Relevant bibliographies by topics / Educational games

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational games'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Educational games"

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Van Horn, Royal. "Educational Games." Phi Delta Kappan 89, no. 1 (September 2007): 73–74. http://dx.doi.org/10.1177/003172170708900114.

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Ekaputra, Kresna Septyana, Rezki Yuniarti, and Agus Komarudin. "Educational Game Design for Introduction to Immune Systems in Biology Learning at High School." JUMANJI (Jurnal Masyarakat Informatika Unjani) 6, no. 1 (May 31, 2022): 11. http://dx.doi.org/10.26874/jumanji.v6i1.102.

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Education is an important for students. Based on the recapitulation of the senior high school exam by Ministry of Education and Culture (KEMENDIKBUD), the average exam results for biology in 2017 below graduation level and the value is 45.01. This is because of limited class hours. For this reason, new media is needed to help students deepen the lesson, in this case the media is game. Educational game is one of the media that can be used to provide education to players through interactive media. In its making, this game uses the MDA framework, which is to analyze game design by breaking it into three components, mechanical, dynamic and aesthetic. In previous paper, MDA was used to create educational games in the form of semaphore movements on kinect. So this study made an immune system educational game design with the result that MDA can be applied into the education game Sel Imun as needed based on a post-test conducted on 30 respondents in the category of gamers, non-gamers, non-gamers, and non-gamers non-gamer students with the result that each MDA component can be applied to the Sel Imun game that is obtained from testing the suitability of the game's final result with the pre-designed questionnaire with 82.69% result or into the suitable category. Keywords–– Educational Games, Learning, National Exam, Immune System, MDA.
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Heintz, Stephanie, and Effie L. C. Law. "Digital Educational Games." ACM Transactions on Computer-Human Interaction 25, no. 2 (April 26, 2018): 1–47. http://dx.doi.org/10.1145/3177881.

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Smith, D. R., and E. Munro. "Educational card games." Physics Education 44, no. 5 (August 26, 2009): 479–83. http://dx.doi.org/10.1088/0031-9120/44/5/004.

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Mill, Daniel, Priscila Andreoni Ribeiro, and Braian Veloso. "WRITING EDUCATIONAL GAMES." Conhecimento & Diversidade 15, no. 37 (June 19, 2023): 310–35. http://dx.doi.org/10.18316/rcd.v15i37.10909.

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This article explores the writing of educational games, outlining the key elements of games and their methodologies for selecting educational content. The aim is to consider how to write educational games, utilizing a literature review methodology. The instructional approaches, traditional and alternative, form a polarized narrative, leading to reflection on the best way to adapt educational games to the curriculum. The traditional approach teaches the elaboration of instructional objectives before the design of educational games. The alternative approach proposes a storytelling-based model for selecting instructional content. Stories are created by emotional conflicts and interests, using these conflicts to create a narrative of antagonists favors engagement and meaningful learning. Appropriate technical tools employed in the creation of educational games should always be studied, aiming at the efficiency of game design and the effectiveness of learning. The main conclusion of this work is that the traditional and alternative approaches are not antagonistic, and both can be integrated in the writing of educational digital games.
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Yaman, Havva, Şeyma Nur Bekar, Hakan Yildiz, Salih Koyun, and Sibel Er Nas. "Secondary School Students’ Cognitive Structures Regarding Educational Games." Science Education International 34, no. 1 (March 1, 2023): 15–24. http://dx.doi.org/10.33828/sei.v34.i1.2.

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To employ educational games in education as intended, it is required to show students’ cognitive structures for this concept. As a result, the purpose of this research was to reveal the cognitive structures of secondary school students regarding educational games. The research was a survey-based descriptive study. A total of 340 secondary school students were included for this research, which included fifth graders (n=80), sixth graders (n=95), seventh graders (n=69), and eighth graders (n=96). Simple random sampling was used to choose the participants. Data were gathered using the Word Association Test (WAT) and a drawing test. Six categories are used to organize the students' responses to the educational game's concept. ‘Individual gains,’ ‘lessons,’ ‘sports,’ ‘lesson tools/applications,’ ‘games,’ and ‘features of games’ were all of these. Four categories were used to categorize the drawings made by the students to represent the concept of educational games: ‘physical ability games,’ ‘intelligent and strategy games,’ ‘puzzle,’ and ‘mixed games.’ As a result of this research, it is possible to conclude that students’ cognitive structures for the concept of educational games include games played in classes, and educational games highlight the game aspect more. Besides that, there was little vocabulary diversity in their cognitive structures for the educational dimension. To enhance students' cognitive structures toward educational games, focus should be given to the instructional feature of educational games in research to be undertaken in the relevant field.
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Sillaots, M., and I. Maadvere. "Students designing educational games." EAI Endorsed Transactions on Game-Based Learning 1, no. 1 (March 20, 2013): e7. http://dx.doi.org/10.4108/trans.gbl.01-06.2013.e7.

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Noemí, Peña-Miguel, and Sedano Hoyuelos Máximo. "Educational Games for Learning." Universal Journal of Educational Research 2, no. 3 (March 2014): 230–38. http://dx.doi.org/10.13189/ujer.2014.020305.

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Münz, Ulrich, Peter Schumm, and Frank Allgöwer. "Educational Games in Control." IFAC Proceedings Volumes 41, no. 2 (2008): 12625–30. http://dx.doi.org/10.3182/20080706-5-kr-1001.02136.

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Flowers, Lamont A. "Testing educational digital games." Communications of the ACM 64, no. 9 (September 2021): 38–40. http://dx.doi.org/10.1145/3450758.

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Dissertations / Theses on the topic "Educational games"

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Gong, Haojue. "RESEARCH ON THE GAME MECHANISM OF EDUCATIONAL GAMES – THINK ABOUT HOW TO CHOOSE THE SUITABLE GAME MECHANISMS WHEN DESIGNING EDUCATIONAL GAMES." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20957.

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With the development of media technology and game evolution, games are endowed with multiple purposes and functions. Some scholars believe that the game is the supplement of the real world, which can affect the players' psychology and behaviour. Numerous studies show that games can make players accept challenges, overcome obstacles, arouse positive emotions and solve problems. Therefore, academia's research on games and related topics in learning has become increasingly popular. In response, different models have emerged to evaluate the design of active educational games.This research discusses how different game mechanisms affect players. Also, this study used a prototype game as output media to examine the impact of various game mechanisms on learning. The purpose of this study is to explore how to choose a more suitable game mechanism in the design of educational games. The research results include that some game mechanisms promote learning motivation and improve learning outcomes. At the same time, some game mechanisms have the risk of reducing learning motivation. Through these findings, the researcher of this study believes that educational games can bring positive influence and help to players' learning. However, how to choose a suitable game mechanism in the design of educational games is worthy of serious consideration for making design decisions.
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TODOR, ROBERTO. "TAXONOMY OF EDUCATIONAL GAMES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33669@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
As tecnologias da informação e comunicação (TICs) vêm avançando de forma continuada e se amalgamando à cultura de uma grande parcela da juventude mundial, inclusive a brasileira. Nessa pesquisa, citamos o processo pelo qual está passando os espaços de ensino-aprendizagem, do qual, aos poucos, estão acolhendo a demanda desse público-alvo, de jovens estudantes, que desejam estar conectados durante suas atividades escolares. Contudo, muitos games com suas habilidades e competências têm contribuído para o aprendizado e podem cumprir muitas tarefas, inclusive a de reaproximar estudantes que estejam desestimulados com o ensino do dia-a-dia. A sociedade, por sua vez, vem acompanhando esse processo e, nesse documento, apresentamos um histórico de como evoluímos com os games desde os arcades até chegarem aos celulares. Como consequência dessa evolução tecnológica, há uma profusão de títulos de games para os dispositivos móveis, muitos deles educativos, o que vem de encontro com a necessidade de crianças e jovens em idade escolar. Em seguida, apresentamos um estudo dos artifícios que fazem desses games tão atrativos a esse público. Com todo esse subsídio, a pesquisa propõe a formatação de uma taxonomia para games educativos, a fim de oferecer subsídios para que alunos, seus pais e professores tenham facilidade em identificar games que possam contribuir para o seu aprendizado.
Information and communication technologies have been consistently moving forward and impacting a segment of the youth population across cultures, including Brazil. In this research paper we examine the transformations occurring in the field of education, both from a teaching and a learning perspective. These two arenas have gradually been taking on current demands from their target audience, the youth, who desire to stay connected while performing their typical school work. As a result, many educational games emphasizing particular skills contribute to learning and can end up playing a number of roles, one of wich is to reengage demotivated students in their day to day learning activities. Meanwhile, society as a whole has been paralleling this transformation. This paper presents a history of the evolution of games, from the arcades to the latest cell phone platforms, and how the myriad of mobile educational games has been meeting the academic needs of school age children. We present a closer look at the tools and devices that make them so attractive to this particular age segment of the population. Our research proposes the implamentation of taxonomy exclusively of educational games, aiming to facilitate their identification of games that contribute to learning for students and their parents and teachers.
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COSTA, LEANDRO DEMENCIANO. "WHAT THE ENTERTAINMENT GAMES HAVE THAT THE EDUCATIONAL GAMES DO NOT HAVE: PRINCIPLES TO PROJECT EFFICIENT EDUCATIONAL GAMES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11728@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Determinar a diversão e o entretenimento como prioridades de projeto de um jogo com finalidade pedagógica parecia um tanto incoerente. Mas esta decisão nasceu da percepção de que jogos de entretenimento, que divertem e entretêm seus jogadores, funcionam muito bem em ambientes de ensino e aprendizagem - isto é notável no RPG e no Xadrez, por exemplo. Deste desafio, nasceu um jogo com fim pedagógico - A Dama da Música - que se mostrou mais efetivo que muitos jogos projetados com este objetivo. Isto confirmou a percepção inicial e reforçou uma hipótese a respeito dela, motivando a pesquisa desenvolvida na presente dissertação. Apoiando-se fundamentalmente na ótica estruturalista da Gestalt, com Max Wertheimer e Kurt Lewin, e com o respaldo de Jean Piaget, iniciou-se uma investigação sobre casos onde a aplicação de jogos de entretenimento para fins pedagógicos produziu resultados muito acima da média dos jogos projetados com este objetivo. Guiada pela pergunta: O que os jogos de entretenimento têm que os jogos com fins pedagógicos não têm? a pesquisa desenvolveu-se por meio do estudo detalhado de jogos existentes no mercado que têm fins pedagógicos declarados. Realizou-se, também, uma análise do projeto A Dama da Música com a finalidade de compreender o método projetual realizado.
Determining fun and entertainment as priorities of a educational game project was a little bit incoherent. However, this decision has its source in the well function perception of the entertainment games, which give its players amusement and entertainment, in an educational environment - it can be realized in RPG games and Chess, for example. This challenge resulted in a educational game - A Dama da Música - which is more effective than many other games with the same purpose. This fact confirmed the initial perception and reinforced a hypothesis about it, motivating the research that is developed in this paper. Based on the Gestalt structuralist view, defended by Max Wertheimer and Kurt Lewin, and according to Jean Piaget`s endorsement, an investigation about the cases where the use of entertainment games for pedagogical purposes produced results much better than the average produced by the games projected to this objective was started. Guided by the question: What the entertainment games have that the educational games do not have?, the research was developed through a detailed study of the games that have pedagogical purposes. An analysis of the project A Dama da Música was also developed in order to understand the method used on its project.
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Tollefsrud, John Ola. "The Educational Game Editor : The Design of a Program for Making Educational Computer Games." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9284.

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This report is about computer game based learning, how to make a program for making educational games, the possibilities to use a hypermedia structure for storage of the data in an educational game, and different learning theories related to computer game based learning. The first part is about the different learning theories behaviourism, cognitivism, constructivism, socio-constructivism, and situated learning. The different theories are related to learning games, and a classification of game based learning is also given. Hypermedia is a smart and efficient way of organizing data, and is a relevant solution for use in education and games. The relationship between data, information and wisdom is central, and how the hypermedia base is constructed and different information structures are described. The advantages and limitations of use of hypermedia in education are discussed, and examples of use, as in OPSYS and the Mobile instruction system, are given. There exist some computer games for use in higher education, and some of them are described. To make a good educational, many certain requirements have to be fulfilled both aspects in game design and learning aspects. The main part of the report is about the Educational Game Editor. The idea is to design a program for making computer games for use in education. Before the design, the Software Requirements Specification is presented, containing functional and quality requirements, and scenarios to exemplify the requirements. The conceptual design of the program gives an overall description and describes the phases of creating a game and the elements the game consists of: file management, object management, Library, and Tools. The main architectural drivers are usability and availability. The program must be easy to use and be stable and not crash. An example of making a simple game about the history of Trondheim explains how to use the program in steps, and gives a good guide for the users to make their own game.

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Heintz, Stephanie Alexandra. "Digital educational games : methodologies for evaluating the impact of game type." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37613.

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The main research question addressed in this thesis is how the choice of game type influences the success of digital educational games (DEG), where success is defined as significant knowledge gain in combination with positive player experience. Games differ in type if they differ at least by one game feature. As a first step we identified a comprehensive set of unique game features, summarised in the Game Elements-Attributes Model (GEAM), where elements are the defining components that all games share (e.g. Challenges) and attributes are their possible implementation (e.g. time pressure). To deepen the understanding of relationships amongst game features, we conducted a survey based on the GEAM and received 321 responses. Using hierarchical clustering, we grouped 67 games, selected by the survey respondents, in terms of similarity and mapped the identified clusters on a 2D space to visualise their difference in distance from each other. On the resulting Game Genre Map, five main areas were detected, which proved to conform mostly to a selection of existing game genres. By specifying their GEAM attributes, we redefined these genres: Mini-game, Action, Adventure, Resource, and Role-play. Based on the aforementioned groundwork, two empirical studies were conducted. Study 1 compared three DEGs of the Mini-game genre, differing in a single GEAM attribute - time pressure vs. puzzle solving and abstract vs. realistic graphics. Study 2 compared DEGs of different genres which vary in the implementation of several GEAM attributes. For both studies, statistically significant differences were found in learning outcome, for Study 2 also in the player experience dimensions: Flow, Tension, Challenge, and Negative Affect. However, the influences of the covariates - learning and play preconditions, learning style, and personality traits - were not confirmed. Further research based on the methodological frameworks developed is needed.
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Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/9239.

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Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this field does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The first and primary part of the thesis was to find and provide detailed information on as many of the existing educational games that teach Computer Science as possible. An extensive search was performed, and 41 games were found. From these it can be seen that while a few topics, mainly binary and introductory programming concepts, have sufficient coverage, most topics in Computer Science have barely been touched. Of the games for teaching Computer Science that were found, most were available online, at no cost, and only required a short time investment to play. The second part of the thesis focuses on growing the number of games that could be used for teaching Computer Science. This is achieved by providing guidelines on producing new work, and an example game is produced to test the guidelines.
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Benkar, Rohan Sudhir. "Configurable Persuasive Games." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373323538.

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Erickson, Darald Eugene. "The games teachers play: Students' opinions of educational games in the secondary classroom." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1650.

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After systematically using educational games in three secondary English classes over a one-year period, this project documents the effectiveness of games by analyzing students' opinions. Surveys were used to determine the perceptions of 150 students about the actual games used in their classes. Some examples of effective games are also given.
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Carr, John. "Educational games to engage the un-engageable." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13329/.

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Behavioural, emotional and social difficulties in school-aged children are a significant problem in the UK. Such children represent a difficult challenge for educational institutions. Teachers and experts have said that these children find it almost impossible to stay on task in educational activities for more than a trivial amount of time. Interest in computer games as a medium for learning and other non-entertainment purposes has risen significantly in recent years, in part because they can provide an engaging experience to motivate users. This makes the medium an attractive tool for this demographic. There are many problems however facing designers who would attempt to integrate educational content into a game platform. The issue of effective integration between game and education has long been a problematic issue affecting educational game development. Gameplay aspects can often be overlooked in academic projects. Good educational games should integrate the learning content and game experience, this is something that is particularly difficult to achieve effectively. This thesis details a study to design educational games to aid behavioural emotional and social learning. The methodology attempts to blend good game design principles with educational content in such a way that users can be engaged with both the activity and the educational concepts contained within. Two trials were undertaken in schools with participants suffering from a range of severe behavioural emotional or social problems. The results provide evidence suggesting that, if educational gameplay is achieved, these children can be engaged, not only with the game as an activity, but with the educational content on which it is based. The implications are then explored and the potential of educational gameplay evaluated in context of the wider industry of educational and serious games. While this method of integrating educational content within game platforms is effective, it is difficult to achieve, in many subject areas, perhaps prohibitively so.
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Che, Pee Naim. "Computer games use in an educational system." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12297/.

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Teaching a subject which involves a long process and inter-related problems can sometimes be difficult through conventional classroom activities. This is particularly difficult at the UK Key Stage 3 (13-14 years) where students are only beginning to understand the processes of reason. Often what the teacher would like to encourage is group discussion but for many reasons, young students may be reluctant to put forward ideas in a conventional classroom setting. An area where this becomes less of a problem is once they get involved in playing a game together. In addition to this certain subjects are difficult to teach because they involve complex interactions that are largely outside the general knowledge of young students. An example of this is the issue of human contributions to climate change. The subject is one of recent heated debate, much of which involves complex arguments on the relationship between the natural contribution to climate variation and those produced by human beings. In the work reported here a computer game has been developed which tries to incorporate the various processes involved in a realistic way. In principle this game can be used individually. However, it also provides the opportunity for generating group discussion and reasoning processes. The game which has been developed uses a non-player character which is controlled by the teacher. The game is played in a networked environment with a number of teams of two players each trying to provide solutions to a complex climate issue. The non player character is able to monitor the performance of the different teams and provide feedback that will be of a more realistic/less predictable nature. This thesis addresses the design and the implementation of the game as a tool for teaching and learning purposes for learning about the human contribution to climate change. Three experiments have been done using this computer game to investigate the effectiveness of game-based learning towards tackling these issues. The first two studies were carried out in the UK while the third study was carried out in Malaysia to investigate educational cultural background. The initial study involved two groups of Key Stage 3 children in a Geography class. The study was undertaken in the normal teaching sequence. The children were divided into pairs during game-play and each session lasted about one hour. The behaviour of the whole group and individual teams was monitored throughout the game-play. Analysis of this shows that the game not only allowed the students to investigate the science but also to communicate with each other during the process. Overall, it is felt that by introducing an environment with which they were sufficiently familiar (playing a game together) the normal inhibitions to communication were removed. The control based experiment reinforced these findings.
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Books on the topic "Educational games"

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Foundation, Atma Vidya Educational, ed. Educational board games. London: Sangam Books, 1997.

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Oskretkov, Vladimir, Evgeniy Ceymah, and Svetlana Maslikova. General surgery. Educational games. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1898402.

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The textbook is presented in the form of educational games simulating various clinical situations that need to be resolved by a medical university student studying the subject of "General Surgery". Commenting on all the student's actions, both right and wrong, allows a deeper understanding of their consequences for the patient. The result of each chapter is a statement of the principles that must be followed when using theoretical knowledge in medical practice. It is intended for active self-preparation of students for practical classes using the knowledge provided by the federal state educational standards of higher education of the latest generation in general surgery, normal anatomy, normal and pathological physiology, propaedeutics of internal diseases. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of medical, pediatric, preventive medicine and dental faculties.
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Smith, Cynthia. Games: An educational tool. Portsmouth (55 Athena Ave., Crookhorn, Portsmouth, PO7 8AN): C.Smith, 1988.

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Goldberg, Sally. Growing with games: Making your own educational games. Ann Arbor: University of Michigan Press, 1985.

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Goddard, Sally. Games that work. Edmonton: Reidmore Books, 1995.

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Patty, McCloskey, ed. Holiday games. Dana Point, CA: Edupress, 1990.

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Frej, Edvardsen, and Kulle Halsten, eds. Educational games: Design, learning, and applications. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Miniard, Linda. Games that teach. [Nashville, Tenn.?]: Convention Press, 1993.

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Schrier, Karen. Learning, education and games. [Pittsburgh, PA]: ETC Press, 2014.

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Gibson, Ray. Learning games. [Tulsa, OK]: [Edc publ.], 1993.

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Book chapters on the topic "Educational games"

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Grace, Lindsay. "Educational Games." In Doing Things with Games, 65–82. First edition. | Boca Raton, FL : CRC Press/Taylor & Francis Group, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429429880-4.

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Topping, Keith J. "Educational Games." In Improving Thinking in the Classroom, 196–206. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003402183-17.

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Hoblitz, Anna. "Serious Games und Educational Games." In Spielend Lernen im Flow, 13–56. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-11376-6_2.

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Al-Worafi, Yaser. "Educational Games in Pharmacy Education." In A Guide to Online Pharmacy Education, 265–72. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003230458-42.

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Hamdaoui, Nabila, Mohammed Khalidi Idrissi, and Samir Bennani. "Adaptive Educational Games Using Game Metrics." In Proceedings of the Third International Afro-European Conference for Industrial Advancement — AECIA 2016, 198–208. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60834-1_21.

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Söbke, Heinrich, and Jörg Londong. "Educational Opportunities of a Social Network Game." In Serious Games, 63–76. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19126-3_6.

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Kalmpourtzis, George. "Pedagogy and Games." In Educational Game Design Fundamentals, 79–112. Boca Raton, FL : CRC Press, 2018.: A K Peters/CRC Press, 2018. http://dx.doi.org/10.1201/9781315208794-3.

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Brom, Cyril, and Vit Sisler. "Designing Educational Computer Games." In Encyclopedia of the Sciences of Learning, 931–34. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_985.

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Annetta, Leonard A., Richard Lamb, and Marcus Stone. "Assessing Serious Educational Games." In Serious Educational Game Assessment, 75–93. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-329-7_5.

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Leung, Clement, Yuanxi Li, Jiming Liu, and Alfredo Milani. "Community Adaptive Educational Games." In Lecture Notes in Computer Science, 45–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20539-2_6.

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Conference papers on the topic "Educational games"

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Dos Santos, Wilk Oliveira, and Clovis Gomes Da Silva Junior. "Challenges of Games Virtualization Applied to Educational." In V Workshop de Desafios da Computação aplicada à Educação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/desafie.2016.9160.

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Game Virtualization is a process of digital versions creation for traditional/physical games. In education, this process aims to create digital versions for traditional/ physical educational games, keeping psychological and pedagogical concepts from traditional version, as well as associate these concepts to contemporary game design elements. In this sense, this paper presents five challenges for Game Virtualization Applied to Educational Games: (i) design of methodologies for educational games virtualization, (i.i) design of methodologies for educational game evaluation, (i.ii) recommendation of resources for Educational Games Virtualization, (ii) multidisciplinary of Educational Games Virtualization, and (iii) professional training to Educational Games Virtualization.
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Cirnu, Carmen elena, Zlatko Nedelko, Ioana andreea Stefan, Antoniu Stefan, and Daniela Militaru. "THE EDUCATIONAL POTENTIAL OF COMMERCIAL COMPUTER GAMES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-143.

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The advances in information and communication technologies have generated a radical shift in the experiences and interests of the twenty-first century learners. The new digital technologies embedded in people’s daily life along with the massive adoption of computer games has created a diversity of new needs and preferences that has extended to reach the educational environment. The integration of computer games into the educational process has emerged as a necessity, as well as a challenging opportunity for many teachers. While researches reveal the multiple benefits that the use of computer games bring to education in terms of skills development, increased motivation and collaborative capacity, evaluation, decision-making, game development and implementation is not an easy endeavour. Moreover, many teachers are not fully aware of the pedagogical uses and benefits of computer games. Under this premises, the authors advance commercial computer games as a valid, cost-efficient alternative for teachers that wish to experiment the potential of using games in education, and present the results of a case study that investigates potential uses of commercial computer games in education. The purpose of this paper is to inform educators on factors that could contribute to the adoption of computer games within educational environments. The paper analyses how commercial computer games can genuinely add value to education, and explores the main strength and weaknesses of employing commercial computer games for educational purposes. The results have indicated that commercial computer games represent an alternative solution for game-based learning and it can be employed successfully within specific learning processes.
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Gheorghe, Ancuta florentina, Monica Crintescu, Carmen elena Cirnu, Daniel Beligan, Ioana andreea Stefan, and Antoniu Stefan. "PROTOTYPING DIGITAL EDUCATIONAL GAMES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-044.

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Games are types of media that engage players in structured conflicts, based on sets of rules, which enable players to reach game goals, and obtain the corresponding reward mechanisms. As games are dynamic systems, they have a level of uncertainty that results in unequal outcomes depending on the player strategy. Creating long-term engagement in games is a challenge and building up motivation becomes even a more critical issue when prototyping Digital Educational Games (DEGs) that should seamlessly integrate specific learning objectives the players should reach by playing the game. There is no perfect blend of formal, dramatic, and dynamic elements that should be part of a DEG. Therefore, designers are challenged to employ their knowledge and creativity to construct captivating and fun experiences that expose learners to consistent sets of stimuli to guide and hide the learning flows. How can learning be made more effective through DEGs? How can DEGs be prototyped to exploit games’ capabilities to engage players? How can learning objectives be met without compromising the engagement? How should rewards mechanisms and assessment metrics be defined? The authors address these questions and present a prototype of Tingo, a DEG constructed to support foreign language learning. The game integrates a multilingual dictionary and provides user-friendly customization mechanisms that enable teachers to reuse the game structure and adapt the content to teach new languages. The paper integrates a case study that describes key game mechanics and workflows that support the learning experience. The work presented herein is funded by Unitatea Executiva pentru Finantarea Invatamantului Superior, a Cercetarii, Dezvoltarii si Inovarii (UEFISCDI Contract no. 19/2014).
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Beligan, Daniel, and Dragos Barbieru. "CASE STUDY REGARDING THE ASSESSMENT OF EDUCATIONAL GAMES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-041.

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An educational game is an active learning method that uses pedagogical elements integrated in the game mechanics with the aim to lead the user from an initial level to a higher level, meaning to accumulate knowledge or skills. The main characteristics of educational games are their training or education objectives. The evaluation of educational games is a difficult process, because it cannot be determined clearly and quantitatively the influence of various parameters involved in the process. On the other hand, an important indicator in evaluating serious games is the experience gained by players in different stages of interaction between them and the context of the game. In this regard, we can consider the following directions: usability represented by player experiences related to online environment characteristics and the utility that meets the player’s needs for training and education. Usually, the educational games are focused on a specific thematic and are directed to a specific group of people, therefore the learning objectives will be specific. From a logical necessity, the methods to evaluate the educational games will be also specific. Depending on the context, some methods could offer relevant data of evaluative process or may be means of collecting and processing information, cooperation and social communication. By targeting different elements, not all offer the same information about the learning process, each of them having advantages and disadvantages. This paper intends to have a direct approach regarding the evaluation and analyze of educational games in terms of desired operational objectives to be achieved by players.
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Stefan, Antoniu, Ioana andreea Stefan, Jannicke Baalsrud hauge, and Sylvester Arnab. "APPROACHING ASSESSMENT IN EDUCATIONAL GAMES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-070.

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The use of games in education necessitates investigations on how to successfully transpose learning objectives and evaluation metrics into game settings, how to effectively assess player performance in the game, and also on how to overcome technical issues associated with the integration of Digital Educational Games (DEG) and Learning Management Systems (LMS). According to Bloom's taxonomy, revised by Anderson in 2001, which is used to develop learning objectives, there are six categories in the cognitive process dimension that should be considered: remember, understand, apply, analyse, evaluate and create. To construct DEGs that assess player's performance in connection with these categories constitute a challenge. Digital games are in essence complex artefacts, whose design and development require extensive efforts both from pedagogical and technical points of view. While methods common to an assessment content are core to many DEGs (rewards, levels, leader boards), creating game assessment mechanisms that are motivating and even disruptive from traditional evaluation methods, and yet can be integrated into formal evaluation processes is still subject to research. This paper examines the design and development of assessment mechanisms for a language learning game, with the purpose of identifying how various assessment mechanisms can be applied in game contexts. The authors also discuss technical issues associated with interconnecting games and LMSs, exploring the possibility to automatically upload assessment criteria into the game and integrate game assessment reports into the LMS. This approach targets to implement a new level of flexibility in game development processes, enabling tutors to customize the assessment mechanisms within the game.
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Moshirnia, Andrew. "The Educational Potential of Modified Video Games." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3130.

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As the popularity of video game playing has increased, educators have sought to co-opt video games as an instructional tool. However, educational games have made little impact in either the commercial market place or the average game player’s home library. The modification, or modding, of video games using in-game editors may be used by instructors to introduce educational content to professionally designed video games. This paper examines the effectiveness of a modified video game, Civilization IV, in improving the comprehension and retention of historical knowledge of 10th, 11th, and 12th grade students. Students exposed to the modified video game significantly improved their immediate recall of knowledge level history items. Students expressed interest in future educational game playing and felt that they had a better understanding of application level history items. While these results are encouraging, the small sample size of this experiment prevents generalization and necessitates further study.
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"Increasing Intrinsic Motivation of Programming Students: Towards Fix and Play Educational Games." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3996.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this research is to investigate the effectiveness of educational games on learning computer programming. In particular, we are focusing on examining whether allowing the players to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. Background: Traditionally, learning computer programming is considered challenging. Educational games can be used as a tool to motivate students to learn challenging subjects such as programming. Young students are fond of playing digital games. Moreover, they are also interested in creating game applications. Methodology: We created a prototype for a casual game to teach the fundamentals of conditional structures. Casual games, compared to other genres, are easy to learn and play. A number of errors were intentionally included in the game at different stages. Whenever an error is encountered, students have to stop the game and fix the bug before proceeding. In order to fix a bug, a student should understand the underlying program of the game. In this strategy, we believe that the self-esteem of the students will be built as they fix the bugs. This in turn will intrinsically motivate the students to actively engage in learning while playing. Contribution: Learning first programming language is considered very challenging. This research, investigates a novel approach to teach programming using educational games. Findings: A pilot study was conducted using the prototype to evaluate our claim. The outcome of the evaluation is encouraging. Allowing the gamers, who use educational games for learning programming, to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. This paper will describe the problem statement, research methodologies, preliminary results, and future directions of the research. Recommendations for Practitioners: Creating industry level educational games to teach programming will be beneficial to the society. Recommendation for Researchers: Learning first computer programming language is considered challenging. This research investigates a novel approach to teach programming. we focused on examining whether allowing the players to manipulate the underlying code of the educational game will increase the intrinsic motivation of the programming students. We used casual games for investigation. This research may be extended for other genres. Comparing this approach with other approaches such as Algorithm Animation techniques will be another potential research topic. Impact on Society: Today, digital technology plays a key role in our daily lives. Even the kids’ toys are becoming more and more digital and some of which are programmable. The future generations of students should be able to use digital technologies proficiently. In addition, they should also be able to understand and modify the underlying computer programs. Nevertheless, learning computer programming is considered challenging, and beginning students are easily frustrated and become bored. This research investigate a novel approach to alleviate this disenchantment. Future Research: In future, different types of casual games will be developed to learn different topics in computer programming, and a full scale evaluation (including objective evaluation using game scores) will be conducted. This research will follow the principles outlined in the US Department of Education’s Common Guidelines for Education and Research The reliability of the questionnaire will be measured using Cronbach’s alpha. One-way MANOVA will analyze the efficacy of the proposed intervention on the students’ performance, and their intrinsic motivation and flow experience. The sample sizes may be different. A priori analysis will be conducted to verify existence of multivariate outliers, normality condition, and homogeneity of covariance. Power and Effect size analysis will be reported
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Fisch, Shalom M. "Making educational computer games "educational"." In Proceeding of the 2005 conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1109540.1109548.

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Omar, Nurul Nisa, Lim Yan Peng, and Tengku Putri Norishah. "Educational online games." In ACE 2015: 12th International Conference on Advances in Computer Entertainment Technology. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2832932.2832973.

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Hammedi, Sanda, Fathi Essalmi, Mohamed Jemni, and Alaa A. Qaffas. "An investigation of AI in games: educational intelligent games vs non-educational games." In 2020 International Multi-Conference on: “Organization of Knowledge and Advanced Technologies” (OCTA). IEEE, 2020. http://dx.doi.org/10.1109/octa49274.2020.9151738.

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Reports on the topic "Educational games"

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Jane Hornickel, Jane Hornickel. Educational computer games: How long do benefits last? Experiment, June 2014. http://dx.doi.org/10.18258/2780.

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Devreese, Margaux. COMTOG Report on “Path Out”. European Center for Populism Studies (ECPS), May 2023. http://dx.doi.org/10.55271/rp0039.

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Path Out is successful at teaching people about the realities of conflict due to its well-researched background, appealing art direction, authentic storytelling and exploration opportunities. When the game is introduced in an educational environment, it gains new players, and the teachers are able to provide a framework for understanding the student’s player experience. However, despite the classroom context expanding Path Out’s potential, similar nuanced and thoughtful games about conflict, such as the other games featured in the COMTOG project, do not have access to these educational environments.
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Tusor, Anita. COMTOG Report on “The Light in the Darkness”. European Center for Populism Studies (ECPS), April 2023. http://dx.doi.org/10.55271/rp0038.

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Video games can be used to counter extremist ideologies by highlighting the dangers of hate speech and promoting tolerance and understanding. This can be done through educational games and by incorporating messages of inclusivity and diversity into the gameplay and storyline. Holocaust education through video games make people to learn about the events of the Holocaust more interactively and engagingly. It allows players to experience the stories of individuals who lived through the Holocaust, better understand its impact on the world and make connections to present-day political events, and understand what democracy is and why it is crucial to protect it.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Fedorenko, Elena G., Nataliia V. Kaidan, Vladyslav Ye Velychko, and Vladimir N. Soloviev. Gamification when studying logical operators on the Minecraft EDU platform. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4624.

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Use of visual methods plays a significant role in learning. ICT allow us to create electronic educational resources in a new format and with new opportunities. The study of their didactic possibilities, forms and methods of their application is a topical issue. Simulation, virtualization, gamification requires new knowledge about their application, and therefore, the problem of training future teachers to use them is an urgent and important part of training. In this article modern achievements in the use of serious games in education were investigated and analyzed, the possibilities of using virtual worlds in education were considered, the recommendations for the practical training of future teachers to use them were developed. In practice, the effectiveness of the use of virtual tools in education has been tested. A pedagogical experiment has been launched to identify the effectiveness of gamification in the realities of education in Ukraine.
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Ismailova, L. Yu, O. O. Zhuravleva, O. I. Bazhenova, V. S. Zaytsev, and I. O. Sleptsov. educational computer game "family meeting" (version 1.0). SIB-Expertise, July 2022. http://dx.doi.org/10.12731/er0578.04072022.

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COMPUTER LEARNING GAME DESIGNED TO STUDY FAMILY LAW. THE GAME ALLOWS IN AN INTERACTIVE MODE TO TEST YOUR STRENGTH IN SOLVING A LARGE NUMBER OF THEORETICAL AND PRACTICAL QUESTIONS. THE STUDENT CAN WORK OUT NEW TOPICS BY USING THE GAME’S EXPLANATIONS AND REFERENCES TO NORMATIVE ACTS SO CHECK YOUR UPTAKE. THE GAME CHARACTERS AND THEIR EXPRESSIONS MOTIVATE THE PLAYER TO CAREFULLY WORK WITH THE OBJECT AND THE OBJECT OF THE GAME AND TO WORK ON THESE TOPICS INDEPENDENTLY. THE CONTENT OF THE GAME IS IN ACCORDANCE WITH THE STATE STANDARD PROGRAM OF "JURISPRUDENCE". THE MAIN OBJECTIVE OF THE GAME. THE GAME "THE MEETING" CAN BE USEFUL FOR LAW STUDENTS AND FACULTIES, PRACTISING LAWYERS AND ANYONE WISHING TO IMPROVE THEIR QUALIFICATIONS IN THE FIELD OF FAMILY LAW.
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Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Possibilities of application of augmented reality in different branches of education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3756.

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Augmented reality has a great impact on the student in the presentation of educational material: objects of augmented reality affect the development of facial expressions, attention, stimulate thinking, and increase the level of understanding of information. Its implementation in various spheres has indisputable advantages: realism, clarity, application in many industries, information completeness and interactivity. That is why the study presents the possibilities of using augmented reality in the study of mathematics, anatomy, physics, chemistry, architecture, as well as in other fields. The comparison of domestic and foreign proposals for augmented reality is presented. The use of augmented reality in various fields (technology, entertainment, science and medicine, education, games, etc.) should be well thought out and pedagogically appropriate. That is why in the future it is planned to conduct research on the feasibility of using augmented reality and to develop elements of augmented reality accordingly.
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