Defining Microgames in Education Context

Abstract

The concept of microgaming in education is relatively new and it has evident potential for supporting learning in various learning environments. However, there is little consensus in the education literature on how micro-games are defined. The present article proposes a conceptual definition of mi-crogames by considering related terms and learning approaches in education. Microgames in education context are defined as very small and short games that provide brief engagement and meaningful experience for players, support learning and instruction toward specific objectives, and integrate with existing resources. This article further elaborates the key definition elements to indicate microgame characteristics and provides some examples to demonstrate the kinds of games that fit this definition. The proposed definition acts as a fundamental starting point to study microgames for educational purposes in the future.

A model for integrating microgames in teaching primary education for sustainable development

“…According to Rahmadi et al (2021a), the definition of microgames has been constantly changing and hence defining them is significant for avoiding misconception. Having reviewed the literature on microgames, Rahmadi et al (2021a, b, p. 9) concluded "Microgames are very small and short games that provide brief engagement and meaningful experience for players, support learning and instruction toward specific objectives, and integrate with existing resources."…”

Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research

“…This report used microgames with Microsoft Office VBA, a media content created by users, for example, the mathematics teacher ( Murni et al, 2020 ; Rahmadi and Lavicza, 2021 ). Although the teachers are not professional developers, these games are still more suited to the students’ curriculum, learning objectives, and characteristics when teaching mathematics.…”

“…They are also one of the numerous digital media combined with game-based learning methods, to increase mathematical performance expectancy ( Molin, 2017 ). Subsequently, these games are observed to facilitate and provide a new perspective on mathematics teaching and learning activities, towards the increase of students’ motivation, creativity, and emotionality ( Meletiou-Mavrotheris and Prodromou, 2016 ; Chadli et al, 2019 ; Rahmadi and Lavicza, 2021 ). This method enables great students’ activeness during learning activities and allows them to achieve higher performance than the traditional models without digital media ( Pistoljevic and Hulusic, 2017 ; López et al, 2021 ).…”

“…Microgames are easily used by teachers as one of the numerous technology-based learning media, to facilitate more students' interests in the classroom (Grace et al, 2015;Rahmadi et al, 2021). This is based on having a positive effect at all education levels, such as learning outcome improvements, educational interest, and teacher-student interactions (Brom et al, 2011;Chai-Arayalert and Puttinaovarat, 2021).…”

Addressing COVID-19 Misinformation and Resiliency Among Latinos Living With HIV: Formative Research Guiding the Latinos Unidos Microgame Intervention

“…Microgames target very specific knowledge and skills, are easy to understand, and can be delivered across a variety of platforms (desktop, mobile, web-based, or apps). Microgames are smaller than average games that seek efficacy through short burst of play ( Rahmadi, 2021 ). They are similar to public service announcements in scale.…”