Video game self-efficacy and its effect on training performance

This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance

Σχεδιασμός, ανάπτυξη και αξιολόγηση παιχνιδιού Επαυξημένης Πραγματικότητας για την υποστήριξη της διδασκαλίας κατά τη διάρκεια εκπαιδευτικών επισκέψεων σε αρχαιολογικούς χώρους

Η αξιοποίηση της τεχνολογίας της Επαυξημένης Πραγματικότητας (Ε.Π.) για φορητές συσκευές σε συνδυασμό με προσεγγίσεις μάθησης βασισμένης στο παιχνίδι, αποτελεί μια από τις τάσεις που καταγράφονται τα τελευταία χρόνια, αναφορικά με τη διδασκαλία της Ιστορίας σε αρχαιολογικούς χώρους. Η συνάφεια τέτοιων εφαρμογών με τον εποικοδομισμό και την πλαισιοθετημένη μάθηση ευθυγραμμίζεται με την ανάγκη για στροφή προς πιο μαθητοκεντρικές προσεγγίσεις. Ταυτόχρονα, αναδεικνύεται ο κρίσιμος ρόλος της ιστορικής ενσυναίσθησης στην αποτελεσματική διδασκαλία της Ιστορίας και ως εκ τούτου συνιστά πρόκληση η εμπλοκή των μαθητών σε αυτού του είδους τις διαδικασίες με τη βοήθεια των φορητών συσκευών. Στην παρούσα έρευνα παρατίθεται η μεθοδολογία σχεδιασμού, ανάπτυξης και διαμορφωτικής αξιολόγησης του παιχνιδιού Ε.Π. «PlatoAR» για φορητές συσκευές. Ο αρχαιολογικός χώρος της Ακαδημίας Πλάτωνος αποτελεί τον χώρο διεξαγωγής του παιχνιδιού και σκοπός του είναι η υποστήριξη της διδασκαλίας της Ιστορίας των κλασικών χρόνων σε μαθητές Δ΄ Δημοτικού μέσω της εμπλοκής τους σε διαδικασίες ιστορικής ενσυναίσθησης. Για την ανάπτυξη του παιχνιδιού αξιοποιήθηκαν τα τρία πρώτα στάδια της μεθοδολογίας της «έρευνας που βασίζεται στο σχεδιασμό». Στο πρώτο πραγματοποιήθηκε «Αναγνώριση και ανάλυση του προβλήματος» της διδασκαλίας της Ιστορίας, στο δεύτερο ο «Σχεδιασμός και η ανάπτυξη του πρωτοτύπου» της εφαρμογής και στο τρίτο η χρήση της εφαρμογής στον αρχαιολογικό χώρο και η αξιολόγησή της ως προς την ευχρηστία, την κατάσταση «Ροής», το περιεχόμενο και τους παράγοντες που επηρεάζουν τη χρήση της. Τα εργαλεία συλλογής δεδομένων ήταν τόσο ποσοτικά, όσο και ποιοτικά και περιλάμβαναν συμμετοχική παρατήρηση, συνεντεύξεις, καθώς και ερωτηματολόγια. Η ανάλυση των δεδομένων φανέρωσε θετικά αποτελέσματα ως προς την ευχρηστία της εφαρμογής, την κατάσταση «Ροής» που βίωσαν οι παίκτες και την παιδαγωγική αξία του περιεχομένου. Σε ότι έχει να κάνει με τους παράγοντες που επηρεάζουν τη χρήση της εφαρμογής, αυτοί σχετίζονται με το περιβάλλον, τα τεχνικά ζητήματα και την προετοιμασία του εκπαιδευτικού αναφορικά με την επίσκεψη στον χώρο. Τέλος, τα αποτελέσματα της αξιολόγησης έδειξαν ότι οι εκπαιδευτικοί είναι δυνατό να εμπλακούν ενεργά στον σχεδιασμό και την ανάπτυξη εφαρμογών Ε.Π., ικανών να επιφέρουν προστιθέμενη αξία στη διδασκαλία της Ιστορίας σε αρχαιολογικούς χώρους που έχουν απωλέσει την αρχική τους μορφή.One of the recent trends in history teaching in archaeological sites is the use of Augmented Reality (A.R.) technologies for mobile devices in combination with game-based learning approaches. The relevance of such approaches with the theories of constructivism and situated learning is well aligned with the need for student-centered approaches. At the same time, historical empathy stands out as a crucial factor and thus student’s engagement with these kind of procedures when they interact with mobile apps, constitutes a challenge. This research addresses the design, development and formative evaluation of the A.R. mobile game “PlatoAR”, concerning history teaching and learning, taking place at the archaeological site of Plato’s Academy. The aim of the game is to support history teaching in primary education by engaging students in the process of historical empathy. “PlatoAR” was developed using a design-based research (DBR) methodology which consists of three phases of design and research. The first phase addressed the “Analysis of practical problems by researcher and practitioners in collaboration” concerning history teaching, the second the “Prototype design and development” of the application and the third one, the use and evaluation of the app concerning its usability, the concept of Flow, its content and the factors that influence its effective use (Sample: 31 teachers and 16 students). Questionnaires, observations and interviews were used to collect both qualitative and quantitative data. Data analysis indicated good usability, Flow and content value results. When it comes to the factors that influence the use of the app, it’s worth mentioning that they are related to the environment, the technical issues and teacher’s preparation concerning field trip planning. Finally, the results showed that it’s possible for teachers to be actively engaged in the design and development of A.R. mobile apps, capable of bringing added value to history teaching and learning, taking place at archaeological sites that through the ages have “lost” their original appearance

Investigating the potential of mobile games as learning environments for independent adult skill development

The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers the case for mobile game-based learning in the context of informal microlearning and investigates the potential of mobile games to assist the independent skills development of adults. Initial research found that adults expressed positive attitudes towards the idea of learning with a mobile game, while even those who did not use mobile games recreationally appeared positive to using them if they perceived them as an effective way to develop their skills. Guidelines were then developed to inform the design of effective mobile learning games based on theories of adult learning, game-based engagement, mobile usability and mobile game design. These guided the development of a mobile game prototype aimed at assisting adults, speakers of English as a second language, to build their academic vocabulary. To evaluate the effectiveness of the prototype, a mixed methods approach combining quantitative and qualitative data collection instruments was utilised. Player engagement and system usability were measured rather than direct measures of learning outcomes. Overall the results were encouraging since evaluation participants were found to be engaged by the activity and able to easily pick up the game and play. Additionally, qualitative data on participants’ experiences and perceptions were collected, which supported initial research findings on the positive attitudes of adults towards using mobile games for learning. Though caution is recommended when generalising the evaluation results, the potential of mobile games for the independent learning of adults was supported. Overall this research offers a rationale for the use of mobile game-based learning, an insight into the nature of adult learners’ needs and their mobile devices usage patterns, a critical discussion on the type of learning that would be appropriate for the context, a set of guidelines for the design of mobile learning games, and finally a discussion of evaluation methods along with a collection of empirical data on the post-experiential attitudes of adults with regards to mobile games for learning

Video Game Self-efficacy and its Effect on Training Performance

This study examined the effects of using serious games for training on task performance and declarative knowledge outcomes. The purpose was to determine if serious games are more effective training tools than traditional methods. Self-efficacy, expectations for training, and engagement were considered as moderators of the relationship between type of training and task performance as well as type of training and declarative knowledge. Results of the study offered support for the potential of serious games to be more effective than traditional methods of training when it comes to task performance