A COMPARATIVE STUDY OF ACADEMIC ACHIEVEMENT AND SATISFACTION IN SOCIAL STUDIES OF GRADE 9 STUDENTS UNDER GAME-BASED AND TEACHER-CENTERED LEARNING METHODS AT SATRIWITTHAYA 2 SCHOOL, BANGKOK Thailand

The purpose of this study was to determine academic achievement and satisfaction between Grade 9 students’ under Game-based learning and Teacher-centered learning methods at Satriwitthaya 2 School, Bangkok. The participants of this study were 60 students from Grade 9 who were studying with game-based and teacher-centered learning methods at Satriwitthaya 2 School, Bangkok. This study was a comparative study research design.  In addition, a questionnaire from developing teaching games with computer system for conversion among based on a computer mathematics course at the vocational certificated students. This study analyzed descriptive statistics (means and standard deviations), comparative analysis independent samples t-test (2-tailed).  This study found that Grade 9 students’ academic achievement taught by game-based learning method were higher than Grade 9 students’ academic achievement taught by teacher-centered learning method. Furthermore, there was significant difference between Grade 9 students’ academic achievement taught by game-based learning method and those taught by teacher-centered learning method. The satisfaction for the game-based learning was 3.95 and for the teacher-centered learning method was 3.65 which interpreted high

The Relations of Interface Design of Digital Game-based Learning Systems to Flow Experience and Cognitive Load of Learners with Different Levels of Prior Knowledge—The Effects of the Five Dimensions of Interface Design, including System Features, Cognitive Support, Effectiveness, User Control, and Playfulness

[[abstract]]Many studies have indicated interest in learning digital game-based learning has become an effective teaching strategies and teaching tools. In the past decades, empirical studies showed that digital game-based can enhance learners’ cognitive, affective and skills as learning objectives. Current research focused on how the new technology integrated into teaching strategies and teaching interest in digital learning system for the learners with different back-grounds and characteristics. Many studies have shown that learning process in which the flow experience for learning has a significant impact. In addition, re-searches have also pointed out that the multi-media materials presentation and system interface design will affect the learning of learners carrying out the ex-ternal and the proliferation of cognitive load. The excessive amount of cogni-tive load for learning will have a negative impact. Research indicates that learn-er’s prior knowledge and learning strategies to influence the flow of experience in the heart of learners, learning outcomes and cognitive load of the main fac-tors. Digital game-based system design includes the design of teaching content and system interface design. Previous studies have mostly concentrated on teaching the content of the application of the principles of instructional design. According to previous studies, the interface design of learning system will af-fect learner's learning, motivation, satisfaction, learning efficiency, and quality of interaction and so on. Therefore, the digital learning system interface design became an important factor toward learning. There are many studies have shown the system visibility, cognitive support, efficiency, user control, joyful-ness are the important aspects of learning system design. Some scholars have pointed out that the learning system in the interface design should not be as high as possible on each aspect. In other words, the system interface design and flow experience, cognitive load and the relationship between the effectiveness of learning is not a simple linear correlation curve but curvilinear correlations. But very little empirical research has done about what extent is the "moderate" or "best" design. In addition, for learners of different backgrounds should have different design. Therefore, the purpose of this study were to explore digital game-based mobile learning system visibility, cognitive support, efficiency, us-er-controlled, and joyfulness for different prior knowledge learners’ flow expe-rience, cognitive load and learning achievement.[[sponsorship]]HCI International[[conferencetype]]國際[[conferencedate]]20140622~20140627[[booktype]]電子版[[iscallforpapers]]Y[[conferencelocation]]Creta Maris, Heraklion, Crete, Greec

What Leads to Player\u27s Enjoyment and Achievement in a Mobile Learning Game?

This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning outcomes when using mobile learning games in the academic context

A Systematic Literature Review of Empirical Studies on Learning Analytics in Educational Games

Learning analytics (LA) in educational games is considered an emerging practice due to its potential of enhancing the learning process. Growing research on formative assessment has shed light on the ways in which students' meaningful and in-situ learning experiences can be supported through educational games. To understand learners' playful experiences during gameplay, researchers have applied LA, which focuses on understanding students' in-game behaviour trajectories and personal learning needs during play. However, there is a lack of studies exploring how further research on LA in educational games can be conducted. Only a few analyses have discussed how LA has been designed, integrated, and implemented in educational games. Accordingly, this systematic literature review examined how LA in educational games has evolved. The study findings suggest that: (1) there is an increasing need to consider factors such as student modelling, iterative game design and personalisation when designing and implementing LA through educational games; and (2) the use of LA creates several challenges from technical, data management and ethical perspectives. In addition to outlining these findings, this article offers important notes for practitioners, and discusses the implications of the study’s results

COMPUTER SCIENCE AND PRIMARY EDUCATION TEACHERS’ PERCEPTIONS, IN USING DIGITAL GAMES AS LEARNING TOOLS. OBSTACLES AND FACTORS THAT LEAD TO THEIR EFFECTIVE USE

Over the last decade, in addition to their entertainment dimension, digital games, have been used as teaching and learning tools. International literature has shown several studies that evaluate the effectiveness of digital games in the educational process. Many researchers argue that digital games can be of assistance to student’s learning and solving problems, as well as develop social and cognitive skills (Gee 2003, Prensky 2007, Oblinger & Oblinger 2005, Watson et al. 2011). This research aimed to computer science teachers and primary education teacher’s perceptions, regarding the use of digital games, as a teaching and learning tool, the factors that make their use effective, not to mention the barriers to their use. One hundred twenty teachers participated (70 computer science teachers and 50 teachers), by completing a questionnaire of fifteen questions, on a Likert scale and two open-ended questions. Results demonstrated that both teachers and computer educators agree that the use of digital games is a "good" practice, which enhances and enriches the learning process, provides motivation, and is an effective learning tool. Their design should be addressed to students’ personal needs and be based on learning principles. However, it has been observed that computer educators are the ones who use digital games in their teaching, more often as opposed to teachers. The main obstacles that prevent teachers from using technology in their classrooms are the lack of infrastructure, motivation, training, as well as the time available. The elements that seem to be taken into consideration by a teacher, in order to capitalize on digital games in the educational process, are personal needs and students’ particularities, as well as preparation, feedback and the setting of limits by the teachers. Research findings could be utilized in both digital play use in education and in its development, as a learning tool.  Article visualizations

Level up learning: a national survey on teaching with digital games

Digital games have the potential to transform K-12 education as we know it. But what has been the real experience among teachers who use games in the classroom? In 2013, the Games and Learning Publishing Council conducted a national survey among nearly 700 K-8 teachers. The report reveals key findings from the survey, and looks at how often and why teachers use games in the classroom, as well as issues they encounter in their efforts to implement digital games into their practice

Antecedents to the effectiveness of game-based learning environments for the Net generation: A game task fit and flow perspective

Purpose: There is a general consensus that games are effective as learning tools. There is however, a lack of knowledge regarding what makes games effective as a learning tool. The purpose of this study is therefore to answer the question: what are the antecedents of an effective game-based learning environment for the Net generation? The Net generation comprises individuals who prefer to learn using games as a tool. Aim: The aim of this dissertation is to develop a conceptual framework that reflects the antecedents of an effective game-based learning environment for the Net generation. The conceptual framework combines the IS Success Model, and the Task-Technology Fit and Flow theory. Method: The study used a quantitative method. Data was collected using an online instrument. The study used 125 participants from mainly the United Kingdom, United States and South Africa. The model was validated using confirmatory factor analysis and tested using multiple regression analysis. Key Findings: The identified antecedents of effectiveness are Game-Task Fit and Flow, where Flow consists of Clear Goals, Feedback and Concentration. Additionally, the Use factor in the model is replaced by Perceived Usefulness. The Conceptual Framework can be used as an evaluation tool for effective game-based learning environments for the Net generation

Comparison Of Learning Experiences And Outcomes Between A Serious Game-based And Non-game-based Online American History Course

The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p \u3e .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p \u3e .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers

Student participation in serious games design

Serious games can be defined simply as games with an educational intent. These games are regularly positioned within a curriculum as simple teaching agents and often lack meaningful participation from learners in their development. In 1992, Roger Hart proposed a model for the roles children play in participatory projects with adults. ‘Hart’s Ladder’ presents eight levels of children’s participation moving from tokenistic manipulation of children at the base of this ladder to ‘citizenship’ at the top where children can initiate and share activities with adults. This research contributes to knowledge on methods of integrating serious games into formal educational settings by investigating how children, as participants, can work with their educators, as facilitators, to create serious games for use by their peers. Exploratory field studies have worked with secondary school children (11-16 years) to evaluate the hypothesis that higher levels of participation of children in making serious games will produce more effective educational artefacts. Educational artefacts are context specific to each study but encompass the product and accreditation of the process by participants, facilitators and all stakeholders involved