What Video Games Have to Teach Us about Learning and Literacy

Ease of use and usefulness are believed to be fundamental in determining the acceptance and use of various, corporate ITs. These beliefs, however, may not explain the user’s behavior toward newly emerging ITs, such as the World-Wide-Web (WWW). In this study, we introduce playfulness as a new factor that reflects the user’s intrinsic belief in WWW acceptance. Using it as an intrinsic motivation factor, we extend and empirically validate the Technology Acceptance Model (TAM) for the WWW context. # 2001 Elsevier Science B.V. All rights reserved.

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Beyond the Usefulness and Ease of Use : Extending the TAM for a World - Wide - Web Context

Digital game-based learning is a research field within the context of technology-enhanced learning that has attracted significant research interest. Commercial off-the-shelf digital games have the potential to provide concrete learning experiences and allow for drawing links between abstract concepts and real-world situations. The aim of this paper is to provide evidence for the effect of a general-purpose commercial digital game (namely, the “Sims 2-Open for Business”) on the achievement of standard curriculum Mathematics educational objectives as well as general educational objectives as defined by standard taxonomies. Furthermore, students’ opinions about their participation in the proposed game-supported educational scenario and potential changes in their attitudes toward math teaching and learning in junior high school are investigated. The results of the conducted research showed that: (i) students engaged in the game-supported educational activities achieved the same results with those who did not, with regard to the subject matter educational objectives, (ii) digital gamesupported educational activities resulted in better achievement of the general educational objectives, and (iii) no significant differences were observed with regard to students’ attitudes towards math teaching and learning.

https://www.jstor.org/stable/jeductechsoci.15.1.15

A Study on Exploiting Commercial Digital Games into School Context

With the rapid development of the Internet and the popularization of mobile devices, participating in a mobile community becomes a part of daily life. This study aims the influence impact of social interactions on mobile learning communities. With m-learning content recommendation services developed from mobile devices and mobile network techniques, learners can generate the learning stickiness by active participation and two-way interaction within a mobile learning community. Individual learning content is able to be recommended according to the behavioral characteristics of the response message of individual learners in the community, and other browsers not of this community are attracted to participate in the learning content with the proposed recommendation service. Finally, as the degree of devotion to the community and learning time increases, the learners’ willingness to continue learning increases. The experiment results and analysis show that individualized learning content recommendation results in better learning effect. In addition, the proposed service proved that the experiment results can be easily extended to handle the recommended learning content for learners’ time-varying interests.

A M-Learning Content Recommendation Service by Exploiting Mobile Social Interactions

The aim of this study was to design and evaluate a Digital Game Based Learning software for history subject. The methodology used was Instructional Design-Digital Game Based Learning (IDDGBL) Model adapted from ADDIE and game development as well as 5E intructional models. Design elements include learning theories, pedagogy and game components. The effectiveness evaluation used quasi-experimental tecnique via pre and post tests. The samples involved were 60 secondary school students; 30 in experimental group who used the software after class lesson and 30 in control group who used conventional method. Both the independent t test result show that there is significant difference of achievements between the control group (mean score = 35.80) and the experimental group (mean score = 72.30), p 4.00) design for all constructs evaluated (multimedia, interface, contents, feedback, ease of use and immersion). Motivation and learning opporturnity for history DGBL software are also high. Evaluation results indicate that the History DGBL software can entertain, attract, engage and motivate students to learn history subject. Students had fun and felt entertained learning through illustration of historical events when they play the games immersively. Evaluation results suggest that history DGBL software can be used as an alternative teaching and learning tool to promote student’s learning of

http://www.aicit.org/JNIT/ppl/JNIT171PPL.pdf

Design and evaluation of history Digital Game Based Learning (DGBL) software

Information technology is an integral part of daily life in many domains, including communication, computing, entertainment, and education. However, despite its pervasiveness, digitalization in various purposes and application in many human-based activities, it still plays the role of assisting and supporting people in manipulating and acquiring information. This study developed a ubiquitous learning environment based on the connection between digital and physical information. By using mobile learning technologies, including interactive video-based multimedia technology, GPS, GIS, and the electronic map service, learners can perform location-aware learning activities and experience corresponding appearances regarding a particular location. Accordingly learners can acquire new knowledge by participating in location-aware learning activities. We also demonstrate a ubiquitous learning activity of introducing the history of Tamkang University, Taiwan, and assess the effectiveness of the proposed ubiquitous learning environment.

http://tkuir.lib.tku.edu.tw:8080/dspace/retrieve/125226/Immersive+Learning+Environment+with+Integrated+Interactive+Video+and+Ubiquitous+Technologies.pdf

Immersive Learning Environment with Integrated Interactive Video and Ubiquitous Technologies

Nowadays information technologies have becoming part of our daily life and provide lots of practical applications in various domains. E-Learning is one of the most significant IT products and brings us a flexible learning environment. But if we want to make it more practicable for people to do the learning activities anytime and anywhere, to integrate advanced ubiquitous technologies will be an essence to realize an immersive learning environment. Furthermore, with the gradual improvement of Game-Based Learning domain, it could provide more useful learning strategies with game elements in order to attract learners to enjoy the learning activities. Accordingly, in this paper, we utilized the technologies in interactive video, GPS (Global Positioning System) and GIS (Geographic Information System) to develop the Ubiquitous Video Game-Based Learning environment. Learners could utilize UMPC platform to do the game-based learning activities anytime and anywhere. And we also demonstrated an example "The historical of Tamkang University" course content to explain the gaming scenario in our learning environment. We hope the learning environment could be more practical for learners/instructors when using the game-based learning environment.

Developing the immersive learning environment by integrating the interactive video and ubiquitous technologies

This study analyzed students’ self-report on their intention to use an ubiquitous video game-based learning system. Participants were 30 college students in Taiwan. They completed a questionnaire measuring their responses to six constructs which formed a research model based on Technology Acceptance Model. Structural Equation Modeling was used as the technique for data analysis. Results showed that attitude and intention were significantly explained by perceived playfulness. Additionally, perceived usefulness was significantly explained by perceived ease of use. Limitation and future research directions are also discussed.

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An Analysis of Students' Intention to Use Ubiquitous Video Game-Based Learning System

The advanced 3D graphic and computer technologies could provide advanced 3D virtual environment in order to let users have the immersion experiences in that environment. Also, as human interaction technologies, it could be helpful for providing more different and suitable interaction styles when facing some particula0072 interaction situations. The related works pointed out that the game elements could improve learners' motivation during learning. In this paper, we proposed the 3D Adventure Game-Based Assessment System could not only attract learners to take their assessment activities, but also help instructors to design and manage the related assessment content easily.

Developing the 3D Adventure Game-Based Assessment System with Wii Remote Interaction

Through a pedagogically meaningful process of game-play, content, skills and attitudes can be integrated in the gaming environment to engage learners and enhance learning by game-play. This study examined the process of game-play from the perspective of knowledge transformation. Pedagogical perspectives were proposed to serve as learning frameworks for learning from game-play. It is suggested that effective knowledge transformation in the learners can be achieved by means of deliberate design of the game-play process as well as the role of the learners.

Chun-Yi Shen

Papers

Immersive Learning Environment with Integrated Interactive Video and Ubiquitous Technologies

Developing the immersive learning environment by integrating the interactive video and ubiquitous technologies

An Analysis of Students' Intention to Use Ubiquitous Video Game-Based Learning System

Developing the 3D Adventure Game-Based Assessment System with Wii Remote Interaction

Game-play as Knowledge Transformation Process for Learning