What Video Games Have to Teach Us about Learning and Literacy

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Flow The Psychology Of Optimal Experience

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

The Journal of the Acoustical Society of America

/pdf/building-learning-communities-in-cyberspace-effective-4m8lgm5j37.pdf

Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom by Rena M. Palloff and Keith Pratt

Conventional taught learning practices often experience difficulties in keeping students motivated and engaged Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours without apparent loss of focus In addition, gamers solve complex problems within a gaming environment without feeling fatigue or frustration, as they would typically do with a comparable learning task Based on this notion, the academic community is keen on exploring methods that can deliver deep learner engagement and has shown increased interest in adopting gamification – the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios – as a means to increase student engagement and improve information retention Its effectiveness when applied to education has been debatable though, as attempts have generally been restricted to one-dimensional approaches such as transposing a trivial reward system onto existing teaching materials and/or assessments Nevertheless, a gamified, multi-dimensional, problem-based learning approach can yield improved results even when applied to a very complex and traditionally dry task like the teaching of computer programming, as shown in this paper The presented quasi-experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience More specifically, the “Kahoot!” Classroom Response System (CRS), the classroom version of the TV game show “Who Wants To Be A Millionaire?”, and Codecademy’s interactive platform formed the basis for a learning model which was applied to an entry-level Python programming course Students were thus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience To assess gamification’s impact on learning, empirical data from the gamified group were compared to those from a control group who was taught through a traditional learning approach, similar to the one which had been used during previous cohorts Despite this being a relatively small-scale study, the results and findings for a number of key metrics, including attendance, downloading of course material, and final grades, were encouraging and proved that the gamified approach was motivating and enriching for both students and instructors

/pdf/climbing-up-the-leaderboard-an-empirical-study-of-applying-3jbg3iwcql.pdf

Climbing up the leaderboard: an empirical study of applying Gamification techniques to a computer programming class

Following the recent shift from traditional didactic classroom models to the adoption of active learning approaches, escape rooms and breakout games are increasingly being used in academia as a method for experiential, peer-group, game-based learning. Although they have the potential to enable new forms of teaching and transform the learning experience, escape rooms are a relatively new concept and there is not a substantial amount of work exploring their tendencies, affordances, and challenges on education. This paper addresses the lack of empirical evidence on the impact of escape rooms on educational settings by presenting a systematic review of 68 peer-reviewed studies published in scientific journals and conference proceedings between 2009 and April 2019. To analyse and critically appraise the current state of knowledge and practice in educational escape rooms, it considers aspects such as fields of education, target audience, game type and location, time limit, team size, and study results. The systematic review also highlights the advantages and challenges of these new learning activities, as well as their positive impact on student motivation and soft skills development. The analysis indicates that educational escape rooms can provide an enjoyable experience that immerses students as active participants in the learning environment. Additionally, they give learners the opportunity to engage in an activity that rewards teamwork, creativity, decision-making, leadership, communication, and critical thinking. Although instructional design for educational escape rooms is complex and time consuming, once the game has been developed it can be further applied in successive years. The results of this work aim to lay the groundwork for educators and other stakeholders by offering new insights with effective advice and recommendations for the successful incorporation of escape rooms into their teaching strategies.

Escape Rooms for Learning: A Systematic Review

Unlike conventional taught learning, video games are very successful at keeping players constantly motivated and engaged on a set of tasks for many hours without apparent loss of focus. Additionally, when playing, gamers solve complex problems without experiencing the fatigue or frustration, which would normally accompany a comparable learning task. Any methods able to deliver deep learner engagement are naturally of interest to the academic community, thus resulting in an increasing interest in adopting gamification – the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios – as a means to drive student engagement and improve information retention. However, its application to education has been a challenging task, as attempts have generally been restricted to a one-dimensional approach, such as transposing a trivial reward system onto existing teaching material. The empirical evidence presented in this paper suggests that a gamified, multi-dimensional, problem-based learning approach may yield improved outcomes even when applied to a very complex and traditionally dry task like the teaching of computer programming. This quasi-experimental study employed a real time sequence of scored quizzes, instructor feedback, and live coding to deliver a fully interactive learning experience. By using a combination of the classroom version of the TV game show “Who Wants To Be A Millionaire?”, the “Kahoot!” Classroom Response System (CRS), and Codecademy’s online interactive platform on a Python programming course, students were allowed to experience multiple interlocking methods similar to what would be found in a top quality game experience. Empirical data on learning outcomes from the gamified group were compared with a control group that followed a traditional learning path, which had been used during previous cohorts. Whilst this was a relatively small study, the results were quite interesting in a number of key metrics, including attendance, downloading of course material, and final grades.

From hiscore to high marks: Empirical study of teaching programming through gamification

As video games are continuously growing in popularity and number of users, the academic community has shown an increasing interest in their potential as innovative teaching tools. Typical games contain tasks that players must complete repetitively in order to advance to later levels, yet somehow they manage to keep them constantly motivated. Enjoyable engagement is achieved by using a number of interlocking techniques; these effectively hide repetitive or complex tasks by presenting them as a series of smaller challenges embedded in a reward system. Learning occurs through the use of a seamless combination of motor and high-level problem-solving skills with rapid feedback. Individual problem resolution cycles range from split-second decisions to hours, if not days. Matching reward systems are used to maintain player interest throughout these cycles by ensuring that there is always a new reward just out of reach, yet still obtainable with relatively minor additional effort. As a result, players are propelled through the entire experience at a pace matched to their abilities. Based on these well-tested methods from the gaming industry, educators are trying to instill the motivational power of video games to the learning process by following a practice known as “gamification”. When used in education, gamification incorporates gaming elements to non-game processes in order to aid learning and information retention. However, its application in the classroom has been challenging, since most attempts have generally been limited to implementing points, achievement badges and leaderboards to existing course material. These rewards can potentially undermine the intrinsic sense of satisfaction that engaging in creative and productive work can generate. However, when used well, game elements can reinforce intrinsic satisfaction and rewards instead of replacing them. This quasi-experimental study employed a classroom version of the TV game show “Who Wants To Be A Millionaire® ” to improve the delivery of an undergraduate programming course. To assess how gamification impacted the learning experience, empirical data on student satisfaction and performance from the gamified group were compared with a control group that followed traditional didactic methods. Despite the fact that the sample size was relatively small, the results were promising, showing significant increases in class attendance and final grades. Moreover, students participating in the gamified cohort considered their learning experience very engaging and motivating, thus encouraging the adoption of this technique in other courses.

https://cris.brighton.ac.uk/ws/files/495449/EDULEARN15-761-fotaris-final-draft.pdf

Who wants to be a pythonista? using gamification to teach computer programming

This paper presents an experimental Learning Management System (LMS). The usability aspect of its functions serves as the main focus of this system because the potential for usability problems seems to be especially severe in LMSs, due to their ability to implement complex features and intricate interactions. In order to establish a more efficient e-learning environment, an LMS should have intuitive interfaces and clear information design, allowing learners to concentrate on learning and instructors on learning strategies. The proposed LMS includes all the important functions of delivering learning material, tracking learning activities and managing community tasks, yet by following recent usability techniques it manages to hide all this complexity. Moreover, providing a comprehensive idea of content organization and management along with a simple navigation tool, it allows learners to focus on their learning activities without excessive hassle and instructors, especially those unfamiliar with Information Technologies, to profitably exploit their learning resources.

/pdf/designing-simplicity-usability-perspectives-on-learning-70osmfrimi.pdf

Theodoros Mastoras

Papers

Climbing up the leaderboard: an empirical study of applying Gamification techniques to a computer programming class

Escape Rooms for Learning: A Systematic Review

From hiscore to high marks: Empirical study of teaching programming through gamification

Who wants to be a pythonista? using gamification to teach computer programming

Designing simplicity: usability perspectives on learning management systems