Journal ArticleDOI
Comparing Serious Games and Educational Simulations
Nina Imlig-Iten,Dominik Petko +1 more
TLDR
It is concluded that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes, and research needs to address the interplay of game elements and their impact on engagement andlearning in more detail.Abstract:
Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games.
Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions.
Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.read more
Citations
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Journal ArticleDOI
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load
Alexander Skulmowski,M. Xu +1 more
TL;DR: A strategy of aligning cognitive load with desired learning outcomes will be useful for formulating theory-guided and empirically testable hypotheses, but can be particularly helpful for practitioners to embrace emerging technologies while minimizing potential extraneous drawbacks.
Journal ArticleDOI
Opening the black box of gameful experience: Implications for gamification process design
TL;DR: In this article, a set of foundational propositions developed using a micro-foundational approach is proposed to explain gameful experience and construct a conceptual framework that depicts the underlying process of gamification.
Journal ArticleDOI
Perceptions of the Use of Virtual Reality Games for Chemical Engineering Education and Professional Training
TL;DR: Virtual Reality (VR) games and simulations are increasingly being used to provide highly interactive, engaging and contextual learning experiences for learners in otherwise risk-prone environments as discussed by the authors...
Journal ArticleDOI
Relationship Between Children's Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study.
Ismael Edrein Espinosa-Curiel,Edgar Efrén Pozas-Bogarin,Juan Martínez-Miranda,Humberto Pérez-Espinosa +3 more
TL;DR: It is suggested that both enjoyment and user experience satisfaction for children aged 8 to 10 years were positively correlated with their learning and that were significant predictors of it.
Journal ArticleDOI
Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow
TL;DR: In this article , a double-mediation model is developed that considers the direct relationship between perceived instructional support and students' gameful experience and examines the mediating roles of group engagement and flow in this direct relationship.
References
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