Designing videogames to improve students' motivation

Molins-Ruano, P.; Sevilla, C.; Santini, Simone; Haya, Pablo A.; Rodríguez, Pilar; Sacha, G. M.

doi:10.1016/j.chb.2013.06.013

Cited by 56 publications

(19 citation statements)

References 24 publications

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“…As future work, we plan to analyze the texts obtained in both Practice 1 and Practice 2 by emotion detection procedures [13] in order to measure students' motivation in both scenarios.…”

Section: Discussionmentioning

confidence: 99%

Analyzing the negative effects of motivating e-learning tools in archeology teaching

Molinero-Polo

Hernández

Méndez-Rodríguez

et al. 2016

2016 International Symposium on Computers in Education (SIIE)

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In this article we study the negative effects of applying motivating e-Learning tools as a method to increase students' engagement through their learning process. In particular, we demonstrate that increasing students' motivation can have a negative effect on students' efficiency if they engage with the applications in a wrong way. In our carried out experience, we have used a virtual reconstruction of the TT 209 archeological site in Luxor. This application allows students to move inside and outside the site and get some information on the different activities that were done along the field work. We have found that students tend to use the application just as a game. This fact decreases students' efficiency since they do not pay enough attention to the learning activities inside the system. To avoid this effect, we propose to use gamification strategies such as rewards to redirect students' attention to the learning process.

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“…As future work, we plan to analyze the texts obtained in both Practice 1 and Practice 2 by emotion detection procedures [13] in order to measure students' motivation in both scenarios.…”

Section: Discussionmentioning

confidence: 99%

Analyzing the negative effects of motivating e-learning tools in archeology teaching

Molinero-Polo

Hernández

Méndez-Rodríguez

et al. 2016

2016 International Symposium on Computers in Education (SIIE)

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“…Video games can offer types of motivation such as competition, diversion, enjoyment, fantasy, interest with game, social interaction, and application (Cianfrone, Zhang, & Jae Ko, 2011), as well as excitement, relaxation, and coping with anger (Olson, 2010). Additionally, games may provide relationship, manipulation, immersion, escapism, and achievement types of motivation (Yee, 2006), which may not exist in traditional learning methods (Molins-Ruano et al, 2014). Video games provide extrinsic and intrinsic motivation and they satisfy players' psychological needs (autonomy, competence, and relatedness independently).…”

Section: Video Games Can Improve Students' Motivationmentioning

confidence: 99%

Should Video Games Be Included in the Learning Process?

Alamri¹

2016

IJE

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<p>Over the last two decades, video games have increasingly become an essential part of the ways of playing and learning. In this paper, we discuss the claim that video games should be included in the learning process based on the argument that video games have educational features, attract students, increase their motivation to study, and help students to use their knowledge in practice. Video games provide an opportunity for fun and effective repetitive practice for children. Traditional learning often fails to generate student interest in what they are studying in class. This lack of interest can result in ineffective learning as, in these cases, students are simply performing in the classroom but do not acquire knowledge. Students need special motivation, which can be provided by video games. However, play video games may also be associated with some negative behaviors such as addiction, hyperactivity, attention problems, and impulsiveness. We discuss the specific ways video games may support learning processes as an attractive way of delivering information and serving knowledge acquisition in the new media era.</p>

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“…3D Model: 3D modeling is an important piece of the TCM game. There are different tools to generated 3D models and virtual scenes, such as 3ds Max [33], Maya [34] and Blender [35].The choice of modeling system dictates what type of geometry will appear in the game. In this paper, the main tools for modeling are 3ds Max 2013.The game models and scenes consist of avatar, drugstore, study, buildings and so on.…”

Section: Game Enginementioning

confidence: 99%

A Knowledge-intensive Serious Game for Education of Traditional Chinese Medicine: A Pilot Study

Huang¹,

Liu²,

Zhai³

et al. 2015

IJHIT

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Traditional Chinese Medicine (TCM) plays an important role in SouthEast Asia, and increasingly in the West. However, learning and mastering TCM knowledge are still an obscure problem for researchers all over the world, especially for beginners. With the development of computer science, serious game rising in a wide range of fields like education, training and simulation, etc. In this paper, we design and implementation a knowledge-intensive serious game for education of TCM. When the users play this game, they will finding learning is an interesting thing. We chose the Unity 3D as our game engine, 3ds Max 2013 as model design tools. When the users log in the game, it will presents a series of scenes include some tasks and questions about the TCM knowledge. After a series tasks and test, the reslut shows that serious game for TCM education proved effective to help the user remember and comprehend the concept of TCM.

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Designing videogames to improve students' motivation

Cited by 56 publications

References 24 publications

Analyzing the negative effects of motivating e-learning tools in archeology teaching

Analyzing the negative effects of motivating e-learning tools in archeology teaching

Should Video Games Be Included in the Learning Process?

A Knowledge-intensive Serious Game for Education of Traditional Chinese Medicine: A Pilot Study

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