 michela.ott |
HI all, these are three recent interesting papers containing experiments that can be viewed as best practices. What do you think? I can upload the full text but I'm afraid they are not "open"; how should we mangae this issue?
Chen-Chung Liu, Yuan-Bang Cheng, Chia-Wen Huang, (2011) The effect of simulation games on the learning of computational problem solving, Computers & Education, Volume 57, Issue 3, Pages 1907-1918<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />
ABSTRACT Simulation games are now increasingly applied to many subject domains as they allow students to engage in discovery processes, and may facilitate a flow learning experience. However, the relationship between learning experiences and problem solving strategies in simulation games still remains unclear in the literature. This study, thus, analyzed the feedback and problem solving behaviors of 117 students in a simulation game, designed to assist them to learn computational problem solving. It was found that students when learning computational problem solving with the game were more likely to perceive a flow learning experience than in traditional lectures. The students' intrinsic motivation was also enhanced when they learned with the simulation game. In particular, the results of the study found a close association between the students' learning experience states and their problem solving strategies. The students who perceived a flow experience state frequently applied trial-and-error, learning -by-example, and analytical reasoning strategies to learn the computational problem solving skills. However, a certain portion of students who experienced states of boredom and anxiety did not demonstrate in-depth problem solving strategies. For instance, the students who felt anxious in the simulation game did not apply the learning -by-example strategy as frequently as those in the flow state. In addition, the students who felt bored in the simulation game only learned to solve the problem at a superficial level.
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Maria Popescu |
Hi all, I will keep walking on Michela's path, by proposing some titles that could also be taken as best practices/ papers. I believe Michela's "pattern" is quite effective, so we will keep to the same type of information; Carol I NDU and ESADE will do the categorization and selection at a later point. Please bring in your contributions so that we have as much material to select from as possible.
Learning and Teaching with Computer Games in Higher EducationNicola Whitton (Manchester Metropolitan University, UK)
DOI: 10.4018/978-1-60566-360-9.ch002, ISBN13: 9781605663609, ISBN10: 1605663603, EISBN13: 9781605663616 Source title: Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices- IGI Global, 2009
Abstract
This chapter examines the rationale for the use of computer games in learning, teaching, and assessment
in Higher Education. It considers their pedagogic potential in respect to a number of theories of
learning, as well as some of the practical issues associated with using computer games in real teaching
situations, both face-to-face and online. The first part of the chapter focuses on the theory underpinning
the use of computer game-based learning with HE students, examining motivation and engagement,
constructivism, collaborative and problem-based learning. The second part of this chapter considers
the practical issues of using computer games in actual teaching contexts and presents twelve principles
for the design and evaluation of computer games to support learning
Current Practices in Serious Game Research: A Review from a Learning Outcomes Perspective (pages 232-250) Pieter Wouters (Utrecht University, The Netherlands), Erik D. van der Spek (Utrecht University, The Netherlands), and Herre van Oostendorp (Utrecht University, The Netherlands) - same volume as above
Copyright © 2009. 19 pages. Abstract
Despite scant empirical substantiation, serious games are in widespread use. The authors review 28 studies with empirical data from a learning outcome perspective to outline the effectiveness of serious games (compared to other learning approaches and specific game features). They conclude that serious games potentially improve the acquisition of knowledge and cognitive skills. Moreover, they seem to be promising for the acquisition of fine-grid motor skills and to accomplish attitudinal change. However, not all game features increase the effectiveness of the game. To further advance game research the chapter proposes recommendations including the alignment of learning outcome(s) and game type, the alignment of the game complexity and human cognitive processes, attention for cognitive and motivational processes, research on specific mitigating factors like gender on game effectiveness and, finally, developing new ways of assessing game effectiveness
The Path between Pedagogy and Technology: Establishing a Theoretical Basis for the Development of Educational Game Environments (pages 191-213) Colin Price (University of Worcester, UK) -same volume as above
Abstract The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”
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Muriel Ney |
Papers posted here are included in the Open Archive Telearn. |
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Ioana Stanescu |
Dear GELsters, DIGRA - Digital Games Research Association Here's a link to some papers that might be useful for our group: http:/ They are published by DIGRA and are free for educational and research use; commercial use or redistribution restricted and only by permission. I'll try to extract later on the most relevant papers.
@Michela: For specific papers, I think here we can resume to posting only the abstracts together with links for the full papers - just like it has been done :-) If there are people interested in certain papers that are not open, then they can address the member that has initiated the post directly via email requesting further information, if available. Best, Ioana |
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Jeffrey Earp |
The ELEKTRA project: Towards a new learning experience. Kickmeier-Rust, M.D., Schwarz, D., Albert, D., Verpoorten, D., Castaigne, J.-L., & Bopp, M. (2006). In M. Pohl, A. Holzinger, R. Motschnig, & C. Swertz (Eds.), M3 – Interdisciplinary aspects on digital media & education (pp. 19-48). Vienna: Österreichische Computer Gesellschaft
http:/ Abstract Digital game-based learning is a hot topic of research and development. Since the advent of computer and video games, educators were inherently interested in utilizing the beneficial aspects of computer games for educational purposes. These factors are primarily the intrinsic motivation of games, immersive environments, engaging stories, and an artful balance between challenges and continuously growing abilities. Proponents of computer games delivered a large number of empirical investigations revealing that games may foster the development of abilities and competencies. Besides the advantageous aspects of computer games, a variety of problems were reported by researchers. Due to the high costs of professional game development, many educational games are technologically poor and cannot compete with entertainment games in terms of visual design, possibilities for interactions, or storytelling. Moreover, many current educational games do not incorporate a sound psychological, pedagogical, or didactic background; instead they are focusing on transmission or rehearsal of isolated facts or skills. Finally, such games lack the ability to adapt to individual competencies failing to balance challenge and abilities regarding knowledge or skills. The ELEKTRA project, introduced in this article, aims for addressing these problems relying on an interdisciplinary approach of cognitive science, neuroscience, pedagogy, game design, and game development. The project will develop an adventure game that can keep up with commercial games and that focuses on primarily curriculum-related educational purposes by incorporating a sound psychological and pedagogical framework. Moreover, the project will prove the outcomes of research and development by a comprehensive game demonstrator. |
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Jeffrey Earp |
Is support really necessary within educational games? Henny Leemkuil, Robert De Hoog, Department of Instructional Technology, University of Twente (2005) http:/ Games can be powerful learning devices because of their interactive and multimedia capabilities, and their abilities to keep students motivated, active, deeply immersed and engaged for sustained periods of time. Yet the extent to which this translates into more effective knowledge and skill acquisition is not clear from the research reported so far. Several researchers have stressed that support tools should be added to game environments to ensure that learning takes place. In this paper we will elaborate on this issue and will report data from experiments with a simulation game called KM Quest. In these experiments the effectiveness of several (learning) support tools was investigated. The data give indications that particular types of support (like advice) limit learning while others (feedback, just-intime information) might enhance learning. Based on these data at the end of this paper it will be discussed whether (intelligent) support within educational games is necessary. |
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Maria Popescu |
Hi all, I have found some other papers that might be of interest to you. If so, please find them in the FILES section in full. BEST PRACTICES FOR
Journalism educators are often looking for opportunities to It is the premise of my ongoing research that training
Learning to play games or playing games to learn? A health education case study with Soweto teenagers
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Maria Popescu |
Hello everyone ! As you already know, a working session on Best Papers & Best Practices unfolded in January 2012 in in ESADE, Barcelona, and the participants were Margarida Romero and Mireia Usart- who hosted the event, and Maria Magdalena Popescu, from Carol I NDU- Bucharest. One of the topics in focus was to better organize the valuable database in GEL website, an instrument at hand for both teachers and researchers, to allow for sustenability of the GEL group even after the project is over. Helpful hints will be posted here for a more effective organization of the search (from the TC 2.8 literature search strategy): * Partner: partner or partners who work on a topic and share their literature review. List of possible topics for GEL:
Results: Reference (title, authors) The organization of the GEL members’ contributions will be updated monthly, by maintaining the structure of the entries (papers) and uploading the new papers given by each member of the GEL team. To go to the specific area first follow this link:
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