Player-reported Impediments to Game-based Learning

Harviainen, J. Tuomas; Lainema, Timo; Saarinen, Eeli

doi:10.26503/todigra.v1i2.14

Cited by 17 publications

(18 citation statements)

References 28 publications

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“…We also realized that some students engaged in previous weeks' ELs or SLs weeks after the activities were first introduced. This implies that the gamification design that was using the competitive nature (through deadlines) of the learner was not the only determinant of overall engagement (Harviainen, Lainema, & Saarinen, ). The self‐paced design of the system where learning activities can be taken anytime may also facilitate flexibility and autonomy in learning, and it seems to have encouraged in our case engagement and deeper learning (Deci & Ryan, ).…”

Section: Discussionmentioning

confidence: 99%

Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance

Tsay

Kofinas

Trivedi

et al. 2019

Computer Assisted Learning

103

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Learners in the higher education context who engage with computer‐based gamified learning systems often experience the novelty effect: a pattern of high activity during the gamified system's introduction followed by a drop in activity a few weeks later, once its novelty has worn off. We applied a two‐tiered motivational, online gamified learning system over 2 years to a total number of 333 students. In a mixed methods research design, we used 3‐year worth of longitudinal data (333 students for the treatment group and 175 in the control group) to assess students' engagement and performance in that period. Quantitative results established that students engaged and performed better in the gamified condition vis‐à‐vis the nongamified. Furthermore, students exhibited higher levels of engagement in the second year compared with the first year of the gamified condition. Our qualitative data suggest that students in the second year of the gamified delivery exhibited sustained engagement, overcoming the novelty effect. Thus, our main contribution is in suggesting ways of making the engagement meaningful and useful for the students, thus sustaining their engagement with computer‐based gamified learning systems and overcoming the novelty effect.

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Section: Discussionmentioning

confidence: 99%

Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance

Tsay

Kofinas

Trivedi

et al. 2019

Computer Assisted Learning

103

View full text Add to dashboard Cite

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“…The roleplay moderation includes debriefing dialogues after the game experience, which several scholars emphasize as an essential element to ensure learning by gaming [36,37,52]. The debriefing dialogue is arranged around three themes (i) complexity and interconnectivity; (ii) interests and values; and (iii) decision making.…”

Section: The Climate Adaptation Gamementioning

confidence: 99%

Serious Gaming for Climate Adaptation—Assessing the Potential and Challenges of a Digital Serious Game for Urban Climate Adaptation

et al. 2020

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Serious gaming has gained increasing prominence in climate change communication, and provides opportunity to engage new audiences and new platforms for knowledge co-creation and dialogues. This paper presents the design and evaluation of a serious game on climate adaptation, primarily targeted towards high school students, practitioners and politicians. The game aims to provide an experience of the impact of climate adaptation measures, and illustrates links with selected Agenda 2030 goals, which the player has to consider, while limiting impacts of hazardous climate events. The game design builds on the key goals in Education for Sustainable Development combining comprehensive views, action competence, learner engagement and pluralism. This study draws on game sessions and surveys with high school students in Sweden, and aims to assess to what extent different aspects of the game can support an increased understanding of the needs and benefits of adaptation actions. The results of this study indicate that the game can engage players to reflect upon challenges related to climate adaptation decision making, but also point towards the challenge of including a high degree of complexity which can make it difficult to grasp consequences of individual measures, as well as to link these to the natural variability of the occurrence of extreme climatic events.Sustainability 2020, 12, 1789 2 of 18 mere entertainment such as instructional goals" [6] p. 414, has been addressed in a number of recent studies. Given the complexity of climate adaptation, referred to as a "wicked problem par excellence" [10] (p. 28), scientific knowledge, rivalling social interests as well as ethical consideration need to be recognized, and hence demand new types of educational tools. Enhancing science education by contextualizing the content as socioscientific issues is argued to increase understanding as well as to train ethical reflection and personal judgement needed in modern societies [11,12]. This is also in line with the core of Education for Sustainable Development (ESD) that strives for systems thinking and democratic action competence in a world full of conflicting interests [13,14]. In this capacity, serious games can support teachers to strengthen their Education for Sustainable Development as it provides an experience of climate adaptation, based on systems thinking and action orientation. Inspired by these two strategies, we argue that digital games can be a valuable resource in climate communication and education.Climate change games cover a wide range of related topics, such as urban development [15,16], personal action [3], land use models [17], agriculture [18-20], water management [21-25], climate risk attribution [26] and simulations of climate negotiations [27]. In their review of climate adaptation games, Flood et al. [7] present a large number of more recent games with focus on climate adaptation, and discuss their efficiency for "engaging with diverse publics and enable social learning" [7] (p. 18) as well as the role of ...

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“…competitiveness resulting in certain individuals to focus on performance/score at the expense of learning (Harviainen et al, 2012), demotivation when losing (Moseley et al, 2009)) and potential ethical/legal issues. Prior to the application of game-based training within automotive manufacturers, it is important that work councils are involved to resolve various issues such as: "are scores of training made explicit among operators?…”

Section: Discussionmentioning

confidence: 99%