Enhancing children’s cognitive skills: An experimental study on virtual reality-based gamified educational practices

Dong, Xiaohang; Liang, Hui; Ding, Xianghua; Zhang, Yawen

doi:10.1007/s10639-023-12075-y

Cited by 3 publications

(2 citation statements)

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“…Moreover, to test the appropriateness of IVR in specific fields some studies created literature reviews. The main outcome of these studies is that "IVR serious games look appropriate for various fields and they would result in usually meaningful learning gains and positive perceptions" (Alrehaili & Al Osman, 2019;Boel et al,2023;Chittaro & Buttussi, 2015;Dong et al, 2023;Hara et al, 2021;Jagger et al, 2015;Lamb et al, 2018;Xu & Dai, 2022). For example, it is reported that IVR has a potential in fire service education (Williams-Bell et al 2014), medical education (Lorenzo-Alvarez et al ,2019), emergency situation education (Liu et al, 2023), nursery education (Hara et al, 2021), aircraft emergency education (Chittaro & Buttussi, 2015) and business ethics education (Jagger et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Actually, this conclusion would change according to theoretical approach in the application, but in this case students benefit more if they made some conclusion after they studied the IVR. Dong et al (2023) showed that IVR would improve the cognitive skills of students with cognitive deficiencies. This finding is important because it could be a sign of the fact that; the "motivating" and "interactive" nature of the IVR serious games would help the learners that have various difficulties in a regular learning process.…”

Section: Resultsmentioning

confidence: 99%

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Immersive Virtual Reality Serious Game Studies in Education: A Brief Review

2024

Intern. j., high. educ. pedag.

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Currently, immersive virtual reality environments(IVR) are providing interactive learning experiences in various fields including “education”. Especially after covid-19 pandemic, the popularity of the online learning environment has increased, and the IVR would be a possible alternative to other mediums in online learning. The previous reviews usually contain related literature before the pandemic. There is a need to better understand the current body of knowledge on IVR. The specific application contexts, research designs, and possible results of the current works needed to be clarified. To answer this question a literature review was conducted between 2013-2023 years on the “Web of Science” database for “IVR” and “serious games” keywords in the field of “education”. Then, 18 articles are reviewed and the main themes are provided. As a result, the majority of the articles were found as “applied studies” and the main research intent was to determine “cognitive effects” including knowledge improvement. Depending on literature analyses qualitative and quantitative study results can be listed as; “IVR in the form of serious game” in general was found and perceived as an effective medium for learning in various fields of education. In addition, some study results about instructional design decisions of IVR applications and the effectiveness of IVR comparing other types of mediums are provided. The study recommends taking into account educational theories behind the design of IVR and related multimedia design principles.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Immersive Virtual Reality Serious Game Studies in Education: A Brief Review

2024

Intern. j., high. educ. pedag.

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Stimulation of inhibitory control in school children: measuring the effect of a pilot intervention study using a digital game in elementary school

de Cerqueira,

Salem,

Cardoso

et al. 2024

Educ Inf Technol

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Exploring the use of gamification in human-centered agile-based requirements engineering

Fatima,

Shaheen,

Ahmed

et al. 2024

Front. Comput. Sci.

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Gamification has become prevalent in educational settings, particularly in human-centered software engineering. Using gamified learning environments for comprehending software engineering concepts can significantly enhance students’ human factors, including motivation, engagement, and cognitive and critical thinking skills. Software requirements engineering constitutes one of the disciplines in the software development lifecycle. Based on the literature concerning agile-based software requirements engineering, coping with changing user requirements and constant alterations is often challenging. Consequently, both students and software developers must thoroughly grasp agile-based software requirements engineering. Over the last few years, educators and researchers have crafted gamified learning environments for agile-based software requirements engineering activities. Therefore, this paper aims to investigate the effectiveness of agile-based software requirements engineering activities through a gamified design approach. For this purpose, an application, ReGile, was developed and evaluated with 87 second and third-year software engineering students using the M-3 evaluation framework. Overall, the results were promising. Students expressed satisfaction with ReGile’s technological usability. They performed well (72.14%) in answering questions related to software requirements engineering and agile methodology concepts. Furthermore, gender-wise results indicated that male students outperformed female students when using ReGile.

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Enhancing children’s cognitive skills: An experimental study on virtual reality-based gamified educational practices

Cited by 3 publications

References 40 publications

Immersive Virtual Reality Serious Game Studies in Education: A Brief Review

Immersive Virtual Reality Serious Game Studies in Education: A Brief Review

Stimulation of inhibitory control in school children: measuring the effect of a pilot intervention study using a digital game in elementary school

Exploring the use of gamification in human-centered agile-based requirements engineering

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