Learning from Video Games

Felix, Judith Walker de; Johnson, Richard T.

doi:10.1300/j025v09n02_11

Cited by 34 publications

(8 citation statements)

References 4 publications

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“…It is available to assist and guide players to finish the game, and it is important for educational game [19]. This factor is a crucial game feature [20,21] which may be completely different from game to game. For instance, the operation mode in a first-person shooter (FPS) game differs from that in a role-playing game (RPG), which is typically played from a third-person perspective.…”

Section: Interaction All Interactions and Conflicts Occurringmentioning

confidence: 99%

Game Factors and Game-Based Learning Design Model

Shi

Shih

2015

International Journal of Computer Games Technology

124

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How to design useful digital game-based learning is a topic worthy of discussion. Past research focused on specific game genres design, but it is difficult to use when the target game genre differs from the default genres used in the research. This study presents macrodesign concepts that elucidates 11 crucial game-design factors, including game goals, game mechanism, game fantasy, game value, interaction, freedom, narrative, sensation, challenges, sociality, and mystery. We clearly define each factor and analyze the relationships among the 11 factors to construct a game-based learning design model. Two application examples are analyzed to verify the usability of the model and the performance of these factors. It can assist educational game designers in developing interesting games.

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Section: Interaction All Interactions and Conflicts Occurringmentioning

confidence: 99%

Game Factors and Game-Based Learning Design Model

Shi

Shih

2015

International Journal of Computer Games Technology

124

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“…Likewise, they could repeatedly negotiate the unfamiliar parts with the system feedback in order to increase their learning achievements. Digital game-based learning presents abundant characteristics, appealing to students' learning motivation, including: representation, fun, playfulness, goals, interactivity, outcome feedback, win states, competition/challenge, problem solving, tasks and story (Felix & Johnson, 1993;Prensky, 2001;Fan & Su,2015;Su & Fan,2014;Su & Cheng,2015). Varying game levels could add a sense of playfulness to monotonous classes and a non-overwhelming challenge to the more difficult ones.…”

Section: State Of the Literaturementioning

confidence: 99%

The Effects of Students' Learning Anxiety and Motivation on the Learning Achievement in the Activity Theory Based Gamified Learning Environment

2016

EURASIA J MATH SCI T

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The advancement of mobile game-based learning has encouraged many related studies, which has enabled students to learn more and faster. To enhance the clinical path of cardiac catheterization learning, this paper has developed a mobile 3D-CCGBLS (3D Cardiac Catheterization Game-Based Learning System) with a learning assessment for cardiac catheterization, and which also evaluates the learning effectiveness, based on ARCS (Attention, Relevance, Confidence and Satisfaction) theory. This study implemented a quasiexperimental design, using 102 students with the relevant medical background, divided into three groups. The learning achievements of this study show that the experimental group achieved higher scores than both control groups. The statistical analysis of the learning motivation and learning achievement shows ARCS-R (Relevance) as the most important factor, followed by of ARCS-C (Confidence). The results show that the learning content was relevant to the learner's level, and that it brought more confidence and increased the effectiveness of learning.

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“…Juul (2003) suggested that games consist of six elements: rules, variable quantifiable outcome, player effort, valorization of the outcome, attachment of the player to the outcome, and negotiable consequences. According to de Felix and Johnson (1993), games are composed of dynamic visuals, interactivity, rules, and a goal. Malone and Lepper (1987) mentioned challenge, curiosity, control, and fantasy as integral features of…”

Section: What Game Attributes Are Being Studied?mentioning

confidence: 99%

Relationships Between Game Attributes and Learning Outcomes

Wilson

Bedwell

Lazzara

et al. 2008

Simulation & Gaming

452

308

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Games are an effective and cost-saving method in education and training. Although much is known about games and learning in general, little is known about what components of these games (i.e., game attributes) influence learning outcomes. The purpose of this article is threefold. First, we review the literature to understand the "state of play" in the literature in regards to learning outcomes and game attributes-what is being studied. Second, we seek out what specific game attributes have an impact on learning outcomes. Finally, where gaps in the research exist, we develop a number of theoretically based proposals to guide further research in this area. (2007) estimates that organizations spend over $129 billion on learning and development. Within companies designated as American Society for Training and Development leaders in training and employee development, nearly 40% of training is technology based, including online learning, simulation-based training, and games. While high fidelity simulations have been the primary tool for decades (especially in aviation and the military), computer-based and console-based games (e.g., Xbox, Playstation) have become the focus of recent research and training because they offer an easily accessible, T he American Society for Training and Development

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Learning from Video Games

Cited by 34 publications

References 4 publications

Game Factors and Game-Based Learning Design Model

Game Factors and Game-Based Learning Design Model

The Effects of Students' Learning Anxiety and Motivation on the Learning Achievement in the Activity Theory Based Gamified Learning Environment

Relationships Between Game Attributes and Learning Outcomes

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