What Video Games Have to Teach Us about Learning and Literacy

The merger of game-based approaches and Virtual Reality (VR) environments that can enhance learning and training methodologies have a very promising future, reinforced by the widespread market-availability of affordable software and hardware tools for VR-environments. Rather than passive observers, users engage in those learning environments as active participants, permitting the development of exploration-based learning paradigms. There are separate reviews of VR technologies and serious games for educational and training purposes with a focus on only one knowledge area. However, this review covers 135 proposals for serious games in immersive VR-environments that are combinations of both VR and serious games and that offer end-user validation. First, an analysis of the forum, nationality, and date of publication of the articles is conducted. Then, the application domains, the target audience, the design of the game and its technological implementation, the performance evaluation procedure, and the results are analyzed. The aim here is to identify the factual standards of the proposed solutions and the differences between training and learning applications. Finally, the study lays the basis for future research lines that will develop serious games in immersive VR-environments, providing recommendations for the improvement of these tools and their successful application for the enhancement of both learning and training tasks.

/pdf/a-review-of-immersive-virtual-reality-serious-games-to-1m4i5nbl31.pdf

A review of immersive virtual reality serious games to enhance learning and training

The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.

/pdf/gamification-in-science-education-a-systematic-review-of-the-3hc562lp3b.pdf

Gamification in Science Education. A Systematic Review of the Literature.

Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda

J Comput Assist Learn. 2018;1–12. Abstract The current study investigated college students' experiences of a gamified informatics course. We surveyed 139 students aged 18–31 years (M = 20 years, SD = 1.5) enrolled in an undergraduate informatics course focused on social networking technologies. Surveys were conducted at 3 time points during the course (beginning, middle, and end). Overall, we found positive trends with respect to students' perceptions of gamification's impact on their learning, achievement, and engagement in the course material. Although students who played and identified variously with recreational games were more alike than not, we did uncover one notable difference with respect to how students' gaming frequency impacted their engagement in the course. Nongamers expressed somewhat less motivation to do well in the course than frequent gamers. For all other measures of engagement, however, nongamers appeared to be equally engaged by the gamified format of the course as gamers. There were virtually no differences between male and female students' perceptions of gamification. This study contributes new insight into the conditions under which gamification succeeds or fails in educational settings. These insights will be useful to designers and instructors of gamified learning environments as they seek to engage and support a variety of learners.

Learning and engagement in a gamified course: Investigating the effects of student characteristics

Background:Aiming at the human blood circulation unit, which is rather difficult to comprehend, in the biology materials for junior high school students, Mobile Meaningful Blood Circulation Learning System, called MMBCLS gamification learning, is developed.Materials and methods:In the study, the instructional design is based on Meaningful Learning and follows the principles of digital game-based learning models to design the after-class multimedia materials, which allow learners enjoying learning with fun. With quasi-experimental design, Kolb’s Learning Styles Scale and Meaningful Learning Scale are utilized as the research instruments. Taking G8 class as the subject, 46 valid copies of questionnaires are received.Results:The research findings show more Divergent styles in mobile game-based learning styles, students with convergent styles regarding the highest curriculum design in Meaningful Learning, students with distinct gender presenting no significant difference in curriculum design and learning achievement in Meaningful Learning, students with different learning styles revealing remarkable differences in learning achievement, and students in the experimental group appearing higher learning achievement than the ones in the control group, with notable differences.Conclusions:The research outcomes could be the reference of material design for teachers and provide educators with the reference of mobile as meaningful media material design.

/pdf/the-effects-of-learning-styles-and-meaningful-learning-on-564eg1a8pn.pdf

The Effects of Learning Styles and Meaningful Learning on the Learning Achievement of Gamification Health Education Curriculum.

In 2016, with the widespread use of the somatosensory technology, the improvement of virtual reality and the head-mounted monitors, a lot of research and innovation emerged The VR head-mounted monitors aren’t used at fixed places Learning by using the First Person perspective to execute the games, learners can escape the limit of monitors Beginners will reduce the willingness to learn due to incorrect movements, operating the devices without coaches, and unable to observe oneself simultaneously This study is based on experiential VR device, using Virtual coach and expanding mirror for auxiliary teaching and observing self-training process Experimental observation method and questionnaire survey are applied to test The test subjects are 53 boys and girls aged 18 to 25 years old who haven’t had contact with gym equipment The study shows that 70 percent of the subjects hold a positive recognition towards the system operation and they can force on the correct position The satisfaction is affected due to not being familiar with the way the game is operated for some learners In the open questionnaire, learners mention that weight training materials provide them with the opportunity to view and correct their body movements and also raise learner’s fitness will

/pdf/a-preliminary-study-on-the-learning-satisfaction-and-1h2pq7naue.pdf

Chung-Ho Su

Papers

The Effects of Learning Styles and Meaningful Learning on the Learning Achievement of Gamification Health Education Curriculum.

A Preliminary Study on the Learning Satisfaction and Effectiveness of VR Weight Training Assisting Learning System for Beginners