Learning IS Child’s Play

Hosseini, Hadi; Hartt, Maxwell; Mostafapour, Mehrnaz

doi:10.1145/3282844

Cited by 34 publications

(14 citation statements)

References 27 publications

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“…The Asynchronous model was chosen to bridge the learning process, where students are still required to meet the teacher to see the learning outcomes they have been doing through educational games (El-Abd, 2017). The studies related to the use of play in education, namely articles Learning IS Child's Play: Game-Based Learning in Computer Science Education in Journal ACM Transactions on Computing Education (TOCE) (Hosseini, Hartt, & Mostafapour, 2019 (Willet, Sukanya, Boltz, Greenhalgh, & Koehler, t.t.)/. The studies related to the use of the game in education namely articles (Papoutsi & Drigas, 2016).…”

Section: Review Of Literaturementioning

confidence: 99%

Character Thematic Education Game “AK@R” of Society Themes for Children with Malang-Indonesian Visualize

Pramono¹,

Pujiyanto²,

Puspasari³

et al. 2021

INT J INSTRUCTION

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The game application is one of the leading choices of cellular media users, according to a report from the Ministry of Communication and Information of Indonesia, at least 30 million are children and adults. However, there is a sharp perception that interactive games hinder children's education, which impacts lazy children to learn. This article aims to convey the implementation of thematic games for children's education. Social improvement activities emphasize the thematic patterns of this educational game. The game developed is asynchronous, which means that the teacher must see students evaluate learning outcomes. This study uses the R&D method through the procedures carried out as well as through pre and post-tests in the control class and experimental class. Data observation methods consisted of visual concepts, cultural patterns as game content ideas, research related to character education, and fundamental knowledge related to character education material. The results showed that the efficiency of the game showed that there was an increase in child socio-physical expertise and skills, as well as changes in learning models for children and assessment models by the teacher. The importance of this research is the development of educational media in improving the character quality of early childhood.

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Section: Review Of Literaturementioning

confidence: 99%

Character Thematic Education Game “AK@R” of Society Themes for Children with Malang-Indonesian Visualize

Pramono¹,

Pujiyanto²,

Puspasari³

et al. 2021

INT J INSTRUCTION

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“…GBL has been applied based on the idea that play and learning are closely intertwined [ 6 , 7 ]. Intriguingly, studies investigating GBL in academic settings do not seem to explicitly scrutinize, measure, or mention play [ 3 - 5 , 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

Medical Students’ Perceptions of Play and Learning: Qualitative Study With Focus Groups and Thematic Analysis

Gaalen¹,

Jaarsma²,

Georgiadis³

2021

JMIR Serious Games

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Background In times where distance learning is becoming the norm, game-based learning (GBL) is increasingly applied to health profession education. Yet, decisions for if, when, how, and for whom GBL should be designed cannot be made on a solid empirical basis. Though the act of play seems to be intertwined with GBL, it is generally ignored in the current scientific literature. Objective The objective of our study was to explore students’ perceptions of play in leisure time and of GBL as part of a mechanistic, bottom-up approach towards evidence-informed design and implementation of GBL in health profession education. Methods We conducted 6 focus group discussions with medical and dentistry students, which were analyzed using thematic analysis. Results A total of 58 students participated. We identified 4 major themes based on the students’ perception of play in leisure time and on the combination of play and learning. Our results indicate that, while play preferences were highly various in our health profession student cohort, pleasure was the common ground reported for playing. Crucially, play and the serious act of learning seemed paradoxical, indicating that the value and meaning of play are strongly context-dependent for students. Conclusions Four key points can be constructed from our study. First, students play for pleasure. Perceptions of pleasure vary considerably among students. Second, students consider play as inefficient. Inefficiency will only be justified when it increases learning. Third, play should be balanced with the serious and only be used for difficult or tedious courses. Fourth, GBL activities should not be made compulsory for students. We provide practical implications and directions for future research.

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“…When applied correctly, the variability effect should consider the student's level of expertise-thus level of intrinsic load-in the problem-solving tasks. Sound game design will leverage students' current knowledge by utilizing representations and tasks that use this knowledge as a foundation to build and reinforce it (Hosseini, Hartt, & Mostafapour, 2019). Following cognitive load theory, when learners are provided with external guidance, such as from an ITS, if this information aligns well with the task at hand, it can provide both an immediate learning opportunity and scaffolding that lowers intrinsic load and brings the task within range of working memory capacity.…”

Section: Cognitive Load Theorymentioning

confidence: 99%

“…This new avenue for education has been observed in the progression of gamification of learning objectives (Shute, 2011). With the intention of providing a motivating and engaging framework for learning, the use of game design in the development of educational pedagogy has proved effective (Hosseini, Hartt, & Mostafapour, 2019). The current evolution of gaming technologies is able to harvest real-time user data to create adaptive learning environments.…”

Section: Introductionmentioning

confidence: 99%

Utilizing Cognitive Load Theory and Evidence-Centered Design to Inform the Design of Game-Based Learning Environments

Bounajim

Rachmatullah

Boulden

et al. 2020

Proceedings of the Human Factors and Ergonomics Society Annual

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Digital game-based learning (DGBL) environments are increasingly utilized to facilitate classroom instruction. For the game in our study, a formative stealth assessment tool, in the form of an intelligent tutoring system (ITS) is guided by evidence-centered assessment design (ECD). Cognitive Load Theory and ECD are utilized as diagnostic tools to analyze upsurges in hints delivered by the ITS and inform game design revisions that will promote improved learner support and learning outcomes.

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Learning IS Child’s Play

Cited by 34 publications

References 27 publications

Character Thematic Education Game “AK@R” of Society Themes for Children with Malang-Indonesian Visualize

Character Thematic Education Game “AK@R” of Society Themes for Children with Malang-Indonesian Visualize

Medical Students’ Perceptions of Play and Learning: Qualitative Study With Focus Groups and Thematic Analysis

Utilizing Cognitive Load Theory and Evidence-Centered Design to Inform the Design of Game-Based Learning Environments

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