Game2Learn

Barnes, Tiffany; Richter, H.; Powell, Eve M. Troutt; Chaffin, Amanda; Godwin, Alex

doi:10.1145/1269900.1268821

Cited by 29 publications

(7 citation statements)

References 13 publications

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“…Both have to be well-crafted, clearly defined, and specific (through measurable achievements) (Bellotti, Kapralos, Lee, Moreno-Ger, & Berta, 2013). Additionally, gameplay and learning goals have to be related; otherwise, learning is removed from context (Barnes, Richter, Powell, Chaffin, & Godwin, 2007). When the above hold true, players have an enjoyable experience and are motivated (Shi & Shih, 2015).…”

Section: Factors Related To Contentmentioning

confidence: 99%

Factors Influencing the Subjective Learning Effectiveness of Serious Games

et al. 2019

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Aim/Purpose: This work examines which factors influence user views on the learning effectiveness of serious games. For that matter, a model was developed and tested. Background: Although the impact of serious games on learning is their most widely ex-amined aspect, research is spread thin across a large number of studies having little in common in terms of their settings, samples, and learning sub-jects. Also, there is a lack of consensus regarding which factors have an im-pact on their effectiveness. The most significant problem seems to be the fact that most assessment tools examined just a few factors. Methodology: The initial model included eleven factors responsible for shaping the learning outcomes, belonging to four groups: (a) content, (b) technical features, (c) user state of mind, and (d) learning enabling features. All possible relationships between these factors and subjective learning effectiveness were examined. Data were collected using the Serious Games Evaluation Scale. The target group was 483 university students who played two serious games. The model was tested using covariance-based structural equation modeling. Contribution: The study offers the prototype of a rather complex model, accurately explaining the intricate relationships between the substantial number of factors that were measured and their impact on user views regarding the subjective learning effectiveness of serious games. Findings: The final model fit statistics were very good, and 58.4% of the variance in subjective learning effectiveness was explained. The factor with the most significant impact was enjoyment, followed by subjective narration quality and realism. Quite interestingly, motivation did not have any effect on subjective learning effectiveness, while subjective feedback quality was not included as a construct in the final model. Moreover, the subjective ease of use and audiovisual fidelity had a minimal impact on other factors. Finally, the model proved to be invariant across genders and across the serious games that were used. Recommendations for Practitioners: Serious game developers can use the model so as to decide on which factors to focus, depending on their needs. Educators and education policymakers can also benefit from the model’s use, together with scales evaluating the quality of educational software. By assessing technical and content features and by using the model as a blueprint, they can envisage how enjoyable and motivating a serious game might be, as well as how it is going to impact user views regarding its learning effectiveness. Recommendation for Researchers: Researchers can use the model in order to understand what shapes the learning experience of users when they play serious games. They can also use it for understanding the interactions between different the factors that come into play. Future Research: Several alternative models have to be tested so as to develop a much simpler one which, at the same time, will have the capacity to adequately explain what users think of serious games. Several different target groups and serious games have to be examined in order to establish that the model is indeed invariant across a wide range of serious games genres and users. Finally, an interesting idea is to examine the relationship between subjective and objective learning effectiveness.

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Section: Factors Related To Contentmentioning

confidence: 99%

Factors Influencing the Subjective Learning Effectiveness of Serious Games

et al. 2019

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“…Computer games have been successfully applied to improve recruitment and retention (Barnes, Richter, Powell, Chaffin, & Godwin, 2007); they have been shown to be a successful learning tool by leveraging students' enthusiasm towards computer games and their social relevance (Morrison & Preston, 2009). Current students, more than at any time before, need a classroom experience that they can relate to, that is creative and challenging, and makes a difference in preparing for their careers.…”

Section: Introductionmentioning

confidence: 99%

“…Current students, more than at any time before, need a classroom experience that they can relate to, that is creative and challenging, and makes a difference in preparing for their careers. To address this challenge, the design, development, and implementation of computer games has been used in CS classrooms in many ways: as a general engagement tool (Bayliss & Strout, 2006;Clua et al, 2006); as motivators and examples in introductory programming courses (Barnes et al, 2007;Leutenegger & Edgington, 2007;Sweedyk et al, 2005); as capstone courses (Barnes et al, 2007;Parberry, Roden, & Kazemzadeh, 2005;Wallace, Russell, & Markov, 2008); in interdisciplinary programs connecting CS with arts and humanities (Diefenbach, 2011;Murray, Bogost, Mateas, & Nitsche, 2006;Sweedyk et al, 2005, Wolz & Pulimood, 2007; as a well-fitting instrument to teach computer graphics (Sung, Shirley, & Rosenberg, 2007;Sweedyk et al, 2005), artificial intelligence (Wallace et al, 2008), project management (Wolz & Pulimood, 2007), and software engineering (Claypool & Claypool, 2005;Gestwicki, 2007;Lin & Sun, 2011); or as a concentration within existing CS programs (Coleman, Krembs, Labouseur, & Weir, 2005;Zhang and Jones, 2012;Zyda et al, 2008). Successes of several very large projects [including Alice (Cooper, Dann, & Pausch, 2003) and Scratch (Peppler & Kafai, 2007)] aimed at the broad application of computer game development as a learning framework have been widely publicized.…”

Section: Introductionmentioning

confidence: 99%

Mobile game development: improving student engagement and motivation in introductory computing courses

Kurkovsky

2013

Computer Science Education

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Computer games have been accepted as an engaging and motivating tool in the computer science (CS) curriculum. However, designing and implementing a playable game is challenging, and is best done in advanced courses. Games for mobile devices, on the other hand, offer the advantage of being simpler and, thus, easier to program for lower level students. Learning context of mobile game development can be used to reinforce many core programming topics, such as loops, classes, and arrays. Furthermore, it can also be used to expose students in introductory computing courses to a wide range of advanced topics in order to illustrate that CS can be much more than coding. This paper describes the author's experience with using mobile game development projects in CS I and II, how these projects were integrated into existing courses at several universities, and the lessons learned from this experience.

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“…LEGO (McWhorter & O'Connor, 2009)), GAMES (E.G. GAME2LEARN (Barnes, Richter, Powell, & Chaffin, 2007)) In this approach, beginning learners are encouraged to participate in some creative activity. For example, students might be challenged to write code to control a robot (e.g., Karel the Robot, Pattis, 1981) or to create simple digital games (e.g., Barnes & Lipford, 2008).…”

Section: Programming Environments Tools and Languagesmentioning

confidence: 99%

Increasing Intrinsic Motivation of Programming Students: Towards Fix and Play Educational Games

Mohanarajah

2018

IISIT

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Aim/Purpose: The objective of this research is to investigate the effectiveness of educational games on learning computer programming. In particular, we are examining whether allowing students to manipulate the underlying code of the educational games will increase their intrinsic motivation. Background: Young students are fond of playing digital games. Moreover, they are also interested in creating game applications. We try to make use of both of these facts. Methodology: A prototype was created to teach the fundamentals of conditional structures. A number of errors were intentionally included in the game at different stages. Whenever an error is encountered, students have to stop the game and fix the bug before proceeding. A pilot study was conducted to evaluate this approach. Contribution: This research investigates a novel approach to teach programming using educational games. This study is at the initial stage. Findings: Allowing the programming students to manipulate the underlying code of the educational game they play will increase their intrinsic motivation. Recommendations for Practitioners: Creating educational games to teach programming, and systematically allowing the players to manipulate the gaming logic, will be beneficial to the students. Recommendation for Researchers: This research can be extended to investigate how various artificial intelligence techniques can be used to model the gamers, for example, skill level. Impact on Society: The future generations of students should be able to use digital technologies proficiently. In addition, they should also be able to understand and modify the underlying code in the digital things (like Internet of Things).This research attempts to alleviate the disenchantment associated with learning coding. Future Research: A full scale evaluation – including objective evaluation using game scores – will be conducted. One-way MANOVA will be used to analyze the efficacy of the proposed intervention on the students’ performance, and their intrinsic motivation and flow experience.

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Game2Learn

Cited by 29 publications

References 13 publications

Factors Influencing the Subjective Learning Effectiveness of Serious Games

Factors Influencing the Subjective Learning Effectiveness of Serious Games

Mobile game development: improving student engagement and motivation in introductory computing courses

Increasing Intrinsic Motivation of Programming Students: Towards Fix and Play Educational Games

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