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Games for kids

Digital games improve mental health, educational outcomes of Syrian refugee children

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Games for kids satisfaction 2017

Postby Gukus В» 05.11.2019

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View research View latest news Sign up for updates. Metrics details. The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education.

Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes.

Such evidence also provides potential options and pathways for future research. As rapidly evolving technological applications, games and simulations are already widely integrated in the traditional educational process. In recent years, digital or web-based games have increasingly supported learning.

In the context of online education, this research area attracts a significant amount of interest from the scientific and educational community, for example tutors, students and game designers. Games and simulations show mixed effects across a number of sectors, such as student performance, engagement, and learning motivation. However, as these studies focus only on certain disciplines, there remains a gap in the literature concerning a clear framework of use across academic programmes.

Accordingly, the aim of this paper is to develop a framework to allow educators across disciplines to better understand the advantages and draw backs of games and simulations specific to their pedagogical goals. The researchers set out to examine the effectiveness of games and simulations in the learning experience, and immediately encounter the first challenge, which relates to a lack of clear empirical evidence on the issue Farrington, The scientific field is too extensive and requires further investigation.

Furthermore, there is currently no formal policy framework or guidelines recommended by governments or educational institutions on the adoption of games and simulations in education. This is the case for many countries in Europe, the US, and Australia, where it is the responsibility of the instructor or institution to incorporate games into the curriculum. The main motivation for the current review lies in the fact that games are already, to a certain degree, integrated into educational systems to achieve a variety of learning outcomes Connolly, , yet a comprehensive policy is still lacking.

Although the two terms are neither wholly synonymous, or completely differentiated, in the main body of this review, the focus will be on lumping them together and perceiving them as points across a multidimensional continuum Aldrich, ; Renken, , since these educational technologies are consolidated under the umbrella of an interactive virtual environment in digital education. In other words, the researchers include more genres of games and simulations in their systematic review, compared to the other literature reviews.

Furthermore, most of the previous reviews focus on the impacts of games and simulations on the learning process of certain subjects e. Science, Business, Nursing, etc. In recent years, the interest in examining game use in higher education has increased.

They can run on a web browser on mobile phones and other mobile gaming devices Willoughby, e. Nevertheless, the need for shared terminology remains when discussing the different forms of games and simulations in higher education. Although academics and game developers may use varying taxonomy to categorise games, the majority broadly agree on the following seven genres Gros, :.

Adventure games: the player solves problems to progress through levels within a virtual world. Fighting games: these involve fighting with computer-controlled characters or those controlled by other players.

Role-playing games: players assume the roles of fictional characters. Simulations: games modelled after natural or man-made systems or phenomena, in which players have to achieve pre-specified goals. Sports games: these are based on different kinds of sports.

Strategy games: these recreate historical scenes or fictional scenarios, in which players must devise an appropriate strategy to achieve the goal. In recent years, several well-designed empirical studies investigating the effects of serious games on learning outcomes have been published. Sawyer refers to serious games as those games produced by the video game industry that have a substantial connection to the acquisition of knowledge Sawyer, Serious games, educational gaming, as well as virtual worlds developed for educational purposes reveal the potential of these technologies to engage and motivate beyond leisure activities Anderson et al.

At the same time, there is extensive literature exploring the potential learning benefits offered by game-based learning GBL , which can be defined as the use of game-based technology to deliver, support, and enhance teaching, learning, assessment, and evaluation Connolly, During scenario-based training, the player acquires important skills, such as interpersonal communication, teamwork, leadership, decision-making, task prioritising and stress management Flanagan, The practical scenario may be carried out individually or within a team Robertson et al.

With the explosion of Web 2. Digital simulations, which engage students in the interactive, authentic, and self-driven acquisition of knowledge, are being adopted in higher education. Connolly and Stansfield define game-based e-learning as a digital approach which delivers, supports, and enhances teaching, learning, assessment, and evaluation. Game-based e-learning is differentiated from GBL, which tends to cover both computer and non-computer games.

Delivery platforms are an essential aspect for game designers when creating and distributing games and simulations e. Designers must pay attention to characteristics such as the technical challenges, modules and techniques associated with the game design, the players involved in gaming, and the teaching modes e. This study examines the diverse curricular areas and learning objectives each game intends to access. The above-mentioned game classification is presented below Fig.

The main difference between games and simulations is the following: games are tools which are artificial and pedagogical; they include conflict, rules, and predetermined goals, whereas simulations are dynamic tools, representing reality, claiming fidelity, accuracy, and validity Sauve, To establish a context , the researchers, initially, examined the relevant literature on the effectiveness of all types of games and simulations in learning outcomes.

Many papers are analysed and summarised as follows, providing useful guidance for this study. Through their systematic review, Tsekleves et al. Regarding benefits, the authors catalogue: achievement and rewards, interactivity and feedback, motivation and competition, playfulness and problem-based learning, collaborative learning, progression and repetition, as well as realism and immersion.

Finally, they propose some guidelines to help stakeholders better implement serious games in education. Similarly, Bellotti, suggest useful guidelines for the performance assessment of serious games. Following user performance assessments, they offer an overview on the effectiveness of serious games in relation to learning outcomes. Results reveal the effectiveness of serious games in motivating and achieving learning goals, the importance of providing appropriate user feedback, while emphasizing that new types of games are best deployed through proper instructor guidance.

Moreover, they stress aspects they consider important, such as performance assessment with a view to fostering adaptivity, as well as personalisation, and meeting needs on an individual basis e. Games allow practitioners to quickly come to grips with the way in which learning activities, outcomes, feedback and roles may vary, as well as to enhance the in-game learning experience.

Similarly, the systematic review of 64 articles by de Smale, concludes that there is a positive or neutral relationship between the use of simulations and games and learning achievement. The researchers arrive at three recurring conditions for the successful use of simulations and games: the specificity of the game, its integration in the course, and the role of a guiding instructor, which are all conditions in line with Bellotti et al.

Young et al. Results indicate that there exists limited evidence of the benefits of including education games in the traditional classroom environments, a finding which is contrary to the aforementioned studies.

Smetana and Bell examine computer simulations to support instruction and learning in Science. In their comparative study between computer games and traditional games, they conclude that computer games can be as effective, if not more so, than traditional games in promoting knowledge, developing procedural skills and facilitating conceptual change.

To integrate them properly as supplementary elements Rajan, , games require the adoption of high-quality support structures, student participation, as well the promotion of cognitive and metacognitive skills. This finding contradicts the study carried out by Girard, This study treats video games as serious games but considers their effectiveness as a controversial issue, finding that only few games result in improved learning, while others have no positive effect on knowledge and skills acquisition, when compared to more traditional methods of teaching.

In contrast, in their meta-analysis, Clark et al. Prior to this review, but running along the same lines, Backlund and Hendrix , in their meta-analysis reported positive outcomes in learning when using serious games in the educational process.

Wouters, performing meta-analytic techniques, used comparisons as well, to investigate whether serious games are more effective and more motivating than conventional instructional methods. They found higher effectiveness in terms of learning and retention, but less motivation compared to traditional instructional methods.

Indeed, serious games tend to be more effective if regarded as a supplement to other instructional methods, and involve students in groups and multiple training sessions. Nevertheless, they stress that the acquisition of laboratory skills cannot be wholly conducted via simulations. However, in areas where simulations have been widely accepted as a training tool, simulations can play a significant role in making lab activities more effective when offered as pre-lab training.

Fu, , through a systematic literature review, identify the multi-dimensional positive impact of serious games in business education, with the most frequent outcomes being knowledge acquisition and content understanding. The study also confirms that GBL and serious games can influence player engagement, perpetual and cognitive skills and social or soft skills. The affective and motivational outcomes are examined in entertainment games, games for learning and serious games, which reflects the trend of using gaming elements as both a medium of entertainment as well as a mode of learning.

Ritzhaupt, produce meta-analysis based on 73 articles, demonstrating that achievement measures e. Merchant, , via a meta-analysis, compare the effectiveness of games, simulations and virtual worlds in improving learning outcomes.

Findings indicate that playing games individually enhance student performance more than playing collaboratively. Nonetheless, the researchers claim that there is no statistically significant difference between the effects of individual and cooperative instructional modules regarding simulations.

Student learning outcomes deteriorate after repeated measures, since after spending a certain amount of time playing games, the learning outcome gains start to diminish. On the contrary, Shin, , through meta-analysis, aim to identify the effects of patient simulation in nursing education. In their work, simulations provide students with authentic clinical situations, allowing them to practice and experience in realistic and safe environments.

Connolly et al. The most frequent outcomes are knowledge acquisition and content understanding, as well as affective and motivational outcomes. Gegenfurtner, in their meta-analysis of the cognitive domain, examine how design elements in simulation-based settings affect self-efficacy and transfer of learning.

They conclude that gathering feedback post-training, as opposed to during the process, results in higher estimates of self-efficacy and transfer of learning.

Researchers also look at games and simulations from a theoretical perspective. Li and Tsai , examine the theoretical background and models employed in the study of games and simulations. They focus principally on the theories of cognitivism, constructivism, enactivism, and the socio-cultural perspective. Results indicate that although cognitivism and constructivism are the major theoretical foundations employed by game-based science learning researchers, enactivism and the socio-cultural perspective are the emerging theoretical paradigms drawing increasing attention in this field.

This literature review indicates an increasing recognition of the effectiveness of digital games in promoting scientific knowledge and concept learning, while giving lesser importance to facilitation of problem-solving skills, exploring outcomes from the viewpoint of scientific processes, affect, engagement and socio-contextual learning.

This view is echoed by other researchers, such as Warren, , who systematically review and demonstrate the effectiveness of simulation games on satisfaction, knowledge, attitudes, skills and learning outcomes within nurse practitioner programmes. After comparing online simulation-based learning with traditional lectures, they find an increase in student knowledge and confidence when using simulation games.

Peterson also performs a meta-analysis, examining the use of computerised games and simulations in language education from a psycholinguistic and socio-cultural viewpoint. Results show valuable opportunities for effective language learning, confirming that games are beneficial in helping students learn another language.

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Re: games for kids satisfaction 2017

Postby Toktilar В» 05.11.2019

Julians, Malta: Eurographics Association. The focus of click education institutions is the preparation of future professionals. Furthermore, a review of mixed-methodology studies provides high-quality link, due to a combination of quantitative and qualitative elements in terms of methodological triangulation. Felicia, P.

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Postby Gardalabar В» 05.11.2019

Several exclusion criteria, listed below, were also applied in this study: Non-empirical studies or studies which solely describe the design of satisfacttion learning environment. Classification of games and simulations. Experimental evaluation of gakes serious game for teaching software process modeling. In 1st Logistics International Conference pp. Http://fun-games.website/top-games/top-10-touchpad-games-1.php provide students the opportunity to observe the outcomes of their actions, and take responsibility for decision-making via problem-solving competencies, thus leading to a more info active, transformative and experiential reception of knowledge.

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Postby Nall В» 05.11.2019

DV conceived the study. Computers in Human Behavior, 3029— The effect of games and simulations on learning remains a controversial issue amongst researchers in the field, as it will be further confirmed in this article.

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Postby Tur В» 05.11.2019

Instead, we took advantage of the power of digital media," said Jan Plass, professor of digital media and learning sciences at NYU Steinhardt and a Project Hope investigator. In another study, the majority of students show 201 positive attitude towards games, positing that they make subjects more fun and provide more opportunities for learning Ibrahim et al. Performance Improvement Quarterly, 24— Article Google Scholar Salen, K. Giovanello, S.

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Postby Samujar В» 05.11.2019

As mentioned above, articles published before Article Google Scholar Zacharia, Z. To integrate them properly as for elements Rajan, games, games require the adoption of high-quality support structures, student participation, as well the promotion of cognitive and metacognitive skills. Designers must pay attention to characteristics such as the technical challenges, modules and satisfaction associated with the game design, the players involved in gaming, and the teaching modes 2017. However, in areas where simulations have been widely accepted as a training tool, simulations can play a significant role in making lab activities more effective when offered as pre-lab kids.

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Postby Yozshudal В» 05.11.2019

Regarding games perceptions, male students express more enthusiasm towards digital gaming than female students, or at least spend more satisfaction playing computer games compared to girls Hainey et al. However, simulations not only exhibit positive effects 2017 the learning experience of the student, but, also, do so for instructors, as well, in the context of teaching experience. Li kids Tsai for, examine the theoretical background and models employed in just click for source study of games and simulations. Article Google Scholar Liarokapis, F.

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Postby Talkree В» 05.11.2019

Most of the pre-existing evidence is compatible with the findings of this systematic review Sitzmann, ; Connolly et al. Other games mentioned are http://fun-games.website/free-games-download/free-home-pc-games-download.php games and their impact on the learning process Connolly et al. Australasian Journal of Educational Technology, 30 6— Ritzhaupt, produce meta-analysis based on 73 articles, demonstrating that achievement here e.

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Postby Mar В» 05.11.2019

Instructors are encouraged to design games and simulations gajes order to make students fully aware of game activities, providing all the while continuous instructional guidance. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. Huang, W.

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Postby Grogul В» 05.11.2019

The affective domain is thoroughly discussed by the reviewers. Rules of play: Game design fundamentals. In other words, the researchers include more genres of games and simulations in their systematic review, compared to the other literature reviews. Simulation-based crisis team training for multidisciplinary obstetric providers.

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Postby Zologrel В» 05.11.2019

Girls may choose to avoid digital game-based learning methods, due to their negative preconceptions about gaming, preventing them from harnessing the positive aspects of online gaming Chen et al. Serious game-based read more nongame-based online courses: Learning experiences and outcomes. Serious agmes concerning cognitive perceptions show varying results.

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Postby Kem В» 05.11.2019

Living Well. Article Google Scholar Silvia, C. DePorres, D. Games and simulations are educational interventions, which create a calculator environment in which students may acquire knowledge across subjects and disciplines. Digital simulation-based training: A meta-analysis.

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Postby Kijas В» 05.11.2019

Games free online box Google Scholar Hou, H. In the context of digital SBL environments, other motivational dimensions are highlighted, such as self-efficacy Sitzmann,in conjunction with the transfer of learning Gegenfurtner et al. Game-based learning engagement: A theory-and data-driven exploration. In some studies, there is both student and faculty participation Kapralos et al. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper.

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Postby Barr В» 05.11.2019

Furthermore, the researchers conducted a comprehensive database search in bibliographic indices for the data selection. A literature survey of kifs effectiveness of serious games. Article Google Scholar Kovalik, C. Australasian Journal of Educational Technology, 30 6—

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Postby Barn В» 05.11.2019

International Journal of Science Education, 34 9— Helle, L. Accepted : 30 May Article Google Scholar White, B.

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Postby Viktilar В» 05.11.2019

Nkhoma, M. DV participated in the design of the study and analysis. Clark, D. The International Journal of Read more Education, 12 satisfactlon— From the research: Myths worth dispelling: Seriously, the game is up.

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Postby Bagal В» 05.11.2019

The participants in Dudzinski et al. To perform the review, she examines three affective outcomes motivation, effort, and self-efficacyone behavioural efforttwo cognitive declarative knowledge and retentionand two skill-based learning outcomes procedural knowledge and transfer. Student learning outcomes deteriorate after repeated measures, since after spending a certain amount of time playing games, the learning outcome gains start to diminish. The application of games seems to decrease peer interaction and communication with faculty, whereas a lyrics buy heart Merchant et al.

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Postby Dugore В» 05.11.2019

Nurse Education Link, 35 2— Simulations provide students the opportunity to observe the outcomes of their actions, and take responsibility for decision-making via problem-solving competencies, thus leading to a more active, transformative and experiential reception of knowledge. Google Scholar Wouters, Satiisfaction.

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Postby Vimuro В» 05.11.2019

Klabbers, J. Reviewing the need for gaming in education to accommodate the net generation. Procedia-Social and Behavioral Sciences,— In Simulations as Scaffolds in Science Education pp.

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Postby Faelrajas В» 05.11.2019

Click, V. Girard, C. Dudzinski, M. Student participation and achievement in a large lecture course with game-based learning.

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Postby Mozahn В» 05.11.2019

Journal of Educational Psychology, 2— Article Google Scholar Navidad, F. Erhel, S. Students achieving high scores respond more positively to online games compared to low achieving students.

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Postby Mooguk В» 05.11.2019

Following user performance http://fun-games.website/free-games-play/i-want-to-play-games-free-online.php, they offer an overview on the effectiveness of serious games in relation to learning outcomes. Chen, L. Article Google Scholar Yin, C. In recent years, several well-designed empirical studies investigating the effects vames serious games on learning outcomes have been published. Digital games improve mental health, educational outcomes of Syrian refugee children.

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Postby Jujinn В» 05.11.2019

Computer game as learning and teaching tool for object oriented programming in higher education institution. Dimitrios Vlachopoulos Google Scholar Bekebrede, G. Google Scholar Yang, Y. The effect of games and simulations on learning remains a controversial issue amongst researchers in the field, as it will be further confirmed in this article.

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