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About 10,000 papers for “game-based learning”

GAME-BASED LEARNING:

Patrick Felicia, Simon Egenfeld-Nielsen · Aarhus University Press eBooks · 2011

Cited by 5

GAME-BASED LEARNING

Anorkulova, Zubayda, Alijonova, Muxlisa · Zenodo (CERN European Organization for Nuclear Research) · 2023

In the current conditions, pedagogical technologies, interactive methods are widely used in the activities of the preschool education system. This is one of the pressing problems facing the pedagogical science of delivering the essence, basic principles, laws, ways of effective use of technologies to practitioners and teachers.

Cited by 0Open access

Game-based learning

Arnau Montoriol, Carlos Javier · QRU Quaderns de Recerca en Urbanisme · 2024

This research project focuses on developing an educational video game designed for high school students from the 1st to 4th grade of Compulsory Secondary Education (ESO, from 12 to 16 years old), aimed at helping learning in mathematics and physics. Simultaneously, it addresses the issue of the loss of interest many students show towards these subjects in high school, often a result of past negative experiences. The significance of this work lies in its potential to introduce an alternative tool that might change students' opinion and foster interest in these disciplines. The initial phase involved an extensive review of existing material about educational video games. This research was crucial for understanding current trends in educational gaming, identifying effective strategies, and recognizing gaps that the new game could address. This analysis provided a foundation for the development of the game. The next phase focused on the game design process. A detailed Game Design Document (GDD) was developed specifically for educational games. The GDD outlined the game's objectives, gameplay mechanics, narrative elements, and educational goals. This document served as a blueprint for creating the educational experience, ensuring that the game's design aligned with Compulsory Secondary Education level mathematics and physics curriculum. With the GDD finished, the development of the prototype took place using the Unity game engine. This phase involved the actual creation of the game, including the design of game assets, the implementation of gameplay mechanics, and the integration of educational content. Overall, this project has been a real challenge, but has also provided a valuable learning experience in game design and development. With the challenge of creating useful methods to make math and physics engaging, while expanding my knowledge on the Unity engine. Each stage of the process contributed to the development of new skills and the reinforcement of existing ones.

Cited by 0Open access

Game-based Learning

Meier, C., Seufert, S. · Fraunhofer-Publica (Fraunhofer-Gesellschaft) · 2003

Kap.4.17, 17 S. (5. Ergänzungslieferung, August 2003)

Cited by 0

Game-based Learning

Martens, Alke · publish.UP (University of Potsdam) · 2009

Cited by 0Open access

Game-based Learning

Rakha Ramadhana Adjie Boestami · OSF Preprints (OSF Preprints) · 2019

All about Game-based Learning and Educational Technology

Cited by 0Open access

GAME-BASED LEARNING

Anorkulova, Zubayda, Alijonova, Muxlisa · Zenodo (CERN European Organization for Nuclear Research) · 2023

In the current conditions, pedagogical technologies, interactive methods are widely used in the activities of the preschool education system. This is one of the pressing problems facing the pedagogical science of delivering the essence, basic principles, laws, ways of effective use of technologies to practitioners and teachers.

Cited by 0Open access

Game-Based Learning

Krestina L. Amon, Andrew Campbell · Advances in game-based learning book series · 2011

Whilst biofeedback video games are still new to AD/HD treatment options, this Chapter demonstrates that with children growing up in a technologically advanced world, it is not surprising that the prospect of learning relaxation skills to clear the mind, and calm anxiety or frustration, and receive treatment through a video game would increase a child’s interest and cooperate with biofeedback treatment.

Cited by 1

Game-Based Learning

Rui Leitão, João M. F. Rodrigues, Adérito Marcos · International Journal of Art Culture Design and Technology · 2014

In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.

Cited by 19

Game-based Learning

Rakha Ramadhana Adjie Boestami · OSF Preprints (OSF Preprints) · 2019

Cited by 0

GAME BASED LEARNING

Богданова, Д. А. · Electronic Archive of the Russian State Pedagogical University (Russian State Vocational Pedagogical University) · 2014

Game-based learning is considered

Cited by 0Open access

Game Based Learning

Martin Ebner · TUGraz OPEN Library (Graz University of Technology) · 2023

Cited by 2Open access

Game-based Learning

Nada Dabbagh, Angela D. Benson, André R. Denham et al. · Springer briefs in educational communications and technology · 2015

Cited by 3

Game-Based Learning

Sean M. Ward · 2022

Video games have become a popular and accepted part of digital culture and are becoming more accepted as an engaging instructional tool in schools. Integration of games can help develop students’ intrinsic motivation for learning and are a great way for teachers to incorporate student interests and make connections to the curriculum. Classroom usage of digital games is becoming more widespread, but prior research suggests that game-based learning is underutilized as a tool in the teacher toolbox. This study seeks to understand the factors that influence teachers’ decisions to use or not use digital games in their classroom and make suggestions for convincing reluctant teachers to increase usage of game-based learning in the future. This study uses a survey-based concurrent embedded research design. Participants in the study were 133 current K-12 educators in the United States. Quantitative data was analyzed using SPSS software and path analysis was used to determine the factors that influence a teacher’s intention to use digital games and actual reported usage of digital games in the classroom. Open-ended responses were analyzed using a word frequency and theme-based approach. Overall, the data shows that teachers are integrating digital games into their instruction, with 86% of teachers reporting usage of digital games at least once per week. Teacher perceptions, knowledge of games and teaching with games, and experiences with games were identified as factors influencing digital game usage in the classroom. Findings suggest that ongoing professional development opportunities for teachers can positively affect teacher perceptions and help resistant teachers overcome perceived barriers and increase classroom usage of GBL.

Cited by 2Open access

Game Based Learning

Newton Lee, Newton Lee · Encyclopedia of Computer Graphics and Games · 2024

Cited by 1

Game-based learning or game-based teaching?

Paul Pivec · Digital Education Resource Archive (University College London) · 2009

Emerging technologies for learning report - Article exploring games based learning and its potential for edcuation

Cited by 48Open access