Utilizing Virtual Worlds for Game Based Learning: Grafica, a 3D Educational Game in Second Life

Terzidou, Theodouli; Tsiatsos, Τhrasyvoulos; Dae, Antonia; Samaras, Odysseas; Chasanidou, Apostolia

doi:10.1109/icalt.2012.55

Cited by 20 publications

(21 citation statements)

References 8 publications

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“…Terzidou et al (2012) discuss affective outcomes, especially the way interviewees feel before and after their participation in the game. Prior to participating, the interviewees report feelings of entertainment, fascination, and satisfaction before their participation in the game, which increase after use, indicating that participants find the use of 3D virtual game appealing.…”

Section: Attitudes and Satisfactionmentioning

confidence: 99%

“…In general, most studies report that students develop a positive attitude toward the pedagogical adoption of games and simulations in education (Divjak & Tomić, 2011;Bekebrede, 2011;Ibrahim et al, 2011;Beckem & Watkins, 2012;Tanner et al, 2012;von Wangenheim et al, 2012;Halpern et al, 2012;Terzidou et al, 2012;Hanning et al, 2013;Giovanello, 2013;Cvetić et al, 2013;Kovalik & Kuo, 2012;Li & Tsai, 2013;Hainey et al, 2011;Boeker et al, 2013;Nkhoma et al, 2014;Costa et al, 2014;Chaves et al, 2015;Riemer & Schrader, 2015;Angelini, 2016;Geithner & Menzel, 2016). The participants in Dudzinski et al (2013) respond positively towards a serious web-based game, describing the experience as interesting, stimulating and helpful, as well as a valuable addition to their pharmacy curriculum.…”

Section: Attitudes and Satisfactionmentioning

confidence: 99%

“…Tasks framed as games and simulations are deployed to develop a diverse range of cognitive skills, such as deep learning (Vos & Brennan, 2010;Young et al, 2012;Erhel & Jamet, 2013;Crocco et al, 2016), critical thinking and scientific reasoning (Beckem & Watkins, 2012;Halpern et al, 2012;Ahmad, 2013), action-directed learning (Lu et al, 2014), transformative learning (Kleinheskel, 2014), decision-making (Tiwari, 2014), knowledge acquisition and content understanding (Terzidou, 2012;Elias, 2014;Fu et al, 2016), spatial abilities (Adams et al, 2016), and problem solving Lancaster, 2014). The effect of games and simulations on learning remains a controversial issue amongst researchers in the field, as it will be further confirmed in this article.…”

Section: Knowledge Acquisitionmentioning

confidence: 99%

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The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

492

265

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The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.

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Section: Attitudes and Satisfactionmentioning

confidence: 99%

Section: Attitudes and Satisfactionmentioning

confidence: 99%

Section: Knowledge Acquisitionmentioning

confidence: 99%

See 1 more Smart Citation

The effect of games and simulations on higher education: a systematic literature review

Vlachopoulos

Makri

2017

Int J Educ Technol High Educ

492

265

View full text Add to dashboard Cite

show abstract

“…Analysis of acceptability/applicability of the GBL/DSG approach: seeks to represent student's opinion about the game, that is, analyze the approach impact within its users (Rodríguez-Cerezo, 2014;Adamo-Villani, 2013;Terzidou, 2012).…”

Section: Ways Of Dsg and Gbl Approaches' Assessmentmentioning

confidence: 99%

Exploring Student’s Motivational Aspects by Developing and Applying a Ubiquitous Digital Serious Game Approach

Krassmann¹,

Falcade²,

Bernardi³

et al. 2017

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Digital serious games and game-based learning have contributed to the expansion of new educational paradigms, where the use of computing resources is mixed with traditional ways of teaching. Allied to these advances, the virtual worlds are increasingly being used as tools to motivate students, providing immersion, autonomy and dynamism. This paper shows the development and application, focusing on the latter, of JASPION, a ubiquitous serious game integrated to OpenSim virtual world for computer networks education, which has an adventure narrative style with a storyline inspired in "The Fantastic JASPION" television series, placing the player in the role of a character. Topics of computer networks' subject from Computer Science degree are contemplated. The ubiquitous features are contemplated by the sensitivity of cognitive style and level of expertise contexts, providing a customized game play profile for different players. The approach seeks to place the student on a transparent learning environment, reflecting aspects of ubiquitous learning, and is applied taking advantage of an assessment carried out by a hybrid method that explores two main instruments: adaptation of a questionnaire (Savi, 2011) and analysis of user's interaction with the game through the computer screen capture. The results show the existence of motivational signs on students about computer networks discipline, highlighting the game's potential as an educational tool.

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“…Educational computer games especially encourage the development of logic, skills acquisition and knowledge transfer in a pleasant way, [16] as users implement the tasks given in order to achieve the objectives proposed. Ever since the very first research conducted on the field of using games in education [17] there has been proof of the educational games and software as being sources of motivation for users to test their knowledge, and develop their skills by applying knowledge to learn things that did not know, enjoying themselves at the same time [18].…”

Section: Introductionmentioning

confidence: 99%

The siLang Simulation Tool for Business Secondary Technical Education E.S.P. Students

Tsihouridis

Batsila

2016

Int. J. Emerg. Technol. Learn.

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Abstract-The purpose of the paper is to detect Technical Secondary Education learners' views on the siLang software. Particularly the aim is to investigate its effectiveness on learners' reading and listening English language skills competence. A number of 64 learners and their four teachers participated in the research, conducted with quantitative and qualitative research methods. According to the results of students' questionnaire answers, focus group discussions and teachers' interviews the particular software is considered to be an authentic-like tool for business purposes, relevant to learners' future working needs, and capable of promoting learner motivation and participation in the lesson. The software was also found to improve learners' reading and listening skills in English.

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Utilizing Virtual Worlds for Game Based Learning: Grafica, a 3D Educational Game in Second Life

Cited by 20 publications

References 8 publications

The effect of games and simulations on higher education: a systematic literature review

The effect of games and simulations on higher education: a systematic literature review

Exploring Student’s Motivational Aspects by Developing and Applying a Ubiquitous Digital Serious Game Approach

The siLang Simulation Tool for Business Secondary Technical Education E.S.P. Students

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