Learning through play: an educational computer game to introduce radar fundamentals

The information exchange has evolved from traditional books to computers and Internet in a few years' time. Our current university students were born in this age: they learn and have fun with different methods as previous generations did. These digital natives enjoy computer games. Thus, designing games for learning some selected topics could be a good teaching strategy for such collective and also for undergraduate university students. This paper describes the development and test of an educational computer game revolving around radar. The objective of the game RADAR Technology is to teach students about the fundamentals of radar, while having fun during the learning experience. Based on the principle that you learn better what you practice, the authors want to induce students to discover a difficult to understand topic by proposing them a different experience, in a format better adapted to their generation skills. The computer game has been tested with actual students and the obtained results seem to be very promising

Analyzing the Response of Learners to Use Kahoot as Gamification of Learning Physics

This study aims to investigate the response of learners to use Kahoot as a gamification of learning. Kahoot is available for free applications, and this platform can be used in gamification based learning. Kahoot allows educators to make games based on quizzed, surveys, and other things related. Kahoot can be accessed using a smartphone-based on android and ios as well as through a computer with address www.kahoot.it. The method used in this research is descriptive method qualitative data support the results of analyzing the response of pesetas learners. This research was conducted in SMP Tunas Bangsa, West Jakarta learner class VII, with several 16 students. The instrument used in this study was a questionnaire. Instrument used validated using product moment formula and reliability using the formula KR-20. Based on the results of data analysis and discussion, we can conclude that the response of learners in the use Kahoot as gamification of learning that is in the select category with an average overall score obtained is 87.28%

Company-university collaboration in applying gamification to learning about insurance

Incorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit from collaborating. The aim of this research is to evaluate, both objectively and subjectively, the potential of the simulation game BugaMAP (developed by the MAPFRE Foundation) for university teaching about insurance. To this end, we have assessed both the game itself and the experience of using the game as perceived by 142 economics students from various degree plans and courses at the University of Seville during the 2017–2018 academic year. As a methodology, a checklist of gamification components is used for the objective evaluation, and an opinion questionnaire on the game experience is used for the subjective evaluation. Among the results several findings stand out. One is the high satisfaction of the students with the knowledge acquired using fun and social interaction. Another is that the role of the university professors and the company monitors turns out to be very active and necessary during the game-learning sessions. Finally, in addition to the benefits to the university of occasionally available quality games to accelerate student skills training, the company–university collaboration serves as a trial and refinement of innovative tools for game-based learning

Active learning methodologies at the university classroom

[EN] This paper identifies a set of active learning methodologies, which have in common the consideration of the emotion as a key element for learning. Active learning methodologies are not only intended to awaken emotions but also taught with emotion (Sempere-Ripoll and Rodriguez-Villalobos, 2019). To this extent, different teaching methodologies are used that complement each other, leading to reinforce and consolidate learning. Accordingly, the main aim of this work is to review the different active learning methodologies that can be applied at the university classroom.The authors acknowledge the support from the Universitat Politècnica de València (UPV) through the Projects of Innovation and Educational Improvement ¿La docencia inversa como metodología soporte a metodologías activas de aprendizaje¿ (PIME/21-22/263) and ¿Innovación y mejora educativa aplicada a los Objetivos de Desarrollo Sostenible en la ETSII¿ (PIME/21-22/281).Andres, B.; Sempere-Ripoll, F.; Esteso, A.; Torre-Martínez, MRDL. (2022). Active learning methodologies at the university classroom. EDULEARN Proceedings (Internet). 2927-2935. https://doi.org/10.21125/edulearn.2022.07402927293

The effect of gamification and narrative on learner engagement and academic achievement in primary schools: a South African case study

As the major aims of primary school education are to foster both learning and enjoyment of learning, the main goal of this research project is to identify whether the use of storytelling can improve gamification of learning through a Learning Management System (LMS). Gamification is a known method for enhancing the enjoyment of learning as well asthe reinforcement of learning, in tasks that are typically seen as routine or mundane. The study used a sample of grade 7 learners from a South African private school, using the national curriculum policy document as a content guideline. The study used comparative groups of two gamified learning management systems, with one system using the storyline of “Mission to Mars”, where learners embarked on a fictional journey to Marsin search of habitable land. The other group used a similar learning management system, using generic images and discourse without using a narrative. Using game mechanics, which are common features used to structure games, the content was presented as a progression-based game to achieve the end goal of colonising Mars. Progression was based on learner participation in core activities that were required by the core curriculum and which were formally assessed, in temporal activities that occurred at different stages in time and in discretionary activities that were optional and were known not to be formally assessed. We found that the gamified systems were successful in reinforcing learning and were enjoyed by both experimental groups. It was anticipated that the use of a narrative, in conjunction with the gamified learning management system, would yield higher academic results and be more enjoyable, which was in line with research on the use of storytelling in education. Contradictory data was found, which suggests that the use of narrative should be carefully implemented, as storytelling may only be effective if presented to learners in a meaningful and relevant way. The system was developed using a free web page designer, provided by Google, which would have limited the possibilities for developing interactive or customised teaching resources for the facilitator to use. This was found to be the main limitation for the study and should influence further research in this field

Game-Based Learning, Gamification in Education and Serious Games

The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be

Gamification and Advanced Technology to Enhance Motivation in Education

This book, entitled “Gamification and Advanced Technology to Enhance Motivation in Education”, contains an editorial and a collection of ten research articles that highlight the use of gamification and other advanced technologies as powerful tools for motivation during learning. Motivation is the driving force behind many human activities, especially learning. Motivated students are ready to make a significant mental effort and use deeper and more effective learning strategies. Numerous studies indicate that playing promotes learning, since when fun pervades the learning process, motivation increases and tension is reduced. Therefore, games can be very powerful tools in the improvement of learning processes from three different and complementary perspectives: as tools for teaching content or skills, as an object of the learning project itself and as a philosophy to be taken into account when designing the training process. Each contributions presented in this book falls into one of these categories; that is to say, they all deal with the use of games or related technologies, and they all study how playing enhances motivation in education