Game-based learning in distance education

  This video presentation is in partial fulfillment of requirements for EDUC 8842: Principles of Distance Education.  Introducing the keynote speaker, AspireSTAR

 

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Game-based Learning in Distance Education

Annotated Bibliography

1.  Hwang, G., & Wu, P. (2012). Advancements and trends in digital game-based learning research: a review of publications in selected journals from 2001 to 2010. British Journal Of Educational Technology, 43(1), E6-E10. doi:10.1111/j.1467-8535.2011.01242.x

In the British journal of educational technology, Hwang & Wu surveyed 137 DGBL articles published in seven major technology-based learning journals from 2001 to 2010. By dividing the past 10 years into two periods (ie, 2001–2005 and 2006–2010), it is found that the number of papers published during the second 5 years (ie, 111) is over four times that of the first 5 years (ie, 26), implying that the studies in this field has become more and more important in the past decade.   Common research groups are students from higher education and elementary schools are the major samples of DGBL research.  Findings implied that most researchers have considered children and young people are the major users of computer games.  It is found that most studies did not involve specific learning domains; instead, they mainly focused on the investigation of students’ motivations, perceptions and attitudes toward digital games in the decade.  The number of countries contributing to the DGBL studies has increased in the second 5 years (from 11 to 24), implying that DGBL is becoming a worldwide research topic.

2.  Li-Chun, W., & Ming-Puu, C. (2010). The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innovations In Education & Teaching International, 47(1), 39-52. doi:10.1080/14703290903525838

An experiential gaming process was implemented to facilitate participants’ transformation of learning experiences in computer programming.  One hundred and fifteen novices participated in the experimental activity. Two types of game strategy were employed: the matching challenging strategy and the challenging strategy.  The dependent variables included flow experience, learning motivation, and programming performance. The independent variables were types of game strategy (matching-challenging versus challenging) and preference matching (preference-matched versus preference-mismatched).  It is concluded that: (1) embedding a matching game in the experiential-gaming activity diminished learners’ flow experience; and (2) matching learners’ challenging game preference did not enhance their flow experience. That is to say, learners became less immersive and probably less joyful. 

3.  Atsusi Hirumi, Bob Appelman, Lloyd Rieber, Richard Van Eck (2010). Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process. (2010). TechTrends: Linking Research & Practice to Improve Learning, 54(5), 38-45. doi:10.1007/s11528-010-0435-y

In responses to the question, “what do instructional designers need to know about game design to optimize game-based learning?” four experts in instructional game design demonstrate fundamental similarities in perspective.  All four also emphasize the importance of finding a balance; a balance between artistic, empirical, and analytical approaches to design. Experts also advocate the use of instructional design processes for optimizing game-based learning.  All four also posit new models for design, integrating ID principles to enhance the overall production process.  Continue to wonder Do ID theories have a place in game development? Does the integration of ID tasks and processes optimize game-based learning?

4.  Wu, W. H., Hsiao, H. C., Wu, P. L., Lin, C. H., & Huang, S. H. (2012). Investigating the learning-theory foundations of game-based learning: a meta-analysis. Journal Of Computer Assisted Learning, 28(3), 265-279. doi:10.1111/j.1365-2729.2011.00437.x

Investigate this issue from the perspective of learning theories invoked to underpin educational computer game design and use based on the four types of learning theories: behaviourism, cognitivism, humanism and constructivism.   Specifically, this study investigates the following two research questions. (1) What is the developmental trend of the use of or failure to use a learning-theory foundation in game-based learning studies? (2) What are the common types and principles of learning theories used in game-based learning studies?   The process involved the following: inclusion/exclusion criteria; data sources and search strategies; and data coding and extraction.   Two researchers worked independently to confirm the presence of a learning-theory foundation in each study. Of the 658 studies, only 91 (13.83%) were based on learning theories.   The three most commonly used learning principles were experiential learning, situated learning theory and PBL, which implies that most researchers tend to adopt contemporary learning theories and their principles.

5.  Sergei Gorlatch, Frank Glinka, Alexander Ploss, Chris Rawlings, and Mike Surridge  (2012).   Developing infrastructures for online games and distance learning using RTF.  The international MultiConference of Engineers and Computer Science Vol. 1

The Real-Time Framework (RTF) is a novel development and execution platform for emerging Internet infrastructures and applications with real-time requirements, such as distance learning and multi-player online computer games. We study in detail the use of RTF for two application use cases: 1) multi-player online games running on multiple servers, and 2) distance learning with frequent interactions over a wide-area network. The overhead of the current RTF implementation is quite low, allowing the client numbers even on a single ROIA process (170 clients for RTFDemo) to favorably compare to those of fast-paced commercial action games (usually up to 64 players, e.g., in Battlefield 2).  The multi-server version using the zoning approach enables a significant increase in the number of participating clients. RTF supports a smooth and seamless migration of clients between adjacent zones, i.e. yielding a single seamless virtual world to users.

6.  Seung-A Annie Jin (2012).  Toward Integrative Models of Flow: Effects of Performance, Skill, Challenge, Playfulness, and Presence on Flow in Video Games. Jornal of Broadcasting & Electronic Media 56(2), 2012, pp. 169-186 DOI: 10.1080/08838151.2012.678516

Participants were undergraduate students recruited from a university in the United States. The study prompted participants’ actual game playing prior to the measurement of flow.  Flow was measured by two statements using 7-point Likert scales and one question: (1) ‘‘Most of the time I play Wii I feel that I am in flow;’’ (2) ‘‘I have experienced flow in the Wii;’’ and (3) ‘‘How frequently would you say you have experienced flow when you play the Wii?’’  Successful performance (versus failure) in video games results in greater (versus less) flow.  Feelings of competence function as a positive predictor of flow in video games. Highly skilled players will feel greater flow when encountering high challenge and moderately skilled players will feel greater flow when encountering moderate challenge, whereas game players with a low level of skill will rarely experience flow regardless of the challenge level.  Game users’ playfulness as an innate autotelic personality factor will moderate the interaction between skill and challenge in games. Involvement, spatial presence, physical presence, and self-presence are positive predictors of flow in music games. 

Blog 6: Video Presentation response

1.  Ena Smith-Goddard - http://ena-spoonfulofsugar.blogspot.com/

2.  Regina Malz - http://educationaltechnologyrm.blogspot.com/

3.  Mary Tolson - http://marytolsoneds.blogspot.com/

4.  Devonee Trivett - http://edtechdiffusionbydevonee.blogspot.com

5.  Kelly Stovall-Sapp - gasappwife.wordpress.com