Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow

Höyng, Mona

doi:10.1016/j.compedu.2021.104408

Cited by 29 publications

(11 citation statements)

References 92 publications

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“…Regarding cognition, some scholars have revealed that game-based learning can improve learners’ creativity (e.g., Behnamnia et al, 2020), knowledge comprehension (e.g., Holzer et al, 2020; Vlachopoulos & Makri, 2017), or academic performance (e.g., Zainuddin et al, 2020). Regarding the affective aspect, some scholars have found that game-based learning can help improve learners’ learning motivation (e.g., Bai et al, 2020; Höyng, 2022; Liu et al, 2023). Regarding skills, some scholars deemed that game-based learning may improve learners’ problem-solving skills (e.g., (Liu & Israel, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

Tsai,

Chen,

Hsieh

et al. 2023

Journal of Educational Computing Research

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In higher education, it is challenging to cultivate non-computer science majors’ programming concepts. This study used the GAME model (gamification, assessment, modeling, and enquiry) in a programming education course to enhance undergraduates’ self-efficacy and performance of basic programming concepts. There were 83 undergraduates taking part in this study, which adopted a quasi-experimental research design. Students in the experimental group ( n = 43) experienced a course in which the GAME model was used to design the block-based programming course. The control group ( n = 40) was given a general information education course covering similar learning concepts without the game-based learning strategy. The analysis of covariance (ANCOVA) was adopted to investigate the effect of the GAME model on students’ learning outcomes for the quantitative data. In the qualitative analysis, students’ responses to the course perception questionnaire were coded and analyzed. The results showed that students in the experimental group outperformed their counterparts regarding self-efficacy and basic programming concepts. The experimental treatment resulted in a small to medium effect size difference between the two groups. The results showed that incorporating the GAME model into block-based programming teaching helped improve undergraduates’ self-efficacy and performance of basic programming concepts. In addition, these experimental group undergraduates also perceived the pedagogic GAME model positively. Several research suggestions are proposed based on the findings of the present study.

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Section: Literature Reviewmentioning

confidence: 99%

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

Tsai,

Chen,

Hsieh

et al. 2023

Journal of Educational Computing Research

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“…The application of DEG has the same educational impact as a conventional exercise session guided by a teaching assistant (De Troyer et al, 2019). Furthermore, the relationship between teaching support and student experience is positively influenced by group participation (Hoyng, 2022). The DEG technique is equivalent to conventional ways of learning in terms of overall and immediate gains, although conventional lectures seem to be more successful in enhancing students' short-term and long-term knowledge (Rondon et al, 2013).…”

Section: Rq1mentioning

confidence: 99%

A Narrative Review of Digital Educational Games in Learning for Undergraduate Students

Kechil¹,

Mohammad²,

Mydin³

et al. 2022

IJARPED

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Digital games are nothing new to today's youth. The education system is no exception, as it also employs digital education games (DEG) in the teaching and learning process. The purpose of this narrative review is to demonstrate the impact of DEG on learning for undergraduate students, to explain the role of DEG for undergraduate students and to describe strategies for minimizing obstacles associated with DEG implementation. The narrative review procedure involves selecting journals related to educational digital games. Three keywords have been used to search the relevant articles: "digital educational games", "learning" and "undergraduate students". The result shows that DEG contributes to critical factors influencing students' learning attitudes and educational intentions. It also aids in the formation of environmentally conscious attitudes and behaviors in students. DEG has the advantage of being active, practical and problem-based, as well as providing immediate feedback.

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“…-Flow is an experience of utter and total absorption in the activity (Höyng 2022, Silva et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Applications and Learning Outcomes of Game Based Learning in Education

Mikrouli,

Tzafilkou,

Protogeros

2024

International Educational Review

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Game-based learning (GBL) is considered the most engaging means of learning and brings several benefits as regards the learning outputs. Game-based learning is applied in all different educational stages from pre-school education to tertiary education, and workplace. This review study discusses and extends previous findings by organizing the application of GBL approaches in different educational stages and presenting the main learning outcomes. The review study collects and analyzes 104 scientific papers ranging from 2013-2021. The benefits and limitations of GBL are also discussed in the paper, while different types of games including augmented reality (AR) approaches are considered. According to the findings, in primary and secondary education, GBL demonstrates a positive impact on learning outcomes and engagement, enhancing students' understanding of complex concepts and fostering real-world application of learned knowledge. While GBL in tertiary education facilitates deeper understanding, critical thinking, and skill development, its implementation requires careful design and evaluation aligned with learning objectives. The study also explores various types of GBL games, including memory, simulation, interactive, quiz, puzzle, strategy, and reality-testing games, each tailored to different educational objectives and subjects. Furthermore, Augmented Reality (AR) in GBL shows promise across subjects but faces challenges like technical limitations, training needs, privacy concerns, potential distractions, and a lack of comprehensive research on its efficacy. Overall, while GBL demonstrates considerable potential in enhancing education, its successful implementation requires careful consideration of age-appropriateness, varied game types, and integration of emerging technologies like AR.

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Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow

Cited by 29 publications

References 92 publications

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

Effects of a Programming Course Using the GAME Model on Undergraduates’ Self-Efficacy and Basic Programming Concepts

A Narrative Review of Digital Educational Games in Learning for Undergraduate Students

Applications and Learning Outcomes of Game Based Learning in Education

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