Foundations of Game-Based Learning

Plass, Jan L.; Homer, Bruce D.; Kinzer, Charles K.

doi:10.1080/00461520.2015.1122533

Cited by 1,019 publications

(871 citation statements)

References 129 publications

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“…This finding is interesting because it reinforces the importance of assessing the quality of innovations through the validation of the appropriate design for this type of activities (García-Peñalvo, 2015, Fidalgo-Blanco & Sein-Echaluce, 2014, Zavalza & Zavalza, 2012. In this case, the fact that the gamified challenges are attractive and achievable by the student and its design encourages the student to reach the level of desired performance (Marzano & Kendal, 2007) confirms what other studies have stipulated as facts about of gamification (Plass, Homer & Kinzer, 2015;Rincón-Flores, Ramírez-Montoya & Mena, 2016).…”

Section: Discussionsupporting

confidence: 60%

Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation

Rincón-Flores

Córdova

Fuente

2018

Int Elect J Math Ed

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The present study details the implementation of an improvement process for a gamification activity from a Calculus course for undergraduate students aimed to develop mathematical modeling competencies. The improvement process was studied taking into account three types of data: the results of the students' performance assessment, the meta-evaluation of the educational and proactive effects and gamification costs, and data on the level of satisfaction achieved on the educational activity. The results of 50 performance assessments were analyzed, as well as the results from the meta-evaluation process carried out by the course's teacher. The study concludes that while it is true that gamification is a strategy that introduces a high level of innovation and brings the type of motivation and emotion that encourages learning, its educational intent can be further strengthened by including performance assessment and metaevaluation processes to better understand its function and make adjustments to its design in a timely manner.

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Section: Discussionsupporting

confidence: 60%

Strengthening an Educational Innovation Strategy: Processes to Improve Gamification in Calculus Course through Performance Assessment and Meta-evaluation

Rincón-Flores

Córdova

Fuente

2018

Int Elect J Math Ed

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“…Game-based learning uses experiential activities to meet defined learning outcomes (Plass, Homer, & Kinzer, 2015;Shaffer et al, 2005). Game-based approaches Martocchio and Webster (1992) 2.…”

Section: Game-based Experiential Learningmentioning

confidence: 99%

“…The paper footballs in this activity are triangular, similar in shape to the prolate spheroid American football or a rugby ball. Game-based learning employs experiential activities as an alternative or complementary approach to instruction and has been found to increase participant motivation, engagement, concentration, connection between theory and practice, and learning outcomes (Heineke, 1997;Plass, Homer, & Kinzer, 2015;Schiefele, 1991;Shaffer, Squire, Halverson, & Gee, 2005;Wright & Gilmore, 2012). Studying PDSA through experiential learning is consistent with the supply chain management (SCM) educational literature, which has been encouraging greater incorporation of game-based learning (e.g., Althouse & Hedges, 2015;Cyrs, 1994).…”

Section: Introductionmentioning

confidence: 99%

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity

Brau

Gardner

Webb

et al. 2019

Decision Sci J Innov Edu

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We develop a single-class period learning game for the Plan-Do-Study-Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problemsolving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre-and post-test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.

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“…In contrast, playing prosocial video games decreases aggressive behavior, cognition, and affect, and increases prosocial behavior, cognition, and affect" [13]. Despite behavioral concerns, education researchers have found that electronic games can "facilitate learning by fostering learners' cognitive, behavioral, affective, and sociocultural engagement with the subject matter" [20].…”

Section: Benefits and Drawbacks Of Video Gamesmentioning

confidence: 99%