New games for use in lectures to improve student learning

Games, especially computer games are becoming one of the tools of education. Nowadays, the usage of computer games as an educational tool has become a worldwide trend. An early assumption suggests that since the appeal of computer games can engage interest and motivation, thus it is a wise step to use computer games for the purpose of educating. This is because students often get bored with the learning process; therefore we need to find creative ways to teach them. Instead of the usual, dull lesson in class, educators are trying out new ways to attract the interest of students to focus the lessons and thus increase their understanding, with one of it using computer games. A lot of papers supported the idea of computer games being effective as an aid for students. Educators alike also agreed that it is one of the ways to gain students interest in their lessons. Before coming to the ultimate conclusion that computer games are a good choice, first of all we need to study carefully the effectiveness of using computer games as an educational medium. This paper aims to study the effectiveness of computer games in learning among students. Issues on the integration of computer games in formal education are and the current status of educational gaming in learning were reviewed in this paper. We focused on higher learning context which is for university students.

Games, especially computer games are becoming one of the tools of education. Nowadays, the usage of computer games as an educational tool has become a worldwide trend. An early assumption suggests that since the appeal of computer games can engage interest and motivation, thus it is a wise step to use computer games for the purpose of educating. This is because students often get bored with the learning process; therefore we need to find creative ways to teach them. Instead of the usual, dull lesson in class, educators are trying out new ways to attract the interest of students to focus the lessons and thus increase their understanding, with one of it using computer games. A lot of papers supported the idea of computer games being effective as an aid for students. Educators alike also agreed that it is one of the ways to gain students interest in their lessons. Before coming to the ultimate conclusion that computer games are a good choice, first of all we need to study carefully the effectiveness of using computer games as an educational medium. This paper aims to study the effectiveness of computer games in learning among students. Issues on the integration of computer games in formal education are and the current status of educational gaming in learning were reviewed in this paper. We focused on higher learning context which is for university students.

Contemporary teaching strategies in Kosovo have become a trend for a considerable number of teachers, particularly those of the young age. New teaching strategies that are being implemented at the Faculty of Education in the University of Prishtina, the institution that prepares future teachers, are applied through different techniques that make the teaching more attractive and more successful. However there are still some university faculty members who consider that including learning games in the teaching is waste of time which distract students of learning sufficiently from the theoretical part of the lesson. This research will present the importance of learning games integration into the course syllabus, their implementation into the classroom and the impact of learning games into developing knowledge among students. Two different groups of students have participated concurrently in this research for one semester. With one group contemporary teaching strategies were used including learning games as part of the teaching; while with the second group more traditional teaching strategies were used without learning games. This research is intended to compare differing learning outcomes between the two groups. Findings indicate that the group where learning games were included has a higher level and quality of the gained knowledge, stayed more focused during classes, absorbed teaching more easily which resulted in better results on the final examination. The group with whom more traditional teaching methods were used was more tired, concentrated less and had poorer results on the final examination.

Educational games become an increasingly important component in the modern learning process. The article presents a model for development and use of games in classroom training and in the self-training of the students from Secondary school “Hristo Smirnenski”, Brezovo. Development of educational games from students that are applied in the learning process for all classes and forms of training increases the interactivity, motivation and effectiveness of the all learning process.

2014

This issue of EJEL is dedicated to Game-Based Learning and, in particular, to ECGBL 2013-the 7 th European Conference on Game-Based Learning. Therefore, we would like to thank the editors of EJEL for allowing us to promote an important area of the use of technology for learning in such a relevant journal. Games are structured contexts where the player has clear objectives, with victory as the end goal. The player must solve problems, overcome challenges and face opponents (real or game characters) but always respecting a clearly-defined set of rules. More than simple entertainment contexts, games have been shown to promote learning and the development of personal and social skills like socialization, teamwork, leadership, decision making and collaborative learning. Therefore they have been successfully used in training, in formal education (classroom and school context) and also in non-formal education (outside the school context). The European Conference on Game-Based Learning-ECGB...

2014

The purposes of this paper are: (1) to explore manual games using in English language teaching and learning in Thailand during 2007-2014 focusing on game [1] procedures and (2) to run 1-3 selected games in ISAGA 2014 Conference. Three English language teaching (ELT) games were selected from ThaiLIS (Thai Library Integrated System) by using keyword: game. Then 1,176 came out and 32 were ELT games. These 32 games were analysed and synthesized in term of components of game-based learning, game design, and game procedure. The results showed that most games were mostly designed by the framework of teaching English for communication. The process of using games includes warm-up, presentation, practice, production, and wrap-up. In addition, students had higher scores after utilizing games during learning, and also the students showed positive attitudes toward learning with games. Keywords: ThaiLIS (Thai Library Integrated System); English language teaching and learning; manual games บทคดยอ ...

Journal of College Teaching & Learning (TLC), 2011

This paper will identify and describe two learning games that have been effectively used to spark interest and enthusiasm and to increase active learning in undergraduate business courses. Many current undergraduate college students have grown up with TV game shows, interactive video games, and the Internet as forms of entertainment and education. In comparison to these fast-paced, interactive mediums, a traditional lecture class can seem dull. The use of in-class games is one way to increase student engagement with the class and relevant material.

Frontiers in Education, 2021

The purpose of this study is to investigate the use of an educational game to enhance student learning effectiveness. This study consisted of 56 college students majoring in physical education and recreation management (32 men, 24 women, age M = 21 years, SD = 1.72). Students used the educational computer game “PaGamO” to study the motor learning and development course. Students received rewards based on their individual and group “PaGamO” scores. Regression analysis indicated that “PaGamO” score was a significant (p < 0.01) predictor of multiple choice (MC) score in the final examination, there was a medium positive correlation (β = 0.354). The R2 suggests that 12.6% of MC score was explained by “PaGamO” score. Quantitative and qualitative mixed-method approach was used to gain insights into students’ perceptions and experiences of the educational game. The top three statements of a modified questionnaire from Riemer and Schrader (2015) are: (1) “In my opinion, the use of ‘PaGam...

Australian Educational Computing, 1992