The aim of this study is to assess the use of MinecraftEdu in classroom practice analyzing the outcomes and
attitudes of all members of the educational community through a quasi-experimental approach. The research
presents three dimensions oriented to assessing the use of this application in a didactic unit “History and
Architecture” compared through statistical inference (t-student) to a control group that develops the same unit
with slides and traditional expositional methods. The second dimension values the attitudes of teachers, students
and parents regarding the implementation of video games in formal education using descriptive analysis and
nonparametric statistical inference through the Jonckheere-Terpstra test and the Kruskal-Wallis test, which
allows each group ranks to be compared. The third dimension analyzes interactions in a virtual learning
environment related to the implementation of MinecraftEdu. Although there are no significant improvements
regarding academic outcomes and some parents hold negative attitudes, it is noteworthy that the majority of the
sample considered that MinecraftEdu is fun, enhances creativity, develops discovery and is a good application
for creating and exploring immersive historical environments.
Development Game Edutainment Combined with Multimedia Learning to Improve Cog...EvaniaYafie
There is a growing body of evidence supporting the many connections between cognitive competence and game
edutainment. This article defines the cluster of concepts related to pretend game and cognition and briefly synthesizes the
latest research on the role of such play in children's cognitive and naturalistic intelligence. Edutainment games are a game
that includes rules, student guides in practice, awards as a form of appreciation. The combination of interactive multimedia
with edutainment games to reduce the weaknesses of each method and media. Multimedia learning can be used to explain
games in edutainment games so childreneasy to understanding the command, as well as can be used as media to increase
motivation and enthusiasm of children. Game edutainment game utilizes classroom and outdoor especially in the park so it
is expected to increase naturalistic intelligence. The purpose of this research is for the development of Edutainment Game
Combined with Multimedia Learning which has the level of validity, 2) to overcome the effects of Edutainment Game
Combined with Multimedia to Increase Cognitive and Naturalistic Intelligence At 5-6 Year Kindergarten. The research
method is research and development (R&D. The development model adopts the Borg and bile model. This research takes
place in TKNBI Tlogowaru Malang. Data analysis used is descriptive model for model validity test and t test to analyze
model affectivity. The results showed media and method with the level of expert media expertise of 89%, material experts
by 91%. The effectiveness test also shows a model of Combined Edutainment With Effective Multimedia Learning In To Improve Cognitive And Naturalistic Intelligence In 5-6 Year TK
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
Connecting to learners means connecting to the tools of their everyday world. Therefore, video games, now ubiquitous among two full generations, must be considered when examining curriculum and instruction. In this session, participants will deconstruct the learning and design concepts behind video games, examine how these concepts align with research-based classroom practice, and explore ways in which gaming should be incorporated into the definition of what it means to be literate in society today.
Fingers on the Screen: Game-Based Learning for Students with Intellectual Dis...eLearning Papers
Author(s): Maria Saridaki, Costas Mourlas.
Game-Based Learning in the special education classroom is still regarded with skepticism by educators, or has been used mainly as an extrinsic reinforcement.
The aim of this study is to assess the use of MinecraftEdu in classroom practice analyzing the outcomes and
attitudes of all members of the educational community through a quasi-experimental approach. The research
presents three dimensions oriented to assessing the use of this application in a didactic unit “History and
Architecture” compared through statistical inference (t-student) to a control group that develops the same unit
with slides and traditional expositional methods. The second dimension values the attitudes of teachers, students
and parents regarding the implementation of video games in formal education using descriptive analysis and
nonparametric statistical inference through the Jonckheere-Terpstra test and the Kruskal-Wallis test, which
allows each group ranks to be compared. The third dimension analyzes interactions in a virtual learning
environment related to the implementation of MinecraftEdu. Although there are no significant improvements
regarding academic outcomes and some parents hold negative attitudes, it is noteworthy that the majority of the
sample considered that MinecraftEdu is fun, enhances creativity, develops discovery and is a good application
for creating and exploring immersive historical environments.
Development Game Edutainment Combined with Multimedia Learning to Improve Cog...EvaniaYafie
There is a growing body of evidence supporting the many connections between cognitive competence and game
edutainment. This article defines the cluster of concepts related to pretend game and cognition and briefly synthesizes the
latest research on the role of such play in children's cognitive and naturalistic intelligence. Edutainment games are a game
that includes rules, student guides in practice, awards as a form of appreciation. The combination of interactive multimedia
with edutainment games to reduce the weaknesses of each method and media. Multimedia learning can be used to explain
games in edutainment games so childreneasy to understanding the command, as well as can be used as media to increase
motivation and enthusiasm of children. Game edutainment game utilizes classroom and outdoor especially in the park so it
is expected to increase naturalistic intelligence. The purpose of this research is for the development of Edutainment Game
Combined with Multimedia Learning which has the level of validity, 2) to overcome the effects of Edutainment Game
Combined with Multimedia to Increase Cognitive and Naturalistic Intelligence At 5-6 Year Kindergarten. The research
method is research and development (R&D. The development model adopts the Borg and bile model. This research takes
place in TKNBI Tlogowaru Malang. Data analysis used is descriptive model for model validity test and t test to analyze
model affectivity. The results showed media and method with the level of expert media expertise of 89%, material experts
by 91%. The effectiveness test also shows a model of Combined Edutainment With Effective Multimedia Learning In To Improve Cognitive And Naturalistic Intelligence In 5-6 Year TK
A brief overlook of video games and their use for education. Included in the presentation are drawbacks, the power of reading, and tangential learning through video games.
Connecting to learners means connecting to the tools of their everyday world. Therefore, video games, now ubiquitous among two full generations, must be considered when examining curriculum and instruction. In this session, participants will deconstruct the learning and design concepts behind video games, examine how these concepts align with research-based classroom practice, and explore ways in which gaming should be incorporated into the definition of what it means to be literate in society today.
Fingers on the Screen: Game-Based Learning for Students with Intellectual Dis...eLearning Papers
Author(s): Maria Saridaki, Costas Mourlas.
Game-Based Learning in the special education classroom is still regarded with skepticism by educators, or has been used mainly as an extrinsic reinforcement.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
Educational video games are an enjoyable and engaging method of education for children of all ages. They can help children enhance their literacy, mathematics, science, and problem-solving abilities, as well as develop crucial life skills like cooperation and creativity.
Educational video games are more prevalent than ever in the digital age. There is an extensive selection of educational games for all types of devices, including computers, tablets, and mobile phones. This means that children can simultaneously learn and have joy regardless of their location
While active learning fits well in the “short game” design, something else is needed to make the course “long game” worth playing for students. We have implemented the “long game” design in our Introduction to Computing course at Grand Valley State University, which earned exemplary course status in the 2017 Blackboard ECP program. The key to the “long game” is the adoption of an experience points (XP) ledger. This instrument allows students to earn XP during lectures, homework assignments, hands-on practice sessions and track the total across the length of the course. School grades used to serve as the “long game” strategy. However, today they are more likely to demotivate students than encourage them to conduct deeper exploration or to appreciate the subject matter. Grades have become a high stakes extrinsic reward. Just as money – in the research of Daniel Pink – is a poor motivator of knowledge workers, grades are a poor motivator of intellectual performance for students. Citation: Machajewski, S. (2017). The short and long game theory for academic courses. Blackboard Inc. Retrieved from http://blog.blackboard.com/the-short-and-long-game-theory-for-academic-courses/
Education in every country is very critical to each one of us. This project seeks to identify the problems associated with learning at the elementary level, and the highlights the effects of poor educational foundations have on children when they grow to learn at the advanced level. The project proposes the designing and implementing of an educational video game app that can assist children from ages 2 to 7 years in overcoming the challenges associated with poor educational foundation in most developing countries in Africa especially. This app is design by creating an intuitive mobile application that will aid in the understanding of basic concepts associated with learning and the ability for elementary school children to employ this in their respective everyday activities. The project is also designed to encourage children in the whole study process hence not making it boring but exciting and more fun for children as well. It also seeks to help parents’ teachers and guardians to track the progress of children who use the application and helps them know the needed support that they require to make each study session a success. The study incorporates a rigorous literature review that seeks to identify all the gaps associated with solving the problem. This project adopts the Scrum methodology. The scrum method is a simple adaptive framework to deliver working software in sprints. It has three main stakeholders the Product owner, scrum master and the team members. It uses two main artifacts namely the product backlog and the sprint backlog to guide the team during sprints. The study concluded that the use of educational video games in learning math and English by the children is helpful since the children can quickly grasp the concepts within very short period.
Impact of play based learning on the development.pdfvideosplay360
Play-based learning is a pedagogical approach that emphasises the use of play in promoting multipleareas of children’s development and learning. Free play and guided play are two types of play-basedlearning which guide early learning. The children acquire concepts, skills, and attitudes that lay thefoundation for lifelong learning through play pedagogies.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Game based learning and intrinsic motivation
1. Running head: GAME-BASED LEARNNG 1
Game-based Learning and Intrinsic Motivation
Kristi Mead
California State University, Fullerton
IDT 520, Section 09
April 15, 2011
Mr. Jim Schools
2. GAME-BASED LEARNING 2
Abstract
In an address to students at TechBoston Academy, a public technology and college prep
school in Massachusetts, President Obama declared, “I'm calling for investments in
educational technology that will help create...educational software that is as compelling as
the best video game. I want you guys to be stuck on a video game that's teaching you
something other (than) blowing something up” (Huffington Post, 2011) Game-based
learning is inherently engaging. The instructional designer is charged with the task of
developing games that not only compel and entertain the learner, but also teach through
role play and other techniques that tap into the intrinsic motivation of the learner. The aim
of this paper is to explore the possible effects on intrinsic motivation of students who use
computer-based games as a learning tool.
3. GAME-BASED LEARNING 3
The Implications of Game-based Learning in Education
Introduction
Technology has swept through education at the speed of light, and much to the chagrin of
many educators. Surprisingly, there are still teachers who believe that the delivery of classroom
instruction should remain as it was before computers entered the educational arena. It is
understandable that some educators feel unable to keep up with all of the changes that the new
generations bring with them. However, students are growing up in a world that is vastly different
than that of their teachers, and it's vital for the educational success of students that the delivery of
instruction be relevant to the world outside of the classroom.
Game-based learning is a natural evolution from traditional methods of teaching, which
include static, non-interactive elements, such as textbooks, chalkboards, and lecturing at
students rather than exploring with students. Games in education provide a vehicle by which
students can explore, solve problems, attempt challenges, make decisions, and educational games
contribute to learning broadly. The author posits that students who use digital media, in the form
of educational games, will have a deeper content understanding and a longer retention rate of the
course material than those that employ traditional methods of lesson delivery.
Game Design for Project-based Learning
Games are an interactive way to compel players to take a deliberate role in their learning
experience. Project-based learning (PBL) is a key element in games, whereby students can step
into the roles of characters as they navigate through the game scenarios. Students are challenged
to solve problems, think critically, make choices and face consequences. Project-Based
Learning has been heralded by some as a major development in education (Gijbels, Dochy, Van
den Bossche, and Segers, 2005). Though much of the research is conducted in the context of
4. GAME-BASED LEARNING 4
higher education, and, indeed, in medical schools, with students who are more sophisticated
learners than the K-12 population, it seems reasonable that some of the basic principles would
apply. Waks and Sabag (2004) compared traditional methods of instruction with a PBL approach
incorporating technology to examine the influence on student achievement finding that students
employing the PBL approach outscored their classmates using traditional methods, supporting
the principle that the more students are engaged, the better they understand the course content,
and that better understanding translates into higher test scores. Group dynamics may be another
important consideration in designing a successful PBL module, but there does not seem to be
much in the way of a clear picture in the literature. For example, Song, and Grabowski (2006)
looked at how design and implementation affected student motivation, while Goldstein and
Puntambekar (2004) examined the role of gender in technology rich collaborative learning
environments, but neither study was able to produce significant differences between groups.
Lastly, Cognitive Load Theory (CLT) seems to offer promise especially to instructional designers
(van Merriënboer, J., and Ayres, P. 2005), as it details how a buffer memory, with limited
capacity to absorb new information, and a long-term memory, essentially unlimited, work
together to create expertise in an individual through the creation of cognitive schemas. Such a
model can be used to make predictions about how students learn best, opening the door for an
intelligent use of technology to reduce the cognitive processing load, with the payoff of making
some previously impossible tasks now possible, while turning other tasks into easier ones.
Yet, studies show that caution must be used in employing technology in an undisciplined
way. Schnotz and Rasch (2005) considered how animation improves learning. Among other
things, they found that animation can have a negative effect on learning, especially if it reduces
essential processing required for a student to make deeper connections. In fact, interactivity, too,
7. GAME-BASED LEARNING 7
of game, many players participate simultaneously over the Internet requiring collaboration and
strategic planning. MMORP games for education are still in the research and development
stages, but most readers will be familiar with the concept as it is used in various popular games
such as World of Warcraft, Halo, and many others. It is expected that MMORP games will
appear in the education realm in 4-5 years (New Media Consortium, 2011). The highly
interactive learning environment of MMORP games provides many opportunities for critical
thinking, collaborating and strategic planning with other learners. The virtual environments can
be fantasy simulated reality. MMORP games contain elements that foster intrinsic motivation,
such as discourse with other characters or learners sharing the environment, a 3D rendering of the
characters and environment, choices (i.e.,character to role-play and discourse), interactive
challenges, and multiple genders and species, to name a few (Dickey, 2007). To successfully
construct knowledge, the player must have the opportunity to explore and manipulate objects in
the scenes. The social environment of an MMORP supports social negotiating, decision making
skills, and reflection.
Assessments
Lee Sheldon, a professor of game design at Indiana University, has stopped handing out
grades and instead is assessing students by “experience points (xp).” Sheldon uses the ideas
taught in his class to create a game environment. At the beginning of each term, he starts his
students at 0 xp. Students have opportunities to earn points by completing quizzes and solo
projects. The professor attributes the use of game terms to a highly motivated group because the
terms are associated with fun and not education (Toor, 2010). Another proponent of using games
to assess learners is Clark Alderich, a blogger for The Unschooling Rules. In his article,
Assessment + MMORPG + Real World Challenges: How the MESH Will Change Education
8. GAME-BASED LEARNING 8
(2011) he outlines the many benefits of assessing learners through the use of MMORPGs. By
using a similar method to the one used by Sheldon, Alderich believes that players should earn
points toward degrees and received detailed assessments outline the learners strength and
weakness, as well as industry preferences. Aldrich opines that assessments would be “real and
dynamic,” and would always stay current and adaptive. Assessing learning through games would
prove that a learner has constructed knowledge, regardless of the method by which a learner
gained that knowledge. Learning is scaffolded, and the days of regurgitating information from
rote memory would be eliminated. Learning would take place on a much deeper level.
Discussion
Additional research may pursue the traits of optimal game-based learning, the adaptation
of educational games to other subjects, or perhaps the differences in brain functioning between
gamers and traditional students. Game designers have been successful in creating games that are
not only intrinsically motivating, but some are down right addicting (Susaeta et al., 2010). The
implication of games in education is far reaching. Used in conjunction with brain-based
research, motivation theory, and instructional design expertise, games will likely change the face
of education. It may prove useful for educators and instructional designers to work together to
develop game-based, interactive learning environments that are engaging for all students. Game-
based learning will enable students to take ownership of their learning experience and connect
with information in a way that traditional methods simply cannot.
9. GAME-BASED LEARNING 9
References
Aldrich, C. (2011, February 24). Assessment + MMORPG + Real World Challenges: How the
MESH Will Change Education, The Bog of Unschooling Rules, Retrieved from
http://unschoolingrules.blogspot.com/2010/04/assessment-mmorpg-real-world-
challenges.htm
Alessi, S. M. & Trollip, S.R. (2001). Multimedia for Learning: Methods and Developments,
Needham Heights, MASS: Pearson
Dickey, M. D. (2006, June). Game Design Narrative for Learning: Appropriating Adventure
Game Design Narrative Devices and techniques for the Design of Interactive Learning
Environments, Educational Technology Research and Development, (Vol. 54, No. 3, pp.
245-263), New York, NY: Springer
Dickey, M. D. (2007, June) Game Design and Learning: Ac Conjectural Analysis of How
Massively Online Role-playing Games (MMORPGs) Foster Intrinsic Motivation,
Educational Technology Research and Development, (Vol. 55, No. 3, pp. 245-263), New
York, NY: Springer
Gershenfeld, A. (2011, April 4). Game Based Learning: Hype vs. Reality. The Huffington Post.
Retrieved from http://www.huffingtonpost.com/alan-gershenfeld/game-based-learning-
education_b_843001.html
Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of Problem-Based
Learning: A Meta-Analysis from the Angle of Assessment. Review of Educational
Research
75(1), 27-61.
Goldstein, J., & Puntambekar, S. (2004). The Brink of Change: Gender in Technology-Rich
Collaborative Learning Environments. Journal of Science Education and Technology
13(4), 505-522.
Moreno, R., & Valdez, A. (2005). Cognitive Load and Learning Effects of Having Students
Organize Pictures and Words in Multimedia Environments: The Role of Student
Interactivity and Feedback. Educational Technology Research and Development, 53(3),
35-45.
New Media Cornsortium, The. (2011). The Horizon Report: 2011 Edition. Retrieved from
http://wp.nmc.org/horizon2011/sections/game-based-learning/
Schnotz, W., & Rasch, T. (2005). Enabling, Facilitating, and Inhibiting Effects of Animations in
Multimedia Learning: Why Reduction of Cognitive Load Can Have Negative Results on
Learning. Educational Technology Research and Development, 53(3), 47-58.
Song, H., & Grabowski, B. (2006). Stimulating Intrinsic Motivation for Problem Solving Using
Goal-Oriented Contexts and Peer Group Composition. Educational Technology Research
and Development, 54(5), 445-466.
Susaeta, H., Jimenez, F., Nussbaum, M., Gajardo, I., Andreu, J. J., & Villalta, M. (2010). From
MMORPG to a Classroom Multiplayer Presential Role Playing Game. Educational T
echnology & Society, (Vol. 13, No. 3, pp. 257–269).
Toor, A. (2010, March 26). Prof Subs Grades for Experience Points, Presentations With Quests,
Retrieved from http://www.switched.com/2010/03/26/prof-subs-grades-for-experience-
points-presentations-with-quest/
van Merriënboer, J., & Ayres, P. (2005). Research on Cognitive Load Theory and Its Design
10. GAME-BASED LEARNING
10
Implications for E-Learning. Educational Technology Research and Development, 53(3),
5-13.
Waks, S., & Sabag, N. (2004). Technology Project Learning versus Lab Experimentation.
Journal of Science Education and Technology, 13(3), 333-342.