Key points <ul><li>Students’ academic achievement may be improved directly or indirectly by using educational, commercial or bespoke games (see slides 4 & 5). </li></ul><ul><li>Studies considering the links between educational video games & achievement often associate academic achievement with an increase in students’ intrinsic motivation (see slide 6) </li></ul><ul><li>Digital games can improve cognitive & practical skills not always assessed in traditional school settings, which can be useful to prepare students for their future careers (see slide 7) </li></ul><ul><li>Games-based learning (GBL) can improve students’ academic grades (see slide 8) </li></ul><ul><li>Factors contributing directly to increasing achievement include teachers’ role in GBL, students’ individual differences, game design and the educational environment. Teachers’ role (e.g. in choosing the correct game, setting up the classroom to suit collaborative & user-centred activities, & guiding students) is likely to have the greatest influence on GBL’s success & ability to increase achievement (see slide 9). </li></ul>
Achievement understood broadly <ul><li>Academic achievement cannot be analyzed in isolation. </li></ul><ul><li>A broader understanding of what it means to be a successful student & which skills may prepare students for their future career is needed. </li></ul>
Student achievement can be improved as a result of using digital games
How different types of games can increase achievement
Link between academic achievement & students’ intrinsic motivation when using games
Games can improve cognitive & practical skills not always assessed in academic settings, yet important to prepare students for their future careers Cognitive & practical skills Inter-personal skills memory Problem-solving Organizational skills Time management skills Research skills Spatial abilities
GBL can improve students’ academic grades Research shows that GBL can increase students’ grades in relation to their knowledge of a topic, in terms of: However, grades do not always reflect deeper, more abstract thinking skills such as critical thinking, creativity or expertise. To evaluate these types of skills methods such as interviews, focus groups and conceptual maps are used.
Factors contributing directly to achievement <ul><li>e.g. level of intervention </li></ul><ul><li>knowledge of the game </li></ul>
Further information <ul><li>For a reference list and full discussion of all academic articles and policy papers used as a basis for this visual presentation, please consult the ‘in depth’ answer associated to this question. </li></ul><ul><li>For a summarized text version of the above mentioned ‘in depth’ answer, please consult the ‘in short’ answer associated to this question. </li></ul>
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