<i>Her Story</i>or their own stories? Digital game-based learning, student creativity, and creative writing

Lee, Sangmin-Michelle

doi:10.1017/s0958344019000028

Cited by 51 publications

(73 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Table 3 also shows a significant difference in the number of papers among targeted age groups; more than 50% of the papers contained university and adult participants (n = 61) (e.g., [70,76,103]). Hung [26] reported a similar finding with around 44% of the papers in the study involving university students.…”

Section: Are There Differences Between Bespoke and Off-the-shelf Games Regarding Their Impact On Observed Outcomes Within A Specific Age mentioning

confidence: 99%

“…Output skills included some interesting DGBLL implementations such as Her Story [159] for writing, and Khatoony's bespoke virtual reality (VR) game [121] for speaking. Lee [103] conducted a study using Her Story, which is a unique COTS game for entertainment where players follow a police case through interview tapes. The participants in this study were successful in using the interactive game to inspire their creative writing.…”

Section: Are There Differences Between Bespoke and Off-the-shelf Games Regarding Their Impact On Observed Outcomes Within A Specific Age mentioning

confidence: 99%

See 1 more Smart Citation

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

View full text Add to dashboard Cite

Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

show abstract

Section: Are There Differences Between Bespoke and Off-the-shelf Games Regarding Their Impact On Observed Outcomes Within A Specific Age mentioning

confidence: 99%

Section: Are There Differences Between Bespoke and Off-the-shelf Games Regarding Their Impact On Observed Outcomes Within A Specific Age mentioning

confidence: 99%

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

View full text Add to dashboard Cite

show abstract

“…Video game app-based learning has drawn considerable attention recently in education because teenagers improve their learning outcomes thus indicating it as a rewarding and enjoyable activity. Moreover, another study revealed that teenagers express a variety of positive emotions linked to the use of smartphones and video games apps [48].…”

Section: Discussionmentioning

confidence: 99%

Digital Newspapers’ Perspectives about Adolescents’ Smartphone Use

Lorenzo

Carrera

2021

Sustainability

View full text Add to dashboard Cite

The growth of ICTs has led to a new socialization model and a continuous dynamic flow of communication and information, wherein smartphones have become very popular with teenagers. This paper investigates what teenagers use smartphones for and the related intervention measures published in digital newspapers. A qualitative methodology was used to analyze 362 news items published in 53 Spanish digital newspapers. The results and conclusions indicate that teenagers use smartphones mainly for recreational purposes and sparingly for educational ones. The published intervention measures are primarily aimed at stimulating citizens’ reflections on the subject, in order to improve proper smartphone use by teenagers.

show abstract

“…Digital tool is a breakthrough in terms of technology today as it is able to reach out many individuals with learning disabilities to provide educational information that are relevant. Following are the studies that have put emphasis on digital tools.digital gamification: (Dehghanzadeh et al, 2019),(Pınar& Kaya,2019),(Coleman&Money, 2020), (Lee, 2019), (Blume,2018), (Yang, Lin& Chen, 2018), , , (Kayimbaşioǧlu,Oktekin&Haci, 2016), (Reinhardt & Sykes, 2014), (Kalir et al, 2014), (Zou, Huang&Xie,2019), (Wang,Hou & Tsai, 2019), .…”

Section: Game Elements (N=19/312)mentioning

confidence: 99%

A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

et.al¹

2021

TURCOMAT

View full text Add to dashboard Cite

Gamification is a significant pedagogical approach employed to facilitate learning not limited in educational setting but also across other domains. This pedagogical approach is a hot topic among academics from various disciplines. Various studies domains including education, social sciences, healthcare, tourism, engineering, translation, nursing, arts and applied arts have ventured into gamification to aid learning. Different analysis measures were employed by the researchers to carry out studies on experimental research using different samples to develop the articles. This study is developed with the aims to review and analyse the existing literature related to gamification adding to the research methodologies, types of data analyses, significant findings and also samples used to collect the data. The taxonomies developed based on the reviews made have been categorised based on challenges, motivations and recommendations extracted from the researchers who want to take gamification to the next level in different areas of studies. The researchers of this study conducted a systematic search on topics related to gamification, approaches used for the data analysis and studied on the types of data employed. Search on five main databases were carried out namely Scopus, EBSCHO, ScienceDirect, Web of Science and Taylors and Francis from 2012 September to January 2020. These databases searched were sufficient and dependable to write on gamification. Articles were carefully selected on the basis the researchers’’ inclusion and exclusion criteria (n = 312). The first percentage of the studies (n=19/312) focused on game elements in relation to the implementation of gamification across different age of the learners. This portion of the studies (n=107/312) discuss on digital badges, digital gamification/digital tool, game like educational apps. The second section of the study describe about game-based learning in relation to gamification that emphasised on pedagogies, teaching skills, teaching beliefs, lesson outcomes, theories, learners, emotional engagement, innovative teaching and environment. The portion of the studies (n=43/213) discuss on serious games specifically game principles, behaviour, collaborative work, video games and accommodation of psychological needs. The fourth portion (n=66/312) is on novel emerging trends in gamification namely flipped classroom, blended learning in gamification, collaborative learning and gamification, mobile learning and gamification, CLIL and gamification, MOOC and problem solving that led to transformative pedagogy. The fifth portion (30/312 is on game based eLearning and the last portion is on motivation (47/312). Technological advancement and rapid development in information and communication technologies has increase researchers’ interest to pursue research in gamification to use it as a meaningful pedagogical tool to sustain students’ learning.

show abstract

Her Storyor their own stories? Digital game-based learning, student creativity, and creative writing

Cited by 51 publications

References 49 publications

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Digital Newspapers’ Perspectives about Adolescents’ Smartphone Use

A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

Contact Info

Product

Resources

About