Towards a Game-Based Learning Instructional Design Model Focusing on Integration

Vandercruysse, Sylke; Elen, Jan

doi:10.1007/978-3-319-39298-1_2

Cited by 22 publications

(15 citation statements)

References 42 publications

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“…Despite the commercial value, educational digital games require the integration of an educational element with the aforementioned game elements. Some of the studies discuss several game elements that act as a factor in successful educational digital games including the core and motivating elements (Adams, 2014;Alaswad & Nadolny, 2015;Ke, 2016;Mildner et al, 2015;Ralph & Monu, 2015;Rosly & Khalid, 2017;Tan, 2016;Vandercruysse & Elen, 2017).…”

Section: The Need For Game Elementsmentioning

confidence: 99%

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

Ishak

Din

Hasran

2021

IJLTER

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Digital games are one of the potential pedagogical approaches within STEM teaching and learning. The main idea behind using digital games in STEM contexts is to enhance the children’s conceptual understanding and to increase their interest in STEM. The interest in STEM is still an unsolved global issue. Most studies looking into digital games show there to be positive implications when it comes to STEM learning. This gap and the uncorrelated scenario from both the theoretical and practical perspectives need to both be solved. Here we conceptualise the usefulness of STEM digital games for stimulating an interest in STEM, particularly among children from a design perspective. The previous studies are the main qualitative sources for the interpretation of the main argument in this paper. As result, digital games have a strong empirically supportive foundational basis that acts as a medium to stimulate interest. To achieve this, STEM digital games should be designed to be of better quality. Good STEM digital games will contribute to better STEM learning outcomes and meaningful gaming experiences that can contribute to the interest in STEM. This study proposes a comprehensive framework to understand the purpose of the design and development of STEM digital games.

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Section: The Need For Game Elementsmentioning

confidence: 99%

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

Ishak

Din

Hasran

2021

IJLTER

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“…Simply exchanging human opponents with artificial entities or abstract state representations might affect learning-related variables, such as emotions or cognitive load. Therefore, the influence of adaptive artificial competition within educational video games must be systematically analyzed, especially as investigations of individual game mechanics with systematic variations of their nuances are still scarce (Ke, 2016;Vandercruysse and Elen, 2017), and further experimental exploration of theory-driven design recommendations is requested (Clark et al, 2016). Therefore, the purpose of this study is to experimentally explore the impact of different social entities and the potential of adaptive elements within artificial entities on the learning process.…”

Section: Introductionmentioning

confidence: 99%

Competitive Agents and Adaptive Difficulty Within Educational Video Games

et al. 2020

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The entity players compete with is an important element of competitive mechanisms. However, this crucial element is barely investigated within educational video games, as educational psychology research focuses mainly on supportive role models (e.g., pedagogical agents, intelligent tutorial systems). Nevertheless, the influence on learning must be explored, as interaction with an opponent might accompany the whole learning process. Thus, an experiment was conducted comparing three forms of social competition with an emphasis on external valid applications. More specifically, playing against a human competitive agent, playing against an artificial competitive agent, and playing against an artificial leaderboard were compared. Additionally, methods of adaptive difficulty adjustment were included within these groups to harness the potential of artificial systems. The results of the study (N = 102) revealed a beneficial effect of adaptive mechanisms on learning performance and efficiency. Furthermore, a difference in play behavior could be observed. The participants reported a lowered feeling of shame, increased empathy, and behavioral engagement when facing competitive agents. In contrast, calculations revealed no significant impact on mental strains by potentially demanding social competitors. These results highlight the potential for the future development of adaptive game systems and help choose the optimal implementation of social competition within different educational video games.

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“…Bedwell et al (2012) outlined 19 game attributes under nine categories. However, in both the serious games (Clark, Tanner-Smith, & Killingsworth, 2016; Vandercruysse & Elen, 2017) and gamification (Landers, 2014) literatures, there is not a clear understanding of what specific game attributes or combination of game attributes work optimally under what conditions and in what situations. At an even more basic level, little is known about how game elements affect individual behaviors/attitudes (Bielik, 2012; Landers, Bauer, & Callan, 2017), which may explain the mixed results found in gamified experiences (Hamari et al, 2014; Seaborn & Fels, 2015).…”

Section: Introductionmentioning

confidence: 99%

An Examination and Extension of the Theory of Gamified Learning: The Moderating Role of Goal Orientation

Marquez

Bauer

2020

Simulation & Gaming

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Background. Landers (2014) proposed the theory of gamified learning to provide a theoretical framework for gamification research. Unfortunately, little empirical work has tested this theory. Thus, the current study aimed to close this gap by examining the theory’s mediational pathway as well as exploring the moderating role of goal orientation on the pathway from Assessment game attributes (i.e., assessment and progress) to self-efficacy to learning outcomes. Method. A gamified resume course was developed on a gamification software platform. Participants ( N = 185) were recruited through Amazon Mechanical Turk and randomly assigned to one of four conditions (i.e., badges, progress bar, badges and progress bar, and control). Participants responded to a pre-course questionnaire containing demographics and the goal orientation measure, were directed to the course website to complete the gamified resume course and knowledge measure, and were finally re-directed to a post-course questionnaire collecting job search self-efficacy. Results. There was little support for the hypothesized moderated mediation model. However, an interesting outcome of this study was the significant conditional indirect effect of the badge condition for average learning and high avoid performance goal orientations, suggesting badges can improve self-efficacy in gamified learning. Discussion and Conclusion. A key takeaway of this study was preliminary evidence suggesting badges may help mitigate the negative effects of avoid performance goal orientation on self-efficacy. This finding demonstrates how individual differences play a role in learners’ responses to game attributes in a gamified learning experience. Practical implications, limitations, and directions for future research are discussed.

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Towards a Game-Based Learning Instructional Design Model Focusing on Integration

Cited by 22 publications

References 42 publications

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

Competitive Agents and Adaptive Difficulty Within Educational Video Games

An Examination and Extension of the Theory of Gamified Learning: The Moderating Role of Goal Orientation

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