Educational digital games: models and implementation

Authors

DOI:

https://doi.org/10.31812/educdim.v53i1.3872

Keywords:

educational digital games, game-based learning, advantages and challenges of educational games, Education Design Laboratory model

Abstract

Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.

Downloads

Download data is not yet available.
Abstract views: 706 / PDF views: 313

References

Alkind Taylor, A. S.: Facilitation matters: a framework for instructor-led serious gaming. Dissertation, University of Skövde (2014).

Amory, A., Seagram, R.: Educational game models: conceptualization and evaluation. South African Journal of Higher Education 17 (2), 206–217 (2003). doi: 10.4314/sajhe.v17i2.25314

Arnab, S., de Freitas, S., Bellotti, F., Lim, T., Louchart, S., Suttie, N., Berta, R., De Gloria, A.: Pedagogy-Driven Design of Serious Games: An Overall View on Learning and Game Mechanics Mapping, and Cognition-Based Models. British Journal of Educational Technology 46 (2), 391–411 (2015). doi: 10.1111/bjet.12113

Berg Marklund, B., Alklind Taylor, A.-S.: Teachers’ Many Roles in Game-Based Learning Projects. In: Munkvold, R., Kolå,, L. (eds.) Proceedings of the 9th European Conference on Games Based Learning, pp. 359–367. Academic Conferences and Publishing International Limited, Reading (2015).

Berg Marklund, B.: Unpacking Digital Game-Based Learning: The Complexities of Developing and Using Educational Games. Dissertation, University of Sk ̈ovde (2015).

Bykov, V. Yu., Lytvynova, S. H., Melnyk, O. M.: Effectiveness of education with electronic educational game resources in primary school. Information Technologies and Learning Tools 62 (6), 34–46 (2017). doi: 10.33407/itlt.v62i6.1937

DEBRIEFING | meaning in the Cambridge English Dictionary. https://dictionary.cambridge.org/dictionary/english/debriefing (2019). Accessed 06 May 2019.

Editorial Team: What is GBL (Game-Based Learning)?. EdTechReview (ETR). http://edtechreview.in/dictionary/298-what-is-game-based-learning (2013). Accessed 12 Dec 2018.

Emin-Martinez, V., Ney, M.: Supporting Teachers in the Process of Adoption of Game Based Learning Pedagogy. In: ECGBL 2013 — European Conference on Games Based Learning, Oct 2013, Porto, Portugal, pp. 156–162 (2013).

Felicia, P.: Digital games in schools: A handbook for teachers. European Schoolnet, Brussels (2009).

Gee, J. P.: What Video Games have to teach us about Learning and Literacy. 2nd edn. St. Martin’s Griffin, New York (2007).

Gibson, D., Aldrich, C., Prensky, M. (eds.): Games and simulations in online learning: Research and development frameworks. IGI Global, Hershey (2006). doi: 10.4018/978-1-59904-304-3

Greenberg, B. S.: Gratifications of television viewing and their correlates for British children. In: Blumler, J. G., Katz, E. (eds.) The Uses of Mass Communications: Current Perspectives on Gratifications Research, pp. 71–92. Sage Publications, Beverly Hills (1974).

Gros, B.: Digital Games in Education: The Design of Game-Based Learning Environments. Journal of Research on Technology in Education 40 (1), 23–38 (2007). doi: 10.1080/15391523.2007.10782494

Gunter, G. A., Kenny, R. F., Vick, E. H.: A Case for a Formal Design Paradigm for Serious Games. The Journal of the International Digital Media and Arts Association 3 (1), 93–105 (2006).

Hofstede, G. J., de Caluw ́e, L., Peters, V.: Why Simulation Games Work — In Search of the Active Substance: A Synthesis. Simulation & Gaming 41 (6), 824–843 (2010). doi: 10.1177/1046878110375596

Huizinga, J.: Homo Ludens: a study of the play-element in culture. Routledge & Kegan Paul, London, Boston and Henley (1949).

Katz, E., Blumler, J. G., Gurevitch, M.: Utilization of Mass Communication by the Individual. In: Blumler, J. G., Katz, E. (eds.) The Uses of Mass Communications: Current Perspectives on Gratifications Research, pp. 19–31. Sage Publications, Beverly Hills (1974).

Kearney, C.: Poverty is not a Game: A Handbook for Teachers. Drukkerij Verraes, Kortrijk-Heule. https://web.archive.org/web/20130610012726/http://www.povertyisnotagame.com/wp-content/uploads/PING_English.pdf (2010).

Leutner, D.: Guided discovery learning with computer-based simu-lation games: Effects of adaptive and non-adaptive instructional support. Learning and Instruction 3 (2), 113–132. (1993). doi: 10.1016/0959-4752(93)90011-N21. Loh, C. S., Sheng, Y., Ifenthaler, D. (eds.): Serious Games Analytics. Methodologies for Performance Measurement, Assessment, and Improvement. Springer International Publishing, Cham (2015). doi: 10.1007/978-3-319-05834-4

Malone, T.W.: Toward a Theory of Intrinsically Motivating Instruction. Cognitive Science 5 (4), 333–369 (1981). doi: 10.1207/s15516709cog0504_2

Prensky, M.: Teaching Digital Natives: Partnering for Real Learning. Corwin, Thousands Oaks (2010).

Production of Creative Game-Based Learning Scenarios: A Handbook for Teachers. http://www.ub.edu/euelearning/proactive/documents/handbook_creative_gbl.pdf (2011). Accessed 02 May 2018.

Rubin, A. M.: The uses-and-gratifications perspective of media effects. In: Bryant, J., Zillmann, D. (eds.) LEA’s communication series. Media effects: Advances in theory and research, pp. 525–548). Lawrence Erlbaum Associates Publishers, Mahwah (2002).

Ruggiero, T. E.: Uses and gratifications theory in the 21st century. Mass Communication & Society 3 (1), 3–37 (2000). doi: 10.1207/S15327825MCS0301_02

Salen, K., Zimmerman, E.: Rules of Play: Game Design Fundamentals. MIT Press, Cambridge (2004).

Serious Gaming. Coursera. https://www.coursera.org/learn/serious-gaming (2019). Accessed 21 Mar 2019.

Shaffer, D.W., Squire, K. R., Halverson, R., Gee, J. P.: Video Games and the Future of Learning. Phi Delta Kappan 87 (2), 105–111 (2005). doi: 10.1177/003172170508700205

Sherry, J. L.: The effects of violent video games on aggression. Human Communication Research 27 (3), 409–431 (2001). doi: 10.1111/j.1468-2958.2001.tb00787.x

Syrovatskyi, O. V., Semerikov, S. O., Modlo, Ye. O., Yechkalo, Yu. V., Zelinska, S. O.: Augmented reality software design for educational purposes. In: Kiv, A. E., Semerikov, S. O., Soloviev, V. N., Striuk, A. M. (eds.) Proceedings of the 1st Student Workshop on Computer Science & Software Engineering (CS&SE@SW 2018), Kryvyi Rih, Ukraine, November 30, 2018. CEUR Workshop Proceedings 2292, 193–225. http://ceur-ws.org/Vol-2292/paper20.pdf (2018). Accessed 31 Dec 2018.

Video Game Design. edX. https://www.edx.org/xseries/video-game-design (2017). Accessed 05 Apr 2017.

Whitton, N.: Learning with Digital Games: A Practical Guide to Engaging Students in Higher Education. Routledge, New York and London (2010).

Wilson, L.: Best Practices For Using Games and Simulations In The Classroom: Guidelines for K–12 Educators. Software & Information Industry Association, Washington (2009).

Wouters, P., Nimwegen, van, C., van Oostendorp, H., Spek, van der, E. D.: A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology 105 (2), 249–265 (2013). doi: 10.1037/a0031311

Zemliansky, P., Wilcox, D. M. (eds.): Design and Implementation of Educational Games: Theoretical and Practical Perspectives. Information Science Reference, Hershey (2010).

Downloads

Published

19-12-2019

Issue

Section

Articles

How to Cite

Tokarieva, A.V., Volkova, N.P., Harkusha, I.V. and Soloviev, V.N., 2019. Educational digital games: models and implementation. Educational Dimension [Online], 1, pp.5–26. Available from: https://doi.org/10.31812/educdim.v53i1.3872 [Accessed 24 May 2024].
Received 2019-06-21
Accepted 2019-09-09
Published 2019-12-19

Similar Articles

1-10 of 134

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)