Designing Limes Text: Adapting an Educational Video Game into a Text-Based Format for Controlled Experimental Comparisons

The paper deals with the problem of the application of video games in teaching and learning in the conditions of sudden social changes at the beginning of the third decade of the 21st century. It is assumed that video games today occupy a significant place in the experience of children, in parallel with the growing presence of ICT in education and distance learning. The first part of the paper provides an overview of relevant research studies that deal with the effects of video games in pedagogical practice and the effects on children’s well-being. The second part of the paper interprets the results of em- pirical research with the aim of determining the opinion of future and graduate teachers on the application of video games in current educational practice. A purpose-built Likert-type assessment scale with 26 items was used. The obtained data indicate that there is a division among the respondents as to whether and to what extent video games should be used in teaching. About a third of the respondents think that video games should not be introduced in the teaching content at all, while two thirds think that it should be done in some form. Teachers who have been video game players themselves have a slightly affirmative attitude towards video games and their positive effects in education. On the other hand, their, mostly older, colleagues who have not played video games consider them harmful to children and have a negative attitude towards the idea that they are applied in teaching and learning. Both groups of respondents largely agree that video games can have negative effects on children’s well-being, especially when it comes to the occurrence of psychological dependence, physi- cal health disorders and the risk of child manipulation. Comparing the obtained results with recent research studies indicates that it is necessary to further explore the possibilities of video games in education, especially when it comes to video games that are designed with the intention of having an educational character.

In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research team to achieve a hypothetical learning trajectory of mathematical thinking of 5th grade students. In this study, we examined overall engagement and three sub-domains of engagement as outcome variables after ten sessions of treatment with fifth grade students. The results showed that both male and female the video game group had slight increases in all engagement levels while students, particularly male, in the paper-and-pencil drill group displayed large decreases in all engagement levels. Implications of the study are 1) more fine-grained evidence of engagement in three sub-domains after implementing an educational video game, and 2) a consideration of gender differences in engagement levels in mathematics in the adoption of a video games.

Comparing effectiveness of educational video games of different genres in computer science education

A Conception of an Instrument Supporting the Design of Educational Video Games for Cultural Heritage

This paper presents a summary model of the design process of educational video games for CH . The model is based on the use of the Classification of Educational Video Games for Cultural Heritage (CH) and the Design Recommendations included in it, described in a previous study by the author of this paper. The summary model focuses on CH objects that form the theme of the educational video game. Designers should carefully and purposefully research and analyze the CH objects, use the classification, and follow the design recommendations to design educational video games for CH, following the described design stages in the presented summary model of the design process. The paper also presents an appropriate example of using the summary model in applying it to design a new educational maze video game dedicated to CH object. The proposed summary model can serve as a starting point in establishing the design process of educational video games for CH and direct designers and creators of such games in the overall design process. Based on the classification and the design recommendations intended for the designers, the summary model presents essential design stages that designers should follow in designing and developing informative, purposeful, and effective educational video games in CH.

Video games have emerged as a promising tool for enhancing education by offering interactive and engaging learning experiences. This article explores the potential of video games in education, examining how they can improve academic skills and develop cognitive and socio-emotional abilities. Strategies to maximize the impact of video games in education are discussed, along with challenges and concerns associated with their use. The article concludes with recommendations for future research and educational practices to fully leverage the potential of video games in education.

Technological support for personalized learning has the potential to transform the educational system in the United States There is a growing interest in educational games and their potential for motivating learners Techniques from the educational data mining and intelligent tutoring systems communities can be leveraged to better understand, design, and evaluate educational games for both learning effectiveness and learner engagement This work explores the use of intelligent feedback in games as well as the potential pitfalls; it concludes with a proposed study designed to explore the differences between intelligent tutoring systems and educational video games.

This article considers the efficacy of educational computer and video games in improving student motivation and achievement. It is stated that prior research has suggested that educational games provide positive opportunities for active learning and help develop learning skills. A content analysis approach is used to analyze 196 different games that are popular in Taiwan. A Delphi survey is given to six educational technology experts, six educational psychology experts, six game design experts, six students each from elementary, junior, and high schools, and six teachers in an attempt to reach a consensus on educational games.

The global world processes of digitalization have influenced the development of educational services and products market. To provide qualified education modern educational institutions need to use effective tools for organizing, managing, and facilitating the educational process with the help of mobile video games. The article aims to analyze the modern processes of education digitalization and the role and prospects of mobile video games in the education. The implementation of mobile applications in the educational process can provide a competitive advantage for higher education, as well as enhance the quality of individual student learning, and be useful for teachers and educators who intend to improve the methodology of the educational process. The results of the study show the growing of the market for mobile video games in education, the increase of investment and the formation of market leaders over the past 5 years. Based on the research methodology, the specifics of mobile video games use in today's global space were conducted, and the involvement of information giants such as Google, Amazon, and other companies actively involved in the digitalization of education was investigated. It is determined that modern models of the educational process should be integrated with digital ones, actually forming a mixed model, between traditional and digital, which can improve the professional students’ qualification. The conclusions and suggestions indicate that the key areas of mobile video games in education will be the creation of applications for mastering technical specialties, the demand for which is rapidly growing in the world. The practical part of the article consists in the analysis of the mobile video games development prospects and the characteristics of their key advantages and main trends in the educational market.

Educational video games are being used increasingly in teaching physics. They offer learners a fun and convivial learning environment. However, the use of an educational video game genre that is ill-suited to a type of learning situation or inconsistent with the learners' motivational profile influences the effectiveness of its use in the classroom. In this context, this article deals, on the one hand, with the coherence between the genre of video games and the type of learning situation found in the context of the competency-based approach. On the other hand, it presents the results of a survey to describe the Moroccan learners' motivational profile in video games. The results show that the games should be adapted to each type of learning situation, designed and chosen to meet the learners' interest and avoided when learners are not interested in the genre of the games. It is also pointed out that most of learners prefer to use video games at the level of the explanation of the lessons and the exercises. In light of this research, we have made a number of recommendations for choosing and designing an educational video game.

Educational research for Special Educational Needs (SEN) students has increasingly recognised the necessity for tailored approaches that accommodate diverse learning needs. Despite advancements, there remains a significant gap in the development of digital interventions, particularly video games, that cater to the language acquisition and communicative needs of SEN learners. This study explores how psychological paradigms from the popular children's television show ‘Mr. Tumble’ (made specifically for children with special educational needs) can inform the creation of language learning video games. By analysing the use of ‘Makaton’ a multimodal communication tool that combines signs, symbols, and speech the study highlights the potential of integrating similar techniques into game design to enhance accessibility and engagement for SEN learners. The philosophical understanding of Maya, which emphasises the illusory nature of multiplicity, serves as a theoretical framework to understand how a single character can embody multiple roles within a game, providing a consistent yet diverse learning experience. This approach not only aids in language comprehension but also fosters emotional and social development through relatable Non-Player Characters (NPCs) designed to interact meaningfully with learners. The study posits that incorporating these elements can create immersive, emotionally resonant educational experiences and the development of parasocial relationship between the learner and the digital intervention, that better meet the needs of SEN students, ultimately leading to more inclusive and effective language learning environments. Children simultaneously navigate multiple roles and perspectives, each reflecting a different aspect of reality in make-believe play. The critical importance of integrating this cognitive theoretical framework similar to that into the design of NPCs in educational video games is highlighted in this research. The paper argues that the paradigms of ‘multiplicity of mirrors’, when effectively incorporated into NPC design, can reflect different aspects of language, culture, and social interaction, offering learners a more immersive and multifaceted learning experience.

The use of educational computer games in the context of the coronavirus pandemic is becoming increasingly popular in the educational process when studying a variety of disciplines. And if practical steps have been taken in this direction in technical, pedagogical, and some other sciences, then there is a doctrinal and practical gap in the teaching of legal disciplines that needs to be filled. The purpose of the study is to argue the prospects for the use of educational computer games at law faculties, which makes it possible to more effectively assess students’ knowledge, as well as increase their motivation to actively participate in the educational process. In the course of the study, methodology involved the theoretical and practical experience of developing educational computer games in various academic disciplines was summarized, the scientific literature and the existing practice of their use were analyzed, and the possible effect of introducing educational computer games into the educational process at law faculties after the development and implementation of such games in practice, including the first-generation educational computer game developed by the authors, was modeled. The research findings indicate formulation of a doctrinal concept of the use of educational computer games, identifies three of their generations, and shows the features of the development and application of each of them, including the author’s experience in developing a training computer game by right of the first generation. The authors analyzed the technical problems associated with the development of educational computer games and suggested ways to solve them. The authors’ proposals can be used by universities in any country to interact with game design studios to develop educational games.

Egitsel bilgisayar oyunlarina yonelik yapilan arastirmalar incelendiginde arastirmalarin oyun ortamlarinda ogrenmenin nasil gerceklestigi ve oyunun ogrenen uzerindeki etkileri uzerinde durdugu gorulmustur. Egitsel ogrenme ortami ve oyun kavramlarini birlestiren egitsel bilgisayar oyunlari yapisi itibariyle her ne kadar diger egitsel ortamlarin tasarim sureciyle benzerlik gosterse de oyun ortaminda etkili ogrenmenin gerceklesebilmesi icin farkli noktalarda yogunlasilmasi gerekmekte; bu baglamda egitsel bilgisayar oyunlarina yonelik gelistirilmis tasarim modellerine ihtiyac duyulmaktadir. Calisma kapsaminda egitsel bilgisayar oyunlari tasarim surecine yonelik olarak yapilan alanyazin taramasinda varolan tasarim modelleri incelenmis, belirlenen oyun tasarimi bilesenleri dogrultusunda alanyazina dayali olarak bir egitsel oyun tasarimi modeli onerilmistir. Anahtar Kelimeler: egitsel bilgisayar oyunu tasarimi, oyun tasarimi modeli Abstract Examination of studies on educational computer games shows us that most of them investigates the way of learning in game environments and the impact of the games on learners. Since educational computer games combine educational learning environments and game concept, educational computer game design process have similarities with educational media design. In spite of the similarities, educational computer game design models should focus on specific issues for providing effective learning in game environments. For this reason, game design models are needed for designing educational computer games. In this study, the existing literature was examined in the field of educational computer game design process and an educational computer game design

As games become more prevalent amongst students; therefore, educators are trying to incorporate educational video games in students learning. These games are exclusively designed for learning purpose and can be effective and entertaining. The first objective of this paper is to find out impact and extent of use of game-based learning in nursery and primary schools. Furthermore, this study finds out the popular educational video games that can be implemented in the school curriculum and perception of parents about introducing games in learning. Questionnaire tool is used for data collection. This research is based on educational games available online.

Educators have been using the same traditional teaching methods for a very long time. New technologies that are being rolled out on an almost daily basis have a high potential in elevating the educational experience for both students and teachers. Using video games in education has been proposed and implemented on small scales. However, a complete transformation of the educational experience using video games has yet to be implemented. This paper discusses the theory behind such a transformation. In addition, the potential for video games to elevate the level of education in different subjects is explored. Finally, a brief outline is proposed for implementing the use of video games for teaching in the field of construction management.