An Exploration of Computer Game-Based Instruction in the “World History” Class in Secondary Education: A Comparative Study in China

Yu, Zhonggen; Yu, Wei; Fan, Xiaojun; Xiao, Wang

doi:10.1371/journal.pone.0096865

Cited by 9 publications

(3 citation statements)

References 41 publications

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“…Accordingly, GBL implementation of in the biological interaction chapter could improve student cognitive learning outcomes in covid-19 pandemic distance learning. Similar results were obtained by Yu et al (2014) that students who study with GBL obtained significantly higher learning achievement. The Shapiro-Wilk normality test showed that the pre-test and post-test scores were normally distributed with p > 0.05 (Table 4.).…”

Section: Results and Discussion Student Cognitive Learning Outcomessupporting

confidence: 86%

Game-based learning: An alternatif learning model in covid-19 distance learning

Susilawati

Handoyo

2022

Biosfer

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Distance learning as Covid-19 pandemic solution has student learning boredom as a negative impact. Game application can increase students' enthusiasm and motivation to learn in distance learning. The game-based learning (GBL) model is potentially applied to create a fun learning atmosphere and overcome learning boredom. This study aims to determine the effect of GBL implementation on cognitive learning outcomes and student responses in the biological interaction chapter in Covid-19 distance learning. This research wasexperimental research (one-group pretest-posttest design). The research sample was 25 students. This research used one treatment group without a control group. The test questions were used as cognitive learning outcomes instruments. The questionnaire was used as a student response instrument. Game application used were classified as mobile games, single-player games, role-playing game (RPG). GBL syntaxes were pre-experimentation, experimentation, reflection, activity, and discussion. The results showed that the implementation of GBL in the biological interaction chapter in Covid-19 distance learning affected students' cognitive learning outcomes. The effect of this model could improve students' cognitive learning outcomes with 28% students of low category N-gain while 72% students of medium and high.

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Section: Results and Discussion Student Cognitive Learning Outcomessupporting

confidence: 86%

Game-based learning: An alternatif learning model in covid-19 distance learning

Susilawati

Handoyo

2022

Biosfer

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“…While numerous studies have confirmed that students learn in game-based environments and enjoy the experience, they suggest that the impact of commercial games in classroom settings varies considerably (Ricci et al, 1996; Squire, DeVane, & Durga, 2008; Watson et al, 2011). The kind of game, type of participants (age, gender, and background), and skills being taught all influence uptake (Watson et al, 2011; Yu et al, 2013). As a result, games can be effective at increasing engagement and learning outcomes, but are unlikely to replace monographs, articles, textbooks, lectures, and primary source documents in high school or university classrooms in the near future.…”

Section: Resultsmentioning

confidence: 99%

Teaching History With Custom-Built Board Games

Hoy

2018

Simulation & Gaming

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Purpose. This article investigated the potential of a custom-built board game as a means to teach historical empathy, improve class participation, and to improve student understanding of the limitations of archival collections. Method. Participant behavior as well as verbal and written feedback were collected during a pilot study of POLICING THE SOUND. A total of 88 undergraduate and graduate participants from History and Indigenous Studies took part during the pilot study. Results. Student participation and understanding of historical context improved during the game. While graduate and undergraduate students showed similarity in their enjoyment of the game and their belief that it made historical arguments, the curricular differences in graduate and undergraduate programs influenced how each group approached the game. Conclusion. Participant feedback, facilitator observation, and external observation indicate that groups of players can resolve confusion more efficiently than individual players can, time constrained decision-making may help maintain student engagement, an inability to win does not necessarily cause disengagement in short educational games, and that a structured debrief is important in achieving educational goals even in custom-built games.

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“…Estas ferramentas digitais estão presentes de forma massiva na vida dos escolares, os chamados "nativos digitais", e são fonte de motivação e amplo envolvimento (Girard, 2013). Os pesquisadores têm voltado sua atenção para o desenvolvimento de jogos digitais para áreas específicas do currículo escolar como o ensino de línguas (Guillén-Nieto, Aleson-Carbonell 2012), história (Yu, 2014), imunologia (Cheng, 2014) dentre outros.…”

Section: Introductionunclassified

Jogos Digitais Aplicados À Promoção Do Autocuidado Em Saúde No Escolar: Uma Revisão Integrativa

Strack

Bauer

Mattos

et al. 2016

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Resumo. Frente à crescente utilização dos serious games como ferramenta educacional, o presente artigo apresenta uma revisão integrativa que teve como objetivo: mapear a utilização de jogos digitais entre escolares na promoção do autocuidado em saúde. O foco do mapeamento foi na análise da contribuição dos jogos no aprendizado, aquisição de conhecimento, desenvolvimento de competências e na própria reflexão sobre autocuidado. A revisão foi realizada a partir de 7 bases eletrônicas. Incluiu-se os estudos publicados nos últimos 5 anos, originais e que tivessem como foco a utilização de jogos digitais com escolares, nas temáticas autocuidado e promoção de saúde. Dos 685 estudos revisados, 05 foram incluídos. A despeito do grande volume de publicações utilizando-se de serious games, verificouse um número reduzido relacionando jogos digitais com escolares, autocuidado e promoção de saúde. Todavia, há indicativos do grande potencial dos jogos digitais no ambiente escolar para promoção de saúde, principalmente em relação ao desenvolvimento de competências para o autocuidado.Palavras-chaves: jogos de vídeo; saúde escolar; promoção da saúde; autocuidado; competências. SERIOUS GAMES FOR SELF-CARE PROMOTION IN HEALTH AT THE SCHOOL ENVIRONMENT: AN INTEGRATIVE REVIEWAbstract. Faced with the increasing use of serious games as an educational tool, this paper presents an integrative review aimed: to map the use of serious games in schoolchildren in promoting self-care in health. The mapping focus was the games analysis of the contribution to learning, knowledge acquisition, skills development and it's own reflection on self-care. The review was conducted from 7 electronic databases. It included the studies published in the last five years, the original ones which focused on the use of digital games with school students, the thematic self-care and health promotion. From the 685 studies reviewed, 5 were included. Despite the large volume of publications making use of serious games, there was a small number relating serious games with learning, self-care and health promotion. However, there are indications of the great potential of serious games in the school environment for health promotion, especially regarding the development of skills for self-care.

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An Exploration of Computer Game-Based Instruction in the “World History” Class in Secondary Education: A Comparative Study in China

Cited by 9 publications

References 41 publications

Game-based learning: An alternatif learning model in covid-19 distance learning

Game-based learning: An alternatif learning model in covid-19 distance learning

Teaching History With Custom-Built Board Games

Jogos Digitais Aplicados À Promoção Do Autocuidado Em Saúde No Escolar: Uma Revisão Integrativa

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