Gaming+in+Education+Research

This study used a multiplayer virtual environment to examine student self-efficacy in seventh grade science. Initial differences in self-efficacy improved with game use by the students. ** Ketelhut, D.J. (2007). The impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in //River City//, a multi-user virtual environment. //Journal of Science Education and Technology 16//(1), 99-111. ** Researchers piloted a participatory reality game with high school science students. The game was an authentic experience, designed to reflect reality, but some students didn’t grasp the dynamic disease model in the game. ** Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with networked augmented realities. //Journal of Science Education and Technology 16//(1), 31-45. ** Researchers found that undergraduate students who played an immersive 3D-world game scored higher on standardized science tests and performance-based transfer tasks. ** Barab, S.A., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S.J., & Warren, S. (2009). Transformational play as a curricular scaffold: Using videogames to support science education. //Journal of Science Education and Technology 18//, 305-320. ** SS code: DD999 Hainey, T., Connolly, T., Stansfield, M., & Boyle, E. (2011, December). The differences in motivations of online game players and offline game players: A combined analysis of three studies at higher education level. Computers & Education, 57(4), 2197-2211. doi:10.1016/j.compedu.2011.06.001 [] Educators have become aware of the motivating properties of computer games, and are beginning to desire to exploit these properties for the purposes of learning. This paper reports on three higher education studies completed between 2005 and 2009. These studies found that the "challenge factor" of the games was the highest motivational factor. Those players who prefer multi-player games derived more competition, cooperation, recognition, fantasy and curiosity, while online multi-players derived more challenge, cooperation, recognition and control from playing the games. Online players (multi-player or not) ranked competition, cooperation and recognition as the biggest motivations for their interest in games. Games online or offline, multi-player or single, motivate people by offering challenge. When playing together, the competition and cooperation in conjunction with recognition create high levels of motivation among players (learners). Papastergiou, M. (2009, November). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622. doi:10.1016/j.compedu.2009.04.001 [] This paper was a literature review on the use of computerized games in health and physical education in grade schools. 34 articles were included in the conclusions of the literature review. The reviewed articles were categorized as: research; development; discussion; or theory. The author found that computerized games benefit health education and physical education by improving players knowledge, skills and attitudes, not to mention the potential for improving physical fitness, motor skills and the motivation to get physically active. Jong, M. S., Junjie, S., Fong-Lok, L., & Lee, J. H. (2008, January). Harnessing Computer Games in Education [Electronic version]. International Journal of Distance Education Technologies, 6(1), 1-9. [] "In the past, game-based learning used to be interpreted as a means for “sugaring” didactic schooling." As education has shifted from the didactic model to a constructivist model based on active learning which is goal-oriented, contextual, interesting, challenging, and interactive." Game based learning is now seen with the potential to transform entertainment to edutainment. The authors believe that "game-based learning could be an integral part of of our education systems allowing a variety of contemporary pedagogical approaches to co-exist and interplay" RR715rockinrick (forgot squirrel code : Kuo Hung, H., & Chong-Ji, K. (2009). Integrating Computer Games with Mathematics Instruction in Elementary School- An Analysis of Motivation, Achievement, and Pupil-Teacher Interactions. //World Academy Of Science, Engineering & Technology//, //60//261-263. This study looked at the impact of computer games on mathematical instruction. It specifically looked at motivation, mathematical achievement and interactions between teachers and pupils. The study group consisted of two 5th grade classes. In the control class, traditional instruction of the material occurred. In the experimental class, game integrated instruction was implemented. Comparing the scores of the two classes, the authors concluded that “dramatic” improvement in attitudes and achievement occurred. They also noted that less direct instruction and more active learning in the game class. Annetta, L., Mangrum, J., Holmes, S., Collazo, K., & Cheng, M. (2009). Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom. //International Journal Of Science Education//, //31//(8), 1091-1113. doi:10.1080/09500690801968656 This study looked at the effect of a teacher-created Multiplayer Educational Gaming Application (MEGA) on learning about simple machines and also the effects on gender. Seventy-four, 5th grade students, 31 males and 43 females, participated in the study. A pre and post test comparison was analyzed after the students participated in, on the average, 5.25 hours of game play. Overall significant gains in scores were noted but no gender effect. Observations and focus group analysis also indicated a high level of engagement. The authors contend that this supports the idea that integrating technology can aid in the learning process. Suh, S. S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG-based instruction in elementary English education in Korea. //Journal Of Computer Assisted Learning//, //26//(5), 370-378. doi:10.1111/j.1365-2729.2010.00353.x This study looked at the effects of massive multiplayer online role playing game (MMORPG) instruction on English language learning. The participants in the study were 302, fifth and sixth grade students from 5 schools in South Korea. 118 were in the experimental group and 102 were in the control group. This group was given face to face classroom instruction. After 2 months of instruction, tests indicated that the experimental group scored higher in the areas of listening, reading and writing than those in the face to face classes. The authors felt that this type of instruction may be useful in English language instruction. PP220 Huizenga, J. J., Admiraal, W. W., Akkerman, S. S., & Dam, G. (2009). Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. //Journal Of Computer Assisted Learning//, //25//(4), 332-344. doi:10.1111/j.1365-2729.2009.00316.x [] This article examined the use of mobile history games in the learning environment. The game was designed for first year secondary students. Five different schools, 20 classes and 458 students were studied. Students in 10 classes played the mobile history game and the other 10 classes had project-based lessons. Results showed students who played the game were more engaged and gained more knowledge. No difference was found in movtivation. Liu, C., Cheng, Y., & Huang, C. (2011). The effect of simulation games on the learning of computational problem solving. //Computers & Education//, //57//(3), 1907-1918. doi:10.1016/j.compedu.2011.04.002 []://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=63187402&site=ehost-live// This study examined if simulation games designed for learning computational problem solving allowed the 117 students to preceive a flow learning experience. It found the students that were engaged in the learning did preceive a flow and applied multiple learning strategies such as trial and error, learning by example, and analytical reasoning. Students who showed boredom did not experience flow and only superficially learned the computation skills. //Bekebrede, G. G., Warmelink, H. G., & Mayer, I. S. (2011). Reviewing the need for gaming in education to accommodate the net generation.// Computers & Education//,// 57//(2), 1521-1529. doi:10.1016/j.compedu.2011.02.010 []://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=60786992&site=ehost-live This article examined whether students from the "gamer generation" need learning methods that involve extensive computer use and collaboration in higher education. Between 2005-2009, 1432 students from 8 Dutch Universities were studied. Analysis found little difference in the learning preference or value in gaming in education, but the students viewed gaming as a valuable teaching tool. SS965 __**Article #1:**__ Aligning game activity with educational goals: following a constrained design approach to instructional computer games __The subject the group studied:__ 9th Grade English students __Annotation:__ The design, creation, and implementation of an instructional game to be used with a 9th Grade poetry class is examined. Game-play transcripts and interviews offered additional insights into the successes and failures of intentional efforts. __Basic Outcome:__ Supports gaming __Citation:__ Shelton, B. & Scoresby, J. (2011). Aligning game activity with educational goals: following a constrained design approach to instructional computer games. //Education Tech Research Dev (59).// 113-138. __**Article #3:**__ Mobile game-based learning in secondary education: engagement, motivation, and learning in a mobile city game. __The subject the group studied:__Secondary Education kids __Annotation:__ Using mobile games in education combines situated and active learning with fun and potentially excellent manner. Some pupils played the mobile game while other pupils received a regular, project based lesson. __Basic Outcome:__ Supports gaming __Citation:__ Huizenga, J., Admirral, W., Akkerman, S. & Dam, G. (2009). Mobile game-based learning in secondary education: engagement, motivation, and learning in a mobile city game. //Journal of Computer Assisted Learning (25) 4.// 332-344. Secret Squirrel Code for the above three articles: JJ238 The research conducted for this quest is targeted for PreK-12 education. I opted for research in this area, as I provide counseling services for children and adolescents in both education and community environments. While playing games may not be completely new in our environments of education, home, and workplaces, I am learning more of the technology based games such as video gaming in the classrooms. While there are articles and research that are both opponents and proponents for gaming in education curriculum, I opted to review further research supporting this topic as I continue to learn more positive insights, research, advocacies, and ideologies of how gaming is a good alternative learning method for our technology based generation of children and young adults. Children are born into the technology world of gadgets and electronics. In reading online research from internet site //The Importance of Games in Education// Layman cites game researchers Michael Young, P.G. Schrader, and Dongping Zheng as quoting, "Many of today's students spend more time playing video games than they do watching television, reading books, or watching films". It is further suggested that because most students have an element of expertise in electronic gaming, their capacity to learn in that realm will be higher than in a typical classroom setting (Web.2). As noted in research the purpose of play is to learn, crete, feel challenged, feel joy, and even to calm and focus ourselves. Per class discussions and research, as a general rule of thumb, computer games are goal-oriented. An example of two games that focus on the player's process as key engagement are //Littlebigplanet// (LBP) and //Flower.// In LBP the user controls a small wooly character known as Sackboy or Sackgirl who can navigate an increasingly challenging series of playful 3D environments. Gradually, the learners (Sackboy or Sackgirl) are able to create their own environments with a range of tools, environments, objects of weights, etc. THe other game, //Flower//, is a smaller scope. The learner maniuplates the controller to fly through beautiful synthetic 3D landscapes, collecting flower petals. This effect aims the relax the player/learner rather than stimulte them. While there are objectives, those are secondry to the enjoyment of the journey itself (Jameson, 2009). In summary, games can help stimulate and change the way we learn, think, and become productive in society. "Computer Games in Classrooms". //Curriculum Leadership//. 15 May 2009. n.page. sscode jj634
 * __Article #2:__** The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning __The subject the group studied:__ High School Students __Annotation:__ Studies the effects of game strategy and preference-matchong on novice learners' flow experience and performance in learning to program using an experiential gaming activity. __Basic Outcome:__ Supports gaming __Citation:__ Wang, L. & Chen, M. (2010). The effects of game strategy and perference-matching on flow experiene and programming performance in game-based learning. //Innovations in Education & Teaching International (47)1.// 39-52.

__Games, Simulations, and Visual Metaphors in Education: Antagonism Between Enjoyment and Learning__ Higher Education, N=70 This study seeks to demonstrate the potentially debilitating effects of gaming and enjoyment on learning and retention. Participants were presented with information about concepts in physics, either through a game, a visual metaphor, or a combination of the two. While the visual metaphor had no observable effect on retention, sole use of the game led to higher reported levels of enjoyment by the participants couples with demonstrated interference with retention. When combined, the visual metaphor and game resulted in the highest levels of retention among participants. Neutral/Tendency towards refutation. While games did increase enjoyment of learning, that increased level demonstrably obstructs the learning and retention processes. Games are therefore best utilized in tandem with traditional instruction. Noah, D., & Rieber, Lloyd. P. (2008). Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning. //Educational Media International//, //45//(2), 77-92. __Simulations – Give Sales Training A Dose of Reality__ Other- Adult sales representatives, N= appx. 10 (2 groups of around 5 adults each) This study examines the efficacy of games in training experienced sales representatives for a medical device manufacturer. Representatives participated in a mock hospital simulation to replicate ‘real-world’ issues being faces by the employer. The simulation was extremely successful, due in no small part to the competitive nature of the simulation. Support. The stimulatory game engaged participant’s desire for accomplishment/reward, competition, and teamwork and led to a very positive response from the participants and employer. Gielda, S//.// (2011). Simulations give sales training a dose of reality. //T+D.// 65 (11), 52-55. __Wii-Learning: Using Active Video Games to Enhance the Learning Experience of Undergraduate Sport Psychology Students__ Higher Ed, N=136 This study posits active video games can be successful tools for facilitating the reality-based conceptualization of theoretical principles. Active video games (AVGs) are intrinsically motivating, and include benefits for student participants, ranging from increased attention, and further development of critical analysis skills. Support, but only with further study, and after refining the implementation of AVGs for students (training teachers properly, not using AVGs as primary, but rather supplementary learning tools, etc…) Manley, A., & Whitaker, L. (2011). Wii-Learning: using active video games to enhance the learning experience of undergraduate sport psychology students. //The Britsh Psychological Society-Sport & Exercise Psychology Review//, //7//(2), 45-55. JJ421
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