Best practices for deploying digital games for personal empowerment and social inclusion

Digital games are being increasingly used in initiatives to promote personal empowerment and social inclusion (PESI) of disadvantaged groups through learning and participation. There is a lack of knowledge regarding best practices, however. The literature on game-based learning insufficiently addresses the process and context of game-based practice and the diversity of contexts and intermediaries involved in PESI work. This paper takes an important step in addressing this knowledge gap using literature review, case studies, and expert consultation. Based on our findings, we formulate a set of best practices for different stakeholders who wish to set up a project using digital games for PESI. The seven cases in point are projects that represent various application domains of empowerment and inclusion. Case studies were conducted using documentation and interviews, covering background and business case, game format/technology, user groups, usage context, and impact assessment. They provide insight into each case’s strengths and weaknesses, allowing a meta-analysis of the important features and challenges of using digital games for PESI. This analysis was extended and validated through discussion at two expert workshops. Our study shows that a substantial challenge lies in selecting or designing a digital game that strikes a balance between enjoyment, learning and usability for the given use context. The particular needs of the target group and those that help implement the digital game require a highly specific approach. Projects benefit from letting both intermediaries and target groups contribute to the game design and use context. Furthermore, there is a need for multi-dimensional support to facilitate the use and development of game-based practice. Integrating game use in the operation of formal and informal intermediary support organiszations increases the chances at reaching, teaching and empowering those at risk of exclusion. The teachers, caregivers and counsellors involved in the implementation of a game-based approach, in turn can be helped through documentation and training, in combination with structural support

The effect of digital game-based learning on student learning: A literature review

Digital game-based learning can be used by educators to support students in developing skills. This review examined the effect of digital game-based learning on student learning at the K-12 level. Sixteen peer-reviewed research studies, two meta-analysis studies, and two literature reviews published between 2011-2019 were selected for analysis. The reviewed research indicated that when digital game-based learning is used that includes key game design elements (collaboration, choice, feedback) as well as instructional design, there typically is a positive impact on student engagement. Research also indicated that digital game-based learning along with collaboration can have a significant effect on student motivation, however, the addition of instructions and feedback were not found to have a significant effect. Individual studies on digital game-based learning showed a significant positive impact on student achievement, while one of two meta-analysis studies found that there was a small effect size for digital game-based learning on student achievement in mathematics. Further studies should be conducted on digital game-based learning at the K-12 level over an extended period of time with the addition of game design elements and instructional design. More studies where empirical/statistical data is collected, and involving content area experts in research was recommended

Domesticating digital game-based learning

This paper analyses the use of digital game-based learning (DGBL) in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience that practice. Digital game-based learning is being widely employed throughout Norway as a result of the increased focus on digital skills in Norwegian education. This paper analyses that development by way of focus group interviews with a total of sixty-four pupils at four schools. Drawing upon domestication and actor-network theory, the paper provides a novel approach to the study of DGBL. The broad empirical investigation into DGBL practices furthermore provides a contribution to scholarly literature on the subject. A noteworthy finding of this study is the diversity of games employed in schools—around 30 different titles— indicating that the choice of games lies at the discretion of individual teachers. Findings from this research show that the domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. This includes the classroom and home as gaming sites, group work and individual assignments as practices, and PCs and iPads as platforms

Effectiveness of Digital Game Based Learning Strategy in Higher Educational Perspectives

Digital game-based learning strategy is now widely used in various fields such as education, marketing and advertising. This learning strategy has attracted great attention from scholars and practitioners in recent years due to its effectiveness in various educational fields. As more research studies favored the constructive impact of games on the learning process, more and more investigators are dedicated to developing digital educational games to enhance learning skills for 21st century requirements. The objectives of the current investigation were: to present a comprehensive and systematic review of the literature of previous studies on the effectiveness of digital game-based learning strategy in a higher educational context; to report the role of various adult learning theories in digital game-based learning strategy; to highlight some barriers and their solutions in digital game-based learning strategy. A total of 20 previous studies on digital game-based learning strategy in higher educational perspectives published from 2008-2021 were selected by inclusion and exclusion criteria for conducting this investigation. The results of the current investigation revealed that digital game-based learning strategy has deep effects on the learning skills of the learners in higher educational perspectives. The digital game-based learning strategy is a better option for the improvement of engagement of learners towards learning and critical thinking skills

Teachers' and Parents' Viewpoints of Game-Based Learning: An Exploratory Study

During the recent global pandemic, children’s screen time has been raised due to learning at home programs. Unexpectedly, teachers and parents have been forced to adapt to digital learning technology for children’s education. This study aimed to explore the anxiety and dilemmas faced by teachers and parents in using game-based digital learning. The researcher argues that their role as educators and facilitators in digital learning and playing activity is critical. It is essential to understand how they view, deal with, and experience game-based learning before developing an educational game. A gap was found in the existing studies about teachers’ and parents’ perspectives of game-based learning. Two questionnaires were developed separately for teachers and parents of primary school children in East Java, Indonesia. The results provided information about the teachers’ and parents’ concerns about digital learning, including their frustrations and motivations. Keywords: game design, game-based learning, educational game, digital learning, human-centered desig

Gender Differences and Digital Learning Games – One Size Does not fit all

The intrinsic motivation demonstrated towards digital games provides the opportunity for its use as a learning tool irrespective of gender differences. This has resulted in the combination of the motivation of games with curricular content referred to as Digital Game-Based Learning. While some related studies have argued that there are no gender differences in the motivational appeal of digital educational games, others present an opposing view. This paper reports the result of an investigation into the motivational appeal of digital educational games for 11-14 years old girls and boys. There is evidence that this age group is pivotal to the shrinking pipeline phenomenon in which fewer females progressively engage with computer science education and careers. The investigation involved a two stage study composed of a qualitative exploratory study, which identified the key criteria for the successful appeal of some digital entertainment games to young girls and boys and a main study. The main study generate both qualitative and quantitative data to further investigate the motivational appeal of digital educational games for learning basic computer science concepts for both girls and boys of age 11-14 years old. For the main study, two experimental games for learning basic computer science concepts were created based on the key criteria identified from the exploratory study. The first included the game characteristics that appeared to support the motivational appeal of the girls. The second game was antithetical to the first. Both genders from the participating population engaged with both games and online questionnaires were used to capture data on their perception of both games. The outcome of the investigation which involved 304 participants (girls = 152 and boys =152) from Southeast England, United Kingdom provided the empirical evidence in support of the argument that there are gender differences in the motivational appeal of digital educational game characteristics which can either support or thwart motivation i.e. one size does not fit all. The result of this investigation should support educationists, researchers and digital educational game designers in having an inclusive approach towards the creation of digital educational games for learning

Digital Game-Based Learning Activities in Primary Grade Mathematics Achievement

The research paper has gathered and analyzed research from online databases to find how digital game-based learning activities were used in mathematics and how it influences the affective domains of academic engagement, motivation, and academic self-perception. The paper aims to inform primary educators of the benefits and limitations of digital game-based activities in primary mathematics. Digital game-based learning has positively influenced students\u27 academic engagement through interaction, play, and effort, which had a positive effect on their mathematical achievement. Increased motivation felt by students when doing digital game-based activities resulted in higher mathematical achievement and an increase in learning more mathematics based on intrinsic and extrinsic factors. Digital game-based learning activities have also promoted students’ academic self-perception such as confidence and judgment of their ability. Drawbacks include the below-average percentage of high mathematical improvement as educators may want an activity with full confidence. Another drawback is that the rise in mathematical achievement may not be immediate. Some studies have acknowledged that students would eventually exceed their paper assessment scores if given more time to play. In conclusion, digital game-based learning activities in mathematics may increase student learning factors but remain inconsistent in learning gains. The research found in this paper will provide educators with the benefits and drawbacks of digital game-based activities in primary mathematics and allow educators to decide if this approach is right for their classroom

Improving Differentiated Digital Game-Based Learning

ABSTRACT Purpose. This paper will explore the implementation of digital game-based learning, while also specifically engaging in performance-based differentiation of digital game-based learning activities to align with student assessment data. Background. Over the course of the study the aim is to clarify implementation and use of digital game-based learning and come to a better understanding of which games students enjoy and why they enjoy them. The research will explore ways that the educator provides differentiated and personalized instruction to students to offset the increases in class size and increased access to digital tools within the classroom. The overview of the literature review will recognize that digital resources, including those for gaming, are widely available to teachers and have provided effective interventions to address learners’ individual needs. Student interaction with technology is ever-increasing, and methods to engage student learning mandate an examination of varied digital teaching techniques. Digital game-based learning, differentiation, and data application all play a role in the method. The nature of digital game-based learning – its level-based scaffolding, the reduced impact of failure on student achievement, the ability for the teacher to design different games for different needs – all lend to its increased use as an instructional modality