127 research outputs found

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

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    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

    Towards a Framework for Metacognition in Game-Based Learning

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    \u3cp\u3eGame-based learning can motivate learners and help them to acquire new knowledge in an active way. However, it is not always clear for learners how to learn effectively and efficiently within game-based learning environments. As metacognition comprises the knowledge and skills that learners employ to plan, monitor, regulate, and evaluate their learning, it plays a key role in improving their learning in general. Thus, if we want learners to become better at learning through game-based learning, we need to investigate how metacognition can be integrated into the design of game-based learning environments. In this paper we introduce a framework that aids designers and researchers to formally specify the design of game-based learning environments encouraging metacognition. With a more formal specification of the metacognitive objectives and the way the training design and game design aims to achieve these goals, we can learn more through analysing and comparing different approaches. The framework consists of design dimensions regarding metacognitive outcomes, metacognitive training, and metacognitive game design. Each design dimension represents two opposing directions for the design of a game-based learning environment that are likely to affect the encouragement of metacognitive awareness within learners. As such, we introduce a formalised method to design, evaluate and compare games addressing metacognition, thus enabling both researchers and designers to create more effective games for learning in the future.\u3c/p\u3

    Design Experiments in Game-Based Learning of Metacognition

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    Computational Thinking through Geometric Understanding: A Case Study on Programming in Mathematics Education

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    According to the 2020-updated curriculum for the Norwegian lower middle school, algorithmic thinking and computer programming are necessary student skills that are to be implemented in the mathematics education. Despite the curriculum update, many mathematics teachers lack competence and experi-ence in computer programming, and do indeed struggle to integrate algorithmic thinking in their teaching. Therefore, there is a need for specific teacher re-sources, such as simple but efficient readily developed education programs that can easily be adapted, extended, and applied, either as whole or as inspiration for teachers in their own classrooms. The contribution of this article is twofold: Firstly, we present an education program that aims to introduce basic program-ming concepts, such as loops and logical conditions, to lower middle school stu-dents through their existing understanding of geometry. Secondly, we report on a pilot study where the education program was taught by three teachers in their respective classes over a period of three weeks in a Norwegian lower middle school. The students’ development in algorithmic thinking strategies and problem solving skills over the course of the education program was assessed with a generalized pre- and post-test. The results indicate that students with low to me-dium test score in the pre-test achieved the greatest improvement (approximately 100-300% increase in test score), whereas students with medium to high test score in the pre-test performed slightly worse after the education program

    Design Experiments in Game-Based Learning of Metacognition

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    A Pedagogical Game Design Document (Ped-GDD) to Promote Teachers’ Engagement in the Kingdom of Saudi Arabia

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    Current research suggests that using gamification in a pedagogical context can provide a positive learning experience to students. Integrating teachers’ pedagogical input into the early stage of game design is an understudied area, and although the teachers’ role is acknowledged, the way of communicating teachers’ input is still undetermined. The current literature suggests the practice of using a Gamification Design Document (GDD) to illustrate a game requirements plan is a useful approach. In this paper, we discuss the development of a Pedagogical Game Design Document (Ped-GDD) using an Agile Holistic Framework to Support Teachers in Pedagogical Gamification Design. The paper also suggests the benefits of extending the research of the Ped-GDD further to be part of an e-Government scheme in the Kingdom of Saudi Arabia (KSA) to promote resources collaboration amongst teachers in educational software tool developments

    AN INVESTIGATION OF THE ROLE OF THE TEACHER IN GAMIFIED LEARNING IN PRIMARY SCHOOLS

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    Gamification is becoming part of daily life with growing use in the learning context. The research literature shows that gamified learning can have a positive impact on student motivation, and hence there is a need to reflect upon the pedagogic requirements of gamified learning. Furthermore, existing literature acknowledges the value of teachers’ input in game design processes; however, evidence also seems to suggest that the teacher’s role in gamification design remains undefined and underexplored. For this reason, an investigation was designed to examine primary school teachers' engagement in gamified learning design and categorize the gamification aspects in a learning context from the teacher’s perspective. A survey involving sixty-four Saudi Arabian primary school teachers identified gamification aspects which were perceived as teacher-driven tasks in the gamified learning design process. Building on the results of the survey, six in-depth interviews explored how teachers interacted with the gamified learning design process. The results of the investigation showed that teachers, in general, have a high level grasp of gamification concepts in theory. Teachers positively identified gamification aspects such as the story of the game, rules, timing, and related elements as teacher-driven tasks. However, teachers demonstrated a lack of confidence in applying gamification aspects when asked to complete high level gamification design tasks. For instance, some teachers found the use of gamification input methods and elements such as adding a timing rule for bonus levels as challenging, although they had previously identified these as teacher-driven tasks. In addition, there was a misapplication of concepts, illustrated using in-class rules as gamification rules, i.e., game-specific rules. The research indicated a requirement for a pedagogic gamification framework to support a collaborative strategy between teachers and game developers. A collaborative approach will facilitate teacher involvement in the gamified learning design process, will support better design of the gamification process flow and will enable a better fit to pedagogic requirements. This paper proposes as future work, the development of a pedagogic gamification framework to bridge the gulf between teachers’ theoretical knowledge of gamification in education and the practical application of gamification in a school context. Keywords: Gamification, Gamified learning, Teacher-driven design, Pedagogical gamification, Game-based learning

    PENERAPAN PEMBELAJARAN KOOPERATIF TEAM GAME TOURNAMENT (TGT) UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR BIOLOGI SISWA SMAN 2 LABUAPI

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    Telah dilakukan penelitian penerapan pembelajaran kooperatif Team Game Tournament (TGT) yang berbasis pada kompetisi dalam permainan. Penelitian bertujuan mengamati dan mengukur sejauh mana efektivitas penerapan model TGT dalam meningkatkan motivasi dan hasil belajar pada siswa SMAN 2 Labuapi Tahun Pelajaran 2016-2017 untuk pelajaran Biologi khususnya materi sistem regulasi. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Adapun populasi penelitian adalah seluruh siswa kelas XI IPA1 yang berjumlah 22 orang dengan teknik pengumpulan data dilakukan menggunakan lembar observasi tingkat kepuasan siswa dan tes evaluasi (pre-test dan post-test). Hasil analisis data menunjukkan tingginya tingkat kepuasan siswa terhadap penerapan model pembelajaran TGT yaitu sebesar 89,36%. Hasil belajar kognitif yang diperoleh melalui post-test meenunjjukkan peningkatan yang signifikan untuk setiap siklus dimana nilai rata-rata post tes untuk siklus I mencapai 77,37dengan tingkat ketuntasan mencapai 68,18% dan untuk siklus II mencapai nilai rata-rata 95,53 dengan ketuntasan 81,82%. Dari hasil yang diperoleh disimpulkan bahwa penerapan model pembelajaran TGT sangat efektif untuk meningkatkan motivasi dan hasil belajar siswa.Kata kunci : efektivitas, pembelajaran, TGT, tindakan kela
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