by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Games-based Learning (GBL) has developed a reputation with educationalists it is perceived as a potentially engaging form of supplementary learning that could enhance the educational process and has been used at all levels of education including primary, secondary and tertiary education. Despite this recognition and utilisation there is still a lack of empirical evidence supporting GBL as an approach. This paper presents the findings of a systematic literature review performed from 2000 to 2013 specifically looking at quality empirical studies associated with the application of GBL in Primary Education (PE) categorising studies into: behavioural change, affective and motivational outcomes, perceptual and cognitive skills and knowledge acquisition and content understanding. This paper presents a synthesis of these high quality studies associated with GBL. The studies showed that GBL have been used to teach a variety of subjects to children and young people in PE with mathematics, science, language and social studies being the most popular. However, the analysis shows that more Randomised Controlled Trial (RCT) studies should be performed comparing GBL to traditional teaching approaches to ascertain if GBL is a useful, viable teaching approach at PE level; there is a distinct lack of longitudinal studies and further longitudinal studies are required; further studies are required looking at whether there are pedagogical benefits of using 2D or 3D games at PE level to assess if 3D immersive games are indeed necessary; further studies are also required to perform comparisons between single and collaborative play and to identify the pedagogical benefits. A large systematic literature review of computer games at primary education.Uses a multi-dimensional framework to ensure the quality of the studies analysed.Searches through 18,000 papers to identify 105 relevant papers in the field.Provides a snap-shot in time and repository in computer games for primary education.

A systematic literature review of games-based learning empirical evidence in primary education

The entertaining elements implemented in a serious game are key factors in determining whether a player will be engaged in a play-learn process and able to achieve the desired learning outcomes. Thus, optimization of subjective playing experience is a crucial part of a game design process. Flow theory can be adopted for measuring user experience and analyzing the quality of serious game designs. In addition, flow seems to have a positive influence on performance enhancement, learning and engagement. The focus of this review is especially on examining the meaning of flow in the context of serious games as well as exploring the relationship between flow and learning, factors that influence occurrence of flow and how flow is operationalized. The review revealed that there are mainly conceptual considerations about flow in serious games, but no robust empirical evidence about the meaning of flow. This is in line with other studies. We argue that research on flow should focus on the specific aspects related to the very nature of serious games that combine enjoyment and learning. Furthermore, new methods to measure flow and analyse the data need to be developed and studied.

/pdf/flow-experience-in-game-based-learning-a-systematic-3743o2f4zf.pdf

Flow experience in game based learning – a systematic literature review

This review builds on prior reviews by synthesizing thirty studies that examined the effects of background music (BM) on learning from 2008 to 2018. Each study was coded based on key methodological features, BM’s characteristics, and reported BM effects on learning (i.e., negative, neutral or positive). Frequencies and percentages were used to describe BM effects on learning across studies, methods used, and BM’s characteristics manipulated in the selected studies. Results showed (a) inconclusive findings as noted in prior reviews, (b) the need for more rigorous research methods, (c) that not all BM interventions are the same, and (d) a dearth of studies exploring BM impacts in multimedia learning environments. Implications are discussed for primary researchers, synthesis researchers, faculty and instructional designers.

The effects of background music on learning: a systematic review of literature to guide future research and practice

Children’s play and problem-solving in motion-based learning technologies using a multi-modal mixed methods approach

Elaborations of Competence-based Knowledge Space Theory (CbKST) incorporate skills that refer to the conceptual information of the domain as well as to the activities learners are expected to perform in this context. Thus, they are suggested as a formal knowledge representation framework that is able to take into account current activity-oriented pedagogical trends in designing effective Units of Learning (UoL). The broad array of required behaviour to be achieved by learners demands a search for instruments like taxonomies that allow for conceptualising activities, and consequently, skills and learning objectives. It is shown that the availability of such a taxonomy-based framework may be utilised in order to enhance the access and interface functionalities of learning systems. In particular, the selection of proper learning units and the delivery of effective feedback mechanisms on the teaching and learning progress are facilitated.

Activity- and taxonomy-based knowledge representation framework

The idea of utilizing computer games for educational purposes is not new and grounds on the simple fact that playing is one of the most natural forms of learning. Advantages of digital games are that they offer a meaningful context, rich visualizations, and interactivity. Successful educational games, however, require a subtle balance between learning and gaming as well as challenge and ability. Thus, an AI is required that can assess knowledge, learning progress, and motivationalemotional states without compromising the flow of the game. Moreover, non-invasive interventions and feedback is necessary to support and guide the learner. The present paper describes the effects, based on empirical research, of such individualized guidance and feedback on problem solving and learning behaviour.

https://www.eightydays.eu/Paper/ICL08.pdf

Learning with Computer Games: Micro Level Feedback and Interventions

Activity- and taxonomy-based knowledge representation

Most game-designers likely stick to the assumption that background music is a design feature for fostering fun and game play. From a psychological point of view, these (intuitive) aspects act upon the intrinsic motivation and the flow experience of players. However, from a pure cognitive perspective on instructional design, background music could also be considered to be redundant information, which distracts from learning. The presented study investigated the influence of background music (present vs. not present) within an educational adventure game on motivational (intrinsic motivation, experienced flow) and cognitive variables (cognitive load, learning success). The results suggest a high motivational potential of background music. However, neither positive nor negative effects on learning were detected. Thus, background music can be considered as a motivating design element of educational games without negative side-effects on learning.

Background Music in Educational Games: Motivational Appeal and Cognitive Impact

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Activity- and taxonomy-based knowledge representation framework

Learning with Computer Games: Micro Level Feedback and Interventions

Activity- and taxonomy-based knowledge representation

Background Music in Educational Games: Motivational Appeal and Cognitive Impact