Digital Games

Abstract

Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.

A serious game for improving the decision making skills and knowledge levels of Turkish football referees according to the laws of the game

“…The main idea behind digital game-based learning is to educate participants by using a video game (Prensky 2007 ). The goal is to improve the learning experience by utilizing a set of game elements to foster interactivity (Kiili 2005 ; Pivec 2004 ). In the literature, there are a number of studies that benefits from the useful properties of games to train individuals in various areas (Farrow and Abernethy 2002 ; Kuo 2007 ; Mascarenhas et al.…”

Can Gamification Assist Learning? A Study to Design and Explore the Uses of Educational Music Games for Adults and Young Learners

“…Meanwhile, Prensky (2007) identified the elements for creating excellent learning environments in educational games, namely goals, decisions, discussion, emotion connection, cooperation and competition, personalization, iteration, and fun. In terms of the instructional design approach, the game should incorporate underlying pedagogical support, map the learning activities and concepts into a part of the gameplay, and also provide challenge and feedback in line with the educational content (Fisch, 2005; Pivec et al, 2003). Meanwhile, it is also important to measure learning during gameplay, so assessment should be incorporated into the game design.…”

Learning Differences Between 3D vs. 2D Entertainment and Educational Games

“…Commercial entertainment games are known to facilitate learning (Dempsey, Haynes, Lucassen, & Casey, 2002; Egenfeldt-Nielsen, 2006; Verheul & van Dijk, 2009). The quality of the commercial entertainment games is what the learners expect from such games (Lampton, Bliss, & Morris, 2002; Pivec, 2008). Learners are accustomed to high quality entertainment games and might expect this kind of quality in educational games – this can result in disappointment and lowered motivation when these expectations are not met (Lampton et al, 2002; Pivec, 2008).…”