Digital games played by Portuguese students: Gender differences

Carvalho, Ana Amélia Amorim; Araújo, Inês

doi:10.1109/cisti.2014.6877076

Cited by 9 publications

(3 citation statements)

References 11 publications

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“…Feedback can be delivered instantly after each player's actions or it can be aggregated, such as via a leaderboard that displays the performance of all game participants. Rapid and thorough feedback is more instructive for the player than a final appraisal of their performance [6,8,9].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of GBL in the Engagement, Motivation, and Satisfaction of 6th Grade Pupils: A Kahoot! Approach

Balaskas,

Zotos,

Koutroumani

et al. 2023

Education Sciences

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In the modern day, educational demands necessitate student-centered instructional approaches at all levels of educational institutions. Through the integration of digital technology, these frameworks incorporate up-to-date teaching methods, encourage social engagement, and promote cultural values. Gamification in digital technologies assists in establishing an educational environment that is engaging, entertaining, personalized, and constantly available. This educational environment is based on digital learning resources and draws on stored human knowledge, articulating education by removing geographical and temporal boundaries. Kahoot! is a platform that allows the creation of and access to gamified assessment quizzes while integrating technology into the teaching and learning process. In this article, we present the results of a study based on a Kahoot! quiz used in a classroom with 27 6th-grade pupils in a Greek elementary school. Our objective is to determine the effectiveness of game-based learning by using Kahoot! as a supplementary element to traditional teaching methods. With the inclusion of a post-activity questionnaire for overall interest and motivation to learn while using Kahoot! and the Driscoll Questionnaire, we aim to explore the potential benefits of Kahoot! in the learning process, pupil engagement, and assessment. The analysis of the collected data from the questionnaire demonstrated a positive attitude toward Kahoot! as an alternative educational method and learning approach. It also revealed positive feedback on the motivation, enjoyment, sense of autonomy, creativity, and pupil interest in the learning process. In addition, the study indicated a moderate positive effect on pupils’ understanding of the learning content and a slight inclination towards the technology-based, non-traditional approach compared to traditional teaching. Based on the findings, by fostering an encouraging and creative environment, we can improve pupil engagement and overall motivation while promoting autonomous learning through a game-based experience.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of GBL in the Engagement, Motivation, and Satisfaction of 6th Grade Pupils: A Kahoot! Approach

Balaskas,

Zotos,

Koutroumani

et al. 2023

Education Sciences

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“…Previous studies reveal that SG players, in general, prefer single player mode, 2D environments and cartoon stylish characters (Zamboni et al , 2011). Children prefer to play on laptops, videogames consoles and tablets (Carvalho and Araújo, 2014). Platform games are among the most popular; these are 2D games, allowing players to move left or right to overcome obstacles and collect items, tasks that make them earn points and higher game levels.…”

Section: Related Workmentioning

confidence: 99%

A serious game-based solution to prevent bullying

Raminhos

Cláudio

Carmo

et al. 2016

IJPCC

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Purpose The purpose of this paper is to present a Serious Game with the main purpose of inducing attitude changes as a way to prevent bullying, in a target audience of young people between 10 and 12 years old. Design/methodology/approach The rationale for prevention is: first, to help victims of these aggressive episodes to acquire or improve competencies in avoiding or dealing with future real bullying situations; and second, to promote empathy toward the victims in bystanders. A back office application complements the game, providing substantial assistance to psychologists while using the game with patients in therapy or in research work. Findings Both components, the game and the back office, were evaluated with volunteers. The user study leads the authors to the conclusion that the current version of the game holds good potential in bullying prevention: the young people that played the game in a continuous time span, at the end of this testing process, have expressed improvements in their bullying prevention strategies. The back office application, a distinctive feature of the solution when compared to other similar bullying prevention solutions, was positively assessed by the psychologists who tested it. Originality/value The game deals with strong social features, such as number of friends and invitations to social events (e.g. a birthday party), to which young people give much importance. Additionally, it offers a variability of scenarios and consequences of actions, taking into account the user’s performance in the game. The main factors that makes the presented solution stand out in comparison with other similar bullying prevention solutions are mainly the following: It includes a back office application to assist therapists with data management features; the role of the player in the game can be chosen according to his own profile; it is possible to play even outside a therapy session (e.g. at home); and it is a portable solution.

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“…recreios das escolas. As novas gerações ocupam grande parte dos seus tempos livres a jogar nos mais variados dispositivos móveis que dispõem (Carvalho & Araujo, 2014;McGonigal, 2011;Saatchi & Saatchi, 2011;Squire, 2011). A oferta de jogos para equipamentos móveis, nomeadamente os smartphones e tablets, é hoje tão variada que a indústria dos videojogos é considerada uma das que irá gerar mais lucros (Newzoo & Casual Games Association, 2013).…”

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Gamification: metodología para envolver y motivar alumnos en el proceso de aprendizaje

Araújo

2016

Education in the Knowledge Society

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realçam que a Gamification não se pode restringir à mera aplicação destes mecanismos de jogo a contextos que se pretendem gamificados. É necessário conhecer os interesses do público, assim como as suas necessidades e motivações, planificando atividades gamificadas que respondam às suas expetativas. É por tudo isto necessário desenvolver estudos que permitam compreender como este processo poderá ser implementado de forma mais eficaz em contextos educacionais, possibilitando o desenvolvimento de ferramentas adequadas e criando linhas orientadoras que possam guiar os que quiserem incluir a Gamification na sua prática letiva. Este artigo apresenta uma revisão de literatura sobre o conceito de Gamification, descrevendo alguns exemplos relevantes que facilitam compreender como pode ser implementado, propondo questões a refletir no momento de aplicar esta nova metodologia a contextos educacionais.

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Digital games played by Portuguese students: Gender differences

Cited by 9 publications

References 11 publications

Effectiveness of GBL in the Engagement, Motivation, and Satisfaction of 6th Grade Pupils: A Kahoot! Approach

Effectiveness of GBL in the Engagement, Motivation, and Satisfaction of 6th Grade Pupils: A Kahoot! Approach

A serious game-based solution to prevent bullying

Gamification: metodología para envolver y motivar alumnos en el proceso de aprendizaje

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