Validation of Student Psychological Player Types for Game-Based Learning in University Math Lectures

Sidekerskienė, Tatjana; Damaševičius, Robertas; Maskeliūnas, Rytis

doi:10.1007/978-3-030-69143-1_20

Cited by 8 publications

(2 citation statements)

References 25 publications

(28 reference statements)

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“…There are concerns regarding the optimal duration for immersion in virtual worlds, with factors such as cognitive load, physical comfort, and psychological impact which may have diverse learning effects due to differences in learner psychological types [161]. While specific time limits may vary depending on the individual and context, it is generally advised to moderate usage to prevent negative effects like virtual reality sickness, eye strain, or decreased real-world social interactions.…”

Section: Challenges Encounteredmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

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Section: Challenges Encounteredmentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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“…Multimodal learning [38] is an instructional approach that recognizes that students have different learning styles and preferences, such as visual, auditory, and kinesthetic [39], and that learning is most effective when multiple modes of representation and engagement are used. Digital escape rooms can be designed to incorporate multiple modes of representation and engagement, such as videos, images, text, and audio, as well as interactive elements that require students to use a combination of visual, auditory, and kinesthetic skills to solve problems [40]. For example, students may be required to solve math problems using virtual manipulatives and listen to audio instructions.…”

Section: Literature Review 21 Theoretical Framework For Understanding...mentioning

confidence: 99%

Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education

Sidekerskienė

Damaševičius

2023

Sustainability

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The traditional lecture-based model of teaching and learning has led to the exploration of innovative approaches including digital escape rooms. Digital escape rooms offer an immersive and engaging experience that promotes critical thinking, problem-solving, and teamwork, making them a unique opportunity to address the challenges of STEM education, which is often perceived as difficult, boring, and intimidating. In this study, the goal is to explore the application of digital escape rooms as an innovative practice in STEAM (science, technology, engineering, arts, and mathematics) education in Europe. More specifically, the study aims to evaluate the influence of digital escape rooms on student engagement and learning outcomes in mathematics education as well as to provide valuable insights into the efficacy of this approach as a means of teaching mathematics and fostering active and experiential learning in STEAM education. In order to investigate the potential of digital escape rooms as a metaphor for breaking down barriers and escaping from the ”box” in STEM education, this paper proposes a conceptual framework for understanding the pedagogical value of digital escape rooms in STEM education. It outlines the design process, including learning paths and scenarios, storyline, puzzles, challenges, and feedback mechanisms, and presents a concept of escape room design patterns. An example case study of a digital escape room designed to teach mathematics to university students is also presented, providing insights into the effectiveness of this approach. By using digital escape rooms as a metaphor for breaking down barriers in STEM education, a more inclusive, engaging, and impactful learning environment can be created to prepare students for the challenges and opportunities of the 21st century.

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Psychometric investigation of the gamification Hexad user types scale with Brazilian Portuguese adolescents speakers

Santos,

Muramatsu,

Oliveira

et al. 2023

Sci Rep

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Gamification has been applied in different fields over the last years, impacting the development of technologies, services, and products towards a more game-like world. Albeit its success, some results indicated personal differences influencing the success of its application, leading to the creation of user models (e.g., Hexad), a way to represent user profiles in gamified environments. Even though a great effort has been made to create and discuss instruments to represent these user models, many of them lack investigation into their psychometric properties. At the same time, although gamification can be particularly interesting in engaging adolescents, few attempts analyzed instruments considering this population. Addressing this lack, in this study, we evaluated the psychometric properties of the gamification Hexad scale in Brazilian Portuguese considering a sample ($$N = 110$$ N = 110 ) of adolescents aged between 13 and 16 years old. Through a quantitative study (i.e., confirmatory factor analysis and correlation), we analyzed the psychometric properties of the scale and the correlations between user types when using data collected from adolescents. Results demonstrated that the current version of the scale needs improvements to better assess the user types of the Brazilian adolescent population, especially regarding the Disruptor user type. Also, the user types presented fewer correlations when compared with the adult sample. At the same time that the results of this study can be used in the academy and industry as a source of measurement of user types from Brazilian adolescents, it also opens several possibilities for new studies in personalized gamification considering this population.

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Validation of Student Psychological Player Types for Game-Based Learning in University Math Lectures

Cited by 8 publications

References 25 publications

Virtual Worlds for Learning in Metaverse: A Narrative Review

Virtual Worlds for Learning in Metaverse: A Narrative Review

Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education

Psychometric investigation of the gamification Hexad user types scale with Brazilian Portuguese adolescents speakers

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