Gender Differences and Digital Learning Games – One Size Does not fit all

The intrinsic motivation demonstrated towards digital games provides the opportunity for its use as a learning tool irrespective of gender differences. This has resulted in the combination of the motivation of games with curricular content referred to as Digital Game-Based Learning. While some related studies have argued that there are no gender differences in the motivational appeal of digital educational games, others present an opposing view. This paper reports the result of an investigation into the motivational appeal of digital educational games for 11-14 years old girls and boys. There is evidence that this age group is pivotal to the shrinking pipeline phenomenon in which fewer females progressively engage with computer science education and careers. The investigation involved a two stage study composed of a qualitative exploratory study, which identified the key criteria for the successful appeal of some digital entertainment games to young girls and boys and a main study. The main study generate both qualitative and quantitative data to further investigate the motivational appeal of digital educational games for learning basic computer science concepts for both girls and boys of age 11-14 years old. For the main study, two experimental games for learning basic computer science concepts were created based on the key criteria identified from the exploratory study. The first included the game characteristics that appeared to support the motivational appeal of the girls. The second game was antithetical to the first. Both genders from the participating population engaged with both games and online questionnaires were used to capture data on their perception of both games. The outcome of the investigation which involved 304 participants (girls = 152 and boys =152) from Southeast England, United Kingdom provided the empirical evidence in support of the argument that there are gender differences in the motivational appeal of digital educational game characteristics which can either support or thwart motivation i.e. one size does not fit all. The result of this investigation should support educationists, researchers and digital educational game designers in having an inclusive approach towards the creation of digital educational games for learning

A comparison of methodological frameworks for digital learning game design

Methodological frameworks guide the design of digital learning game based on well founded learning theories and instructional strategies. This study presents a comparison of five methodological frameworks for digital learning game design, highlighting their similarities and differences. The objective is to support the choice of an adequate framework, aiming to promote them as a way to foster principled digital learning games design. This paper concludes that: (i) interactivity, engagement and increasing complexity of challenges are fundamental factors to digital learning game design; (ii) the pedagogical base, the target, the possibility of doing game assessment and the presence of practical guidelines are the selection criteria that influence most the choice of a methodological framework, and (iii) the development of digital learning games - preferably by different research teams - is needed to provide empirical evidence of the utility of framework-based design

PENGARUH PENDEKATAN BERMAIN BERBASIS DIGITAL GAME BASED LEARNING (DGBL) TERHADAP PENINGKATAN KERJASAMA DAN KETERAMPILAN BERMAIN SEPAKBOLA

Tujuan penelitian ini adalah untuk mengetahui pengaruh Pendekatan Bermain Berbasis Digital Game Based Learning (DGBL) terhadap Peningkatan Kerjasama dan Keterampilan Bermain Sepakbola. Metode penelitian menggunakan metode eksperimen menggunakan desain Randomize Pretest-Posttest Control Group Design. Instrumen penelitian ini menggunakan angket kerjasama hasil pengembangan dari teori yang dikemukakan oleh Auweele dkk. (1999) dan Game Performance Asessment Instrument (GPAI). Teknik analisis statistik digunakan Teknik Paired Sample t Test pada taraf signifikansi α= 0,05. Hasil penelitian menunjukkan bahwa untuk peningkatan kerjasama diperoleh nilai (Sig.) sebesar 0,007<0,050. Sedangkan untuk keterampilan bermain diperolah nilai (Sig.) sebesar 0,000<0,050. Kesimpulan dari penelitian ini bahwa 1). Terdapat Pengaruh Pendekatan Bermain Berbasis Digital Game Base Learning (DGBL) Terhadap Peningkatan Kerjasama, 2). Terdapat Pengaruh Pendekatan Bermain Berbasis Digital Game Base Learning (DGBL) Terhadap Keterampilan Bermain Sepakbola. Adapun rekomendasi dari penulis yaitu membuat dan mengembangkan media DGBL secara lebih spesifik dengan melibatkan ahli IT sesuai dengan jumlah kebutuhan dan karakteristik permainan.; The purpose of this study was to determine the effect of Play-Based Approach Digital Game Based Learning (DGBL) on Cooperation and Skills Improvement Play Soccer. The research method used experimental method using a pretest-posttest Design Randomize Control Group Design. The instrument of this study using a questionnaire the cooperation of the development of the theory put forward by Auweele et al. (1999) and Game Performance assessment Instrument (GPAI). Statistical analysis techniques used Techniques Paired Sample t Test at significance level α = 0.05. The results showed that for the improvement of cooperation obtained value (Sig.) 0,007 <0,050. As for the Game Performance obtained value (Sig.) Of 0.000 <0.050. The conclusion from this study that one). There Effect of Game Based Approach on Digital Game-Based Approach Playing Base Learning (DGBL) To Increase Cooperation, 2). There Effect of Game Based Approach on Digital Game-Based Approach Playing Base Learning (DGBL) To Game Performance. The recommendation of the writer is to create and develop media DGBL more specifically to involve IT experts in accordance with the number of the needs and characteristics of the game

A Model to Identify Affordances for Game-Based Sustainability Learning

Sustainability learning requires the assimilation of domain-specific knowledge and the development of mindsets suitable to engage in complex system dynamics to foster sustainable action. There is a need for bespoke educational models and practical tools to foster sustainability learning. Digital games can answer such need, due to their remarkable potential to wholly engage players in sustainability-related contexts and problems entailing complex dynamics, and the advantages of intrinsically motivating game-based learning processes. However, there is evidence suggesting that such potential might be underexploited. To address this, in this paper we present a model for the identification and analysis of game-based sustainability learning affordances. Our model can be used to support the selection of games for educational purposes, or to facilitate the planning and introduction of game-based sustainability learning affordances when designing new games

Best practices for deploying digital games for personal empowerment and social inclusion

Digital games are being increasingly used in initiatives to promote personal empowerment and social inclusion (PESI) of disadvantaged groups through learning and participation. There is a lack of knowledge regarding best practices, however. The literature on game-based learning insufficiently addresses the process and context of game-based practice and the diversity of contexts and intermediaries involved in PESI work. This paper takes an important step in addressing this knowledge gap using literature review, case studies, and expert consultation. Based on our findings, we formulate a set of best practices for different stakeholders who wish to set up a project using digital games for PESI. The seven cases in point are projects that represent various application domains of empowerment and inclusion. Case studies were conducted using documentation and interviews, covering background and business case, game format/technology, user groups, usage context, and impact assessment. They provide insight into each case’s strengths and weaknesses, allowing a meta-analysis of the important features and challenges of using digital games for PESI. This analysis was extended and validated through discussion at two expert workshops. Our study shows that a substantial challenge lies in selecting or designing a digital game that strikes a balance between enjoyment, learning and usability for the given use context. The particular needs of the target group and those that help implement the digital game require a highly specific approach. Projects benefit from letting both intermediaries and target groups contribute to the game design and use context. Furthermore, there is a need for multi-dimensional support to facilitate the use and development of game-based practice. Integrating game use in the operation of formal and informal intermediary support organiszations increases the chances at reaching, teaching and empowering those at risk of exclusion. The teachers, caregivers and counsellors involved in the implementation of a game-based approach, in turn can be helped through documentation and training, in combination with structural support

Pembangunan Game Edukasi Operasi Hitung Bilangan Menggunakan Metodologi Digital Game Based Learning (Studi Kasus : SDN Bulak Lor II)

Pembangunan Game Edukasi Operasi Hitung Bilangan Menggunakan Metodologi Digital Game Based Learning (Studi Kasus : SDN Bulak Lor II

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