Journal articles: 'Game-based learning environments'

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Lester, James C., Eun Y. Ha, Seung Y. Lee, Bradford W. Mott, Jonathan P. Rowe, and Jennifer L. Sabourin. "Serious Games Get Smart: Intelligent Game-Based Learning Environments." AI Magazine 34, no. 4 (December 15, 2013): 31–45. http://dx.doi.org/10.1609/aimag.v34i4.2488.

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Intelligent game-based learning environments integrate commercial game technologies with AI methods from intelligent tutoring systems and intelligent narrative technologies. This article introduces the CRYSTAL ISLAND intelligent game-based learning environment, which has been under development in the authors’ laboratory for the past seven years. After presenting CRYSTAL ISLAND, the principal technical problems of intelligent game-based learning environments are discussed: narrative-centered tutorial planning, student affect recognition, student knowledge modeling, and student goal recognition. Solutions to these problems are illustrated with research conducted with the CRYSTAL ISLAND learning environment.

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Kober, Silvia Erika, Guilherme Wood, Kristian Kiili, Korbinian Moeller, and Manuel Ninaus. "Game-based learning environments affect frontal brain activity." PLOS ONE 15, no. 11 (November 19, 2020): e0242573. http://dx.doi.org/10.1371/journal.pone.0242573.

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Inclusion of game elements in learning environments to increase motivation and learning outcome is becoming increasingly popular. However, underlying mechanisms of game-based learning have not been studied sufficiently yet. In the present study, we investigated effects of game-based learning environments on a neurofunctional level. In particular, 59 healthy adults completed a game-based version (including game elements such as a narrative and virtual incentives) as well as a non-game-based version of a number line estimation task, to improve fractional knowledge, while their brain activity was monitored using near-infrared spectroscopy. Behavioral performance was comparable across the two versions, although there was a tendency that less errors were made in the game-based version. However, subjective user experience differed significantly between versions. Participants rated the game-based version as more attractive, novel, and stimulating but less efficient than the non-game-based version. Additionally, positive affect was reported to be higher while engaging in the game-based as compared to the non-game-based task version. Corroborating these user reports, we identified increased brain activation in areas associated with emotion and reward processing while playing the game-based version, which might be driven by rewarding elements of the game-based version. Moreover, frontal areas associated with attention were also more activated in the game-based version of the task. Hence, we observed converging evidence on a user experience and neurofunctional level indicating that the game-based version was more rewarding as well as emotionally and attentionally engaging. These results underscore the potential of game-based learning environments to promote more efficient learning by means of attention and reward up-tuning.

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Nousiainen, Tuula, and Marja Kankaanranta. "Exploring Children's Requirements for Game-Based Learning Environments." Advances in Human-Computer Interaction 2008 (2008): 1–7. http://dx.doi.org/10.1155/2008/284056.

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End users' expertise in the development of new applications is acknowledged in user-centered and participatory design. Similarly, children's experience of what they find enjoyable and how they learn is a valuable source of inspiration for the design of products intended for them. In this paper, we explore experiences obtained from collaboration with elementary school children in the design of learning environments, based on three projects and three requirements gathering techniques. We also discuss how the children experienced the participation. The children's contribution yielded useful, both expected and unanticipated, outcomes in regard to the user interface and contents of the learning environments under development. Moreover, we present issues related to design collaboration with children, especially in terms of the children's feeling of ownership over the final outcome.

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Palomo-Duarte, Manuel, Anke Berns, Alberto Cejas, Juan Manuel Dodero, Juan Antonio Caballero, and Iván Ruiz-Rube. "Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments." International Journal of Human Capital and Information Technology Professionals 7, no. 2 (April 2016): 53–67. http://dx.doi.org/10.4018/ijhcitp.2016040104.

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With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction (teacher to learner or computer-client interaction). The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students' logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players.

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Ma, Yuxin, Douglas Williams, and Louise Prejean. "Understanding the Relationships Among Various Design Components in a Game-Based Learning Environment." International Journal of Gaming and Computer-Mediated Simulations 4, no. 1 (January 2012): 68–85. http://dx.doi.org/10.4018/jgcms.2012010104.

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Designing an electronic, game-based learning environment is a multi-disciplinary effort that involves the consideration of various theories and models in multiple domains. Taking these theories and models into consideration adds to the complexity of the development process. Which elements should designers consider first? How do designers reconcile the demands and conflicts of different design components? Game-based learning environments are a relatively new territory for research and development. This paper reports an analysis of the decision making related to the interplay of various design components in developing Conquest of Coastlands (CoC), an electronic, game-based learning environment. The analysis may help designers better understand the intricate relationships among various design components involved in creating game-based learning environments.

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Hung, Cheng-Yu, Yu-Ren Lin, Kai-Yi Huang, Pao-Ta Yu, and Jerry Chih-Yuan Sun. "Collaborative Game-Based Learning with Motion-Sensing Technology." International Journal of Online Pedagogy and Course Design 7, no. 4 (October 2017): 53–64. http://dx.doi.org/10.4018/ijopcd.2017100104.

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The purpose of this study was to compare the influence of a single-player game with that of a collaborative game on students' motivation, attention levels, and relaxation levels in a motion-sensing learning environment. Participants were 20 college students in a higher education institution in southern Taiwan. A Kinect-based game with motion-sensing technology was incorporated to help the students enhance their attention levels and reduce their anxiety. Results showed that when the students worked collaboratively, they achieved higher learning motivation. In addition, brainwave data revealed that during the gaming activities, the students' attention levels in both conditions increased. It is suggested that instructors can incorporate collaborative learning environments with a Kinect motion-sensing platform to enhance students' learning motivation.

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Chu, Man-Wai, and Teresa Anne Fowler. "Gamification of Formative Feedback in Language Arts and Mathematics Classrooms." International Journal of Game-Based Learning 10, no. 1 (January 2020): 1–18. http://dx.doi.org/10.4018/ijgbl.2020010101.

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The use of computer games in education has been increasing in popularity during the past decade. Game-based learning environments are designed to teach specific knowledge content and skill-based learning outcomes using game elements. One main reason for using game-based learning environments is to increase student motivation and engagement while teaching learning outcomes. Many of the game-based learning environments are designed so that students will reach maximum flow, which is defined as students being so completely immersed in that game that they do not notice that they are learning. These learning environments have been shown to improve many behaviour and cognitive learning outcomes. While game-based learning has many benefits, some educational researchers have indicated that it is often very costly to develop a complex game-based assessment to teach a few learning outcomes. Hence, in some cases it is more beneficial to approach the use of computer games in education using gamification.

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Israel-Fishelson, Rotem, and Arnon Hershkovitz. "Persistence in a Game-Based Learning Environment: The Case of Elementary School Students Learning Computational Thinking." Journal of Educational Computing Research 58, no. 5 (November 15, 2019): 891–918. http://dx.doi.org/10.1177/0735633119887187.

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Persistence has proven to be a great challenge in online learning environments. Gaming and interactivity have been suggested as essential features in reducing dropout and increasing persistence in online learning. Yet in interactive game-based learning environments, persistence in moving forward in the game may come at the expense of investing in each of the game’s levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, we have chosen to focus on microlevel persistence (i.e., persistence during each component of the learning process). We study microlevel persistence in the context of acquiring computational thinking—the thought process of solving problems through abstraction—which is a key component of the new literacies needed for tomorrow’s citizens. In this study, we analyze data collected from an online, game-based learning environment (CodeMonkey™). The data document the activity of first to sixth graders ( N = 2,040). Overall, we find that persistence is positively associated with difficulty and that the most determined learners were highly persistent across topics in achieving the best solution.

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Yegoshyna, G. A., S. M. Voronoy, and A. A. Ovdieichuk. "LEARNING SYSTEM DESIGN FOR GAME APPLICATIONS." Proceedings of the O.S. Popov ОNAT 1, no. 2 (December 31, 2020): 82–91. http://dx.doi.org/10.33243/2518-7139-2020-1-2-82-91.

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The presented paper investigates the problem of designing a learning system for agents in intelligent game applications based on Unity Game Engine and reinforcement machine learning algorithms. Modern trends in the game applications development are characterized by the active using of the concept of an intelligent agent as a behavior model of an active element in various situations with applying various strategies for interactions with other active elements and the environment. In recent years, there have been a significant number of advances in this area, such as DeepMind and the Deep Q learning architecture, the winning of the Go Game Champion with AlphaGo, OpenAI and PPO. Unity developers have implemented a support for machine learning and, in particular, for deep reinforcement learning in order to create a deep reinforcement learning the SDK (Software Development Kit) for game and simulation developers. With Unity and ML-Agents toolkits we can create physically, visually, and cognitively rich environments, including ones for evaluating new algorithms and strategies. However, learning system design for agents in Unity ML-Agents is possible only by using the Python API. The possibility of a learning system design for agents in the Flappy Bird game application based on the Unity Game Engine with using its own environment is discussed in this paper. Separately, the paper highlights typical features of the Flappy Bird gaming application environment. The environment can be implemented as a fully observable environment or a partially observable environment. The fully observable environment is suggested to be used due to all environment states in this case are seen in the playfield. Thus, the problem of strategy formation is considered as a Markov decision-making process and the agent directly observes the current state of the environment. Temporal Difference Learning is used as a learning method; it involves the assessment of a reward at each stage. Two separate environments, deterministic and stochastic, have been implemented, that allows to conduct further research and evaluation of strategy formation algorithms.

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Nolan, Jason, and Melanie McBride. "Beyond gamification: reconceptualizing game-based learning in early childhood environments." Information, Communication & Society 17, no. 5 (June 25, 2013): 594–608. http://dx.doi.org/10.1080/1369118x.2013.808365.

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Marklund, Björn Berg, Per Backlund, Carl-Johan Dahlin, Henrik Engström, and Ulf Wilhelmsson. "A Game-Based Approach to Support Social Presence and Awareness in Distributed Project-Based Learning." International Journal of Game-Based Learning 4, no. 1 (January 2014): 1–20. http://dx.doi.org/10.4018/ijgbl.2014010101.

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An important factor for success in project-based learning (PBL) is that the involved project groups establish an atmosphere of social interaction in their working environment. In PBL-scenarios situated in distributed environments, most of a group's work-processes are mediated through the use of production-focused tools that are unconcerned with the important informal and social aspects of a project. On the other hand, there are plenty of tools and platforms that focus on doing the opposite and mainly support informal bonding (e.g., Facebook), but these types of environments can be obtrusive and contain distractions that can be detrimental to a group's productivity and are thus often excluded from working environments. The aim of this paper is to examine how a game-based multi-user environment (MUVE) can be designed to support project-based learning by bridging the gap between productivity-focused and social software. To explore this, the authors developed a game-based MUVE which was evaluated in a PBL-scenario. The result of the study revealed several crucial design elements that are needed to make such a MUVE work effectively, and that the acceptance towards game-based MUVEs is high, even with a rudimentary execution.

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An, Yun-Jo, and Li Cao. "Examining the Characteristics of Digital Learning Games Designed by In-service Teachers." International Journal of Game-Based Learning 7, no. 4 (October 2017): 73–85. http://dx.doi.org/10.4018/ijgbl.2017100104.

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In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.

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Kucher, Tetyana. "Principles and Best Practices of Designing Digital Game-Based Learning Environments." International Journal of Technology in Education and Science 5, no. 2 (March 17, 2021): 213–23. http://dx.doi.org/10.46328/ijtes.190.

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Playing games holds an important role in learning and development. While designing and using digital game-based learning (DGML) environments becomes more appealing to educators, there is a disconnect between the goals that educators try to achieve and the design strategies they utilize to achieve their goals. The inclusion of game elements alone is insufficient to improve students’ learning, and it does not solve educational problems that DGBL environments are aimed to solve. The current state of research on the design of DGBL environments calls for an updated review of the best practices in recent years for developing DGBL environments, which prompted this literature review. It draws from successful examples of educators implementing learning games in classes, and it highlights five key principles that facilitate the effectiveness of DGBL: (1) interactivity, (2) immersiveness, (3) adaptive problem solving, (4) feedback, and (5) freedom of exploration. Practical examples are used to illustrate the effective implementation of these principles in DGBL environments and to underscore the significance of each component.

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Sabourin, Jennifer L., Lucy R. Shores, Bradford W. Mott, and James C. Lester. "Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments." International Journal of Artificial Intelligence in Education 23, no. 1-4 (October 22, 2013): 94–114. http://dx.doi.org/10.1007/s40593-013-0004-6.

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Gök, Mustafa, and Mevlüt İnan. "Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 2 (April 1, 2021): 142–57. http://dx.doi.org/10.23917/jramathedu.v6i2.13687.

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Students' conceptual understanding and mathematical process skills can be improved through digital games in mathematics education. The starting point of this study is the idea of having students encounter this kind of environment. The study didactically describes the process of 6th-grade students’ experiences of a digital game-based learning environment. A combination of the Theory of Didactical Situations (TDS) and Digital Game-Based Learning (DGBL) was used in the design of the digital game. The research focused on knowledge-based interactions (teacher-student-game) during the implementation of the game called Race with Numbers, designed in line with this synthesis. The case study, one of the qualitative research methods, was used in the study. Research participants consist of 16 middle secondary school students studying in the 6th grade in a public school. The research data were collected with a video camera and two voice recorders. The research application lasted 75 minutes. The data analysis related to the application was carried out by describing the interaction between the students and the game at stages of TDS. The study findings indicated that TDS has significant potential in designing DGBL environments. However, strong evidence is presented that such environments enable students to realize their own learning and encourage them to use mathematical process skills (such as problem-solving, reasoning, proving, and transfer). Finally, the study highlights the importance of the digital game-based learning approach in mathematics teaching for students.

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Lu, Yu-Ling, and Chi-Jui Lien. "Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment." Journal of Educational Computing Research 57, no. 8 (January 21, 2019): 1879–909. http://dx.doi.org/10.1177/0735633118820684.

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As game-based learning continues to draw attention, students’ perceptions toward classroom activities are vital in influencing the quality of learning. This study used the social cognitive theory to show the perception traits of learning and playing in game-based environments and for students to identify their self-efficacy toward game-based learning by different trait groups. The game Formosa Hope was used in an experiment with 362 fifth- and sixth-grade students at ages 11 to 12 years as participants. Three perception traits were identified through a two-step cluster analysis: I—strong perceptions of learning and playing, II—moderate perceptions of learning and playing, and III—strong perception of playing but weak perception of learning. This study showed that regardless of trait type, students demonstrated positive self-efficacy, with those with Trait I having significantly higher self-efficacy than those with Traits II and III, indicating that students’ positive perceptions of learning and playing are essential in prompting self-efficacy in game-based learning.

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Fan, Angela, Jack Urbanek, Pratik Ringshia, Emily Dinan, Emma Qian, Siddharth Karamcheti, Shrimai Prabhumoye, et al. "Generating Interactive Worlds with Text." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 02 (April 3, 2020): 1693–700. http://dx.doi.org/10.1609/aaai.v34i02.5532.

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Procedurally generating cohesive and interesting game environments is challenging and time-consuming. In order for the relationships between the game elements to be natural, common-sense has to be encoded into arrangement of the elements. In this work, we investigate a machine learning approach for world creation using content from the multi-player text adventure game environment LIGHT (Urbanek et al. 2019). We introduce neural network based models to compositionally arrange locations, characters, and objects into a coherent whole. In addition to creating worlds based on existing elements, our models can generate new game content. Humans can also leverage our models to interactively aid in worldbuilding. We show that the game environments created with our approach are cohesive, diverse, and preferred by human evaluators compared to other machine learning based world construction algorithms.

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Groff, Jennifer S. "The potentials of game-based environments for integrated, immersive learning data." European Journal of Education 53, no. 2 (April 24, 2018): 188–201. http://dx.doi.org/10.1111/ejed.12270.

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Byun, JaeHwan, and Christian S. Loh. "Audial engagement: Effects of game sound on learner engagement in digital game-based learning environments." Computers in Human Behavior 46 (May 2015): 129–38. http://dx.doi.org/10.1016/j.chb.2014.12.052.

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D’Alba, Adriana, Anjum Najmi, Jonathan Gratch, and Chris Bigenho. "Virtual Learning Environments. The oLTECx." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (January 2011): 33–50. http://dx.doi.org/10.4018/jgcms.2011010103.

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The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.

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Lester, James C., Hiller A. Spires, John L. Nietfeld, James Minogue, Bradford W. Mott, and Eleni V. Lobene. "Designing game-based learning environments for elementary science education: A narrative-centered learning perspective." Information Sciences 264 (April 2014): 4–18. http://dx.doi.org/10.1016/j.ins.2013.09.005.

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Liu, Kuo-Yu. "The MORPG-based Learning System for Multiple Courses." International Journal of Distance Education Technologies 13, no. 1 (January 2015): 103–23. http://dx.doi.org/10.4018/ijdet.2015010106.

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This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of “Introduction to Computer Science” as a study case to assess students' learning effectiveness on the subject of “computer network”. The sample was 56 freshman students, who were randomly assigned to two groups, one of which used the game-based learning and the other one the Web-based video lectures. Furthermore, this study also conducted the System Usability Scale (SUS) to measure satisfaction, usability and learnability of the developed management system for instructors. Five instructors were invited to participate in the practical use and evaluation. The results showed that game-based learning could be exploited as effective learning environments and game design system was usable and learnable for instructors to create learning games.

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Kiourt, Chairi, and Dimitris Kalles. "Synthetic learning agents in game-playing social environments." Adaptive Behavior 24, no. 6 (December 2016): 411–27. http://dx.doi.org/10.1177/1059712316679239.

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This paper investigates the performance of synthetic agents in playing and learning scenarios in a turn-based zero-sum game and highlights the ability of opponent-based learning models to demonstrate competitive playing performances in social environments. Synthetic agents are generated based on a variety of combinations of some key parameters, such as exploitation-vs-exploration trade-off, learning back-up and discount rates, and speed of learning, and interact over a very large number of games on a grid infrastructure; experimental data is then analysed to generate clusters of agents that demonstrate interesting associations between eventual performance ranking and learning parameters’ set-up. The evolution of these clusters indicates that agents with a predisposition to knowledge exploration and slower learning tend to perform better than exploiters, which tend to prefer fast learning. Observing these clusters vis-à-vis the playing behaviours of the agents makes it also possible to investigate how to select opponents best from a group; initial results suggest that good progress and stable evolution arise when an agent faces opponents of increasing capacity, and that an agent with a good learning mechanism set-up progresses better when it faces less favourably set-up agents.

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Cloude, Elizabeth B., Dan Carpenter, Daryn A. Dever, Roger Azevedo, and James Lester. "Game-Based Learning Analytics for Supporting Adolescents’ Reflection." Journal of Learning Analytics 8, no. 2 (September 3, 2021): 51–72. http://dx.doi.org/10.18608/jla.2021.7371.

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Reflection is critical for adolescents’ problem solving and learning in game-based learning environments (GBLEs). Yet challenges exist in the literature because most studies lack a theoretical perspective and clear operational definition to inform how and when reflection should be scaffolded during game-based learning. In this paper, we address these issues by studying the quantity and quality of 120 adolescents’ written reflections and their relation to their learning and problem solving with Crystal Island, a GBLE. Specifically, we (1) define reflection and how it relates to skill and knowledge acquisition; (2) review studies examining reflection and its relation to problem solving and learning with emerging technologies; and (3) provide direction for building reflection prompts into GBLEs that are aligned with the learning goals built into the learning session (e.g., learn about microbiology versus successfully solve a problem) to maximize adolescents’ reflection, learning, and performance. Overall, our findings emphasize how important it is to examine not only the quantity of reflection but also the depth of written reflection as it relates to specific learning goals. We discuss the implications of using game-learning analytics to guide instructional decision making in the classroom.

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Miettinen, Tuomas, Juho Salmi, Kunal Gupta, Jussi Koskela, Janne Kauttio, Tommi Karhela, and Sampsa Ruutu. "Applying Modelica Tools to System Dynamics Based Learning Games: Project Management Game." Modelling and Simulation in Engineering 2016 (2016): 1–13. http://dx.doi.org/10.1155/2016/8324914.

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Learning simulation games are interactive simulations with game characteristics. This paper presents a learning simulation game for EPCM (engineering, procurement, and construction management) project management training. The simulation model utilises system dynamics, which is a methodology for understanding the behaviour of dynamic complex systems of different domains using modelling and simulation. The system dynamics model in turn uses the equation-based Modelica modelling language: a system dynamics model created with the graphical user interface is converted to a pure Modelica model. Two Modelica environments, namely, OpenModelica and the custom Modelica solver, have been used to simulate the generated Modelica model. The focus of this article is on how generic systems modelling and simulation platforms such as Modelica based environments can be utilised in developing a learning simulation game: what benefits do they bring and what disadvantages do they have? On the one hand, it is evaluated how the Modelica language as such is suitable for being used in a learning game development. On the other hand, the suitability of the selected implementation environments, that is, OpenModelica, the custom Modelica solver, Simantics, and Simupedia, is evaluated. The paper also shortly presents how the project management game was received by its players.

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Petersen, Sobah Abbas, Manuel Oliveira, Kristin Hestetun, and Anette Østbø Sørensen. "ALF - a Framework for Evaluating Accelerated Learning in Industry." International Journal of Serious Games 6, no. 3 (September 20, 2019): 81–99. http://dx.doi.org/10.17083/ijsg.v6i3.314.

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Games have long been considered as a means to support effective learning, motivate learners and accelerate their learning. Several successful studies using game-based learning are reported in the literature. However, there appears to be a research gap on systematically evaluating accelerated learning in game environments. The main research question we address in this paper is how can we evaluate accelerated learning in game-based learning environments? The main contribution of this paper will be a framework for evaluating accelerated learning in games (ALF). We will illustrate the use of this framework by describing studies conducted in the Norwegian industrial project ALTT (Accelerate Learning Through Technology), aimed at capacity building in the aluminium industry, where we have co-designed a game for accelerating learning about the electrolysis process for extracting aluminium and heat balance in the aluminium production cells.

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Janakiraman, Shamila, Sunnie Lee Watson, and William R. Watson. "Using Game-based Learning to Facilitate Attitude Change for Environmental Sustainability." Journal of Education for Sustainable Development 12, no. 2 (September 2018): 176–85. http://dx.doi.org/10.1177/0973408218783286.

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Environmental Sustainability Education (ESE) is a critical element in youth education, as it facilitates learners to understand and realize the importance of creating a sustainable future for themselves and others. Changing learner attitudes and related behaviours is critical in ESE. Digital game-based learning (DGBL) environments offer a suitable pedagogical tool for ESE, as they enable youth to learn and test their behaviours within the game. This literature review looks at studies that examine the efficacy of games as a pedagogical tool for producing change in attitudes and behaviours regarding environmental sustainability. While there are limited longitudinal studies that test whether learners retained their environment-friendly behaviours over time, which highlights the need for more such research; existing studies do show that games have demonstrated the potential for producing attitudinal change.

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Choi, YoungMee. "A Functional Game Application for Korean Words Learning Based on Smartphone Environments." Journal of Multimedia Information System 6, no. 4 (December 31, 2019): 259–64. http://dx.doi.org/10.33851/jmis.2019.6.4.259.

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Alper, Ayfer, Elif Şengün Öztaş, Handan Atun, Dinçer Çınar, and Musa Moyenga. "A Systematic Literature Review towards the Research of Game-Based Learning with Augmented Reality." International Journal of Technology in Education and Science 5, no. 2 (March 17, 2021): 224–44. http://dx.doi.org/10.46328/ijtes.176.

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Changes in the lifestyles of human beings keep up with science and technology in tandem with the growth of science and technology. As in all fields, expectations are influenced by the advancement of science and technology for the use of emerging technologies in educational environments. By empowering the physical world with virtual information, Augmented Reality (AR) creates new opportunities for education. The impact of uncertainty and scientific advances in the field of application has modified the definition of “AR Technology” to “AR Environments”. Within the scope of this study, it is aimed to analyze scientific studies on game-based learning and the use of AR in educational activities systematically. In this context, the “education area”, “the level of education of the participant”, “dependent variables”, “data collection tools”, “research methods used”, “type of AR used”, “software used in the development phase of the application”, factors such as “advantages and limitations towards the use of AR in a learning environment” are taken into consideration. In line with the purpose of the research and the specified criteria, a total of 53 scientific studies, which were scanned from scientific journals published in Turkey and abroad between 2016 and 2020, were analyzed using the systematic literature review method. As a result, findings regarding the effects of the game and AR-based learning environments in the learning processes for students are discussed. In addition, several recommendations for the creation and use of new educational games and AR applications have been created, which will help the gaps in AR studies and students' learning processes in terms of potential study.

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Rowe, Jonathan P., Eleni V. Lobene, Bradford W. Mott, and James C. Lester. "Play in the Museum." International Journal of Gaming and Computer-Mediated Simulations 9, no. 3 (July 2017): 96–113. http://dx.doi.org/10.4018/ijgcms.2017070104.

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Digital games have been found to yield effective and engaging learning experiences across a broad range of subjects. Much of this research has been conducted in laboratory and K-12 classrooms. Recent advances in game technologies are expanding the range of educational contexts where game-based learning environments can be deployed, including informal settings such as museums and science centers. In this article, the authors describe the design, development, and formative evaluation of Future Worlds, a prototype game-based exhibit for collaborative explorations of sustainability in science museums. They report findings from a museum pilot study that investigated the influence of visitors' individual differences on learning and engagement. Results indicate that visitors showed significant gains in sustainability knowledge as well as high levels of engagement in a free-choice learning environment with Future Worlds. These findings point toward the importance of designing game-based learning exhibits that address the distinctive design challenges presented by museum settings.

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Jo, Jaechoon, Wonhui Yu, Kyu Han Koh, and Heuiseok Lim. "Development of a Game-Based Learning Judgment System for Online Education Environments Based on Video Lecture: Minimum Learning Judgment System." Journal of Educational Computing Research 56, no. 6 (October 25, 2017): 802–25. http://dx.doi.org/10.1177/0735633117734122.

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We propose a minimum learning judgment system that is appropriate for online learning environments, and we verify this minimum learning judgment system through various experiments. By focusing on the learning effort, this system can easily and quickly determine whether learners have exerted the minimum effort required for learning. To do this, the system automatically generates a word game and determines whether minimum learning has taken place through the results of the word game. To verify the minimum learning judgment system, we conducted a comparative experiment on the importance of high-frequency words, a word count verification test for word games, and a judgment criteria verification test based on the length of a video lecture. Results of the experiments show that high-frequency words can be used as a feature to determine minimum learning. The appropriate number of words in the word game for the minimum learning judgment was found to be seven, and the results showed that the video length did not affect the minimum learning criteria. In addition, the minimum learning judgment accuracy result was 82%. This is not considered very high judgment accuracy, but the accuracy of the judgment is positive considering the aim of this study.

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Bounajim, Dolly, Arif Rachmatullah, Danielle Boulden, Bradford Mott, James Lester, Trudi Lord, Frieda Reichsman, Paul Horwitz, Chad Dorsey, and Eric Wiebe. "Utilizing Cognitive Load Theory and Evidence-Centered Design to Inform the Design of Game-Based Learning Environments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (December 2020): 826–30. http://dx.doi.org/10.1177/1071181320641192.

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Digital game-based learning (DGBL) environments are increasingly utilized to facilitate classroom instruction. For the game in our study, a formative stealth assessment tool, in the form of an intelligent tutoring system (ITS) is guided by evidence-centered assessment design (ECD). Cognitive Load Theory and ECD are utilized as diagnostic tools to analyze upsurges in hints delivered by the ITS and inform game design revisions that will promote improved learner support and learning outcomes.

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Broza, Orit, and Yifat Ben-David Kolikant. "The Potential of Rich Digital Game-Based Learning Environments to Promote Low-Achieving Students' Participation in Mathematics." International Journal of Game-Based Learning 10, no. 4 (October 2020): 40–54. http://dx.doi.org/10.4018/ijgbl.2020100103.

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This study focuses on the interactions between students, their peers, their teacher, and digital game-based multiple supports provided by a rich learning environment designed in order to promote meaningful mathematics among low-achieving students. Attempting to identify which aspects of the setting facilitated meaningful learning and which were ineffectual or even detrimental to it, the authors traced the knowledge building processes of 11 fifth grade LAS over eight weeks in which they studied subtraction of decimal numbers. Pre- and post-program data were also collected through diagnostic interviews. Microanalysis of lesson transcripts, videotaped computer activities, and individual worksheets revealed differences in tool-use and in interactions among supports, which led to different learning results. The results suggest that digital game-based learning environments may be a key to promote meaningful learning in terms of mathematical strategy building. At the same time, it highlights the complexity of each tool in the environment as well as interactions among tools.

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Bakan, Ugur, and Ufuk Bakan. "Game-Based Learning Studies in Education Journals: A Systematic Review of Recent Trends." Actualidades Pedagógicas, no. 72 (July 29, 2018): 119–45. http://dx.doi.org/10.19052/ap.5245.

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This study investigates descriptively the use of game-based applications in learning and teaching environments. Each empirical finding was categorized according to paper title, year of publication, number of citations in the Web of Science (WoS) database in SCI, SSCI and AHCI, learning theory, learning principle, game genre, game design elements, learning outcomes and research skills samples, and learning domains. A total of 190 original gamerelated research articles were selected as sources in six peer-reviewed journals with a 12-year period from 2005 to 2017. The research found that game studies, as well as the cognitive understanding and application-level knowledge of the field are more effective in learning and in student achievements in terms of retention.

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Urun, Mehmet Fatih, Hasan Aksoy, and Rasim Comez. "Supporting Foreign Language Vocabulary Learning Through Kinect-Based Gaming." International Journal of Game-Based Learning 7, no. 1 (January 2017): 20–35. http://dx.doi.org/10.4018/ijgbl.2017010102.

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This study aimed to explore the effectiveness of a Kinect-based game called Tom Clancy's Ghost Recon: Future Soldier to investigate possible contributions of game-based learning in a virtual language classroom at a state university in Ankara, Turkey. A quasi-experimental design where the treatment group (N= 26) was subjected to kinect-based learning environments, and the control group (N = 26) continued with traditional learning environments was used. All the participants were administered an achievement test as a pre-test, and a post-test. Moreover, the qualitative part of the study included post-study semi-structured interviews with 10 students. The findings showed that there was significant mean difference in student achievement in post-test scores in favor of the experimental group. In addition, the study explored the opinions of the students toward the use of gesture-based computing systems for instructional purposes.The findings suggested some important points to consider while making use of kinect-based games for educational purposes like interaction and learner motivation.

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Williams, Douglas, Yuxin Ma, Steven Feist, Charles E. Richard, and Louise Prejean. "The design of an analogical encoding tool for game-based virtual learning environments." British Journal of Educational Technology 38, no. 3 (May 2007): 429–37. http://dx.doi.org/10.1111/j.1467-8535.2007.00707.x.

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Stavroulia, Kalliopi Evangelia, Evanthia Makri-Botsari, Sarantos Psycharis, and Gerassimos Kekkeris. "Emotional experiences in simulated classroom training environments." International Journal of Information and Learning Technology 33, no. 3 (June 6, 2016): 172–85. http://dx.doi.org/10.1108/ijilt-10-2015-0030.

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Purpose – Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology, such as serious and simulation games, have been used as a new generation of training educational tools enhancing students’ learning and academic performance. An important aspect in the evaluation of those methods is that it focusses particularly on cognitive learning outcomes, ignoring the significance of other processes including emotional aspects in game environments that also contribute significantly to learning, performance and motivation. The purpose of this paper is to present the empirical evidence of a research related to the emotional experiences of pre-service teachers, after the implementation of a simulated classroom environment during the semester. Design/methodology/approach – SimSchool classroom simulation was used for the training of pre-service teachers in classroom and for behavior management issues. The research took place at the Democritus University of Thrace (DUTH) and the School of Pedagogical and Technological Education (ASPETE), in Greece. This study aimed to gain insights related to the emotions that pre-service teachers experienced during the simulated activities. Findings – The results indicated that participants from DUTH experienced more negative and less positive emotions during the game including anxiety, nervousness, disappointment, insecurity, inability to deal with simSchool activities, defeat, dissatisfaction, fatigue, fear and stress. Moreover, the results revealed that ASPETE’s participants experienced more positive and less negative emotions during playing with the simulation, including excitement, motivation and satisfaction. Originality/value – The related research on the use of games in teacher training is still at its infancy, the current research aimed to address teacher training through a simulated classroom environment and investigate the emotional experiences of pre-service teachers during simulated activities.

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Ak, Oguz, and Birgul Kutlu. "Comparing 2D and 3D game-based learning environments in terms of learning gains and student perceptions." British Journal of Educational Technology 48, no. 1 (August 17, 2015): 129–44. http://dx.doi.org/10.1111/bjet.12346.

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Hsu, Tien-Yu. "Constructing a gamed-based learning website for children." International Journal of Humanities and Arts Computing 6, no. 1-2 (March 2012): 184–203. http://dx.doi.org/10.3366/ijhac.2012.0048.

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To realise the of promotion and sustainable development for the digital archives programme, the National Museum of Natural Science (NMNS) developed a game-based learning website for children with knowledgeable, storytelling, explorative learning, joyful and personalised characteristics. This website applied design principles including interdisciplinary island maps for exploration, theme-based design with learning content and games, multi-user interactive learning environments, good use of digital archives knowledge repositories, supporting school teaching and learning and personalised membership service. Some game factors were also infused into the website including curiosity, fantasy, self value, challenge, sense of control, exploring experience, sense of achievement, competitiveness, interpersonal interaction and virtual socialisation. An evaluation result indicates that the game-based learning website can inspire learning motivation and enhance learning effectiveness for children. In the near future a virtual-and-physical blended learning service model will be delivered to children by creating personalised and collaborative learning services across onsite and online spaces.

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Abdullah Alhebshi, Amal, and Maha Saeed Halabi. "Teachers’ and Learners’ Perceptions Towards Digital Game-Based Learning in ESL Classroom." Journal for the Study of English Linguistics 8, no. 1 (July 15, 2020): 166. http://dx.doi.org/10.5296/jsel.v8i1.17353.

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Technology is being used in teaching environments to engage students and teachers effectively in the classroom context and building their interest to explore the versatile phenomenon of learning. Digital game-based learning has become a new learning experience that enhances students’ and teachers’ motivation to achieve competencies. The present research explores the perceptions of teachers and students about digital game-based learning in ESL classrooms. The researcher draws on the relevant literature to demonstrate and support the study's findings. The research is investigated quantitatively by administering a questionnaire to measure the perspectives of ESL teachers and the foundation-year students at King Abdulaziz University, Kingdom of Saudi Arabia. The quantitative data gathered from students and teachers were analyzed through SPSS software. The findings indicate that a significant number of respondents prefer using technological devices for better outcomes in the teaching and learning process. It also shows that using digital games had positive impact in relation to three main variables; engagement with learning and teaching, acceptance of DGBL and the effects of DGBL to learn the English language. This also helps participants to gain learning experience in their environment at any time and from anywhere.

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Costa, Maria Cristina, António Manso, and João Patrício. "Design of a Mobile Augmented Reality Platform with Game-Based Learning Purposes." Information 11, no. 3 (February 26, 2020): 127. http://dx.doi.org/10.3390/info11030127.

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Augmented reality (AR) is an emergent technology that overlays virtual objects into the real environment. Lately, AR is gaining prominence in education because of its increasing affordability through computers or mobile technologies. In addition, research sustaining the benefits of AR to promote student’s engagement to learn is increasing every day. However, the literature identifies lack of studies about the use of AR in education, namely, studies focused on the development of AR games designed over specific learning objectives (game-based learning). This paper presents a mobile augmented reality platform with learning purposes. The platform includes a mobile application that consists of a location-based game targeted to promote learning about the universe. Furthermore, it includes a back-office that allows teachers to introduce information about celestial bodies and also develop a set of multiple-choice questions to assess student’s learning about the subject matters they teach. The mobile application provides the users with physical movement and social interaction in the real world, while playing the game and for this reason it is included in the pervasive games’ paradigm. Besides engaging the students to play the game, we argue that this platform may be used as a resource to be implemented in informal and formal learning environments.

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Watson, William R., and Jun Fang. "PBL as a Framework for Implementing Video Games in the Classroom." International Journal of Game-Based Learning 2, no. 1 (January 2012): 77–89. http://dx.doi.org/10.4018/ijgbl.2012010105.

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Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with its similarities to game-based learning, can inform the effective use of games. In order to assist educators in integrating video games into their curriculum, a video game implementation framework based on PBL principles was developed. The efficacy of utilizing video games for learning in formal and structured learning environments may be improved by integrating PBL guidelines as a framework.

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McNamara, Alison. "Digital Gesture-Based Games." International Journal of Game-Based Learning 6, no. 4 (October 2016): 52–72. http://dx.doi.org/10.4018/ijgbl.2016100104.

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This study aims to provide an account of phase three of the doctoral process where both students and teachers' views contribute to the design and development of a gesture-based game in Ireland at post-primary level. The research showed the school's policies influenced the supportive Information and Communication Technology (ICT) infrastructure, classroom environments influenced a student's ability to participate and teachers' perspectives impacted upon whether they adopted games into their classrooms. While research has been conducted in relation to training schemes for teachers, it is agreed that they are the main change agents in the classroom. Therefore, this study focuses on the game itself and its design elements that support and enhance mathematics education within the Irish context. Practical guidelines for both the game, school's policies and classroom environments are provided based upon the research for mathematics educators and practitioners of game-based learning strategies in their classrooms.

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Tobar-Muñoz, Hendrys, Juan G. Cárcamo, Henner Solarte, Christiam Ventes, and Jorge H. Mesa. "Videogames and Innovation: Fostering Innovators’ Skills in Online-Learning Environments." Sustainability 12, no. 21 (November 7, 2020): 9264. http://dx.doi.org/10.3390/su12219264.

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Innovation is quite important for economies and entrepreneurs around the world, especially for developing countries such as Colombia, where this study was based. Therefore, education for innovation becomes as important, and newer and innovative educational means must be adjusted for developing skills in innovation and entrepreneurship. Innovator’s DNA is a framework of skills that are meant to be developed by innovators. This framework proposes five discovery skills, which are: observing, associating, experimenting, networking, and questioning. This paper studied whether and how videogames can develop innovators’ skills in students of entrepreneurship and innovation in online-learning environments, by directly observing the participation of 23 participants during an interaction with a game specifically tailored for fostering these skills. The videogame used is called CAFET, and it consists of a card-based game where players enact coffee industry entrepreneurs in Colombia. A mixed-methods research was carried out by coding each observable action conducted by the participants and interviewing them about their behaviors. Results showed that participants enact actions that may involve and develop innovator’s DNA skills, specifically observing, associating, and experimenting. This study analyzed how videogames can develop innovation skills and explains the behaviors observed among other insights.

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Slussareff, Michaela, and Vít Šisler. "Higher Sustainability of Mental Models Acquired from a Digital Game in Comparison with a Live Action Role-playing Game and a Traditional Lecture." Masaryk University Journal of Law and Technology 14, no. 1 (May 5, 2020): 29–52. http://dx.doi.org/10.5817/mujlt2020-1-2.

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This article analyses the effectivity of teaching EU law using various educational media. It specifically explores the differences between, and sustainability of, mental models constructed within three various educational environments: (1) a digital game played on PCs, (2) a non-digital role-playing game, and (3) a traditional lecture with discussions. We conducted a laboratory experiment, in which participants (253 high school students, M = 112, F = 141, mean age 16.5) studied EU laws, institutions, and politics in the three above-mentioned environments. We evaluated and compared mental models participants constructed through content analysis of the concept maps they drew immediately after the experiment and others made one month later. Within the analysis, we studied content, architecture, and changes in mental models over time. The resulting data offer unique insight into the process of mental models creation and sustainability thereof within game-based learning; particularly, when using a digital game. Digital game-based learners’ concept maps differed in comparison with those of the educational role-playing and traditional lecture groups; the students tended to keep less altered mental models in their long-term memory: even after the one month period. The results suggest that a digital game-based learning environment could be more successful in mental model retention and for efficacy of future recall; particularly, when dealing with complex phenomena like EU law.

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Mystakidis, Stylianos, and Eleni Berki. "The Case of Literacy Motivation." International Journal of Web-Based Learning and Teaching Technologies 13, no. 1 (January 2018): 64–79. http://dx.doi.org/10.4018/ijwltt.2018010105.

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The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program “From the Ancient to the Modern Tablets”, featuring immersive multimedia learning experiences about the book history. The pilot program consisted of three stages: a playful library tour, followed by an interactive game-based digital storytelling activity with game elements, and a collaborative creative reflective hands-on activity. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive learning environments and the appeal of storytelling and game-based learning, the “gamified” blended narrative on the book evolution enabled learning as problem-focused, embedded and context-generated. An additional research study was conducted to investigate teachers opinions regarding the effectiveness of the 3D Virtual Immersive Environment(s); this focused on students' learning and thinking skills in the socio-cognitive, psychomotor and affective domain. This work exposes the pedagogical design, presents the socio-technical development and reflects on the initial research findings.

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Jaderberg, Max, Wojciech M. Czarnecki, Iain Dunning, Luke Marris, Guy Lever, Antonio Garcia Castañeda, Charles Beattie, et al. "Human-level performance in 3D multiplayer games with population-based reinforcement learning." Science 364, no. 6443 (May 30, 2019): 859–65. http://dx.doi.org/10.1126/science.aau6249.

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Reinforcement learning (RL) has shown great success in increasingly complex single-agent environments and two-player turn-based games. However, the real world contains multiple agents, each learning and acting independently to cooperate and compete with other agents. We used a tournament-style evaluation to demonstrate that an agent can achieve human-level performance in a three-dimensional multiplayer first-person video game, Quake III Arena in Capture the Flag mode, using only pixels and game points scored as input. We used a two-tier optimization process in which a population of independent RL agents are trained concurrently from thousands of parallel matches on randomly generated environments. Each agent learns its own internal reward signal and rich representation of the world. These results indicate the great potential of multiagent reinforcement learning for artificial intelligence research.

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Gannon, Neil, and Paul Powell. "Motion and Audio Capture of Lectures for Use in Digital Game Based Learning Environments." International Journal for Cross-Disciplinary Subjects in Education 5, Special 1 (March 1, 2015): 2385–93. http://dx.doi.org/10.20533/ijcdse.2042.6364.2015.0326.

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Juracz, Laszlo. "Developing Courses with Holorena, A Framework for Scenario- and Game Based E-Learning Environments." International Journal of Software Engineering & Applications 1, no. 4 (October 29, 2010): 1–17. http://dx.doi.org/10.5121/ijsea.2010.1401.

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Neville, David O. "Structuring Narrative in 3D Digital Game-Based Learning Environments to Support Second Language Acquisition." Foreign Language Annals 43, no. 3 (August 16, 2010): 446–69. http://dx.doi.org/10.1111/j.1944-9720.2010.01092.x.

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Journal articles on the topic 'Game-based learning environments'

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