Journal articles: '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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Song, Chiann‐Ru. "Educational games with blogs." Online Information Review 32, no. 5 (September 26, 2008): 557–73. http://dx.doi.org/10.1108/14684520810913963.

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Mozelius, Peter. "Game-construction students experiences of educational games - gaming outcomes and learning outcomes." International Journal of Information and Communication Technologies in Education 7, no. 2 (October 1, 2018): 5–16. http://dx.doi.org/10.1515/ijicte-2018-0005.

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Abstract Game-based learning has been a rapidly expanding field in the 21th century, with research reports praising the motivational effects and learning outcomes of games. At the same time there have been doubts on the learning outcomes of even the most seriously designed learning games. The generation that today enrols for university programmes is in general a gaming generation, and game construction students are often so called hard core gamers. What are the game construction students’ experiences of educational games, and what are their perceived learning outcomes? This study is based on student essays on gaming habits and game-based learning outcomes, written by students taking a course on game-based learning. Essays from four course batches have been thematically analysed to answer the two research questions. Findings show that students have a rich experience of various kinds of games, but that they do not make any clear distinction between games developed for educational purposes, and other games. Students also perceive that there are cognitive, behavioural as well as affective learning outcomes from both standard entertainment games, and more serious learning games.

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Jung, Mi-A., and Hyung-Won Jung. "Analysis of Educational Elements of Educational Online Games - Focused on Real Farm Games -." Journal of the Korea Entertainment Industry Association 14, no. 3 (April 30, 2020): 173–80. http://dx.doi.org/10.21184/jkeia.2020.4.14.3.173.

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Georgieva-Tsaneva, Galya. "Application of Serious Educational Games in the Educational Process in Bulgaria." Innovative STEM Education 2, no. 1 (August 10, 2020): 92–97. http://dx.doi.org/10.55630/stem.2020.0212.

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The paper presents concepts for serious educational games and their use in the educational process. The entry of serious games in Bulgaria is in its initial stages, but it has already begun. One preferred educational game suitable for testing the knowledge used in our country is Kahoot. The use of humanoid robots for training purposes is considered. Students' opinions on the use of serious games and virtual learning are presented.

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MacLean, Graham. "One Way to Create Educational Games." International Journal of Role-Playing, no. 6 (December 2, 2016): 51–54. http://dx.doi.org/10.33063/ijrp.vi6.247.

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Improv games, which are used to train actors in how to do improvisational theatre, may be used to train other professions as well. The games assist in the development of simple skills and also give context for the skills’ use. The director chooses a series of these quick and simple games, tailoring the games to the already existing skills of the students. The skills built through the games may assist with further exercises, which may vary widely depending on the field in which they are taught. Instructions on how to create improv games, and hazards to avoid, are also included, should a teacher or director decide to create some games.

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Rankin, John R., Sandra Sampayo Vargas, and Paul F. Taylor. "Testing Metaphorical Educational FPS Games." International Journal of Computer Games Technology 2009 (2009): 1–5. http://dx.doi.org/10.1155/2009/456763.

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It is widely recognized that there is value in making use of modern Games Technology in Serious Games for educational purposes in the classroom and yet tools that enable teachers to construct such Educational Serious Games (ESGs) with minimal programming, artistic, or GT skills are not yet widely available. In this paper we investigate the feasibility of employing the FPS game genre for teaching purposes in the classroom. This is done by starting with a typical FPS game and constructing metaphorical correspondences with the desired ESG category. This mapping highlights the mentality level of FPS games and what it would take to modify them towards the level for real knowledge acquisition as in ESGs. By changing the game world rules to correspond with a classroom study area, we create a metaphorical educational FPS game. In this paper we describe two metaphorical educational FPS games and report on preliminary testing of their use in education. If testing of these metaphorical educational FPS games indicates that they would be beneficial in school classes then we intend to pursue the design of software tools and tutorials to enable teachers to develop their own metaphorical educational FPS games in two months or less.

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Jukić, Dinko. "Educational Values in Digital Games." Media Literacy and Academic Research 2, no. 6 (2023): 157–76. http://dx.doi.org/10.34135/mlar-23-02-09.

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The aim of the study is to research, analyse and explain the media values and educational values of digital games. The work is based on the philosophy of education according to Vuk-Pavlović and the semiotics of the media according to Barthes’ theory. The aspect of media pedagogy towards digital media is discussed, especially the context of adventures and interactive drama. It answers the question of what the hidden meanings of digital games are. The author starts from the hypothesis that digital games users receive media messages on a semiotic level, and by deconstructing symbols, educational values and media meanings are revealed. The context of media literacy was observed from the aspect of understanding the symbols of digital games in accordance with media competencies. Since digital games reflect social reality, at least in the context of messages, attitudes and values, media competences represent the ability to understand and compare cultural and media literacy. In this sense, digital games have a specific aesthetic, ideological, pedagogical, and symbolic impact on users, which results from the critical thinking of society. Kellner’s theory of media culture will help us to understand the reasons why certain content, symbols and myths become popular and to raise awareness of the social environment of media culture from which digital games emerge. The research results of this study confirm that the observed digital games have educational values and that media meanings are deconstructed through semiotic analysis. This is especially true of the archetypal roles of parents and guardians.

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Minovic, Miroslav, Velimir Štavljanin, and Miloš Milovanovic. "Educational Games and IT Professionals." International Journal of Human Capital and Information Technology Professionals 3, no. 4 (October 2012): 25–38. http://dx.doi.org/10.4018/jhcitp.2012100103.

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In this paper the authors will give a perspective on educational games application in the field of IT. Main topic of this research will be capacity for applying modern information technologies for developing game-based learning platform. During analysis, they found that more research is needed in order to improve application of games in education of IT professionals. At first place, researches should cover listed problems: how to design educative games in order to achieve better learning effects; how to develop software tools to automate educative game development process; and establish methods and techniques for knowledge and skills assessment utilizing educative games.

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Escudeiro, P. M., N. F. Escudeiro, R. M. Reis, A. Barata, and R. Vieira. "Quality Criteria for Educational Games." EAI Endorsed Transactions on Game-Based Learning 1, no. 1 (March 20, 2013): e3. http://dx.doi.org/10.4108/trans.gbl.01-06.2013.e3.

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Linek, Stephanie B., Birgit Marte, and Dietrich Albert. "Background Music in Educational Games." International Journal of Game-Based Learning 1, no. 3 (July 2011): 53–64. http://dx.doi.org/10.4018/ijgbl.2011070104.

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Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the flow experience of players. However, from a pure cognitive perspective on instructional design, background music could also be considered to be redundant information, which distracts from learning. The presented study investigated the influence of background music (present vs. not present) within an educational adventure game on motivational (intrinsic motivation, experienced flow) and cognitive variables (cognitive load, learning success). The results suggest a high motivational potential of background music. However, neither positive nor negative effects on learning were detected. Thus, background music can be considered as a motivating design element of educational games without negative side-effects on learning.

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Druz, Yu M. "TYPES OF EDUCATIONAL BUSINESS GAMES." Educational Dimension 1 (May 19, 2022): 21–32. http://dx.doi.org/10.31812/educdim.5004.

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The article describes different types of business-like games, divided in accordance with their didactic purposes. The author gives the analyses of the mentioned types of games and shows in details the methods of acting at different stages of teaching and training o f new material, throws student’s and teacher's role in them, gives the criteria of an estimation of game’s results and turns readeґs attention to the methods of stimulation of activities of all participants. The content and the structure of games are determined in accordance with didactic aims of the lessons, but all the games are oriented on the future professional activity of students and at the same time they are completely answered the training course.

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Allery, Lynne A. "Educational games and structured experiences." Medical Teacher 26, no. 6 (September 2004): 504–5. http://dx.doi.org/10.1080/01421590412331285423.

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Ozcan, A. "Educational Games for Malaria Diagnosis." Science Translational Medicine 6, no. 233 (April 23, 2014): 233ed9. http://dx.doi.org/10.1126/scitranslmed.3009172.

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Paiva, Ana C. R., Nuno H. Flores, André G. Barbosa, and Tânia P. B. Ribeiro. "iLearnTest – Framework for Educational Games." Procedia - Social and Behavioral Sciences 228 (July 2016): 443–48. http://dx.doi.org/10.1016/j.sbspro.2016.07.068.

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Allery, Lynne. "Make use of educational games." Education for Primary Care 25, no. 1 (January 2014): 65–66. http://dx.doi.org/10.1080/14739879.2014.11494245.

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Minovic, Miroslav, Milos Milovanovic, Dusan Starcevic, and Mladan Jovanovic. "Learning objects in educational games." International Journal of Technology Enhanced Learning 2, no. 4 (2010): 336. http://dx.doi.org/10.1504/ijtel.2010.035736.

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Manolova, Rositsa, and Veneta Stoyanova. "DIGITAL EDUCATIONAL GAMES IN KINDERGARTEN." Education and Technologies Journal 13, no. 2 (August 1, 2022): 307–10. http://dx.doi.org/10.26883/2010.222.4314.

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This article presents the activities of teachers from IV age group „Slanchitse“ in kindergarten „Edinstvo Tvorchestvo Krasota“ Vratsa under the National Program „We succeed together“ Module 2, „Innovative Kindergarten“. It presents good practices for the use of digital resources in teaching „Bulgarian language and Literature“. The creation and active inclusion of digital educational games and ICT tools contributes to the optimization of the educational process, stimulates children’s potential and provokes interest in learning, to enhance their digital skills and improve Bulgarian language skills. The use of digital games in education contributes to the acquiring the literary Bulgarian language and the readiness for school. Working in small groups engages children’s attention, develops speech and leads to recognizing and identifying their own and others’ emotions.

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Kwon, Jungmin. "Educational Games and Bloom’s Taxonomy." Journal of Korea Game Society 22, no. 6 (December 31, 2022): 33–42. http://dx.doi.org/10.7583/jkgs.2022.22.6.33.

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GLOBA, Angela, and Ala GASNAŞ. "Educational values of digital games." Acta et commentationes: Științe ale Educației 32, no. 2 (June 2023): 7–19. http://dx.doi.org/10.36120/2587-3636.v32i2.7-19.

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Digital Game - Based Learning is inevitable and is based on two big concepts: (1) digital transformation of society, including development of artificial intelligence, vis-à-vis digital natives (students) and digital immigrants (teachers) and (2) resetting training and education to be efficient. This scientific article highlights the formative values of digital games depending on its type. The advantages and risks in applying digital games during the educational process are pointed out.

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Kickmeier-Rust, Michael D., Elke Mattheiss, Christina Steiner, and Dietrich Albert. "A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games." International Journal of Game-Based Learning 1, no. 1 (January 2011): 45–58. http://dx.doi.org/10.4018/ijgbl.2011010104.

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One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a non-invasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.

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Alshar’e, Marwan, Ali Albadi, Malik Jawarneh, Noman Tahir, and Marya Al Amri. "Usability Evaluation of Educational Games: An Analysis of Culture as a Factor Affecting Children’s Educational Attainment." Advances in Human-Computer Interaction 2022 (August 22, 2022): 1–13. http://dx.doi.org/10.1155/2022/9427405.

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Educational games have been employed among Omani schools but those used by local Omani schools were imported and were mostly designed based on western contexts. For Omani children, these games may be culturally inappropriate and difficult to comprehend and follow, impeding children’s learning. Three questionnaires and one observational checklist were used to gather data from 40 respondents (observers). SPSS was used in data analysis. Through experiments, the behavior of Omani students towards the use of imported educational games was examined. Five main factors, namely, efficiency, learnability, memorability, errors, and satisfaction, of educational games for a target user were measured using Hybrid User Evaluation Methodology for Remote Evaluation (HUEMRE), Training Framework for Untrained Observer (TFUO), and Framework on Educational Games Behavior Intention (EGsBI), which are specifically designed frameworks for this purpose. The results of this study explained that the Omani children are facing difficulties in using the imported educational games; furthermore, this study proves that culture, language, animation, and interaction are contributing heavily to benefiting from educational games, and, therefore, these factors shall be highly considered in the process of educational games design to facilitate and ensure children learning; furthermore, the findings of this study enrich the comprehension of how the specified factors positively affect behavioral intention of Omani students in the use of educational games and in improving the behavior intention level of these students.

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Liu, Xiongyi, Patrick Wachira, Selma Koc, and Roland Pourdavood. "An Exploratory Study of Predictors of Pre-Service Teachers’ Intention to Integrate Computer Games in Mathematics Education." International Journal of Education in Mathematics, Science and Technology 10, no. 1 (December 15, 2021): 145–61. http://dx.doi.org/10.46328/ijemst.1827.

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The purpose of this exploratory study was to examine whether specific attitudes and beliefs among pre-service teachers about the use of computer games in mathematics teaching and learning predict their intention to integrate computer games in future mathematics teaching. Data were collected via a questionnaire from 119 teacher education students in a mathematics methods class at a midwestern USA university. Findings indicate that previous experience of computer gaming, gamer identity, self-efficacy for computer game-based teaching, perceived educational benefits of computer games, and gender stereotypes about computer gaming were significantly related to intention to integrate computer games in future teaching. Multi-level linear regression analysis indicates that self-efficacy, perceived benefits and gender stereotypes did not explain significantly more variance in intention for game integration above and beyond that explained by previous experience of computer gaming and gamer identity. Gender and specialization of the preservice teachers were related to previous experience of computer gaming and gamer identity. The results and educational implications of the study for teacher education and policy making are discussed and limitations of the study are addressed.

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Gaydos, Matthew. "Co-designing Educational Games for Classrooms." International Journal of Designs for Learning 12, no. 1 (April 12, 2021): 54–63. http://dx.doi.org/10.14434/ijdl.v12i1.31266.

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Over the past 15 years, various government agencies in Singapore have supported educational game development and research, producing multiple digital games (e.g., Legends of Alkhemia, Statecraft X), and non-digital games (e.g., Green City Blues, Money Matters). Although these games had been successful as research tools used to investigate gamebased learning, their impact in schools has been limited by contextual factors including the school environment and culture (Chee et al., 2014). Further, little is documented regarding the details of designing educational games for these contexts. This paper describes the challenges I faced as a new researcher in Singapore tasked with designing new educational games that could simultaneously be used as research tools while also serving as effective, sustainable learning experiences in classrooms in Singapore. Although research-based educational games in Singapore and around the world have been created to instantiate and test theories of learning, these games have often been created without much attention given to classroom practicality and longer-term sustainability. This paper recounts this process and describes the constraints that were faced. By describing the conditions and constraints from the development process, the author hopes to inform and improve the design of future research/educational games that can have lasting and significant impact on Singapore student learning.

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Sharipova nodira. "Designing Educational Games and Their Benefits." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 1, no. 11 (April 30, 2023): 346–48. http://dx.doi.org/10.56778/jdlde.v1i11.99.

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Educational games are considered interactive activities that should be just as motivating and engaging as regular digital games, but players will learn rather than just be entertained. Despite some limited success over the past few decades, educational games have failed to reach mainstream adoption or success. This chapter claims that such a failure is the result of poor design. Designers can create better educational games once they have a better understanding of how to design games. To this end, three aspects of game design are investigated to see how they relate to the design of successful games. Firstly, how players learn or come to understand something while playing a game. Secondly, how designers can ensure players remain motivated to play the game. Lastly, how both education and motivation should be considered from the perspective of gameplay

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Sherry, John L. "Formative Research for STEM Educational Games." Zeitschrift für Psychologie 221, no. 2 (January 2013): 90–97. http://dx.doi.org/10.1027/2151-2604/a000134.

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Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.

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Alias, Siti Nursaila, and Faridah Ibrahim. "KEBERKESANAN PERMAINAN PENDIDIKAN TERHADAP PEMBELAJARAN HUKUM NEWTON THE EFFECTIVENESS OF EDUCATIONAL GAMES ON NEWTON’S LAWS LEARNING." Journal of Nusantara Studies (JONUS) 2, no. 1 (June 30, 2017): 71. http://dx.doi.org/10.24200/jonus.vol2iss1pp71-85.

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The purpose of this study is to examine the effectiveness of Newton’s Laws educational games in improving Newton’s Laws achievement and instructional efficiency. Two educational games were developed, namely educational games with self-explanation (DPK) and educational games without self-explanation (TPK). Based on Rapid Prototyping model, these educational games were developed in Malay Language and the contents were arranged according to Form Four Physics syllabus. Unity3D software was used as the main software in developing the educational games. A total of 196 students attended Physics play activities for two hours. Analyses of Newton’s Laws Test, mental load and interviews were conducted to examine the effectiveness of these Newton’s Laws educational games. The findings show that the students’ achievement and instructional efficiency in Newton’s Laws improved with the use of the educational games. This research concludes that the educational games mode plays an important role in increasing the students’ achievement and learning instructional efficiency with the DPK mode is the most effective and efficient. The educational games mode serves as a scaffold for the formation of a coherent mental model and automatic schema. Keywords: Educational games, Newton’s Laws, Physics, achievement, instructional efficiencyCite as: Alias, S.N., & Ibrahim, F. (2017). Keberkesanan permainan pendidikan terhadap pembelajaran hukum Newton [The effectiveness of educational games on Newton’s laws learning]. Journal of Nusantara Studies, 2(1), 71-85.

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Jackson, Luke C., Joanne O'Mara, Julianne Moss, and Alun C. Jackson. "Analysing digital educational games with the Games as Action, Games as Text framework." Computers & Education 183 (July 2022): 104500. http://dx.doi.org/10.1016/j.compedu.2022.104500.

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Suryani, Ela, and Kartika Yuni Purwanti. "Pengenalan Game Edukasi Android Sebagai Penunjang Perkembangan Kognitif Anak." Aksiologiya: Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (June 4, 2019): 148. http://dx.doi.org/10.30651/aks.v3i2.1486.

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Community service activities performed in PKK Payungan Village, Kaliwungu District Semarang Regency help to parents understand educational games android decent child consumed. Educational games to support cognitive development of children so that parents must understand the various types of educational game applications, how to choose the right educational game, and how to install on the phone The implementation method used was presentation, demonstration, practice, brainstorming, and sharing about educational game to PKK Payungan Village. This activity is done through three stages: 1) socialization, 2) mentoring, 3) monitoring and evaluation.The results of the implementation of this activity was : 1) understanding educational games android as supporting the cognitive development of children in very good category. This is indicated by the percentage of achievement indicators of educational games (96%), choosing educational games (89%), installing educational games (93%), and implementing educational games (86%); 2) get positive response seen from indicator attendance reaches 93% of target and enthusiastic participant during activity from beginning to end of activity. The final goal of the introduction of educational games was IT literacy parent so as to be able to monitor their children in using mobile phones especially when playing games.

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Li, Ming, Qi Zhang, and Zhonggen Yu. "Integrating Educational Games into College English Learning." Education Research International 2021 (December 16, 2021): 1–9. http://dx.doi.org/10.1155/2021/6403034.

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Currently, the application of educational games is becoming a hot topic, but the application of educational games in college English learning is scarcely explored. To explore the integration of educational games into the college English teaching and learning process, this study adopted a rapid evidence evaluation review (Yu et al. 2020). Since the literature review is an important approach in qualitative sampling techniques, we have conducted a review to identify and synthesize the literature. It analyzed high-quality journal articles published internationally and nationally. We found that educational games were effective in enhancing students’ college English proficiency and learning attitudes. Meanwhile, playful experiences created by educational games could decrease cognitive loads in college English learning. This research provided some support for further implementation of educational games in the college English teaching and learning process.

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Ahmad, Mifrah. "Game Designers’ Perspectives: Interception between Games and Educational Games Design." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 11–20. http://dx.doi.org/10.34190/ecgbl.16.1.895.

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Games and Educational Games(EGs)! To what extent do they diverge? How do game designers approach such apposition? The extensive need for games in and outside classrooms demands clarity between games and EGs through game designers’ perspectives. In the Australian context, game designers have witnessed technological advancement, the user-expectation, and the use of games within various contexts, including the classroom. The transformation in technology and the need to adapt and design games corresponds to the needs and requirements of its end-users. Admittedly, it has been overlooked in gaming studies if the designing processes and their perception differs between games and EGs. Respecting that aspect and the knowledge adapted by game designers to achieve players’ experience successfully, we first need to comprehend how game designers position games and EGs within their context, their experience constructed over time, and their beliefs. Therefore, this paper interprets seventeen game designers’ perspectives through semi-structured interviews in Australia. The data is thematically categorized, coded, and analyzed using NVivo. The results are presented through the interpretivism paradigm, which is grounded in the theoretical implications based on Dewey’s theory of experience and concepts to gather the ‘essence’ of game designers’ experience. Furthermore, a conceptual basis is established for game designers and learning designers to consider while designing games and EGs.

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Marín-Vega, Humberto, Giner Alor-Hernandez, Ramón Zatarain-Cabada, and M. Lucía Barrón-Estrada. "Analyzing Proprietary Games Engines for Developing Educational and Serious Games." Research in Computing Science 129, no. 1 (December 31, 2016): 27–35. http://dx.doi.org/10.13053/rcs-129-1-3.

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Dankov, Yavor, and Andjela Dankova. "Educational Video Games as Tools for Raising Awareness of the Protection and Preservation of Cultural Heritage." Digital Presentation and Preservation of Cultural and Scientific Heritage 13 (September 1, 2023): 219–28. http://dx.doi.org/10.55630/dipp.2023.13.21.

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This paper focuses on educational video games with a thematic orientation related to conserving and preserving Cultural Heritage (CH). Educational video games are effective and contemporary tools for influencing and educating users. Not only the educational content is integrated into these games, but they also embody the pedagogical and moral messages of the educator, which are transmitted to the learners in an entertainment game. This paper proposes a classification of educational video games in the domain of cultural heritage according to the significance and importance of Cultural Heritage objects in the three categories, presented in detail in the paper. The recommendations to designers included in the classification will help them purposefully design and develop educational video games for CH. These games will have pedagogical principles and form additional knowledge, values, and attitude in users towards the conservation of the CH at international, national, and local levels. The proposed classification of educational video games for CH will promote CH-related educational video games and provide ideas and opportunities for future developments for such educational video games. In this way, educational video games for CH will serve as powerful tools for raising awareness of protecting and preserving Cultural heritage.

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Roedavan, Rickman, Yahdi Siradj, and Stella Stefany. "Educational Game Scenario Model Based On Imperative Game Goal Typology." Journal of Games, Game Art, and Gamification 8, no. 1 (June 26, 2023): 18–23. http://dx.doi.org/10.21512/jggag.v8i1.9497.

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Educational games are digital products resulting from the application of game-based learning concepts. The main factors forming educational games include combining a learning subject with challenging elements and engaging visualization. Most educational games translate the challenge component of the game in the form of multiple choice quizzes, questions, answers, or puzzle solving. This result causes the mechanical structure of educational games less interesting than the mechanics of entertainment games. This paper proposes a scenario development model for educational games derived from the game goal typology commonly found in entertainment games. This model is expected to be a reference for developing educational game scenarios that can enrich the types of mechanics and increase the engagement of an educational game. The proposed model in the research has been tested on two educational games, both of which received high attractiveness scores of 1.632 and 1.542 respectively on the User Experience Question (UEQ) scale.

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Ramadan, Mariana Panji. "Education Game for Treatment of Bullying Behaviour in Early Childhood." Scientia 2, no. 2 (May 18, 2023): 72–79. http://dx.doi.org/10.51773/sssh.v2i2.232.

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Games that aim for learning activities are referred to as educational games or educational games. The role of games in learning can be seen from the definition of games as a means or tool to: (1) increase awareness and increase motivation; (2) train skills; (3) develop knowledge; (4) communication and collaboration; and (5) integrate learning experiences. Educational games are designed to convey learning material or reinforce understanding of learning concepts. Educational games are very interesting to develop, and there are several advantages of educational games compared to conventional educational methods; one of the main advantages of educational games is the visualization of real problems. The purpose of this research is to apply power point-based educational games as a medium for preventing bullying behaviour in early childhood. This research method is both quantitative and qualitative. Quantitative data is data obtained by counting the number of correct answers chosen by students in the game, while qualitative data is obtained from observations, interviews and comments and suggestions from teachers. The results of the research resulted in Educational Game products in the form of Microsoft PowerPoint learning media which contain material, quizzes, practice questions, and games that can increase student motivation to prevent bullying at school, home, or in PAUD units

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Shliakhovchuk, Elena. "LEARNING ABOUT REFUGEE LIFE WITH EDUCATIONAL VIDEO GAMES." Information Technologies and Learning Tools 98, no. 6 (December 28, 2023): 94–106. http://dx.doi.org/10.33407/itlt.v98i6.5168.

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In recent years, scholarly investigations have yielded the consensus that video games possess multifaceted attributes that extend beyond their conventional perception as mere sources of leisure, diversion, and entertainment. The immersive nature of video games has led to increased interest in their use as platforms for engaging in discourses across a diverse array of subject matters with the potential to reach a wider audience and generate meaningful impact. Combined with the sense of presence and ownership that allows players to be placed in the shoes of characters grappling with social or political issues, video games are converting into an effective and accessible tool for learning and engagement with pressing cultural, social and political issues. Current research aims to understand better the potential of educational video games to address these pressing problems, in this case, the refugee crisis, to evoke empathy and raise awareness by looking at the problem 'behind the scenes' with an audience that initially was not interested in the topic. This qualitative study (N=78) employed the narrative research method to examine experiential participatory learning with participants playing the educational video game Against All Odds developed by UNHCR. By immersing players in this virtual experience, this game was created to educate and encourage a greater understanding of the realities faced by refugees, the complexity, and dangers of the refugee experience, as well as the reasons behind their displacement. The promising results of the research show that a video game can address serious social issues by creating a simplified but still dynamic scale model of refugee reality. Participants reported an enjoyable gaming experience, newfound interest in the issue at hand, increased empathy toward refugees, and motivation to help people in need. The study illustrates that by putting players in the shoes of struggling characters, video games could make learning about these topics more engaging and, as a result, more accessible and appealing to a wider audience, including non-gamers and people previously disinterested in the topic. These results invite educators, researchers, and scholars from the fields of education, game studies, social sciences, and cultural studies to explore the potential of video games as a possible tool for engaging students, addressing social issues, raising awareness, and fostering empathy. The article also identifies several prospective domains for future research.

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Shmelev, Bogdan A. "Linguodidactic potential of educational computer games." Tambov University Review. Series: Humanities, no. 192 (2021): 58–69. http://dx.doi.org/10.20310/1810-0201-2021-26-192-58-69.

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The definition of the concept of a computer game and the content of the parameters included in it are given. The types of computer games and how they are used for didactic purposes are considered. The main types of games include: design programs; dramatization (fairy tale con-structors); developing computer programs aimed at developing visually-motor coordination in space; puzzles, games for the development of logical thinking; games for the development of at-tention and memory. The analysis of a number of advantages of computer games in the educational process is carried out. These include the following provisions: a large number of ways to provide information; a positive effect on the motivation and interest of students in the educational process; the variability of the ways in which the problems are solved, as well as control over their solution and formulation; a huge toolkit designed to control the activities of students; a beneficial effect on the development of introspection skills. We also consider the distribution of learning games according to different groups, depending on their nature of activity related to cognition. Game methodology and its basic principles are considered. The main principles are meaningfulness of learning; learning context; multivariance. The main suggestions for the proper use of computer games in the educational process are also considered. The main point will be the emergence of motivation to learn. Two fundamental principles of the motivation phase are also analyzed, which should be considered when choosing a computer game in the educational process. These include such principles of the phases of motivation as: research and culture. An analysis of how to use games, especially their educational part, to ensure a successful educational process is carried out.

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Sudyana, Aditya, Atina Putri, and Yusep Rosmansyah. "Feedback System in Educational Games: A Systematic Literature Review." Jurnal Pendidikan Indonesia 5, no. 7 (July 15, 2024): 304–23. http://dx.doi.org/10.59141/japendi.v5i7.3059.

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The presence of a feedback system is a key factor in maintaining individuals' engagement in educational games. This system aims to enhance player motivation and active participation in educational games. In addition, the feedback system can improve the players' learning outcomes by augmenting their knowledge. Nevertheless, there remains a lack of comprehensive research in the field of feedback systems in educational games, leading to an inadequate comprehension of how to construct a proficient feedback system that can more effectively accomplish the objectives of educational games. The overview of feedback systems in educational games is frequently scattered and fragmented, making it challenging to figure out which educational games incorporate such systems. This research not only improves the comprehension of the feedback system in educational games but also addresses an important gap in the existing literature. The aim of this study is to conduct an extensive and systematic review of the existing literature on feedback systems in educational games. This review is based on 36 relevant journal articles published from 2019 to 2023. This research examines the patterns in the utilization of feedback systems in educational games, including the technologies employed to build these systems, the educational domains studied, and the types of products developed through the creation of educational games. In this study, the discussion also includes the design techniques and methods for feedback systems. This text discusses the utilization feedback types as well as the algorithms used to analyze the feedback systems. The text thoroughly discusses the comprehensive selection of feedback components to be delivered as mediums for player feedback. In this paper, we will clarify the impact of using feedback systems in educational games on the players. This study greatly contributes to the progress of learning conducted through educational games.

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Mehm, Florian, Stefan Göbel, and Ralf Steinmetz. "An Authoring Tool for Educational Adventure Games." International Journal of Game-Based Learning 3, no. 1 (January 2013): 63–79. http://dx.doi.org/10.4018/ijgbl.2013010105.

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The genre of educational adventure games is a common and successful choice in game-based learning. The games combine captivating narratives that motivate players to continue playing with game mechanics that are conductive to learning: the gameplay is slow-paced, allowing players to learn at their own pace, and focused on puzzles that can be infused with educational content. While educational adventure games are well suited for learning in most settings, their creation is often challenging for non-technical experts. Furthermore, existing game editors do not account specifically for adaptive adventure games, which can maximize the learning effectiveness of the games by catering to the players’ needs. To address these two challenges, we present a game model for this genre and use this model to build an authoring tool that lowers the threshold for adventure game creation and supports adaptive educational games. The implementation of this concept was evaluated in several studies.

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Fang, Ying, Tong Li, Linh Huynh, Katerina Christhilf, Rod D. Roscoe, and Danielle S. McNamara. "Stealth Literacy Assessments via Educational Games." Computers 12, no. 7 (June 25, 2023): 130. http://dx.doi.org/10.3390/computers12070130.

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Literacy assessment is essential for effective literacy instruction and training. However, traditional paper-based literacy assessments are typically decontextualized and may cause stress and anxiety for test takers. In contrast, serious games and game environments allow for the assessment of literacy in more authentic and engaging ways, which has some potential to increase the assessment’s validity and reliability. The primary objective of this study is to examine the feasibility of a novel approach for stealthily assessing literacy skills using games in an intelligent tutoring system (ITS) designed for reading comprehension strategy training. We investigated the degree to which learners’ game performance and enjoyment predicted their scores on standardized reading tests. Amazon Mechanical Turk participants (n = 211) played three games in iSTART and self-reported their level of game enjoyment after each game. Participants also completed the Gates–MacGinitie Reading Test (GMRT), which includes vocabulary knowledge and reading comprehension measures. The results indicated that participants’ performance in each game as well as the combined performance across all three games predicted their literacy skills. However, the relations between game enjoyment and literacy skills varied across games. These findings suggest the potential of leveraging serious games to assess students’ literacy skills and improve the adaptivity of game-based learning environments.

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Lu, Yanglin. "Research of Design and Development of Educational Game." Lecture Notes in Education Psychology and Public Media 50, no. 1 (April 26, 2024): 288–91. http://dx.doi.org/10.54254/2753-7048/50/20240972.

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The current social background shows the development trend of a "learning society", and lifelong learning is regarded as an effective way for social individuals to meet the challenges of the rapid growth of knowledge, shortening of information update cycle and accelerating iteration frequency. In this context, educational games, as an innovative form of education, are gradually receiving social attention. Educational games have the characteristics of combining entertainment and education, which can provide a more attractive and interesting learning experience, so as to stimulate learners' learning interest and initiative. This paper mainly studies how educational games are designed and the current situation and prospects of educational games. The purpose of this paper is to explore how to make better educational games nowadays, when educational games are becoming more and more common but the quality is uneven. This paper is mainly through literature analysis and review research. This paper finds that the production of educational games needs to create a learning environment, stimulate learning interest and keep players learning.

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Journal articles on the topic 'Educational games'

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