Upload
jasper-clark
View
214
Download
1
Tags:
Embed Size (px)
Citation preview
Engagement and learning in Game-Based Learning
(GBL): A Systematic Review
Ms Azita Iliya Abdul JabbarDr Patrick Felicia
1
Objectives of the presentation
To present:
The review’s methodology (search terms, limits, inclusion/exclusion criteria/evaluation criteria)
The analysis (game variations, gaming elements, learning outcomes)
The results (of 38 papers)
The conclusion
2
Rationale of the study
Games can be effective for educational purposes because they offer enjoyable experiences and motivation.
Games have been successfully employed as a means to engage learners in several educational settings (primary, secondary and higher education).
There is a need for an empirically-based and better “understanding of learners’ engagement with games in order to fully appreciate the implications of adopting a game-based approach” (Whitton, 2011).
3
Research backgroundEnjoyme
nt
Motivation
(Boyle et al., 2012)4
Engagement with games for entertainment
5
Engagement in gameplay
Research backgroundUser engagement with games for
entertainment
(Boyle et al., 2012)
An experience that is both emotional and physical in nature, and demonstrated in players’ feelings and thoughts as well as behaviour (Jennets et al, 2008, Ravaja, et al., 2008)
Not just a feeling, thought or behaviour that happens, but also on how players interpret it (Ravaja et al., 2005).
The result of many subjective feelings that shape experience, within sequence of gaming events, not necessarily pleasant during the event (Klimmt, Rizzo, Vorderer, Koch and Ficher, 2009) and each having impact on player’s feeling and thought (Jennets et al., 2008, Ryan et al., 2009).
The emotional attachment players have to the gaming features and interaction they have with the gaming activities to achieve their goals in the process (Csikszentmihalyi, 1990, van Reekum et al., 2004).
Students’ performance
Research backgroundLearning outcomes and impacts of
gameplay
Research has shown mixed results of students performance for knowledge acquisition/content understanding though students preferred using games and enjoy using it.
Competitive-based game along with feedback lead to improved performance in knowledge acquisition.
Students performed better when they could use a history mechanism to help them remember events in a complex project management game.
Increased self-efficacy in simulation games, and collaboration in virtual 3D online serious game and structured support can be used to prompt players for advancement.
(Connolly et al., 2012)6
Research background Limitations of previous
reviews Lack of acknowledgement of how gaming principles of engagement enable learning
Lack of guidance about how gaming elements of can support engagement and learning in different phases of learning and ways
Lack of understanding how gaming elements might facilitate engagement and match desired learning outcomes in a learning process.
7
Objective of the study To understand how schoolchildren learn
To understand how gaming elements engage learners and enable learning
How are user engagement and gameplay experience linked to the learning outcomes?
8
Methodology: Search terms
Games (General terms: e.g.: edutainment, game-based learning; learning
games; Variations of games: e.g.: role-play game, puzzle; Platform: e.g.: video, computer)
Outcomes and impacts (e.g.: effect, engagement, motivation, learning)
Factors and link (e.g.: relations, elements, characters, attributes)
Criterion, justification and context (e.g.: evidence, data, school)
9
Methodology: Inclusion and exclusion criteria
Study design
Participants’ age group
use of games/design purpose
Learning and motivational outcomes in relations to gaming for learning
12
Methodology: Criteria for evaluation Experimental study Observational study Descriptive study Correlational study Mixed-methods
study
Participants selection Settings and condition Number of participants
Random assignment of groups
Control group design Pretest and posttest No comparisons are made
13
Analysis of the study
Categorization of games
Type
Genre
Platform
Technical features
Game learning content
Game purpose
14
Artificial world created for
entertainment
Additional varieties
embedded in the game world to create specific
experience
Analysis of the study
Categorization of engagement
Motivational Elements (ME)
Interactive Elements (IE)
Fun Elements (FE)
Multimedia Elements (MME)
Formal elementsFormal
elementsDramatic elements
Influence players’ thoughts, actions, and reactions (e.g.: objectives, choices, rules)
Provide players the opportunities with participation and involvement in gaming activities (e.g.: competition, collaboration)
Trigger players’ sense of enjoyment and
excitement (e.g.: challenge, narration)
Attract players’ physical attention (e.g.: animation, graphics, video, texts, audios) 15
Analysis of the studyCategorization of learning experience and outcomes
Intellectual aspects of
learning and skills or abilities
performed by learners
Behavioural change and motivational aspect of learning
(Adapted from Silver and Perini (2010), and Kolb’s (1984), Connolly et al.2012 )
Knowledge acquisition
Content understandin
g
Skills acquisition
Motivational outcome (e.g.: willingness to
learn)
Behaviour change
16
Analysis of the studyCoding of methods
Random Controlled Trials (RCT)
Quasi-experiment
Cohort study Case control
study Comparative
case study Case series Survey
Short term Long term
Size of samples (small, medium, large)
Surveys Interviews Observation Mixed-
methods
17
Results of the study
Database searched Number of
papers identifie
d in search
Number of
papers meeting inclusio
n criteria
Number of papers extracted
Number of
articles for
review
Not meeting inclusion criteria
Duplicate
1 ERIC 12 5 7 0 52 Academic Search Complete 18 10 8 8 23 PsycINFO 20 4 16 4 04 ISI Web of Knowledge 11 3 8 1 2 5 Wiley Online Library 249 9 240 - 9 6 JSTOR 48 3 45 - 3 7 Emerald journals 343 3 340 - 38 Science Direct 1, 241 41 1186 3 389 ACM Digital Library 268 12 256 7 510
IEEE Xplore Digital Library 964 33 931 - 33
Total 3174 123 3037 23 100
18
Search result
Results(Based on 17 papers of IEEE Xplore Digital Library on role play-based
games)Game type: Role-play based game
Gaming elements Criteria that facilitate engagement
Learning and motivational impacts and
outcome
Storyline/narration (FE) • Arouse curiosity (EE) • Motivated to explore• Motivated to complete more
missions
Credit points (reward structure)- (ME)•Individual•Group
• Support advancement (CE)
• Sense of competition (against others/other team) – (CE)
• Building confidence • Motivated to complete
mission (for points)• Solving problem• Complete mission
3D virtual reality (VR) environment/GUI (FE & MME)
• Active exploration of content (CE)
• Sense of virtual presence (EE)
• Increases in content knowledge
• Higher virtual presence• Higher cognitive load
3D character (people/pet) – (FE)
Support advancement - (provide advice and guidance) – (CE)
• Wanting to play more
Quests (IE/FE) Not discussed Not discussed 19
Results(of17 papers of Science Direct database on role-play based games)
Game type: Role-play based game
Gaming elements Criteria that facilitate engagement
Learning and motivational impacts
and outcome
Multiple built-in objects (IE /FE)
Provide a high level of flow (Experience ‘control, immediacy of communication, consistency, persistency)
High level of flow Enhanced self- efficacy of
using computers to learn
Multi-player option (IE)CompetitionTeam-based
• Provide sense of competition
• Collaborative learning• Completion of learning
tasks
• Confidence in peer learning/team-based/collaborative learnin
Multiple learning environment in game (IE)
Observation Significant gain in content knowledge
Multiple contexts and situation/location
Not discussed Not discussed
Multiple-media (game, portal, email ) –(IE)
Provide flow in learning Not discussed
20
Summary of results
Most motivational outcomes are unintended, but fun and motivational elements in games create the experience which trigger emotions as a point of engagement and engagement to learning.
Both formal and dramatic elements are integrated in role-play based games to create a cohesive learning environment for engaged learning.
21
Summary of results
Fun elements such as narration in game design create motivational effect for motivational outcome
Motivational elements elements such as credit points provide motivational effect to learners for them to achieve the desired learning outcome.
Interactive elements elements such as multiple objects, environment, player mode and media provide learners with opportunity to become engaged learners (getting involved and participate in gaming and learning events)
22
Summary of results
Knowledge acquisition
Content understanding
Motivated to explore
Motivated to complete mission
Confidence
Wanting to learn more
Skills acquisition and knowledge application
Storyline/narration
3D VR environmen
t
Credit points
Multiple built-in objects
Multiple-player option
Multiple learning
environment
Multiple media Character
Quests
Explo
ring o
f conte
nt m
ore
deeply
and m
aste
ring o
f esse
ntia
l skills an
d
kno
wle
dg
e
Applying learning strategies, knowledge or skills through activities or tasks
Hooked to learning by different reasons
Pers
onaliz
ing
what
has
been learn
ed
and
experi
ence
d
Making sense of content
Cognition Emotio
n
23
Conclusion
Games provides opportunities for players to have something to gain from the gameplay.
Games helps the learners acquire and develop skills and knowledge to keep playing, strengthening the ability to handle the experiences the games direct.
Most research did not discuss in details how some elements in these role-play based games facilitate engagement and learning.
24
27
1. Game world Description Subcategories
1.1 Game type Description of the gameplay
puzzle, simulation, action (fighting, shooting, racing, driving, sports), adventure, strategy, role-playing game (RPG), logical, first shooting game (FSG)
1.2 Game
genre
Description of the narrative content of the game
drama, mystery, crime, fantasy, horror, mystery, science fiction
1.3 Game
platform
Medium or methods of delivery
computer, video, online/web-based, networked, mobile, board and card (non-digital), augmented reality, virtual reality (VR), second life, 2D/3D, hypertexts, console/handheld, multiple-mouse
1.4 Game technical features
Gameplay modes, approaches and strategies that encompasses some gaming elements or mixture of concepts, methods, techniques and platforms.
single/multi-player, linear/non-linear synchronous, sequential, gamification, persuasive, pervasive, (ARG) alternate reality game, immersive, collaborative, competitive, context-aware learning
Categorization of gameAppendix
28
2. Game event Description Subcategories
2.1 Game learning content
Subject or content areas or skills
Mathematics, Languages, Science (Biology, Physics, Chemistry) Social Science (Geography, History, Economy), general knowledge and public awareness (health, poverty)
2.2 Game purpose Learning experience
Knowledge acquisition and content understanding, skills acquisition
Categorization of gameAppendix