game based approach and student engagement
202261100
Kahoot! Using a game based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres
ABSTRACT Traditional lecture theatre environments present significant challenges in higher education, in light of increasingly large and diverse student populations. This small scale study explores how blended learning through the game based platform Kahoot! can be used to enhance the learning experience offered to students in these spaces, from the perspective of 44 final year primary education undergraduates. An action research approach was employed with data collected from pre and post lecture surveys. Findings suggest that the integration of synchronous online learning in lecture theatres presented no technical difficulties and that gaming was successful in enabling active participation and interactive learning. Students valued its competitive nature, the immediacy of feedback on their knowledge and structured opportunities for further discussion. Students reported improvements in engagement, concentration and retention, although results for the latter were more ambiguous and would benefit from further investigation.
C Holbrey
225228102
The Transportability of a Game Based Learning Approach to Undergraduate Mechanical Engineering Education: Effects on Student Conceptual Understanding, Engagement, and Experience
Many game based instructional designs have demonstrated effectiveness for a variety of educational outcomes, although typically in limited contexts. In this article, we report the results of a four year study testing the extent to which a game based learning approach to undergraduate engineering education demonstrating promising results in a university course was transportable to other engineering courses and universities. We evaluated students' conceptual understanding, emotional engagement (with the Experience Sampling Method) and experience when using the video game, Spumone, for their coursework compared to a textbook based control condition. Multilevel models and other quantitative analyses showed that the effect of the experimental condition (i.e. game based) on conceptual understanding and student engagement was not significant. Based on a content analysis of students' feedback, however, the students reported a positive experience with game based learning for their assignments overall. Areas of need towards successful implementation of the game based learning intervention were also examined. This study has important implications for the salience of implementation issues including adequate training and continuing teacher professional development, and ongoing supports for instructors and students to aid in the learning of concepts that the game was intended to teach.
David J Shernoff Jiheon Ryu Erik A Ruzek Brianno D Coller Vincent C Prantil
229543613
Game Based Learning and Student Motivation in Mathematics
The application of game based learning (GBL) is seen to have many benefits in helping to improve the quality of the teaching and learning process. GBL approach will encourage students to solve problems and self learning and thus enable students to learn a mathematical concept without realizing it. The review findings show that GBL helps teachers to motivate student engagement in Mathematics. This is because GBL is regarded as a potential means for improving students' confidence and increasing their motivation by incorporating challenge, curiosity and fantasy to a specific problem. The application of GBL has a positive impact on student motivation and involvement in Mathematics learning. Further reading should be made on the motivational impact of student self efficacy. This is because previous studies have also found that student motivation influences students' self efficacy in that students who believe in their own abilities are more motivated to engage in learning
Izzat Syahir Mohd Ramli Siti Mistima Maat Fariza Khalid
86566963
From here to there! Elementary: a game based approach to developing number sense and early algebraic understanding
This paper examines whether using From Here to There! (FH2T:E) a dynamic game based mathematics learning technology relates to improved early algebraic understanding. We use student log files within FH2T to explore the possible benefits of student behaviors and gamification on learning gains. Using in app measures of student interactions (mouse clicks, resets, errors, problem solving steps, and completions) 19 variables were identified to summarize overall problem solving processes. An exploratory factor analysis identified five clear factors including engagement in problem solving, progress, strategic flexibility, strategic efficiency, and speed. Regression analyses reveal that after accounting for behavior within the app, playing the gamified version of the app contributed to higher learning gains than playing a nongamified version. Next, completing more problems within the game related to higher achievement on the post test. Third, two significant interactions were found between progress and prior knowledge and engagement in problem solving and prior knowledge, where low performing students gained more when they completed more problems and engaged more with those problems.
Educational Technology Research and Development
Taylyn Hulse Maria Elizabeth Daigle Daniel Manzo Lindsay Hanna Braith Avery Harrison Erin Ottmar
226794308
Game Based Approach to Teaching and Learning in Optometry Education
Game technologies has the potential to shift health education towards experiential learning by offering a highly realistic learning experience while facilitating student engagement and enabling students' practice and prepare for complex real world situations and clinical decision making. This paper described the development of a gamified technology for teaching and learning red eye pupillary reflexes for use in Optometry education. The game was developed using Autodesk Maya, ZBrush, and Photoshop. The eye model design explicitly showed the anterior iris as well as pupillary reflexes (dilation and constriction) and red eye reflexes via an interactive 3D simulation. The RedEye Game is an innovative strategy suitable to provide a realistic display of red eye signs and pupillary reflexes in a controlled environment. The RedEye Game can support the training of optometry students by delivering and reinforcing critical knowledge and concepts while providing educators with new strategies to supplement traditional education approaches.
Baris Isikguner Valerie Onyinyechi Umaefulam
198140913
Using online game based platforms to improve student performance and engagement in histology teaching
BackgroundHuman morphology is a critical component of dental and medical graduate training. Innovations in basic science teaching methods are needed to keep up with an ever changing landscape of technology. The purpose of this study was to investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot(r) and whether gamification effects on learning and enjoyment.MethodsIn an effort to both evoke students' interest and expand their skill retention, an online competition using Kahoot(r) was implemented for first year students in 2018 (n 215) at the University of Eastern Finland. Additionally, closed (160/215) or open ended (41/215) feedback questions were collected and analyzed.ResultsThe Kahoot(r) gamification program was successful and resulted in learning gains. The overall participant satisfaction using Kahoot(r) was high, with students (124/160) indicating that gamification increased their motivation to learn. The gaming approach seemed to enable the students to overcome individual difficulties (139/160) and to set up collaboration (107/160) furthermore, gamification promoted interest (109/160) and the respondents found the immediate feedback from senior professionals to be positive (146/160) In the open ended survey, the students (23/41) viewed collaborative team and gamification based learning positively.ConclusionThis study lends support to the use of gamification in the teaching of histology and may provide a foundation for designing a gamification integrated curriculum across healthcare disciplines.
BMC medical education
Szabolcs Felszeghy Sanna Pasonen-Seppanen Ali Koskela Petteri Nieminen Kai Harkonen Kaisa M A Paldanius Sami Gabbouj Kirsi Ketola Mikko Hiltunen Mikael Lundin Tomi P Haapaniemi Erkko T Sointu Eric B Bauman Gregory E Gilbert David A Morton Anitta Mahonen
46987506
A Game Based Approach to Teaching and Learning Anatomy of the Liver and Portal Venous System
Introduction The use of games and game elements as teaching tools has received increasing attention in the medical education literature. Used formatively, games promote student engagement and satisfaction, and encourage collaboration and teamwork among students. They may also help students retain knowledge, although research supporting this notion is limited. This resource contains a 30 minute interactive lab station involving two different game based activities aimed at teaching functional anatomy of the liver and portal venous system. Methods The first activity is a flipped version of a traditional pinned anatomy practical, wherein students place their own pins on a body donor in response to application level prompts. The second activity is an outlay type card game where students assemble cards to depict the venous drainage of gut organs in a healthy patient versus one with portal hypertension. Results In end of session reviews, several students volunteered feedback that the activities were effective and enjoyable. Additionally, average student scores on two subject exam questions increased by approximately 13% and 4% compared with students who took the exam before the game elements were introduced. Discussion These game based activities may serve as a starting point for others wishing to deal with historically difficult topics in a more engaging way. The tools presented are low cost, low tech, and easy to modify for use with different student populations.
MedEdPORTAL the journal of teaching and learning resources
Robert V Hill Zeinab Nassrallah
186525641
'Protein Synthesis Game' Utilizing Game Based Approach for Improving Communicative Skills in A Levels Biology Class.
This experimental paper seeks to elucidate the usage of the card game 'Protein Synthesis Game' as a student's learning tool in studying the Biology topic of protein synthesis during an A Level course. A total of 24 experimental students in 3 induced groups and 24 controlled students in controlled groups were involved in the experiment which began with a pretest on the topic of Protein Synthesis, followed by the experimentation, and ended with a post test administered after the incubation period. Results indicate that students have better facilitative communicative engagement in learning protein synthesis when playing the game as compared to 'PROTEIN SYNTHESIS GAME' UTILIZING GAME BASED APPROACH FOR IMPROVING COMMUNICATIVE SKILLS IN A LEVELS BIOLOGY CLASS mohd Adlan ramly1 mohdadlan@salam.uitm.edu.my Nurul Aida binti Kamal Ikhsan2 nurulaida@salam.uitm.edu.my Nur rahimatul Hayati binti Abdul rahman3 rahimatul@salam.uitm.edu.my Norlizayati binti ramlan4 norliz2901@puncakalam.uitm.edu.my 1Faculty of Education, Universiti Technologi MARA Kampus Puncak Alam, 42300 Bandar Puncak Alam, Selangor, MALAYSIA 234Centre of Foundation Studies Universiti Technologi MARA 43800 Dengkil, Selangor, MALAYSIA Received: 25 July 2017 Accepted: 28 October 2017
Mohd Adlan Ramly Nurul Aida Binti Kamal Ikhsan Nur Hayati Abdul Rahman Nur Rahimatul Hayati Binti Abdul
208108044
A 'KAHOOT! Approach: The Effectiveness of Game Based Learning for an Advanced Placement Biology Class
Background.Keeping high school students engaged and motivated to learn complex scientific concepts can be difficult and challenging; this is especially true if the task feels daunting and unfamiliar to the students. Incorporating educational technology, such as KAHOOT, into the classroom can help students learn scientific material even when it is difficult. Aim. Our objective is to determine the effectiveness of gamification in an Advanced Placement Biology (AP biology) classroom by using the online game 'KAHOOT! as a supplement to traditional teacher centered learning. In addition, we determine the use of 'KAHOOT! in enhancing student engagement and the learning experience for biology. Methods. A presentation on Transcription and Translation was given to a small group of high school AP Biology students (n 18, 18 women) After the presentation, the students were given 15 questions and twenty seconds to answer each question in the 'KAHOOT! game. Both the students and the teacher were given a post activity survey to assess their interest in the activity. Results. Based on the responses in the Students' Survey, 'KAHOOT! can be used as a gamified assessment tool to help students learn the topic of 'Transcription and Translation' by actively engaging them in a fun and exciting manner. Conclusion. The overall activity had a positive impact on the students and teacher as the students enjoyed learning Transcription and Translation through the use of 'KAHOOT!
Simulation Gaming
Serena Jones Priya Katyal Xuan Xie Madeleine P Nicolas Eric Leung Damon M Noland Jin Kim Montclare
226629709
Re Designing the Senior Design Classroom Experience with Game Based Learning.
Historically, classroom content delivery has relied on lecture, but recently there has been a call for educators to use active learning to promote student engagement and a deeper understanding of the material (Bonwell and Eison 1991; Erickson 1984; Cross 1987; Prince 2004; Bodnar and Clark 2014) According to Prince (2004) active learning is any method that promotes engagement with the material through activities and requires students to think about what they are doing. This mixed methods study used Game Based Learning as an active learning methodology to embed 21 Century Skills and epistemic frames into the domain content of a Bioengineering Senior Design Course. The control section was taught primarily with seventy five minute lectures and the intervention section used a flipped classroom approach where in class time focused on games and activities. The intervention was developed using Game Based Learning (GBL) as the pedagogy within the Cognitive Apprenticeship framework. The framework is based on the traditional model of apprenticeship where students learn how to replicate the thought processes of an industry professional and then apply those techniques to their own project (Collins and Kapur 2014; Pieters and de Bruijn 1992; Mitterer and John 2006; Stalmeijer 2015) The quantitative data indicated that students from both sections of the course learned acceptable levels of domain content. However, qualitative data which included student reflections and semi structured interviews did indicate that students in the intervention section developed a better understanding of 21 Century Skills. This led us to the conclusion that Game Based Learning within the Cognitive Apprenticeship model can be used as a valuable classroom tool for delivering curriculum in senior design courses.
Erica B Walker John D DesJardins Breanne Przestrzelski