Students' inclinations towards games and perceptions of Game-Based Learning (GBL)

Students’ and Teachers’ Perceptions of Using Video Games in Science Classroom: A Literature Review

“…For example, in An et al's [9] study, researchers measured teachers' perceived benefits of educational games by asking if they believed educational games could help their students learning (e.g., knowledge acquisitions, motivation). Similarly, Ariffin et al [12] measured if students saw the learning potentials of computer games. However, Marino et al [20] and Israel et al [21] operationalized students' perceptions of game-based teaching by measuring if they were interested in it or if they believed that this teaching method would make science learning more fun.…”

“…According to a large-scale census conducted by Common Sense Media in 2019, more than half of teenagers play video games for an average of 2 h per day [11]. However, one cannot take students' positive attitudes toward game-based teaching for granted simply due to the popularity of video games among teenagers [12]. Gameplay for leisure at home and gameplay for learning purposes in the classroom are different.…”

“…Squire [13] and Eastwood and Sadler [14] found that students might question the legitimate of spending the precious class time in gameplay, especially with complex multiplayer games which they had spent hours to get to know the basic game mechanics. Students' perception of integrating games in the classroom can affect their learning experience and thus learning outcomes via gameplay [12]. Therefore, research on exploring students' perceptions of game-based learning and influencing factors is warranted.…”

Uma Linha de Produto de Software para Desenvolvimento de Jogos Educativos

“…Há autores que são a favor desses jogos educativos por motivar aos estudantes o aprendizado tradicional sem perceber que está estudando. Também há autores que veem isso como uma forma negativa, por gerar a impressão que o processo de estudar é algo negativo e que deve ficar escondido atrás do entretenimento (Ariffin, Oxley, & Sulaiman, 2014).…”

“…Embora os jogos educativos eletrônicos estejam presentes desde meados do século passado, apenas no ano de 2000, o termo Game-Based Learning (GBL) começou a ser utilizado (Ariffin et al, 2014). Foi através desta metodologia não tradicionalista e com o uso de recursos presentes na vida de muitos estudantes, que os jogos começaram a ser tratados como uma ferramenta que pode permitir o aumento no interesse dos estudos pelos alunos, com maior facilidade comparada com as metodologias tradicionais (Luo, Wei, & Zhang, 2010).…”