Educational game design

Jemmali, Chaima; Bunian, Sara; Mambretti, Andrea; El-Nasr, Magy Seif

doi:10.1145/3235765.3235783

Cited by 35 publications

(9 citation statements)

References 50 publications

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“…When investigating the effect of story structure in games, in particular, strong explicit story structures in educational games were found to have a positive effect on declarative knowledge acquisition (Gustafsson, Katzeff, & Bang, 2010;Smith & Baker, 2011), performance (Kelleher, Pausch, Pausch, & Kiesler, 2007) and particularly a positive effect on procedural knowledge or skill acquisition (Serrano & Anderson, 2004). Research also found a positive effect on learning, (programming) skills and engagement (Dickey, 2006;Dickey, 2011;Jemmali, Bunian, Mambretti, & El-Nasr, 2018;McQuiggan, Rowe, Lee, & Lester, 2008;Rowe, Shores, Mott, & Lester, 2011). Moreover, in their recent quantitative meta-review, Wouters and van Oostendorp (2017) report a positive effect of narrative elements in games, especially on motivation.…”

Section: The Role Of Story Structurementioning

confidence: 98%

On the role of interaction mode and story structure in virtual reality serious games

Ferguson

Broek

Oostendorp

2020

Computers & Education

108

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Section: The Role Of Story Structurementioning

confidence: 98%

On the role of interaction mode and story structure in virtual reality serious games

Ferguson

Broek

Oostendorp

2020

Computers & Education

108

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“…• Fantasy: Games should afford a fictional universe that includes interesting storylines, engaging scenarios and fascinating settings (Jemmali et al, 2018). • Identity: Players should be the main characters in games (Annetta, 2010).…”

Section: Literature Review Gblmentioning

confidence: 99%

Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

Zou

Zhang²,

Xie

et al. 2021

AJET

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Information literacy (IL) is important for university students. In this research, we developed a digital role-playing game to enhance students’ learning of IL and investigated the effects of gameplay modes on their learning performance, motivation, self-efficacy and flow experiences. A total of 90 students participated in the study and played the game in collaborative, competitive and solo modes. Their IL knowledge was measured through a post-test after they completed the game and associated exercises. Their motivation, self-efficacy and flow experiences were evaluated through a questionnaire survey. The results indicated statistically significant effects of the gameplay modes on the students’ learning performance, motivation, self-efficacy and flow experiences. The solo mode was inferior to the other two in all four aspects. The collaborative mode significantly outperformed the competitive mode in terms of enhancing learning performance and flow experience, while the competitive mode was significantly better in terms of promoting self-efficacy. These two modes were similarly effective in the dimension of motivation. Based on the results, we suggest that students play games in the collaborative or competitive modes when conditions permit. We also advise teachers to provide students with rich opportunities for discussion, collaboration and interaction and believe that an appropriate competitive atmosphere is important.

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“…These benefits were seen in students regardless of their prior content knowledge and game playing experience. Another study with a game-based learning environment for introductory computer programming found that including a strong focus on narrative led to increased engagement and therefore improved learning outcomes [12]. A complementary benefit of game-based learning environments is that they can be used to study students' self-regulated learning and higher-order thinking skills.…”

Section: Theoretical Background and Related Workmentioning

confidence: 99%

“…With games becoming ubiquitous in students' lives, game-based learning holds significant promise for promoting students' engagement during learning [5,9]. For instance, game-based learning environments that are strategically designed to incorporate narratives centered around authentic problem scenarios have been shown to simultaneously improve students' motivation, emotional engagement, and learning outcomes [12,23,29]. However, challenges remain because students must utilize a range of selfregulation strategies such as monitoring their level of understanding to determine if they are making progress toward successful problem-solving outcomes [2,31,36].…”

Section: Introductionmentioning

confidence: 99%

Investigating Student Reflection during Game-Based Learning in Middle Grades Science

Carpenter

Cloude

Rowe

et al. 2021

LAK21: 11th International Learning Analytics and Knowledge Conference

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Reflection plays a critical role in learning by encouraging students to contemplate their knowledge and previous learning experiences to inform their future actions and higher-order thinking, such as reasoning and problem solving. Reflection is particularly important in inquiry-driven learning scenarios where students have the freedom to set goals and regulate their own learning. However, despite the importance of reflection in learning, there are significant theoretical, methodological, and analytical challenges posed by measuring, modeling, and supporting reflection. This paper presents results from a classroom study to investigate middle-school students' reflection during inquiry-driven learning with Crystal Island, a game-based learning environment for middle-school microbiology. To collect evidence of reflection during game-based learning, we used embedded reflection prompts to elicit written reflections during students' interactions with Crystal Island. Results from analysis of data from 105 students highlight relationships between features of students' reflections and learning outcomes related to both science content knowledge and problem solving. We consider implications for building adaptive support in game-based learning environments to foster deep reflection and enhance learning, and we identify key features in students' problem-solving actions and reflections that are predictive of reflection depth. These findings present a foundation for providing adaptive support for reflection during game-based learning. CCS CONCEPTS• Applied computing → Education; Interactive learning environments; Computers in other domains; Personal computers and PC applications; Computer games.

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Educational game design

Cited by 35 publications

References 50 publications

On the role of interaction mode and story structure in virtual reality serious games

On the role of interaction mode and story structure in virtual reality serious games

Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

Investigating Student Reflection during Game-Based Learning in Middle Grades Science

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