Game-based Learning
Permanent URI for this collectionhttps://hdl.handle.net/10125/107534
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Item type: Item , Educational Burst Games - A New Approach for Improving Learner Proficiency(2024-01-03) Amresh, Ashish; Verma, Vipin; Salla, RahulLearner proficiency in educational games has been a well-researched area for the past decade. The majority of methods use a quasi-mixed method approach that includes some form of assessment of learning prior to, during, and after the game has been played. During gameplay, game-based assessment (GBA) can be used to assess the learning imparted by the game to the students. A common strategy for GBA has been to utilize surveys and built-in quizzes to measure student learning during gameplay. However, this impacts students’ attention negatively as they need to change their attention from gameplay to the assessment and back. Educational burst games (EBR) are fast repetitive action-oriented games that build player proficiency through repetitive gaming. In this paper, we present the design of a math game that follows EBR principles and evaluate the learning gains via a small sample of students. Our findings indicate that EBR works well in certain educational contexts and can be further expanded to work well with real-time GBA techniques.Item type: Item , Puzzle away the Puzzledness: Action-Design Study of an Educational Escape Room for Intervention in SMEs’ Perception towards ICT Adoption(2024-01-03) Fitz, Lukas; Veldyaeva, Ekaterina; Teutenberg, Lukas; Scheeg, Michaela; Scheeg, JochenDigital transformation initiatives in small and medium-sized enterprises (SME) are often hampered by individual practitioners’ perceptions of information and communication technology (ICT). This research employs an educational escape room (ER) game for an intervention towards informed decision-making on ICT adoption in SMEs. ER design and implementation are elaborated and consequently tested with SME practitioners, all embedded in an action-design study based on a qualitative research methodology. The result highlights a trade-off between creating immersive game experiences and achieving learning objectives. Still, the outcome implies an impact on players’ perception of ICT integrated in the ER. The findings contribute to the emerging field of serious games for learning and shed light on the potential of game-based interventions for SMEs.Item type: Item , Using Minecraft Education Edition to Enhance 21st Century Skills in the College Classroom: A Mixed Methods Study(2024-01-03) Lee, Sungwoong; Jang, Wooyoung William; Rollins, MinnaOur study explores how Minecraft: Education Edition could be used to enhance students’ social-emotional development at the college level. In this paper, we report on the pilot phase of our study, which includes data from first-year college students in a university in the U.S. The mixed methods approach was used: observation of the participants playing Minecraft: Education Edition and surveys before and after the gameplay. Our pilot study illustrates the impact of collaborative and competitive gameplay on college students' development and enhancement of computational thinking and empathy. We discuss the interpretations of the pilot study results and conclude our paper by outlining the next steps of our project and future research avenues.Item type: Item , Exposure, Emotion, and Empathy, A Theory Informed Approach to Misinformation and Disinformation Behavior Change through Games(2024-01-03) Grace, Lindsay; Liang, SongyiA growing collection of game based educational tools work to improve player resilience to misinformation and disinformation. The threat of such misleading information continues to threaten the foundation on which a myriad of high-impact decisions are made. This research aims to understand how to optimize the design of such game-based interventions. By conducting an analysis through the lens of two behavior change theories, the work to seeks to identify game characteristics for successful interventions in this domain. Using excitation and transportation theory, the work observes and recommends characteristics to improve efficacy for existing and future playable media in this behavior change domain. The conclusion is that an optimal theory informed game, may expose players to small doses of misleading information, elicit a negative emotional response to its appearance or a positive emotional response to its detection and align player empathies against creators and spreaders of misleading information.Item type: Item , Introduction to the Minitrack on Game-based Learning(2024-01-03) Oliveira, Wilk; Altmeyer, Maximilian; Hamari, Juho