Encouraging Students’ Motivation in Classroom with Serious Game (SG) Learning Environment

Today, the most challenging situation for traditional classroom is how to enhance students’ motivation. Traditional classrooms are losing their importance and effectiveness for the modern students who are using multiple modern approaches for their learning. Proper and effective urban design is very important for modern cities around the world. Modern cities must provide all the essential facilities for the people as well as maintain good and healthy habitat conditions. Urban students’ must have deep understanding on their work. They must have good motivation for their duties and responsibilities. Currently, serious game (SG) is gradually grabbing the potentiality among researchers around the world for its successful implementation in educational fields. With serious game a learning content can be delivered among specific group of students’ or participants’ through a playful environment. Very complex learning contents can be delivered among the learners with the serious game learning environment or process. This study actually aims to use 3D serious game (SG) learning environment among urban design students’ to promote their motivation level in classroom for their learning. Researchers use input-processoutcome game model proposed by Garris in 2002. The model was used by significant amount of researchers before in serious game and game based learning. For the gaming process this study is using experiential learning. The study will use a serious game (SG) prototype among the target population for collecting the required data. Researcher will try to identify the motivation level through this serious game learning environment in the classroom. The findings can provide among educators with a better understanding of the use of serious game (SG) learning environments to boost their students’ learning motivation and experience in classroom

Improving Students’ Collaborative Learning Experiences within a Game-Based Augmented Reality Learning Environment

In today’s post-COVID 19 world, the need to re-establish and strengthen collaborative activities is crucial in improving their learning experiences, and technology has become more prevalent as an enabler and a necessity to support this. Therefore there is a need for the development of student learning approaches that can capture their learning experiences and bridge the gap between formal learning and a more authentic, collaborative approach towards learning. Research has suggested that the use of emerging technologies such as Augmented Reality (AR) have been conducive in promoting better understanding of complex and difficult content in classes and offer learners the rich and engaging learning experience of visualizing course content, but have not yet been fully evaluated for their effectiveness in improving the learning experiences of students. As such, this study sought to design a game-based AR environment that investigated students’ attitudes and perceptions of using game-based AR, within a Team-Based Learning (TBL) class structure in their learning process, and its impact on student learning experiences. 56 Undergraduate level students participated in this mixed method research study and in this game-based AR learning environment. Data was collected on their attitudes and triangulated to obtain the study’s results. Findings showed that students were motivated to learn more, that the learning environment improved their collaboration, and were positive to having such learning experiences in their future courses, and a game-based AR learning framework, GALE, was presented. Such findings have important implications for the use of augmented reality as an instructional tool in 21st century learning environments