Substantial Integration of Typical Educational Games Into Extended Curricula

Clark, Douglas B.; Tanner‐Smith, Emily E.; Hostetler, Andrew L.; Fradkin, Aryah; Polikov, Vadim

doi:10.1080/10508406.2017.1333431

Cited by 30 publications

(13 citation statements)

References 32 publications

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“…Educational games are useful for children to repeat and reinforce what they have learnt at class and enable them to have fun and relax while using their cognitive skills (Demirel, 2009). They add dynamism to the class environment, increase participation and attract the attention of all children to the lesson (Clark, Tanner Smith, Hostetler, Fradkin & Polikov, 2018). By materializing the learning experience of students, they enable internal motivation and pull them in (Peirce, Conlan & Wade, 2008;Yenice, Alpak Tunç and Yavaşoğlu, 2019).…”

Section: Introductionmentioning

confidence: 99%

The use of educational games within the structure and properties of matter unit in science class

Eltem

Berber²

2021

Participatory Educational Research

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Given the rapid pace of science today, we can feel the influence of it in all aspects of our lives. Therefore, it is aimed to raise individuals with advanced thinking skills who learn and use knowledge in science class and can combine science and technology. In line with such purposes, it is believed that different methods and techniques are required to be used within classes. In this study, educational game techniques have been used in teaching of the “Structure and Properties of Matter” unit in science class and the effects of this teaching technique have been researched to measure the academic success of students as well as the opinions of students and teachers. Mixed research design has been employed within the study. Control group pre-test - final test model has been preferred for the quantitative dimension of research. “Academic success test on the structure and properties of matter” developed by the researcher has been used for the collection of the quantitative data. In the qualitative dimension of the research, semi-structured interviews, researcher's observations and diaries, and science journals of students have been utilised. According to the findings obtained, educational game has positively affected the students, increased the course success (p<.05) and participation in the course. A significant change has been observed in the success levels of the students and a positive change has been found in their views on the Science lesson.

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Section: Introductionmentioning

confidence: 99%

The use of educational games within the structure and properties of matter unit in science class

Eltem

Berber²

2021

Participatory Educational Research

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“…A lot of studies over the years have shown that children's learning increased as a result of playing computer games. Research (e.g., Csikszentmihalyi, 1990;Provost, 1990;Rogoff, 1990;Clark et al 2018) has shown that game playing makes up a vital element of a child's cognitive and social development. These studies assert that children learn more from playing and carrying out "hands-on" activities than by being simply asked to "recite" information from books.…”

Section: Related Workmentioning

confidence: 99%

Engaging children with educational content via Gamification

Nand

Baghaei

Casey

et al. 2019

Smart Learn. Environ.

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Gamification is the application of game mechanisms in non-gaming environments with the objective of enhancing user experience. In this paper, we investigate the effectiveness of gamification in educational context, i.e. teaching numeracy at a primary school level. We study the appealing characteristics of engaging computer games from children's point of view, and investigate whether embedding the proposed characteristics into an educational tool enhances children's learning. The main characteristics we identify are levels of difficulties, feedback from the current level, and graphical presentation. They were then embedded into a Java-based open source programme based on "Who wants to be a millionaire" TV show, with the aim of teaching children numeracy (level 5 New Zealand curriculum). Two versions were created: feature enriched game (FEG) with all the features enabled and feature devoid game (FDG) with no extra features. We present the results of an evaluation study done with primary school children (n = 120) over a period of two weeks. The effectiveness of the educational tool was measured using a pre-test and a post-test, as well as other indicators such as the frequency and duration of interaction. Results show that the FEG version was more effective in enhancing children's learning and they found it more engaging.

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“…From the moment it was created, game-based student response systems (GSRS) have attracted the attention of numerous researchers intending to determine their effect on students' performance. The primary purpose of using these tools lies in the fundamental problem observed in contemporary education: the lack of student motivation to learn and the lack of engagement during classes (Archer et al, 2020;Clark et al, 2017;Göksün & Gürsoy, 2019). GSRS provides a foundation for making the classrooms fully interactive, enabling students to interact with the teacher and learn subjects in new ways without tremendous cost and effort to administrate and maintain special devices (Wang, 2015).…”

Section: Introductionmentioning

confidence: 99%

Educational Efficiency and Students’ Involvement of Teaching Approach Based on Game-Based Student Response System

Radulović

2021

JBSE

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Modern approaches in Physics classes which involve the game-based student response system (GSRS) have been in use for a while, but their educational efficiency and students’ involvement have not been examined. Therefore, this research’s main aim was to determine the educational efficiency and students’ involvement of GSRS and to assess their effect on scientific reasoning. The values of educational efficiency and students’ involvement were calculated based on students’ achievement and perceived mental effort. To determine these values, a pedagogical experiment with parallel groups was applied. The research was conducted on a sample of 172 secondary school students, and included material related to direct currents. The results point to positive and higher values of the educational efficiency and students’ involvement for GSRS approach than the conventional approach. It means that GSRS approach causes lower mental effort, letting more space generate in the working memory to perceive and process new information. The results also show a positive effect of GSRS on higher students’ engagement during the class and scientific reasoning. The obtained results undoubtedly indicate the positive effect of GSRS on the students’ performance. Therefore, GSRS approach should be used often in the classroom. Keywords: educational efficiency, students’ involvement, GSRS, scientific reasoning, teaching physics

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Substantial Integration of Typical Educational Games Into Extended Curricula

Cited by 30 publications

References 32 publications

The use of educational games within the structure and properties of matter unit in science class

The use of educational games within the structure and properties of matter unit in science class

Engaging children with educational content via Gamification

Educational Efficiency and Students’ Involvement of Teaching Approach Based on Game-Based Student Response System

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