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

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM

Video Games And Learning : A theoretical approach to the use of commercial-off-the-shelf video games in Norwegian upper secondary education

Master´s thesis in English (EN501)This thesis explores the educational potential of commercial video games. With LK20, games and gaming have become integral part of Norwegian education, especially with a specific aim in the new English subject curriculum (ENG01-04) and with the broad definition of texts as cultural expressions. Due to the uncertainties surrounding the covid-19 pandemic, no original action-research was conducted. Therefore, this thesis offers a purely theoretical approach instead. It offers a literary analysis and discussion of a wide selection of theories and research regarding games and learning, followed by a theoretical exploration of how one commercial video game, namely Detroit: Become Human (2018)can be effectively utilized in learning contexts in Norwegian upper secondary education. Thus, the following two research questions are answered:(1) What does existing theories and research suggest one can learn from games and gaming in general, what are their potential learning effects? and (2) In light of existing theories and research, what can potentially be learnt by using Detroit: Become Human (DBH) in educational contexts, and how could various learning outcomes be achieved through its use? More specifically, the thesis explores the educational potential of video games to facilitate motivating, interactive, multimodal, and safe learning environments that enable exploration of identities through immersion and identification to foster deep learning and critical thinking

Augmented Reality Technology in Teaching about Physics: A systematic review of opportunities and challenges

The use of augmented reality (AR) allows for the integration of digital information onto our perception of the physical world. In this article, we present a comprehensive review of previously published literature on the implementation of augmented reality in physics education, at the school and the university level. Our review includes an analysis of 96 papers from the Scopus and Eric databases, all of which were published between January 1st, 2012 and January 1st, 2023. We evaluated how AR has been used for facilitating learning about physics. Potential AR-based learning activities for different physics topics have been summarized and opportunities, as well as challenges associated with AR-based learning of physics have been reported. It has been shown that AR technologies may facilitate physics learning by: providing complementary visualizations, optimizing cognitive load, allowing for haptic learning, reducing task completion time and promoting collaborative inquiry. The potential disadvantages of using AR in physics teaching are mainly related to the shortcomings of software and hardware technologies (e.g., camera freeze, visualization delay) and extraneous cognitive load (e.g., paying more attention to secondary details than to constructing target knowledge)

Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in comparison to the traditional face-to-face counterpart has been uncertain in terms of multidimensional student engagement. Research has a need to determine the impact of virtual worlds on student engagement in comparison to the traditional face-to-face environment. The study examined the effects of virtual world and face-to-face learning environments on high school foreign language students\u27 emotional, cognitive, and behavioral engagement, as well as combined engagement. A two-way MANOVA was used to determine the effect of traditional face-to-face and virtual world learning environments on combined student engagement. A 2 x 2 analysis of covariance was used to determine the effect of traditional face-to-face and virtual world learning environments on emotional student engagement. A 2 x 2 analysis of covariance was also used to determine the effect of traditional face-to-face and virtual world learning environments on cognitive student engagement. A t-test was used to determine the effect of traditional face-to-face and virtual world learning environments on behavioral engagement. The study did not find evidence of overall, cognitive, emotional, or behavioral engagement difference between the two learning environments. The findings indicate the virtual world environment is similar to the traditional face-to-face environment in terms of student engagement. School administrators and teachers can benefit from this research when determining effective means of creating highly engaging learning environments for students. Virtual worlds can be a medium for engaging learning opportunities for students in face-to-face and virtual schools. Additional research in this area is recommended to determine the impact of virtual worlds with different student populations and subject areas

BRINGING GAME ELEMENTS TO THE CLASSROOM: THE ROLE OF CHALLENGE AND TECHNOLOGY

This paper illustrates a teaching methodology which implements some motivational mechanics of games to help overcome the widespread lack of interest of students and make learning engaging. A learning cycle that promotes three main transformative dimensions within the overall learning process is detailed: from deductive to inductive teaching; from transmissive to constructivist teaching; from summative to formative assessment. Some concrete examples of learning activities are provided. Finally, the implications of the methodology resulting from a quasi-experimental study conducted in a high school are discussed. The study compared two classes, experimental and control, in relation to the following variables: self-determination towards studying, basic psychological needs, and support for autonomy. The results show that there are significant differences in the analyzed variables, suggesting that the proposed methodology could be effective in determining positive changes in motivational dynamics

The Gamification Framework of Military Flight Simulator for Effective Learning and Training Environment

The purpose of this thesis is to develop a framework for the gamification of flight simulators to provide an active learning and training environment for military jet pilots. Currently, with the development of visual displays and computer processing capabilities, the modern simulator has made great progress in visual and auditory terms that is incomparable to the past. In addition, functions that were previously implemented through supercomputers and complex hardware devices are now available through desktop computers at an affordable cost. Despite these advances, the simulators so far are thought to have been negligent in building an active learning and training environment for users, focusing only on such things as sound and visual immersion and training requirements. On top of that, misbelief in the effectiveness of pilots\u27 flight simulators, old paradigms failing to keep up with computer technology, and lack of instructor manpower have not led to the progress of simulator training programs. Meanwhile, studies show that the gamified system, which has become an increasingly hot topic in business, health care, and education over the past decade, has made users more motivated and actively engaged in the use of specific platforms. And the resulting effect was also positive. This Research aimed: (1) to examine a research-based Gamification Framework to understand the concept of a gamified system, (2) to identify pilots\u27 flight training needs and motivations, (3) and finally to suggest evaluation tool with example. The Gamification Framework of Flight Simulator(GFFS) was designed on the basis of research and a survey conducted for Korean Air Force fighter pilots for detailed Gamified Flight Simulator(GFS) evaluation tool. GFFS was modified and applied from Kim\u27s gamification framework and the Octalysis framework was used to identify and compare pilots\u27 needs and motivation factors