study presents a Brazilian teaching-learning experience in basic education where game development is used to promote both digital and scientific literacy throughout the National Common Curricular Base (BNCC). Focused on students’ cognitive aspects, the approach presents a pedagogical architecture based on systems development. Thus, it was possible to catalyze convergence between interest in the Science curricular program and the result of knowledge acquisition - such as skills development - by its means. The experiment was carried out centered on genetics studies where students collaborat

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Pala, Fatih. "The effect of teaching history subjects in social studies course with digital games on student academic success and creative thinking." Innoeduca. International Journal of Technology and Educational Innovation 10, no. 2 (2024): 67–92. https://doi.org/10.24310/ijtei.102.2024.17817.

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The purpose of this research is to investigate the impact of digital games on students' academic achievement and creative thinking in teaching historical subjects in social studies classes. The data for the research were collected using a mixed-methods model. The study group consists of 7th-grade students from two separate classes studying in a school affiliated with the Ministry of National Education within the boundaries of Erzurum province during the 2022-2023 academic year. Class A represents the experimental group, while Class B represents the control group. A total of 62 students partici

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Falcinelli, Floriana, and Caterina Moscetti. "Teaching digital skills to future teachers: a distance workshop experience." Research on Education and Media 13, no. 2 (2021): 11–17. http://dx.doi.org/10.2478/rem-2021-0007.

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Abstract In the school year 2020–2021, the Covid-19 pandemic imposed distance learning (in Italian, the DAD acronym is used). Therefore, the Degree Course in Primary Education Sciences of the University of Perugia has proposed an innovative programme for the training of future teachers by developing a distance learning laboratory focusing coding and computational thinking applied to teaching in kindergarten and primary school. During the educational technologies laboratory, held by Prof. Floriana Falcinelli, the students experimented coding both without computer (unplugged) and using the Scrat

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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 implementatio

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Nitisakunwut, Panicha, Gwo-Jen Hwang, and Natthaphong Chanyoo. "Pedagogical Design Perspective of Digital Game-Based English Language Learning." International Journal of Online Pedagogy and Course Design 12, no. 4 (2022): 1–28. http://dx.doi.org/10.4018/ijopcd.311437.

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The number of digital game-based language learning studies over the past two decades has considerably increased. Conversely, game-based pedagogy from the instructional design perspective has been discussed to a lesser extent despite the emergence of a variety of digital games in the global educational technology market. The objectives of the present study were to examine the game design elements of digital game-based language learning as a pedagogical tool for English language settings and to address the application of digital games in pedagogical settings. A scoping review was employed as the

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Karapuzova, N., Ye Pochynok, and O. Palekha. "GAME TECHNOLOGIES IN THE PROCESS OF TEACHING MATHEMATICS TO PRIMARY SCHOOL STUDENTS: AN ERGONOMIC DIMENSION." Aesthetics and Ethics of Pedagogical Action, no. 31 (June 3, 2025): 230–39. https://doi.org/10.33989/2226-4051.2025.31.331624.

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The article highlights some theoretical aspects of the usage of game technologies in primary school. The expediency has been determined and the range of target orientations of game technologies in the process of teaching mathematics to primary school students has been considered. Features of game activity in the modern educational environment of primary school are characterized. Ergonomic pedagogical conditions for the effective usage of didactic games in the process of learning the mathematical educational field are outlined. They are the following: taking into account the cognitive features

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Gee, Elisabeth, and James Paul Gee. "Games as Distributed Teaching and Learning Systems." Teachers College Record: The Voice of Scholarship in Education 119, no. 12 (2017): 1–22. http://dx.doi.org/10.1177/016146811711901202.

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Background Videogames and virtual worlds have frequently been studied as learning environments in isolation; that is, scholars have focused on understanding the features of games or virtual worlds as separate from or different than “real world” environments for learning. Although more recently, scholars have explored the teaching and learning that take place around games and virtual worlds, for example, in affinity spaces, these too have been treated as separate and often divorced from other learning experiences. Purpose Our goal in this article is to describe learning from experience, the nat

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Nikolova, Mariyana, and Tanya Evtimova. "Digital Educational Tools – Potential, Application, and Perspectives." Mathematics, Computer Science and Education 5, no. 1 (2022): 64–83. http://dx.doi.org/10.54664/malf1684.

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The paper examines the technologies for creating digital educational resources from the point of view of necessity, implementation, and techniques for their creation. Various digital educational tools and their capabilities according to their application are described: learning and learning management programmes, tools for creating online tests and surveys, tools for creating online quizzes and educational games, interactive worksheets, tools for video lessons, OneNote electronic notebook. A study was conducted on the opinion and attitude of teachers and students about the electronic resources

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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 mor

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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, w

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Esteban, Allan Jay. "Theories, Principles, and Game Elements that Support Digital Game-Based Language Learning (DGBLL): A Systematic Review." International Journal of Learning, Teaching and Educational Research 23, no. 3 (2024): 1–22. http://dx.doi.org/10.26803/ijlter.23.3.1.

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The potential of Digital Game-Based Language Learning (DGBLL) in enhancing language learning outcomes has been demonstrated in previous studies. However, some scholars and educators maintain a skeptical perspective regarding its integration into language classrooms. Thus, this paper presents a systematic review examining the integration of DGBLL and its impact on language learning outcomes. This study examines 18 peer-reviewed articles published between 2014 and 2023 from Scopus, Web of Science (WoS), and ERIC research databases. The review explores relevant theories, principles, and game elem

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Guerra, Joaquim. "AND NOW WHAT (PART 2)? LANGUAGE TEACHING: WHAT DID WE LEARN AND WHAT REMAINS AFTER THE LOCKDOWNS?" American Journal of Social Science and Education Innovations 05, no. 06 (2023): 18–25. http://dx.doi.org/10.37547/tajssei/volume05issue06-05.

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The COVID-19 pandemic has changed many aspects of life, and language learning is no exception. Lockdowns and restrictions led to digital tools such as online platforms, virtual classrooms, video conferencing, and interactive games becoming essential for language teaching. It was a difficult period for teachers and learners, however, who had to adapt overnight to a digital landscape unknown to most of them. The challenges of this period have also created the opportunity for education systems to adjust to new digital settings. This paper discusses the benefits and challenges associated with the

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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 sta

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Okraj, Zofia. "Dissemination of the Digital TA project and addressing students’ fears, needs, and creativity in the didactic game ‘Adventures of a novice teacher’." Problemy Opiekuńczo-Wychowawcze 634, no. 9 (2024): 25–36. https://doi.org/10.5604/01.3001.0054.8984.

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This study aims to present the course and results of the didactic game ‘The adventures of a novice teacher,’ conducted at the Jan Kochanowski University of Kielce as part of the dissemination of the international Digital TA project. The game scenario, developed by the author of this article, addressed key aspects of the project related to the work of beginning teachers. As the participants progressed through the game, they had the opportunity to express their fears about entering the teaching profession, discuss the needs of novice teachers, and propose changes to the education system within s

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Rodrigues, Carlota, Joana Martinho Costa, and Sérgio Moro. "Assessment Patterns during Portuguese Emergency Remote Teaching." Sustainability 14, no. 5 (2022): 3131. http://dx.doi.org/10.3390/su14053131.

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COVID-19 certainly brought more negative aspects than positive ones to education. On the one hand, new gaps and challenges emerged from the lockdowns worldwide. On the other hand, we have been witnessing the increased relationship between technology and education, which created an opportunity for education to evolve and enhance the use of digital tools in classes. During several lockdowns worldwide, due to the pandemic crisis, millions of students and teachers were forced to continue the process of teaching and learning at home and experienced Emergency Remote Teaching (ERT), which led to new

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Nurul, Hanan, Dinar Mutiara Kusumo Nugraheni, Beta Noranita, and Nurdin Bahtiar. "Pengembangan Game Edukasi Digital Tema Seni dan Bahasa dengan Metode Multimedia Development Life Cycle." Jurnal Sistem Informasi Bisnis 14, no. 3 (2024): 302–10. http://dx.doi.org/10.21456/vol14iss3pp302-310.

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Education for early childhood, especially for PAUD TK-B in the age range of 4-6 years, is crucial in providing and shaping the foundation of children's knowledge. An engaging teaching method will enhance children's interest in learning, thus the need for digital learning media as an alternative. One step in implementing digital learning is through Educational Games. This research is conducted by developing the PAUD TK-B Nurussunnah Educational Game using the Multimedia Development Life Cycle (MDLC) method. The game's validation includes usability aspects such as effectiveness, satisfaction lev

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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

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Ariati, Shinta Dwi, and Iswahyuni Iswahyuni. "Students’ Perceptions Towards the Application of Gamification in English Class." ELLITE: Journal of English Language, Literature, and Teaching 8, no. 1 (2023): 20–28. http://dx.doi.org/10.32528/ellite.v8i1.15297.

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The integration of technology in education is rapidly increasing. Thus, academic practitioners are expected to utilize it optimally in teaching and learning process. One of the ways is to apply gamification in the classroom. This study aims to investigate the students' perception of the application of gamification in English classes. This research was conducted using a qualitative design and the data presented were descriptive through data interpretation. To answer the research questions, the researcher used semi-structured interviews in a face-to-face setting with 31 seventh-graders in one of

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Cristiano, Natal Tonéis, and Monteiro Paulo Rosa. "From the Constitution of Knowledge to Playing the Game Slice Fractions." From the Constitution of Knowledge to Playing the Game Slice Fractions 8, no. 9 (2023): 16. https://doi.org/10.5281/zenodo.10021713.

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This text presents aspects of a research project in which the possibilities for teaching fractions when playing the game Slice Fractions - Math Makers are questioned. The aim is to get to know the game in order to identify what it opens up for teaching fractions and to analyze the way in which meanings are made possible for the students who play it. The constitution of knowledge in the act of "playing the game" favors the signification of mathematical objects due to our presentiality, situated as an element of playing in this movement, involving an active methodology for understanding fraction

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ABDUL GHANI, MOHAMMAD TAUFIQ, and WAN AB AZIZ WAN DAUD. "The Impact of Digital Game-Based Learning Towards Arabic Language Communication." Jurnal Komunikasi: Malaysian Journal of Communication 39, no. 1 (2023): 407–24. http://dx.doi.org/10.17576/jkmjc-2023-3901-23.

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The digital game-based learning has the potential to enable new forms of learning concept which could enhance student’s communication. Therefore, this study aims to determine the impact of digital game-based learning on students’ communication performance. Participants were 611 non-Arabic students enrolled in an Arabic language course. This study uses a quasi-experimental design. The students were chosen through a random sampling technique to be part of the control group and treatment group. Pre-test and post-test were used to assess the students’ performance before and after the digital game-

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Sorensen, Elsebeth Korsgaard. "Symposium 6: Democratic Collaborative Dialogue and Negotiation of Meaning in Digital Teaching and Learning Environments." Proceedings of the International Conference on Networked Learning 7 (May 3, 2010): 566–73. http://dx.doi.org/10.54337/nlc.v7.9230.

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This paper explores, from a theoretical perspective, the methodological potential of digital democratic dialogue as a vehicle for enhancing intercultural collaborative education in networked learning environments. It examines the dialogical approach to design, which has been practiced, developed and unfolding within parts of MIL (Master programme in ICT and Learning) throughout the last 10 years, guided by a design based research perspective. Theoretically, among other theoretical positions, the paper draws on Wittgenstein’s notion of ‘language games’. The paper makes a plea for the notion of

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Tawalai, Noppawan, and Thapanee Seechaliao. "The Development of a Blended Instructional Model Using the Inquiry Process with Digital Games to Enhance Analytical Thinking Skills for Primary Students." Journal of Education and Learning 14, no. 2 (2024): 89. http://dx.doi.org/10.5539/jel.v14n2p89.

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Analytical thinking skills were an essential learning process for primary students. The research objectives were to 1) study the current condition, problems, and good practices regarding teaching and learning. 2) develop a blended instructional model using the inquiry process with digital games to enhance analytical thinking skills for elementary school. 3) study the results of using the instructional model. The research and development process was divided into 3 phases. Phase 1; study the current conditions, problems, and good practices regarding teaching and learning, the sample group includ

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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 envolvimen

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As Sayfullooh, Istiqomah, Irdamurni, Maria Montessori, Alwen Bentri, Agung Marhadi, and Nafsi Latifah. "Integrating Role-playing into Board Games for History Education: Developing Non-digital Media to Boost Social Interaction." MIMBAR PGSD Undiksha 12, no. 3 (2024): 596–608. https://doi.org/10.23887/jjpgsd.v12i3.87049.

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History education in primary schools should impart the noble values of the past, but it is often one-sided and lacks media, creating a passive and monotonous learning experience. This study aims to develop a non-digital board game integrated with role-playing features to promote the application of heroic values through social interactions among students. The research employed a Research and Development (R&D) design using the 4D development model. The development process involved four experts, four teachers, and 30 Phase C students (grades 5 and 6) from two elementary schools in Bukittinggi

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Agustina, Ika, Rommel Sinaga, and Pirman Ginting. "Teaching Digital Pragmatics: Politeness Strategies and Face Negotiation in Real-Time Game-Based Interaction." Elsya : Journal of English Language Studies 7, no. 2 (2025): 174–88. https://doi.org/10.31849/elsya.v7i2.25061.

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In the context of increasingly dynamic digital communication, multiplayer online games have evolved into socially rich environments where real-time interaction reflects complex pragmatic behavior. This study investigates how players from Southeast Asian gaming communities negotiate face and utilize politeness strategies during live voice-based gameplay. Unlike previous research that centers on text-based or asynchronous interactions, this study addresses a critical gap by examining how paralinguistic elements such as tone, laughter, and vocal exaggeration influence pragmatic choices in synchro

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Egamkulov, Zh, and I. Gabdrakipova. "Formation of Intercultural Competence in the Context of Globalization: Problems and Solutions in Teaching Foreign Languages." Bulletin of Science and Practice 11, no. 5 (2025): 461–67. https://doi.org/10.33619/2414-2948/114/66.

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The article examines the importance of the formation of intercultural competence in teaching foreign languages in the context of globalization and integration of different cultures. It is explained that effective communication with native speakers requires not only mastery of grammatical and lexical aspects, but also the ability to understand and respect the cultural characteristics of other countries. The article analyzes various methods that contribute to the development of intercultural competence, including the use of intercultural trainings, role-playing games, digital platforms and inter

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Dorouka, Pandora, Stamatios Papadakis, and Michael Kalogiannakis. "The Contribution of the Health Crisis to Young Children’s Nano-literacy through STEAM Education." Hellenic Journal of STEM Education 2, no. 1 (2021): 1–7. http://dx.doi.org/10.51724/hjstemed.v2i1.18.

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Nano-Science and nano-Technology (NST) is a new interdisciplinary field that promises to provide solutions to timeless global challenges. Given that NST deals with elements that cannot be observed with the naked eye, their understanding by young children undoubtedly requires appropriate teaching methods. These distinct aspects of NST align well with the capabilities of smart mobile devices, the critical feature of which is their ability to display interactive simulations and playful visualizations. This article aims to emphasize the feasibility of empirical research of how digital technologies

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Shaffer, David Williamson, Padraig Nash, and A. R. Ruis. "Technology and the New Professionalization of Teaching." Teachers College Record: The Voice of Scholarship in Education 117, no. 12 (2015): 1–30. http://dx.doi.org/10.1177/016146811511701205.

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Background By 2009, 99% of U.S. classrooms had access to computers, with an average ratio of 1.7 students per computer, and 40% of teachers report using computers often in their classrooms. However, while K–12 schools are investing more heavily in digital technologies, only a small fraction of this investment is going to instructional software (7%) and digital content (5%). Education policy leaders have called for increased investment in and use of digital learning technologies in K–12 education, which has significant professional implications for the 40% of teachers who use computers often an

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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 ga

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Koegst, Lara. "Potentials of Digitally Guided Excursions at Universities Illustrated Using the Example of an Urban Geography Excursion in Stuttgart." KN - Journal of Cartography and Geographic Information 72, no. 1 (2022): 59–71. http://dx.doi.org/10.1007/s42489-022-00097-4.

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AbstractThe main focus of this article is on digital excursion formats at universities and their advantages with and without pandemic-related restrictions on teaching. The development of the application, its didactics and feedback from students are demonstrated using the example of the urban geography excursion developed as part of the 'InExkurs' project at the University of Tübingen. Compared to traditional overview excursions, digitally guided formats allow students more flexibility, autonomy and independence in the implementation. Aspects of gamification and location-based games can be used

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Staaby, Tobias. "The Expert, The Novice, and The Skeptic: Game Literacy and Pedagogical Practice." European Conference on Games Based Learning 18, no. 1 (2024): 772–79. http://dx.doi.org/10.34190/ecgbl.18.1.2701.

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This qualitative case study explores how teachers' video game literacy impacts their pedagogical use of the digital game The Walking Dead in an ethics education course at a Norwegian high school. The research question addressed is: how is teachers' pedagogical use of a digital game impacted by their levels of video game literacy? The study followed seven teachers, varying in teaching and gaming experience, over two semesters. Observations and semi-structured interviews were conducted to gather data on the teachers' experience and pedagogical practice using The Walking Dead in their classes. Th

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Palha, Sonia, and Ljerka Jukić Matić. "Predisposition of In-Service Teachers to Use Game-Based Pedagogy." Electronic Journal of e-Learning 21, no. 4 (2023): 286–98. http://dx.doi.org/10.34190/ejel.21.4.3135.

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Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of

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Najib, Ahmad Farhan Rif'an. "INTEGRASI GAME EDUKATIF DALAM PEMBELAJARAN BAHASA ARAB: ANALISIS EFEKTIVITAS, TANTANGAN, DAN STRATEGI IMPLEMENTASI." EDUTECH 24, no. 2 (2025): 774–87. https://doi.org/10.17509/e.v24i2.80544.

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This study aims to analyze the effectiveness of educational games in improving Arabic language skills, identify challenges in their implementation, and formulate optimal strategies for their integration into the Islamic education curriculum. The teaching of the Arabic language in Islamic educational institutions faces significant challenges in enhancing students' motivation and comprehension. Traditional teaching methods often prove insufficient in fostering students’ interest and engagement in learning.This research employs a qualitative library research approach by analyzing various academic

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Taran, Iryna. "Musical Activities and Games in the Process of Learning to Play the Piano." Musical art in the educological discourse, no. 8 (2024): 36–40. http://dx.doi.org/10.28925/2518-766x.2023.86.

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The piano is one of the most popular musical instruments among children. Playing the piano requires some effort from both children and teachers. At the same time, life puts forward new requirements for mastering advanced teaching methods that can provide maximum results. Piano teachers are faced with the task of making learning as meaningful, interesting, and personality-oriented as possible. With this in mind, the issues of finding, developing and implementing alternative forms and methods of organizing training, new advanced pedagogical ideas, as well as the latest educational technologies i

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Kariyati, Ani Kariyati, Syahrul ., and Mukhaiyar . "The “The benefits of wordwall games for teaching and learning Mandarin language." Bambuti 6, no. 1 (2024): 15–24. http://dx.doi.org/10.53744/bambuti.v6i1.98.

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This article aims to discuss the application of the benefits of the worldwall game as an innovative learning alternative for Mandarin language subjects. In the digital era, the integration of technology in learning is becoming increasingly important to increase student engagement and learning outcomes. One tool that stands out in the context of learning Mandarin is wordwall, a game-based learning platform that provides various interactive activities. This article aims to explain and evaluate the benefits of using wordwalls in the context of Chinese language teaching and learning. The implement

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Keya, Rashika Tasnim. "Emergency Preparedness Training Using Virtual Reality Games: Allowing Knowledge Transfer in the Digital Age." European Conference on Knowledge Management 25, no. 1 (2024): 369–78. http://dx.doi.org/10.34190/eckm.25.1.2890.

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When unexpected incidents occur, such as fire outbreaks or floods, individuals who lack knowledge on how to handle such events are often shocked and unable to act efficiently. Virtual Reality (VR) technology promises to compensate for the lack of traditional teaching environments by immersing users in virtual learning environments with real-life relevance for many emergency scenarios. The primary objective of this paper is to provide a better understanding of how to raise awareness of emergencies and learn to manage unforeseen situations using VR games. Based on a theoretical background examin

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