Although many studies have investigated the effects of digital game-based learning (DGBL) on learning and motivation, its benefits have never been systematically demonstrated. In our first experiment, we sought to identify the conditions under which DGBL is most effective, by analyzing the effects of two different types of instructions (learning instruction vs. entertainment instruction). Results showed that the learning instruction elicited deeper learning than the entertainment one, without impacting negatively on motivation. In our second experiment, we showed that if learners are given regular feedback about their performance, the entertainment instruction results in deep learning. These two experiments demonstrate that a serious game environment can promote learning and motivation, providing it includes features that prompt learners to actively process the educational content. We examined the effects of two types of instructions on digital game-based learning.Experiment 1 showed that learning is deeper with a learning instruction.Experiment 2 showed that an entertainment instruction with feedback is beneficial.These results are discussed in terms of motivation and learning processes.

Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness

A meta-analysis of serious digital games for healthy lifestyle promotion.

One of the central challenges of integrating game-based learning in school settings is helping learners make the connections between the knowledge learned in the game and the knowledge learned at school, while maintaining a high level of engagement with game narrative and gameplay. The current study evaluated the effect of supplementing a business simulation game with an external conceptual scaffold, which introduces formal knowledge representations, on learners' ability to solve financial-mathematical word problems following the game, and on learners' perceptions regarding learning, flow, and enjoyment in the game. Participants (Mage?=?10.10 years) were randomly assigned to three experimental conditions: a "study and play" condition that presented the scaffold first and then the game, a "play and study" condition, and a "play only" condition. Although no significant gains in problem-solving were found following the intervention, learners who studied with the external scaffold before the game performed significantly better in the post-game problem-solving assessment. Adding the external scaffold before the game reduced learners' perceived learning. However, the scaffold did not have a negative impact on reported flow and enjoyment. Flow was found to significantly predict perceived learning and enjoyment. Yet, perceived learning and enjoyment did not predict problem-solving and flow directly predicted problem solving only in the "play and study" condition. We suggest that presenting the scaffold may have "problematized" learners' understandings of the game by connecting them to disciplinary knowledge. Implications for the design of scaffolds for game-based learning are discussed. The effect of augmenting a game with an external conceptual scaffold was studied.Adding the scaffold before the game led to better problem-solving but lowered perceived learning.The scaffold did not reduce reported flow and enjoyment.Flow predicted perceived learning and enjoyment but these did not predict problem-solving.Flow predicted problem-solving only when the scaffold was presented after the game.

Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences

The recent re-emergence of serious games as a branch of video games and as a promising frontier of education has introduced the concept of games designed for a serious purpose other than pure entertainment. To date the major applications of serious games include education and training, engineering, medicine and healthcare, military applications, city planning, production, crisis response, to name just a few. If utilised alongside, or combined with conventional training and educational approaches, serious games could provide a more powerful means of knowledge transfer in almost every application domain. Serious Games and Edutainment Applications offers an insightful introduction to the development and applications of games technologies in educational settings. It includes cutting-edge academic research and industry updates that will inform readers of current and future advances in the area. The book is suitable for both researchers and educators who are interested in using games for educational purposes, as well as game professionals requiring a thorough understanding of issues involved in the application of video games technology into educational settings. It is also applicable to programmers, game artists, and management contemplating or involved in the development of serious games for educational or training purposes.

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Serious Games and Edutainment Applications

The present and future of deep learning in radiology.

Serious games are designed with the explicit goal of helping students learn 
about important subject matter, problem solving strategies, and cognitive or 
social skills. Instead of learning about biology by reading a textbook, listening to a lecture, or interacting with a conventional computer-based training 
system, the learner plays a game that successfully integrates the game with 
curriculum. If we could manage to design serious games, the impact would be 
revolutionary because the learning of diffi cult content would end up being an 
enjoyable, engaging experience for the learner. Intellectual hard work would 
be transformed into play.

Deep Learning and Emotion in Serious Games

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Deep Learning and Emotion in Serious Games