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Our study examines the efectiveness of game- based learning in planning education. Specifically, we explore the impact of gamification on planning students’ perception of learn-ing, engagement and teamwork.
In this review the learning effects of educational games are studied in order to gain more insights into the conditions under which a game may be effective for learning. A systematic...
Results from analyses showed that use of game- based learning is highly effective for improving learning outcomes. Keywords: Technology, educational game, game based learning,...
Given the lack of consistent empirical evidence with respect to the effectiveness of game-based learning, this review aims to examine the most recent literature regarding game-based learning and seeks to further understand the influence of games on learning, with a major focus on students’ 21st century skill development.
The findings from learning behavioral analytics and interviews suggest that AI-assisted game-based learning can enhance students’ intrinsic motivation, reduce cognitive load, and promote effective learning behavior in science learning.
We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory.
Learning is mainly evaluated by direct measures, while indirect measures mostly assess engagement and usability. The use of indirect measures and instruments without psychometric qualities...
To complement this missing link, this study explored game-based learning outcomes including academic achievements, problem-solving, and critical thinking abilities, knowledge, learning efficiency, skills, student attitudes, and behaviors.
Digital game based learning is a modern learning strategy in which students learn in a joyful environment. Digital platform-based games motivate students and help them learn with full focus and participation.
This meta-analysis examines the effects of game-based learning (GBL), compared with traditional instructional methods, on the science achievement of students, ranging from primary school to university. Results from the 41 primary studies of 6256 participants showed heterogeneity among effect sizes.