Digital Game

This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which childr...

The goal of this study was to explore how students debate with their peers within a designed context using a digital dialogue game, and whether their epistemic beliefs are significant to the outcomes. Epistemic beliefs are known to colour student interactions within argumentative discourse, leading some students to hold back from interactions. By designing an online small group activity based around an issue both important and controversial to the students, with multiple viewpoints in each group and with the scaffolding provided by a dialogue game, it was examined whether these epistemic effects were still evident within their argumentative discourse. Furthermore, the study examined whether the activity design improves students' willingness to argue with each other, and their openness to attitudinal change. A pretest, posttest design was used with students who were assigned to groups of four or five and asked to argue on a controversial topic. Their aim was to explore various pe...

The aim of this study was to investigate the digital game addiction levels of the high school students, according to some variables such as sports participation, gender, place of accommodation and level of income.The sample group comprises 931 high school students (508, %54,6 female and 423, %45,4 male) from several villages, districts and Kutahya city center (a town in the west part of Turkey with the population of 325.000). They participated to the study voluntarily. In addition to personal information from prepared by the researcher, the game addiction scale developed by Lemmens et al. (2009) and adapted to Turkish by Irmak and Erdogan (2015) was used as a data gathering tool. It is a five point Likert type scale and has one factor and seven items. In order to evaluate the results the descriptive statistical methods (percentage (%), frequency (f) and t-test, one-way ANOVA) were used.As a result, the significant difference was determined regarding digital game addiction [t (931)=-...

Las estadísticas globales acerca del uso de los videojuegos, internet y las redes sociales reflejan un crecimiento acelerado y continuo (Statista, 2023). Los videojuegos han provocado cambios psicosociales, económicos y políticos a nivel macro que continúan transformando nuestras interacciones y realidad contemporánea. Mundialmente, tenemos disponibles casi 5 millones de videojuegos en diferentes dispositivos electrónicos (Statista, 2023). Los videojuegos son juegos mediados por tecnología audiovisual-pero el juego-o la actividad lúdica, la realizamos porque somos mamíferos, evolucionamos y naturalmente "jugamos" como parte de nuestro comportamiento individual y social. El juego tiene un rol importante en el desarrollo social y neurocognitivo humano (Montessori, 1950; Pellis et al., 2019; Piaget, 1962). Aproximarse al constructo del videojuego desde una óptica biopsicosocial, permite convertirlo en un objeto de investigación que propicie la generación de interrogantes interdisciplinarias y humanísticas. Ese es un principio científico y ético que no debe perderse de perspectiva. El libro, Más allá de lo lúdico: Ensayos socio

Las estadísticas globales acerca del uso de los videojuegos, internet y las redes sociales reflejan un crecimiento acelerado y continuo (Statista, 2023). Los videojuegos han provocado cambios psicosociales, económicos y políticos a nivel macro que continúan transformando nuestras interacciones y realidad contemporánea. Mundialmente, tenemos disponibles casi 5 millones de videojuegos en diferentes dispositivos electrónicos (Statista, 2023). Los videojuegos son juegos mediados por tecnología audiovisual-pero el juego-o la actividad lúdica, la realizamos porque somos mamíferos, evolucionamos y naturalmente "jugamos" como parte de nuestro comportamiento individual y social. El juego tiene un rol importante en el desarrollo social y neurocognitivo humano (Montessori, 1950; Pellis et al., 2019; Piaget, 1962). Aproximarse al constructo del videojuego desde una óptica biopsicosocial, permite convertirlo en un objeto de investigación que propicie la generación de interrogantes interdisciplinarias y humanísticas. Ese es un principio científico y ético que no debe perderse de perspectiva. El libro, Más allá de lo lúdico: Ensayos socio

Objective. Humans systematically make poor decisions because of cognitive biases. Can digital games train people to avoid cognitive biases? The goal of this study is to investigate the affordance of different educational media in training people about cognitive biases and to mitigate cognitive biases within their decision-making processes. Method. A between-subject experiment was conducted to compare a digital game, a traditional slideshow, and a combined condition in mitigating two types of cognitive biases: anchoring bias and representativeness bias. We measured both immediate effects and delayed effects after four weeks. Results. The digital game and slideshow conditions were effective in mitigating cognitive biases immediately after the training, but the effects decayed after four weeks. By providing the basic knowledge through the slideshow, then allowing learners to practice bias-mitigation techniques in the digital game, the combined condition was most effective at mitigating...

Objective. Humans systematically make poor decisions because of cognitive biases. Can digital games train people to avoid cognitive biases? The goal of this study is to investigate the affordance of different educational media in training people about cognitive biases and to mitigate cognitive biases within their decision-making processes. Method. A between-subject experiment was conducted to compare a digital game, a traditional slideshow, and a combined condition in mitigating two types of cognitive biases: anchoring bias and representativeness bias. We measured both immediate effects and delayed effects after four weeks. Results. The digital game and slideshow conditions were effective in mitigating cognitive biases immediately after the training, but the effects decayed after four weeks. By providing the basic knowledge through the slideshow, then allowing learners to practice bias-mitigation techniques in the digital game, the combined condition was most effective at mitigating...

Digital game technology has been adopted by many sectors and in almost every discipline, which includes education, military, business, health care, psychology and computer science. This is due to the engaging factor of gameplay offered by digital games. In recent years, the application of games is becoming a popular medium in promoting healthy lifestyle and improving the quality of life especially for older people; for instance fostering social connectedness motivated and stimulated through social interaction, cognitive exercises and physical activity that can be afforded by digital game technology. It is essential that users or players are captivated and engaged by the game before any serious purposes/activities can be imposed. The design of most games used for both entertainment and serious purposes however focuses on general player population, and mostly the younger population currently engaging with digital gaming. The paper aims to investigate the correlation between the challenges associated with older people, their existing engagement with digital gaming and other interactive technologies, the andragogical perspectives and existing game design attributes. A pilot study was performed with 14 participants aged between 55 and above. Data was collected from their interactions with and experiences of digital gaming. Questionnaires and group discussions were utilised in order to collect their feedback and perspectives on the experience. The results of our study show that there are three key findings which are; 1) the interaction types and the experience provided by the game itself, 2) the game interaction styles which is supported by the platforms and 3) gameplay interaction and challenges associated to age-related changes. These findings should be considered when investigating the interaction and experience of older people with digital games.

Tabla resumen de los descriptivos por canal Se aprecia que como las cifras medias son notables, pero la dispersión es también evidente, con unos pocos canales que contabilizan sus suscriptores por millones y visionados por billones, mientras que una larga cola de canales no llega, ni de lejos, a semejantes cifras.

Digital game technology has been adopted by many sectors and in almost every discipline, which includes education, military, business, health care, psychology and computer science. This is due to the engaging factor of gameplay offered by digital games. In recent years, the application of games is becoming a popular medium in promoting healthy lifestyle and improving the quality of life especially for older people; for instance fostering social connectedness motivated and stimulated through social interaction, cognitive exercises and physical activity that can be afforded by digital game technology. It is essential that users or players are captivated and engaged by the game before any serious purposes/activities can be imposed. The design of most games used for both entertainment and serious purposes however focuses on general player population, and mostly the younger population currently engaging with digital gaming. The paper aims to investigate the correlation between the challenges associated with older people, their existing engagement with digital gaming and other interactive technologies, the andragogical perspectives and existing game design attributes. A pilot study was performed with 14 participants aged between 55 and above. Data was collected from their interactions with and experiences of digital gaming. Questionnaires and group discussions were utilised in order to collect their feedback and perspectives on the experience. The results of our study show that there are three key findings which are; 1) the interaction types and the experience provided by the game itself, 2) the game interaction styles which is supported by the platforms and 3) gameplay interaction and challenges associated to age-related changes. These findings should be considered when investigating the interaction and experience of older people with digital games.

Empirical research on what makes digital games enjoyable is critical for practitioners who want to design for enjoyment, including for Game Design, Gamification, and Serious Games. But existing theories of what leads to digital game enjoyment have been incomplete or lacking in empirical support showing their impact on enjoyment. Desire Fulfillment Theory is proposed as a new theory of what leads to digital game enjoyment and tested through research with people who have recently played a digital game. This theory builds on three established theories: Oliver’s (1977) Expectancy Disconfirmation Theory, Reiss’s (2004) Theory of Basic Human Desires, and Csikszentmihalyi's (2008) Flow Theory. These three theories are integrated into Desire Fulfillment Theory to create a new Desire Fulfillment Model of Digital Game Enjoyment. This model was presented and hypotheses based on the model were proposed and tested. An online survey study was conducted to test this model and these hypotheses ...

Learning is in form of continuous process that should translate to produce knowledge. The process of learning is very crucial in the fields of education and psychology which must be planned with appropriate strategy and approach. Several researchers have made many contributions to what could increase learners' engagement in learning process that would lead to successfully learning outcome. Game technology in conjunction with learning have been attested as one of the ways that increase learners' learning motivation and attention and have hands-on experience for effective learning performance. The conventional mode of learning mathematics as a subject seems abstract, tedious and dreadful to most students but with the deployment of game technology to learning would promote entertainmenteducation for constructive and cognitive knowledge processes. Hence, a digital game-based quadratic factorisation learning system is developed using the game theory of tic-tac-toe. The system is built on Microsoft.Net Framework and game logic. The system was subjected to a performance evaluation based on six criteria such as ease of use, intuitive user interface, correctness of results, usefulness of the system to problem solving, system speed of solving the problems and memory usage by the system. The results of the analysis demonstrated that the system is efficiently suitable for the underlined objectives.

L’objet de ce memoire est d’etudier l’utilisation contemporaine de la notion de jeu au travers de dispositifs numeriques qui se referent a la culture du jeu video, tout en n’etant pas destines au divertissement. Cette instrumentalisation du jeu numerique est a l’œuvre avec l’application de « concepts logiciels » comme le ludo-educatif, les serious games ou encore la gamification. Il s’agit d’utiliser les vertus supposees des programmes videoludiques afin de servir a des finalites secondes, telles que l’education ou la persuasion. La notion de jeu etant au centre des argumentations, il parait indispensable dans un premier temps de la definir. Or, son examen conduit a constater l’impossibilite de la tâche : elle se presente comme un concept multiforme qui evolue au cours de l’histoire et dont la definition varie selon l’angle de vision qui lui est porte. A ces difficultes, l’avenement des jeux numeriques en apporte de nouvelles, en la liant a des dispositifs techniques particuliers qu...

The use of digital games as learning mathematics media is ubiquitous. It comes in a variety of approaches, designs, and purposes. But, its impact on students' interactivity leads to a classroom social construct called sociomathematical norms is not revealed yet. Beside, technology use in education and traditional game use separately could raise students' sociomathematical norms. Although, sociomathematical norms are known as specific interactions among students and teachers which form mathematical concepts. This systematic literature review study, based on the PRISMA statement, conducted to collect critical information about the use of digital games' impact on students' sociomathematical norms. Articles which published between 2016 and 2020 in mathematics education field are screened. The findings show that the use of digital games raises students' sociomathematical norms if it is followed by an open ended learning approach and sharing feature. Otherwise, the norms cannot be detected explicitly. Future research related to this finding is also recommended.

The use of digital games as learning mathematics media is ubiquitous. It comes in a variety of approaches, designs, and purposes. But, its impact on students' interactivity leads to a classroom social construct called sociomathematical norms is not revealed yet. Beside, technology use in education and traditional game use separately could raise students' sociomathematical norms. Although, sociomathematical norms are known as specific interactions among students and teachers which form mathematical concepts. This systematic literature review study, based on the PRISMA statement, conducted to collect critical information about the use of digital games' impact on students' sociomathematical norms. Articles which published between 2016 and 2020 in mathematics education field are screened. The findings show that the use of digital games raises students' sociomathematical norms if it is followed by an open ended learning approach and sharing feature. Otherwise, the norms cannot be detected explicitly. Future research related to this finding is also recommended.

The use of digital games as learning mathematics media is ubiquitous. It comes in a variety of approaches, designs, and purposes. But, its impact on students' interactivity leads to a classroom social construct called sociomathematical norms is not revealed yet. Beside, technology use in education and traditional game use separately could raise students' sociomathematical norms. Although, sociomathematical norms are known as specific interactions among students and teachers which form mathematical concepts. This systematic literature review study, based on the PRISMA statement, conducted to collect critical information about the use of digital games' impact on students' sociomathematical norms. Articles which published between 2016 and 2020 in mathematics education field are screened. The findings show that the use of digital games raises students' sociomathematical norms if it is followed by an open ended learning approach and sharing feature. Otherwise, the norms cannot be detected explicitly. Future research related to this finding is also recommended.

Background and Aim: In this study, it was aimed to investigate the attitudes of students of the faculty of sports sciences to play digital games. Method: The study group consisted of a total of 141 students, 33.3% of whom were female (n: 47) and 66.7% (n: 94) male, who were studying at Gazi University Faculty of Sport Sciences. The mean age of the students participating in the research was found to be X̄Age= 21.69 ± 3.08. In order to collect data, "Personal Information Form" and "Digital Game Playing Attitude Scale" developed by Demir and Bozkurt (2019) were used. The data obtained from the study were analyzed using SPSS 22 package program. Before starting the analysis process, it was tested whether the data provided the normality assumption or not and the data supported the normality assumption. In the analysis of the data, "T-test for Independent Samples" was used for paired comparisons and "one-way ANOVA" was used for comparisons with more ...

Classical music venues in the Netherlands and throughout the world are struggling to attract new audiences. Especially younger visitors are underrepresented. Previous research emphasizes the importance of providing new, potentially interested audiences with more means to consume the music. This paper presents an exploratory case study with the persuasive game Listening Space which we developed to help attract new audiences and thus preserve Western classical music heritage. In particular, we studied to what extent this game could promote more varied ways of listening to classical music and thus enrich the experience of visiting a classical music concert. We designed and executed a controlled randomized trial with surveys before and after the experiment as well as a series of in-depth interviews with participants after the experiment. Our treatment group consisted of 139 participants (both new and existing visitors). They played our digital game at their own convenience, followed by ...

Objective. Humans systematically make poor decisions because of cognitive biases. Can digital games train people to avoid cognitive biases? The goal of this study is to investigate the affordance of different educational media in training people about cognitive biases and to mitigate cognitive biases within their decision-making processes. Method. A between-subject experiment was conducted to compare a digital game, a traditional slideshow, and a combined condition in mitigating two types of cognitive biases: anchoring bias and representativeness bias. We measured both immediate effects and delayed effects after four weeks. Results. The digital game and slideshow conditions were effective in mitigating cognitive biases immediately after the training, but the effects decayed after four weeks. By providing the basic knowledge through the slideshow, then allowing learners to practice bias-mitigation techniques in the digital game, the combined condition was most effective at mitigating...

Digital games appear to motivate players intrinsically. Of various game features, fantasy in particularly plays a crucial role in enhancing motivation and is a key factor in immersion in gameplay. As with its inherent value, fantasy also plays a vital role in distinguishing digital games itself from other media. Despite its significance, fantasy has received little attention, and this concept is still ambiguous to define with any certainty. This study thus aims to create a framework to explore a dimension of fantasy and to develop a scale to measure a state of fantasy in digital games. As a result, four factors were extracted, which were 'identification', 'imagination', 'analogy', and 'satisfaction', to account for fantasy state in digital gameplay. Based on these factors, a fantasy scale in digital games (FSDG) included 16 items was developed.

Children in everyday life are increasingly using educational games. However, the quality of each of the many educational games available varies. Some evaluation frameworks exist, but most are prone to the evaluator's subjectivity, which cannot be compared objectively. This study aims to formulate a framework that evaluates the quality of educational games objectively based on the game mechanics used. The framework is built upon Bloom's taxonomy as the basis to ascertain the academic side and MDA (Mechanics-Dynamics-Aesthetics) Framework to distinguish the game side. Then, it assesses each educational mechanic based on a standard in the evaluation framework to obtain an accurate, quantifiable score as a measure. Validation of the framework involves using the framework to evaluate existing educational games and comparing the results with expert reviews. With this framework, an educational game quality can be measured objectively and quantitatively based on the technical and fundamental elements that exist in each game.

Bingo is a universally known, popular, and easy-toplay game. Following Bingo rules with some modifications, we have designed and implemented a game, called EduBingo, for practicing mathematics fractions. The game was implemented and experimented in a 'one-to-one' technology enhanced classroom, where every student learns with a wireless enabled computing device. The experiment investigated students' preferences, system usability, as well as the effects on their affective states of a grade 4 class with 22 students. The result of the questionnaire indicates that the usability of EduBingo is acceptable and there was increase of various affective levels of the students. The data collected by the system, after analysis, implies that, for most students, accuracy and efficiency of solving fraction questions increased. The preliminary result also suggests some directions for further research.

Bingo is a universally known, popular, and easy-toplay game. Following Bingo rules with some modifications, we have designed and implemented a game, called EduBingo, for practicing mathematics fractions. The game was implemented and experimented in a 'one-to-one' technology enhanced classroom, where every student learns with a wireless enabled computing device. The experiment investigated students' preferences, system usability, as well as the effects on their affective states of a grade 4 class with 22 students. The result of the questionnaire indicates that the usability of EduBingo is acceptable and there was increase of various affective levels of the students. The data collected by the system, after analysis, implies that, for most students, accuracy and efficiency of solving fraction questions increased. The preliminary result also suggests some directions for further research.

We describe and illustrate the beginnings of a general framework for the design and analysis of educational games. Our students have used it to analyze existing educational games and to create prototype educational games. The framework is built on existing components: a method for precisely specifying educational objectives, a framework for relating a game's mechanics, dynamics, and aesthetics, and principles for instructional design grounded in empirical research in the learning sciences. The power of the framework comes from the components themselves, as well as from considering these components in concert and making connections between them. The framework coordinates the many levels at which an educational game must succeed in order to be effective. We illustrate the framework by using it to analyze Zombie Division and to generate some redesign ideas for this game.

We describe and illustrate the beginnings of a general framework for the design and analysis of educational games. Our students have used it to analyze existing educational games and to create prototype educational games. The framework is built on existing components: a method for precisely specifying educational objectives, a framework for relating a game's mechanics, dynamics, and aesthetics, and principles for instructional design grounded in empirical research in the learning sciences. The power of the framework comes from the components themselves, as well as from considering these components in concert and making connections between them. The framework coordinates the many levels at which an educational game must succeed in order to be effective. We illustrate the framework by using it to analyze Zombie Division and to generate some redesign ideas for this game.

There has been increasing interest in using games for education, but little investigation of how to model student learning within games [cf. 6]. We investigate how existing techniques for modeling the acquisition of fluent skill can be adapted to the context of an educational action game, Zombie Division. We discuss why this adaptation is necessarily different for educational action games than for other types of games, such as turn-based games. We demonstrate that gain in accuracy over time is straightforward to model using exponential learning curves, but that models of gain in speed over time must also take gameplay learning into account.