Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games

Lee, Silvia Wen Yu; Shih, Meilun; Liang, Jyh Chong; Tseng, Yi Chen

doi:10.1111/bjet.13067

Cited by 21 publications

(13 citation statements)

References 35 publications

(54 reference statements)

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“…ese significant studies contributed the most to the positive effects on motivation [61]. By contrast, the findings of effect sizes on significantly increased if the studies of Pan et al [31], Sánchez et al [26], and Lee et al [50] were omitted. ese nonsignificant studies contributed the most limiting power to the effects on motivation [61].…”

Section: Do Gamification and Game-based Learning Exert Different Effe...mentioning

confidence: 98%

“…Authors and publication years Game-related pedagogical models Game-related pedagogies Research domains [27] Leverage learning with gamification Gamification Learning achievement [48] Machine learning inspired approach Gamification Learning achievement [49] Integration of board games and augmented reality (AR) Gamification Intrinsic motivation Extrinsic motivation [13] Serious educational games (SEG) Gamification Learning achievement [30] Virtual reality (VR): a virtual ecological environment Game-based learning Learning achievement [32] Open and flexible blended learning environments Game-based learning Learning achievement [28] Multigenre digital game-based instruction (MGI) Game-based learning Learning achievement [29] Physical games stimulating acquisition Game-based learning Learning achievement [50] Multiteam After raising the research hypotheses, we searched the research materials compatible with the meta-analytic techniques.…”

Section: Nomentioning

confidence: 99%

“…e studies of Lee et al [50] and Magen-Nagar et al [51] investigated the efficiency of game-based learning in terms of intrinsic motivation and extrinsic motivation (see Table 1).…”

Section: Do Gamification and Game-based Learning Exert Different Effe...mentioning

confidence: 99%

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Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning

Zhang

2022

Education Research International

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This meta-analysis aimed to investigate and compare the efficiencies of gamification and game-based learning in terms of learning achievement and motivation. With distinctive features, gamification and game-based learning were hypothesized to exert different effects on learning achievement and motivation. The effects on learning achievement were more stable and significant for game-based learning (ES = 0.54, 95% CI [0.38, 0.70]) than for gamification (ES = 0.85, 95% CI [0.32, 1.37]). The overall effects on motivation were more significant for gamification (ES = 0.77, 95% CI [0.53, 1.01]) than for game-based learning (ES = 0.60, 95% CI [0.42, 0.78]). Gamification exerted less significant but more stable effects on intrinsic motivation (ES = 0.64, 95% CI [0.37, 0.91]) than on extrinsic motivation (ES = 0.92, 95% CI [0.50, 1.34]). Game-based learning exerted less significant but more stable effects on extrinsic motivation (ES = 0.56, 95% CI [0.35, 0.77]) than on intrinsic motivation (ES = 0.62, 95% CI [0.12, 1.13]). The main conclusion was that gamification and game-based learning, as two distinct game-related pedagogies, differently influenced learning achievement, intrinsic motivation, and extrinsic motivation. The dependence on immersion subject to external or internal factors and ludic contexts associated with internalization of motivation influenced the effect stability on learning achievement and motivation.

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Section: Do Gamification and Game-based Learning Exert Different Effe...mentioning

confidence: 98%

Section: Nomentioning

confidence: 99%

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Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning

Zhang

2022

Education Research International

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“…In particular, social media can be used for informal science learning (Lundgren et al, 2022). Obstacles & challenges also need to be identified (Christidou et al, 2022) Forms of implementing science learning: formal, informal, & non-formal 3 Integrated urgency (Suraiya et al, 2020) & science learning spaces need to reduce social/gender inequality (Dawson et al, 2020), social positioning (Brookes et al, 2021), ethnopedagogy (Rahmawati et al, 2020), environmentally-based (Nusantari et al, 2020), climate change awareness (Jeong et al, 2021), indigenous science (Zidny et al, 2021), socio-scientific issues-based (Nida, Mustikasari, et al, 2021), life-based experiential learning (Acharya et al, 2022), religion & culture on student attitudes (Kurniawan et al, 2022) (Kim, 2020), spatial abilities (Chen et al, 2020), student engagement (Bae & Lai, 2020;Lee et al, 2021;Pierson et al, 2021), students' situational engagement (Inkinen et al, 2020), & productive disciplinary engagement (Koretsky et al, 2021;Membiela et al, 2022).…”

Section: Perspectives Of Science Learningmentioning

confidence: 99%

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Nurwidodo

Ibrohim

Sueb

et al. 2023

EURASIA J Math Sci Tech Ed

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Currently, the world’s science learning is being affected by COVID-19 pandemic, which requires researchers to address it. Researchers’ attention and concern for the theme of science learning is highly expected, as evidenced by the existence of publications in reputable journals. The purpose of this systematic literature review is to review and compare investigations of research on articles published by Scopus-indexed journals (published during COVID-19 pandemic: 2020-2022). The researchers used a “science learning” phrase in the search menu of Scopus database and 1,484 articles were found by the researchers. Furthermore, 62 articles met the criteria to be analyzed. The inclusion and exclusion model used was preferred reporting items for systematic reviews and meta-analysis. Based on the results of the analysis, we found that in the last three years, there had been a decline in research on science learning. The science issues could be approached through quantitative, qualitative, mix-method, case study, and even development research. Marianne Kinnula is the author who has received the most attention in the study of science learning. According to the data, it is known that science learning and science education keywords are the most dominant keywords that used in a publication. There are 36 countries of origin for authors who publish articles, with the majority coming from Europe, though Indonesia has the most publications (Asia). Science articles are written by authors from all over the world. It was discovered that more articles were published as a result of collaboration. There are 69 institutions globally that fund science learning research and publications. We offer three perspectives on transformation science learning during a pandemic that can be used as a baseline and reference by other researchers or education policymakers. As an implication, the second and third perspectives from transformation that we have formulated are interesting for further study.

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“…Students are allowed to conduct system simulation tests designed to resemble real settings or settings, taking place continuously. The attitude of participation as a constant reflection supports students' cognitive to be active, play a role, and connect emotionally to increase exploratory behavior (Lee et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Learning Through Augmented Reality: The Indonesia Open University Experience

Aji

Purbojo

2023

Jurnal, Teknologi, Pendidikan

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Augmented reality is a combination of the real dan virtual worlds that has an opportunity to be an integrated learning medium in online tutorial classes. The potential of augmented reality with multimedia capabilities creates an immersive learning environment. TPEN4314 Produksi Media/ TV course is a course that requires practice through augmented reality media for students in Open University specifically in the Educational Technology study program. This study aims to investigate the correlation between the experience of using augmented reality with student learning motivation, engagement, and acceptance of technology as well as the influence of the three variables on the experience of using augmented reality. The research method used quantitative with Likert Scale questionnaires and data analysis with multiple regression tests. The result of the analysis showed that there was a correlation between the variables of augmented reality experience and the three independent variables that affected the dependent variable. It is hoped that this research can contribute to tutors and learning media developers to design learning media that facilitate the independence of distance student learning to achieve the goal of competency in practical courses so that students get a meaningful learning experience.

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Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games

Abstract: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Cited by 21 publications

References 35 publications

Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning

Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Learning Through Augmented Reality: The Indonesia Open University Experience

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