Visualisation of student learning model in serious games

Minović, Miroslav; Milovanović, Miloš; Šošević, Uroš; González, Miguel Ángel Conde

doi:10.1016/j.chb.2014.09.005

Cited by 57 publications

(22 citation statements)

References 19 publications

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“…A real-time analytical tool was designed to track the dynamic and transient learning and gameplay progress, by which teachers could keep up with learning progress, provide learning suggestions, and revise teaching goals and progress in time. This tool was positively evaluated and future promulgation was necessary [32]. Besides, effective pedagogical approaches should be carefully integrated into gameplay designs and academic objectives.…”

Section: Development Of Use Of Serious Games In Educationmentioning

confidence: 99%

A Meta-Analysis of Use of Serious Games in Education over a Decade

2019

International Journal of Computer Games Technology

392

163

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It seems necessary to review the literature to explore the effectiveness of serious games in education, since the number of studies on serious games is surging up. This study systematically reviewed the literature within around a recent decade. The trend of the number of publications related to use of serious games in education was firstly clarified based on the data retrieved from major databases. Secondly, various factors were determined that influenced the effect of serious game assisted learning. The major section identified both advantages and disadvantages of use of serious games in education. Use of serious games in medical science has been rising in a recent decade, which is thus highlighted in this study. Attitudes toward use of serious games in education were explored, as well as the new development of use of serious games in education. Future theoretical and practical exploration might need interdisciplinary cooperation.

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Section: Development Of Use Of Serious Games In Educationmentioning

confidence: 99%

A Meta-Analysis of Use of Serious Games in Education over a Decade

2019

International Journal of Computer Games Technology

392

163

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“… The game-based learning must have fair assessment to measure the learning growth and also to keep track the gameplay because progress provides immediate feedback for teachers for their teaching objective and content which also described by [45] and [77] as well as surprises in the game that could be reason of inspiration for effective use of game also mentioned by [75].…”

Section: Recommendationsmentioning

confidence: 99%

Usefulness of Mobile Assisted Language Learning in Primary Education

Ishaq¹,

Azan²,

Rosdi³

et al. 2020

IJACSA

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Literacy & Numeracy Drive (LND) is a mobile application that is used in public sector primary schools in Punjab province, Pakistan to teach students of Grade 03 on a tablet for learning languages and Mathematics. Persons designated the role of a Monitoring & Evaluation Assistant (MEA) visit every school allocated by authorities once in a month and select 07-10 students randomly to evaluate them on his own tablet by asking multiple questions related to English, Urdu and Mathematics. After the evaluation, MEA has to upload the result on the official portal for the respective school. This study aims to evaluate the effectiveness of LND for its usefulness, usability, accessibility, content, and assessments by involving students and teachers using this application in different schools. A mixedmethod study has been adopted in which 57 teachers and nearly 300 students from different locations of the district and from different schools have been selected, to measure the effectiveness of LND and evaluate the effectiveness with the help of interviews and questionnaires. The result reveals, in its current form, the LND application is not effective and needs improvement in usability, design, content, accessibility, infrastructure, and assessment. Furthermore, teachers recommend that game-based learning consists of an interactive interface, phonics, animations. As the more interactive and attractive presentation of the content and variations in the assessment may increase students' involvement and will make this application more effective and will produce good results.

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“…Data is used from real gameplays of the CyGaMEs Selene. Minović and Milovanović (2013) and Minović, Milovanović, Šošević, and González (2015) Presents a real-time tracking tool of students learning. The tool is mainly aimed at teachers for real-time reaction but can also be used by the players.…”

Section: Previous Researchmentioning

confidence: 99%

Specification and evaluation of an assessment engine for educational games: Empowering educators with an assessment editor and a learning analytics dashboard

Chaudy

Connolly

2018

Entertainment Computing

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Assessment is a crucial aspect of any teaching and learning process. Educational games offer promising advantages for assessment; personalised feedback to students and automated assessment process. However, while many teachers agree that educational games increase motivation, learning and retention, few of them are ready to fully trust them as an assessment tool. We believe there are two main reasons for this lack of trust: educators are not given sufficient information about the gameplays, and many educational games are distributed as black-boxes, unmodifiable by teachers. This paper presents an assessment engine designed to separate a game and its assessment. It allows teachers to modify a game's assessment after distribution and visualise gameplay data via a learning analytics dashboard. The engine was evaluated quantitatively by 31 educators. Findings were overall very positive: both the assessment editor and the learning analytics dashboard were rated useful and easy to use. The evaluation also indicates that, having access to EngAGe, educators would be more likely to trust a game's assessment. This paper concludes that EngAGe can be used by educators effectively to modify educational games' assessment and visualise gameplay data, and that it contributes to increasing their trust in educational games as an assessment tool.

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Visualisation of student learning model in serious games

Cited by 57 publications

References 19 publications

A Meta-Analysis of Use of Serious Games in Education over a Decade

A Meta-Analysis of Use of Serious Games in Education over a Decade

Usefulness of Mobile Assisted Language Learning in Primary Education

Specification and evaluation of an assessment engine for educational games: Empowering educators with an assessment editor and a learning analytics dashboard

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