Computer Games: Implementation into Teaching and Learning

Ahmad, Ibrahim; Jaafar, Azizah

doi:10.1016/j.sbspro.2012.09.308

Cited by 16 publications

(11 citation statements)

References 9 publications

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“…Students feel happy if teachers use interactive multimedia-based games as a instructional media. The findings support the results of research proving that the integration and implementation of computer games into the classroom can help students study more fun and effectively [15]. Students enjoy learning to use technology because they see technology as exciting and entertaining [16].…”

Section: Discussionsupporting

confidence: 78%

Integrating Game-based Interactive Media as Instructional Media: Students’ Response

2018

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Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5 th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.

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Section: Discussionsupporting

confidence: 78%

Integrating Game-based Interactive Media as Instructional Media: Students’ Response

2018

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“…With the rise in popularity of computer or hand held device game playing, researchers are evaluating potential benefits of digital game-based learning (e.g., Hutton and Sundar, 2010; Starks, 2014; Hieftje et al, 2017; Yeh and Lin, 2018). Many studies have found that well-designed scholastic gaming environments can bolster engagement while additionally enhancing motivation and learning outcomes (e.g., Hutton and Sundar, 2010; Ahmad and Jaafar, 2012; Hung et al, 2012; Perrotta et al, 2013). Researchers have also demonstrated that computer-based games can be effective tools for motivating and engaging elementary learners for difficult subjects (Hieftje et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Mindful Learning Experience Facilitates Mastery Experience Through Heightened Flow and Self-Efficacy in Game-Based Creativity Learning

et al. 2019

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This study was performed within the limited framework of computer-game-based educational programs designed to enhance creativity. Furthermore, the utilization of mindful learning and moderators such as flow, mastery experience, and self-efficacy, brings this research to the forefront of modern educational practices. The present researchers developed a comprehensive game-based creativity learning program for fifth and sixth grade pupils. Further analyses presented relationship trends between mindful learning experience, flow experience, self-efficacy, and mastery experience. Eighty-three 5th and 6th grade participants undertook the six-week game-based creativity learning program. Upon completion of the experimental instruction, self-evaluation revealed that participants with higher scores on the concerned variables improved more in both creative ability and confidence than their counterparts. Additionally, path model analysis revealed that mindful learning experience was a powerful predictor of both mastery experience and flow experience; it also influenced mastery experience through flow experience and self-efficacy. The findings support the effectiveness of the game-based learning program developed in this study. Moreover, this study contributes to the theoretical construction of how game-based learning can be designed to facilitate mindful learning experience, flow experience, self-efficacy, and mastery experience during creativity. Some additional enhancement mechanisms utilized in the program were: rewards for high-quality performance, challenging tasks, a variety of design components, immediate feedback, and idea sharing. The theoretical design of this study provides support for the ongoing scientific investigation of new applications of mindful learning in educational programs concerning the learning of creativity.

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“…A játéktevékenység iránti motiváció származhat a narratív kontextusból, játékkörnyezetből, az elérendő, világosan megfogalmazott célokból, az állandó visszacsatolásból és a megszerzendő jutalmakból [16]. A játékos tanulás alapja az intrinzik, önjutalmazó motiváció, mely az új ingerek és korábbi tapasztalatok meglévő sémák közötti különbségekből alakul ki és forrását képezi az exploárciónak.…”

Section: áBra: a Digitális Játékok Alkalmazásához Szükséges Tényezők Saját áBraunclassified

A digitális játékok oktatásban történő alkalmazásának lehetőségei

Bősze¹,

Devosa²

2021

Gradus

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Computer Games: Implementation into Teaching and Learning

Cited by 16 publications

References 9 publications

Integrating Game-based Interactive Media as Instructional Media: Students’ Response

Integrating Game-based Interactive Media as Instructional Media: Students’ Response

Mindful Learning Experience Facilitates Mastery Experience Through Heightened Flow and Self-Efficacy in Game-Based Creativity Learning

A digitális játékok oktatásban történő alkalmazásának lehetőségei

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