Pattern recognition is an important skill in computational thinking. In this study, an equation puzzle game was developed by combining pattern recognition with algebraic reasoning, and scaffolding ...was designed to support learners' learning. Sixty participants were enrolled in this study, divided into a control group and an experimental group to compare the results and differences in game achievement, flow, anxiety, and motivation of participants with and without algebraic reasoning scaffolding. The results of the study showed that the participants in both groups had positive flow and motivation during the game, did not feel over-anxious, and there was no significant difference in the game achievement of the two groups. In addition, the game with the scaffolding may have the potential to make a positive correlation between game achievement and psychological status. The results of this study indicated that the game did not cause too much anxiety to the participants. The scaffolding-based design achieves the intended effect on the participants' assistance and facilitates the participants' engagement in pattern recognition problem solving. And as learners became more focused and engaged, they could also perform better in the game. This game mechanism can be used as a reference for designing pattern recognition games.
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Stress and anxiety caused by assessments are often related to the student’s insecurity regarding the knowledge to be evaluated, while teaching strategies that increase effective learning can assist ...in reducing it. The aim of this study was to evaluate the hypothesis that the use of an active methodology, associated to formative assessment, could reduce students’ anxiety and stress, when compared to the traditional method, by promoting greater learning. New students enrolled in the same discipline of a Dentistry course were invited to participate in the study and were divided into two groups: traditional method and active methodology. The traditional method group received two lectures, delivered orally. The active methodology group received a lecture about cardiac cells and the autonomic control of cardiac function, with home study of the cardiac cycle using a textbook. In the second class, an individual formative assessment was applied. Afterwards, a group activity was performed with an educational game about the cardiac cycle, followed by a group formative assessment. After applying the traditional or active methodology, test 1 was carried out. Immediately before this test, saliva samples were collected for determination of the concentrations of the stress biomarkers cortisol and α-amylase. The students also answered the State-Trait Anxiety Inventory questionnaire, used for anxiety level determination. The score obtained in the test 1 was significantly higher for the active methodology group, compared to the traditional method group. No significant differences between the groups were observed for baseline cortisol and salivary α-amylase concentrations, or for anxiety scores. Before test 1, traditional method group presented higher concentrations of salivary cortisol and α-amylase, compared to the respective baseline values, while the active methodology group showed no difference between the baseline and test 1 levels. Before test 1, there were increases in anxiety levels, relative to the respective baseline values, regardless of the teaching methodology used, but this increase was greater for the traditional method group, compared to the active methodology group. These results showed that the active methodology, associated to formative assessment, decreased test stress and anxiety, with improved student performance in comparison to traditional lectures.
This meta-analysis examines the effects of game-based learning (GBL), compared with traditional instructional methods, on the science achievement of students, ranging from primary school to ...university. Results from the 41 primary studies of 6256 participants showed heterogeneity among effect sizes. The random effects model results showed a positive effect (g = .705, 95% CI = .603, .807, p < .001), suggesting that students learned substantially more via GBL than traditional instruction. Additionally, moderation analysis found that the link between GBL and science achievement was stronger (a) among students in Eastern countries than Western countries; (b) among primary school students than undergraduates, junior or senior secondary school students; (c) on quizzes, final exams, and course grades than assignment scores; (d) for interventions between 4 hours and 1 week, smaller for those less than 4 hours, and smallest for those over 1 week; and (e) slightly in later publication years.
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In the field of automation technology education, the primary emphasis is on instructing students in the use of programmable logic controllers (PLCs). Practical training for beginners includes ...sessions on wiring and programming. However, the training on wiring lacks resources for additional practice outside the laboratory. Recognizing the potential of mobile devices and digital game-based learning, this study aims to create a mobile game app for practicing basic PLC wiring at any time and in any location. The study also seeks to examine the impact of using the game app on student performance and user satisfaction. The game app underwent expert assessment and received a high suitability rating, garnering an overall score of 4.43. Subsequently, it was employed in an experiment involving an experimental group comprising 18 students and a control group consisting of 22 students. To address non-normal data, we utilized both parametric and non-parametric methods to ensure more robust data analysis. The study found that both the independent sample t-test and the Mann-Whitney U test yielded consistent results, with p-values of 0.009 and 0.01, both below 0.05. This led to the conclusion that additional practice with the game app improved students’ performance in wiring. The user experience received positive feedback, with an overall score of 4.25. Based on the results, we consider this game app to be an effective learning tool that can enhance student performance and the learning experience in basic PLC wiring.
Introduction: Most parents or mothers do not understand about educational game tools, even many of them buy beautiful and interesting game tools but they do not think what to do with these game ...tools. In this case, if children are left in this condition, in the end this can actually be counterproductive to the purpose of education itself and interfere the growth process of preschool age children (4-6 years). The purpose of this study is to know the relationship of mother’s knowledge with the selection of educational game tools among preschool age children during the COVID-19 pandemic.
Methods: The design of this study used cross-sectional analysis with a population of all mothers who have preschool children at Al Husna Tembelang Islamic Kindergarten, Jombang with a sample of 40 people using simple random sampling technique. The data was collected through a questionnaire, then to determine the relationship between the two variables, the Spearman Rank statistical test was carried out with a significance level of = 0.05.
Results: The results showed that most of the mothers had good knowledge of 52.6% while the selection of educational game tools was 50% according to the age of the children. Based on the results of the Spearman Rank correlation test, the value of < or 0.000 < 0.05.
Conclusion: The conclusion of this study there is a relationship between mother's knowledge and the selection of educational game tools for preschool age children during the COVID-19 pandemic at Al Husna Tembelang Islamic Kindergarten, Jombang.
En formación universitaria, la formulación de proyectos de emprendimiento suele estar relacionada con la presentación de proyectos de grado, asimismo a la evidencia de desarrollo de competencias ...específicas del programa de administración de empresas, las cuales son evaluadas en Colombia a través de las pruebas del estado Saber Pro, en tal sentido, esta investigación aborda el diseño y aplicación de una estrategia pedagógica basada en gamificación que incorpora tecnologías blandas, dentro de una investigación aplicada, con diseño cuasi experimental longitudinal, basada en un método mixto, con muestra incidental, cuyos resultados evidencian un modelo que provee una mejora del 20% sobre los resultados normales en tal tipo de pruebas escritas, aportando elementos para el diseño y evaluación final de modelos similares que incorporen juegos educativos para un aprendizaje significativo, demostrándose simultáneamente la existencia de variables intervinientes ligadas al azar.
The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, ...as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component-(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.
•Little Astronaut is a treatment game.•Little Astronaut is based on the human-centered design approach.•Little Astronaut can be used in sensitive cultures.•Little Astronaut is designed for sex ...education in children.
Sex education is an important part early in a person’s life, and the lack thereof can have detrimental consequences for the individual both immediately and later in life. However, social taboos in sex education hinder the promotion of self-protective knowledge and skills in children across the globe.
Addressing this issue, this study aimed to develop a board game for the sexual education of 3–9-year-old children to equip them with self-protective knowledge and skills: “Little Astronaut.”
Using a human-centered design approach, three sources were initially used in the game data collection stage: reference articles and books on this subject, games available in this field, and opinions of experts gathered in focus groups. Subsequently, the board game was designed in a 9-stage process, including brainstorming and explaining the game scenario, classification, and design of content and elements, graphic and elements design, a compilation of instructions, production of the first version, expert review of the first version of the built game, followed by an experts’ review including feedbacks loops and final modifications that ultimately led to the production of the last version.
As a result of this human-centered, stakeholder co-design approach, “Little Astronaut” is a new cross-cultural sensitive board game for sex education in children aged 3–9 that includes suitable content to promote self-protective knowledge and skills.
Future research should quantify to what extent the “Little Astronaut” leads to gains in self-protective expertise and abilities.
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Nowadays, the use of educational games is gaining substantial popularity. Games offer immersive and fascinating environments that render them a powerful tool for achieving high-quality learning ...outcomes, like advancing students’ education through engaging activities. However, one crucial enhancement is that they should take into consideration important aspects of each individual student and adapt to them accordingly for improving the educational results. Given the above, the present work considers an educational adventure game that offers cognitive-based adaptivity in its educational content and scenarios. More specifically, it adapts both the difficulty level of the educational content and its plot dynamically to the knowledge level and learning needs of each individual student. The adaptation is realized using a fuzzy student model that detects the current cognitive state of the trainee and decides about the way in which the game’s plot has to be modified. It determines if its scenario will be dynamically extended or not, aiming to assist the trainee overcome her/his weaknesses and improve her/his educational performance. The gain of this is that through the plot’s adaptation, the game motivates the learners/players to be involved actively in the learning process and provides educational content tailored to their knowledge level and weaknesses, enhancing the educational results. The contribution of the game to the educational process and outcomes was thoroughly evaluated. The evaluation results indicate a high acceptance rate of the game by learners and teachers and underline its effectiveness in the educational results.
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