Beyond Motivation and Engagement: Students’ Voices on the Use of Game-Based Learning in a Bachelor Computer Science Online Degree

Video games have many potential uses beyond pure entertainment, including their use in educational contexts. Yet, it remains really challenging to put together guidelines to design effective game-like interventions in educational contexts. This study examines existing work relating to gamification, game-based learning, and serious games, and finds there is still limited qualitative work concerning the student perspective and limited work developing pedagogical guidelines for developers wishing to develop effective game-based learning experiences. The study focuses on the perception of students in regard to game-based learning activities in the context of a BSc Computer Science online degree. Students enrolled in the online degree were invited to fill in an online survey after their experience with a selection of game-based learning activities in the online degree. Reflexive Thematic Analysis was used to evaluate the open-ended responses from 55 participants. First, quantitative and qualitative results revealed insightful information along with four overarching themes (“Complementary to lectures on topics that are usually hard or too abstract to teach”, “Allow students to take on identities and learn from different angles and perspectives”, “Balanced challenge and context relevance to minimise students wasting their time”, and “Reward players for their effort with meaningful rewards and provide a safe space for failure”), suggesting that game-based learning interventions offer more than just motivation and engagement. Second, technical and pedagogical principles emerged from the data analysis, proposing guidelines for future designers of game-based learning activities in similar educational contexts. Finally, the study provides a selection of twelve open-source and browser-based game-based learning activities, the ones students encountered in the BSc Computer Science online degree

Shall we play together? Game-based learning for engagement and classroom climate in Spanish socially deprived communities

This research is part of the Educational Research Project entitled Instagamers (PIV-023/21), called under the Order of 14 January 2009 (BOJA No. 21, February 2, 2009).Purpose: The purpose of this study is to analyze the effects of a game-based learning (GBL) program on the classroom climate and engagement of high schools in socially deprived communities in Spain. Methods: The study included 277 students from two secondary schools located in Southern Spain, situated in Zones in Need of Social Transformation. Sampling was non-probabilistic and accidental, based on the accessibility of the school and the willingness of the management and teaching staff to participate in the GBL program. The study employed a control group and two experimental groups (cooperative games group only and cooperative and competitive games group) to compare pre-test and post-test data in both groups. The Brief Class Climate Scale and Engagement Inventory, validated in academic literature, were used as assessment instruments. Results: The study used a series of ANOVA tests to compare the experimental groups with the control group. The results indicated statistically significant changes in all study variables. In all cases, the experimental groups demonstrated greater benefits than the control group. Discussion and conclusion: The study findings reveal that games can provide significant benefits to students, regardless of whether they are cooperative or competitive. The study provides evidence of the benefits of GBL in high schools located in socially deprived communities in Spain.Educational Research Project entitled Instagamers (PIV-023/21

Fostering university students’ engagement in teamwork and innovation behaviors through game-based learning (GBL)

Higher Education Instituions (HEIs) should be the driving force behind the training of college students in terms of both hard and soft skills (for example, innovation and teamwork competencies), and they should also do so without neglecting their health and well-being, perhaps more than ever in these complex times of the SARS-CoV2 pandemic. Game-based learning (GBL) could be a powerful and useful tool in this regard. There is, however, some controversy surrounding the use of games for learning purposes in higher education institutions, and most of the research done about this issue corresponds to GBL through digital games. Under this background, the main objective of this study was to test the effect of GBL on the intrinsic motivation (IM), teamwork engagement (TWE), team building (TB), teamwork competence (TWC), and innovation behaviors (IWB) of 142 college students of Health Sciences and Social Work. After rehearsing in small groups, the game was tested (T2). Our results obtained through the differential analyses confirmed that undergraduates were more intrinsically motivated, experienced more TWE, TB, and TWC, and developed more IWB than before playing the game (T1). Therefore, the development of core personal skills might be promoted effectively by games in an efficient, engaging, and motivating way

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

eLuna : A Co-Design Framework for Mixed Reality Narrative Game- Based Learning

De siste tiårs utvidede fokus på læring utenfor skolen har bidratt til økt anvendelse av vitensentre som læringsarena for barn i grunnskole og videregående utdanning. En læringsløype er en type integrert læringsmiljø der de lærende, fysiske installasjoner, og digitale hjelpemidler bidrar til å fremme læringsinnhold og mål. På vitensentre brukes læringsløyper som pedagogisk støtte innen et bredt spekter av pensumplaner og programmer, gjennom å kombinere forskjellige sett av installasjoner og ved å vektlegge forskjellige aspekter av installasjonenes innhold. Siden de er sammensatt av både fysiske installasjoner og digitale hjelpemidler, er læringsløyper blandet virkelighet systemer, der de lærende interagerer med elementer i både den fysiske og virtuelle virkeligheten. Forskning har vist at både narrativ og spillmekanikker er blant de mest effektive komponentene som kan ligge til grunn for at læringsløyper skal kunne oppnå økt fokus på læringsinnhold, og for å engasjere de lærende ved å sette dem i en tilstand av flyt (av engelsk flow). Forskningen som presenteres i denne avhandlingen har som hovedmål å forbedre læring på vitensentre, gjennom å bidra med et co-design-rammeverk for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring. Narrativ har vært brukt til læring og instruksjon siden forhistorisk tid, og spill for læring har vært teoretisert og anvendt i mennesker i århundrer, i enda større grad etter oppfinnelsen av datamaskiner, og mulighetene bragt på banen gjennom digitale spill. Selv om bade narrative og spill har vært vist å kunne ha positive effekter når anvendt for læring, har forskning på effekter fra narrative spillbasert læring vist variable og motstridende resultater. Mangelen av en felles modell for kategorisering av narrative spill medfører manglende kunnskap relatert til hvordan og under hvilke forutsetninger narrative spill har effekt på læring. På tross av at de fleste studier av narrativ spillbasert læring unnlater å nevne narratologiske modeller, og de som gjør det primært refererer til modeller lånt fra andre media som mangler de nødvendige egenskapene til å kategorisere hendelsesflyten som benyttes i mange spill, finnes det en ludo narrativ variabel modell (LNVM), som er en narratologisk modell som kategorisere alle spill som narrativ. Denne forskningen videreutvikler LNVM, og presenterer en felles modell for kategorisering av narrativ spillbasert læring; eLNVM (fra engelsk: The extended LNVM). Narrative spillbaserte læringsløyper består av interaktive installasjoner og digitale hjelpemidler som belyser læringsmål innenfor pensumprogrammer. Det er derfor nødvendig med deltakelse både fra pedagoger og utviklere når slike læringsløyper skal designes og presenteres til lærende. Forskning viser at det er mangel av modeller, metoder, og rammeverk som myndiggjør pedagoger og utvikleres felles design av spillbasert læring, noe som enten resulterer i tapt fokus på læringsinnhold til fordel for engasjerende spillmekanikk, eller i at underholdningspotensialet i spill blir underordnet læringsmålene. Slike rammeverk må videre kunne skille mellom fysiske og virtuelle elementer for å være anvendbare i blandet virkelighet omgivelser. Forskningen presentert i denne avhandlingen benytter et rammeverk for informasjonssystemer som vitenskapelig metode til å utvikle eLuna co-design-rammeverket for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring. En systematisk litteraturstudie identifiserte 15 studier som rapporterte effekter fra digitale spillbaserte læringssystemer på engasjement, motivasjon, og læring. Disse systemene ble kategorisert med bruk av eLNVM og sortert basert på deres rapportering for å identifisere karakteristikker av narrative digital spillbasert læring som har positive effekter på engasjement, motivasjon, og læring. Denne forskningen benytter en iterativ design-basert forskningsprosess der karakteristikkene assosiert med de positive effektene legges til grunn for et co-design-rammeverk bestående av en metode og et visuelt språk. Co-design-rammeverket blir deretter utvidet med kapasitet til å separere mellom fysiske og virtuelle elementer i blandet virkelighet omgivelser. Rammeverket blir gjennom prosessen testet i deltakende co-design workshops og evaluert med bruk av varierte metoder, inkludert fokus grupper, intervjuer, spørreskjemaer, tematisk analyse, og heuristisk evaluering. Forskningen som blir presentert i denne doktoravhandlingen resulterer i eLuna co-design-rammeverket for narrative spillbasert læring, som kan bli brukt av pedagoger og utviklere til å lage både narrative digitale spillbaserte læringssystemer, og blandet virkelighet narrative spillbaserte læringsløyper som optimaliserer potensiale for positive effekter på engasjement, motivasjon, og læring.Increased focus on out of school learning over the last decades has led to extended use of science centres as learning arenas for pupils in primary and secondary education. A learning trail is a form of embedded learning environment in which the learners themselves, physical exhibits, and digital companions are elements that promote learning content and goals. When used in science centres, learning trails can combine different sets of exhibits and emphasize various aspects of their content to support learning goals inside a broad range of curricular plans and programs. Being comprised of physical exhibits and digital companions, science centre learning trails are mixed reality systems in which learner interaction occurs in both the physical and virtual domains. Research has shown that narratives and game mechanics are among the most effective components for science centre learning trails to achieve increased focus on the learning content, and to induce flow and engagement in learners. With an aim to contribute to improving science centre learning, the main objective of this research is to develop a co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning. Narratives have been used in learning and instruction since prehistoric times, and games for learning have been theorized and applied in human culture for centuries, increasingly so with the advent of the computer, and opportunities provided by digital games. While both narratives and games are shown to have the ability to positively affect learning, research on the effects from narrative game-based learning has shown mixed and contradictory results. The lack of a common model to categorize narrative games has led to a knowledge gap regarding how and under which conditions narrative games have effects on learning. Whereas most studies of narrative game-based learning neglect mentioning a narratological model at all, the ones that do mainly refer to models adapted from different media that lack the capabilities to properly categorize the event flow of many digital games. An exception is the ludo narrative variable model (LNVM), a narratological model that can properly categorize all games as narratives. Building on the LNVM, this research fills this gap with the development of the extended LNVM (eLNVM), a common model to categorize and isolate narratives in digital game-based learning. Narrative game-based learning trails comprise interactive exhibits and digital companions and promote learning goals inside curricular programs. Therefore, they require participation from educator and developer stakeholders to be properly designed and brought to learners. Research has shown that there is a lack of models, methods, or frameworks that empower educators and developers to co-design game-based learning, something which results in either the learning content being lost in the engaging mechanics of the game, or the fun of the games becoming inferior to the learning goals. Furthermore, to be applicable in science centres, such a co-design framework must also distinguish between physical and digital elements in mixed reality environments. Applying an information system research framework as a design science methodology, the eLuna co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning was developed. A systematic literature review identified 15 studies that self-reported effects of digital game-based learning systems on engagement, motivation, and learning. These were categorized on the eLNVM and sorted by their self-reported effects to identify what characterizes narrative digital game-based learning systems that positively affect engagement, motivation, and learning. Using an iterative design-based research process these characteristics associated with positive effects were then applied in a co-design framework comprising a method and a visual language, which was later extended with the capabilities to distinguish between physical and virtual elements in mixed reality learning trails. Throughout the process the framework was tested in co-design workshops with stakeholders and evaluated through mixed methods, including focus groups, semi-structured interviews, questionnaires, thematic analysis, and heuristic usability inspection. The research presented in this PhD dissertation contributes the eLuna co-design framework for narrative game-based learning, which empowers educators and developers in the creation of both narrative digital game-based learning and mixed reality narrative game-based learning trails that optimize the potential to induce positive effects on engagement, motivation, and learning.Doktorgradsavhandlin

Educational technology, gamified pedagogy, and vectoralist control in K-12 education

Educational technology in K-12 education is at a crossroads. There continues to be a push to technologize classrooms, but the question is: who is benefiting from this technologization? In this paper, I use Christo Sims’ Disruptive Fixation to examine how technologized spaces and games-based learning privilege a certain type of student while disregarding others. Additionally, I examine how the apparatus of educational technology that is labouring as “disruptions” to old pedagogy in fact entrench disparities between students. Power structures that exist between teachers, students, ed-tech boosters, and implementors tow a line where teachers are little more than middle-managers: technology is foisted on them, and, with little support, they are expected to implement technology and games-based learning into curricula. Students are expected to understand and use technology, and, in theory, this ‘interruption’ to old pedagogy will inspire new ways of learning and prepare students to be agile, adequate knowledge production workers in an ever-changing, continually-technologizing world

Raising awareness for water polution based on game activities using internet of things

Awareness among young people regarding the environment and its resources and comprehension of the various factors that interplay, is key to changing human behaviour towards achieving a sustainable planet. In this paper IoT equipment, utilizing sensors for measuring various parameters of water quality, is used in an educational context targeting at a deeper understanding of the use of natural resources towards the adoption of environmentally friendly behaviours. We here note that the use of water sensors in STEM gameful learning is an area which has not received a lot of attention in the previous years. The IoT water sensing and related scenaria and practices, addressing children via discovery, gamification, and educational activities, are discussed in detail

Features of entertainment digital games for learning and developing complex problem-solving skills: A protocol for a systemic review

Entertainment digital games (EDGs) can be used to promote real-world-relevant learning that supports the development of complex problem-solving (CPS) skills. This paper presents a protocol for a systematic review that aims to examine relevant analysis and design frameworks for EDGs. Selected frameworks will be reviewed to identify gameplay features that may affect CPS-relevant psychological processes. Each framework will be subjected to a formal content analysis in which data will be extracted, coded, and analyzed based on the Work System Theory and the Cognitive Work Analysis frameworks. The proposed systematic review will help researchers and practitioners to select the most appropriate methodological frameworks for the analysis and design of EDGs capable of promoting CPS skills through gameplay learning

Challenge Based Learning as authentic learning environment for STEM identity construction

Engineering education more and more adopts Challenge Based Learning. In CBL, students learn in groups by taking on open and challenging projects that draw on a broader STEM knowledge base. The challenges reflect and mimic STEM professional core practices (e.g. higher education) or authentic but pedagogically simplified versions (e.g. secondary education). Challenges also connect to societally relevant themes and issues. CBL thus seems well suited to helping students build a positive STEM identity (seeing oneself and being recognized by others as a STEM person c.q., STEM professional). However, CBL is a very new educational concept with little empirical research yet available. Therefore, this paper explores the question of CBL's contribution to STEM identity development at a conceptual level. What, conceptually, can CBL be expected to contribute to STEM identity development?We first explore the concept of CBL as it is currently defined to find its strengths and weaknesses and improve it. We then look for empirical evidence on the effects of conceptually akin education (such as Design-Based Learning and Project-Based Learning) on STEM identities. When learning effects can be traced using educational theories to conceptual features they share with CBL, these can be building blocks for our modelling of CBL's contribution to the development of STEM identities.Current definitions of CBL were found to be purely enumerative and did not clearly distinguish CBL from related concepts such as Problem Based Learning (PBL) or Design Based Learning (DBL). A new definition for CBL is proposed that is based on an underlying pedagogical vision.It is concluded that CBL and related forms of education can be expected to facilitate the construction of STEM identities. Primarily through a combination of a motivation boost, a higher perception of competence and the CBL and STEM identity construction 2 enjoyable and experiential orientation to STEM that it provides students. However, CBL seems limited with respect to the development of STEM identities in vocational or higher education.Engineering education more and more adopts Challenge Based Learning (CBL). In CBL, students learn in groups by taking on open and challenging projects that draw on a broader STEM knowledge base. The challenges reflect and mimic STEM professional core practices (e.g., higher education) or authentic but pedagogically simplified versions (e.g., secondary education). Challenges also connect to societally relevant themes and issues. CBL thus seems well suited to helping students build a positive STEM identity (seeing oneself and being recognized by others as a STEM person c.q., STEM professional). However, CBL is a very new educational concept with little empirical research yet available. Therefore, this study explores the question of CBL's contribution to STEM identity development at a conceptual level. What, conceptually, can CBL be expected to contribute to STEM identity development? We first explore the concept of CBL as it is currently defined to find its strengths and weaknesses and improve it. We then look for empirical evidence on the effects of conceptually akin education (such as design-based learning and project-based learning) on STEM identities. When learning effects can be traced using educational theories to conceptual features they share with CBL, these can be building blocks for our modeling of CBL's contribution to the development of STEM identities. Current definitions of CBL were found to be purely enumerative and did not clearly distinguish CBL from related concepts such as problem-based learning (PBL) or Design-Based Learning (DBL). A new definition for CBL is proposed that is based on an underlying pedagogical vision. It is concluded that CBL and related forms of education can be expected to facilitate the construction of STEM identities, primarily through a combination of a motivation boost, a higher perception of competence and the enjoyable and experiential orientation to STEM that it provides students. However, CBL seems limited with respect to the development of STEM identities in vocational or higher education.</p