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New technology has brought with it new tools for learning, and research has shown that the educational potential of video games resonates with scholars, teachers, and students alike. In \"Augmented Learning\", Eric Klopfer describes the largely untapped potential of mobile learning games--games played on such handheld devices as cell phones, Game Boys, and Sony PSPs--to make a substantial impact on learning. Examining mobile games from both educational and gaming perspectives, Klopfer argues that the strengths of the mobile platform--its portability, context sensitivity, connectivity, and ubiquity--make it ideal for learning games in elementary, secondary, university, and lifelong education. Klopfer begins by exploring the past and present of education, educational technology, \"edutainment,\" and mobile games, and then offers a series of case studies of mobile educational games that have been developed and implemented in recent years. These games--either participatory (which require interaction with other players) or augmented reality (which augment the real world with virtual information)--can be produced at lower cost than PC or full-size console games. They use social dynamics and real-world contexts to enhance game play, can be integrated into the natural flow of instruction more easily than their big-screen counterparts, and can create compelling educational and engaging environments for learners. They are especially well-suited for helping learners at every level develop twenty-first century skills--including the ability to tackle complex problems and acquire information in \"just-in-time\" fashion. All of this, Klopfer argues, puts mobile learning games in a unique and powerful position within educational technology. Chapters are: (1) Educational Innovation through Time; (2) Educational? Games?; (3) The Aftermath of Math Blaster; (4) Great Moments in Mobile and Handheld Games; (5) What Does an Award-Winning Video Game Look Like? (6) Participatory Simulations Technology Adapting to the Classroom; (7) The Importance of Reality; (8) Location Matters The Role of Place; (9) Authentic Outcomes; (10) Designing for Collaboration Roles and Game Mechanics; (11) Anytime, Anywhere: Palmagotchi [Copyright Sign]; and (12) Conclusion. Also includes references and sample chapter PDF down loads.

Τeachers seek to attract students’ attention by demonstrating the relevance of learning content to daily activities and enhancing their students’ self-esteem and satisfaction. In the digital world, an example of an innovative learning tool is digital games. Digital game learning (DGBL) is a smart pedagogical approach that utilises digital games. DGBL has a prominent place in learning technologies due to the potentiality of games to engage students, enabling them to effortlessly reach the edges of their competencies, skills, and knowledge. Teachers, students and games per se constitute important agents for the successful and effective implementation of DGBL. In this context, our research was extended to cover the study of teachers’ and students’ perceptions of DGBL. More specifically, the purpose of this research was to examine the pre-service teachers’ perceptions of the barriers to DGBL implementation. To that end, an online survey with closed-ended questions and one open-ended question was conducted. In this paper, we present the answers to the open-ended question. Quantitative and qualitative data processing and analysis were carried out. According to the pre-service teachers’ responses, it is concluded that a major obstacle is the inefficient allocation of available financial resources. Resources are required for the supply of up-to-date equipment, devices and educational software, as well as for the professional development and training of teachers, school administrators and policymakers. Utilizing easy-to-use and inexpensive devices, which most teachers and even students hold, is the answer to the hurdle called “lack of equipment”. Therefore, the implementation of the DGBL, as a smart and innovative pedagogical approach, is primarily a matter of political will to curriculum reform based on ongoing research into appropriate digital learning materials.

This study was conducted to examine the effect of using digital games on knowledge, skills, satisfaction and self-confidence in teaching nursing students the skill of subcutaneous injection. Rapid changes in the technological field have also been reflected in nursing education and digital teaching technologies have begun to gain importance in the teaching of fundamental nursing skills. A pre-test post-test randomized controlled trial. The study was conducted between February 2023 and July 2023 with students enrolled in the Fundamentals of Nursing course at a university in Istanbul. A total of 72 nursing students were randomly assigned to the digital game group (n = 36) and the control group (n = 36). The research data were collected using the Student Information Form, Subcutaneous Injection Knowledge Test, Subcutaneous Heparin Injection Skill Checklist and The Student Satisfaction and Self-Confidence in Learning Scale. The digital game group had higher levels of skills, satisfaction and self-confidence (p < 0.05). There was no significant difference in knowledge scores between the digital game group and the control group (p > 0.05); however, the posttest knowledge scores of the digital game group increased (p < 0.001). Post-hoc analysis showed that knowledge had a power of 0.76, skills had a power of 0.99 and satisfaction and self-confidence had a power of 0.82. It was observed that the use of digital games in teaching a critical skill such as subcutaneous injection can improve the effectiveness of traditional education. Digital games can offer time and space independent learning opportunities when resources are limited. •In nursing education, the use of digital games in teaching subcutaneous injection can increase students' knowledge, skills, satisfaction, and self-confidence levels.•Digital games can be integrated into the nursing curriculum for teaching subcutaneous injection skills.•The outcomes of using digital games in teaching subcutaneous injection can be examined in terms of other learning outcomes.

Traditional multimedia learning is primarily based on the cognitive load concept of information processing theory. Recent digital game-based learning (DGBL) studies have focused on exploring content support for learning motivation and related game characteristics. Motivation, volition, and performance (MVP) theory indicates that cognitive load and learning motivation simultaneously influence performance. To provide efficient management of learning effectiveness by understanding the latent relationship among cognitive load, motivation, and performance, this study investigated 63 university students using an online game entitled ＂Operating a Small Factory in Computer-Aided Manufacturing＂ for 8 weeks. We collected data based using an instructional materials motivation survey, a cognitive load scale, and performance (skill and cognitive) scales. The data analysis results showed that motivation and cognitive load exhibited a significant canonical correlation with performance. This preliminary finding suggests that when designing DGBL, designers should increase motivation and germane cognitive load to enhance learning effectiveness. In addition, the attention component must be compromised. However, relevance, satisfaction, and confidence do not conflict. This study proposes an application of game characteristics to the attention, relevance, satisfaction, and confidence model, and integrated multimedia effects in using DGBL design methods.

This research studies the motivational factors used in educational video games through the lens of 6 C’s learning motivation model with text mining of the players’ reviews and comments. This research seeks to offer insight for game producers and educational institutions to investigate the effectiveness of these motivators for increasing player motivations and thus improving the quality of learning. Sentiment analysis and LDA topic modeling were used to analyze reviews of five selected video games on the Steam platform. The 6 C’s Learning Motivation Model guided text mining to analyze the motivational factors used in the games and how they contribute to user learning. The effectiveness of these motivational factors was discussed in conjunction with categorized text mining. Results show that the major motivation factors of educational games are ‘construction meaning’, ‘challenge’, and ‘control’ in the 6 C’s learning motivation model. Among them, users focus on whether the game’s content meets their interests and the construction of the educational meaning of the game. The advantage of control, a high degree of motivational factor in video games, may turn out to be a factor that leads to user churning when the game is not interesting or attractive enough. Previous educational game research seldom involved a large sample size for generalizable findings. In addition, this research extends the application of the 6 C’s learning motivation model to the digital educational gaming arena, providing a novel player-centric perspective. Based on the results, we provide recommendations and design considerations for educational game developers to enhance players’ experience and motivations.

In recent years, the interest in the use of serious games as teaching and learning tools in traditional educational processes has increased significantly. Serious Educational Games (SEG) and Learning Analytics (LA) are gaining increasing attention from teachers and researchers, since they both can improve the learning quality. In this article, we aimed to examine, summarize and characterize the current state of the art related to the application of LA to SEGs through a systematic literature review based on a methodological instrument called PRISMA. A qualitative analysis was performed in which 80 significant papers were selected from the ScienceDirect, SpringerLink, Web of Science, and IEEE-Xplore databases. From this analysis, we identified the main features of an efficient use of SEGs in terms of success factors and learning outcomes; we also discussed the benefits and challenges of integrating LA approaches into these environments. Consequently, a new multidimensional taxonomy for using SEGs to categorize these major features was proposed. The findings of this review reveal that SEGs have a beneficial effect on students’ behavior, cognition and emotion; but more future works and empirical studies investigating data science techniques are needed to improve the usability of educational games. This research and the suggested guideline recommendations may be of value to researchers and practitioners willing to deploy SEGs contributing thus to the continuous improvement of digital learning in formal education.HighlightsA process of a systematic literature review for summarizing the findings of existing studies related to the use of learning analytics and serious games in formal education.The review proposes a new multidimensional taxonomy of several technical, pedagogical, game and contextual features useful for researchers and educators interested in integrating serious games into classrooms.Identifying research gaps and challenges of investigating learning analytics within educational games that need to be explored to improve their usability.Proposing specific guideline recommendations for facilitating the deployment of serious games in traditional educational processes.

In this study, we review 1830 research articles on artificial intelligence in education (AIED), with the aim of providing a holistic picture of the knowledge evolution in this interdisciplinary research field from 2010 to 2019. A novel three-step approach in the analysis of the keyword co-occurrence networks (KCN) is proposed to identify the knowledge structure, knowledge clusters and trending keywords within AIED over time. The results reveal considerable research diversity in the AIED field, centering around two sustained themes: intelligent tutoring systems (2010-19) and massive open online courses (since 2014). The focal educational concerns reflected in AIED research are: (1) online learning; (2) game-based learning; (3) collaborative learning; (4) assessment; (5) affect; (6) engagement; and (7) learning design. The highly connected keywords relevant to analytic techniques within this field include natural language processing, educational data mining, learning analytics and machine learning. Neural network, deep learning, eye tracking, and personalized learning are trending keywords in this field as they have emerged with key structural roles in the latest two-year period analyzed. This is the first article providing a systematic review of a large body of literature on artificial intelligence in education, and in it we uncover the underlying patterns of knowledge connectivity within the field, as well as provide insight into its future development. The three-step multi-scale (macro, meso, micro) framework proposed in this study can also be applied to map the knowledge development in other scientific research areas.

PurposeThe review aims to synthesize previous studies to present an overview of the techniques commonly used in learning analytics, as well as identify possible knowledge gaps in the extant studies and provide insights on future directions for learning analytics techniques moving forward.Design/methodology/approachThis paper provides a systematic review of learning analytics techniques. A total of 63 articles were included in the final review and 3 main themes emerged based on our research questions. These themes include (A) individual learning, (B) collaborative learning and (C) game-based learning. The first theme is related to the application of learning analytics techniques in the context of individual student learning, while the second and third themes focus on the application of learning analytics techniques in the context of collaborative learning and game-based learning research, respectively. The paper summarizes key findings, identifies possible gaps for future research and provides recommendations for future research.FindingsThe commonly used techniques include classification, content analysis, social network analysis and taxonomic mapping. Multimodal learning analytics, which uses data from multiple sources to understand learners’ behavior and experience, is also growing. The review of learning analytics research highlights several knowledge gaps, including methodological issues, adaptability of techniques, ethical, risk and privacy concerns and precise terminologies for methodological decisions. The choice of learning analytics techniques should be guided by research questions and data nature.Originality/valueThis work meets the originality requirement.

The contemporary digital era has fundamentally reshaped pupil education. It has transformed learning into a dynamic environment with enhanced access to information. The focus shifts to the educator, who must employ teaching strategies, practices, and methods to engage and motivate the pupils. New possibilities are emerging for adopting active pedagogical approaches. One example is the use of educational online escape games. In the theoretical part of this paper, we present online escape games as a tool that broadens pedagogical opportunities for schools in primary school chemistry education. These activities are known to foster pupils’ transversal or soft skills. We investigate the practical dimension of implementing escape games in education. This pilot study aims to analyse primary school teachers’ perceptions of online escape games. We collected data using Q methodology and conducted the Q-sort through digital technology. Data analysis utilised both the PQMethod programme and ChatGPT 4-o, with a subsequent comparison of their respective outputs. Although some numerical differences appeared between the ChatGPT and PQMethod analyses, both methods yielded the same factor saturation and overall results.