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Key game design elements to target by education level:
Key game design elements to target by education level:
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Primary Education:
Primary Education:
balance between competition & cooperation to sharpen academic abilities & problem solving skills specifically in core subjects
integrated feedback to indicate areas needing further attention (Christopoulus & Mystakidis, 2023)
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Secondary Education:
Secondary Education:
incorporate real-world concepts to emphasize critical thinking, strategic planning & informed decision making
increased focus on learner autonomy -- leads to incerased sense of ownership in learning
branching storylines, immersive challenges, collaborative team missions
promote explorations into complex scientific phenomena (Christopoulus & Mystakidis, 2023)
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Assessment & Feedback
Assessment & Feedback
Assessment can be:
continuous -- proceeds from level to level with scaffolding as difficulty increases as they progress
stealth -- embedded within activities
Feedback can be provided:
during-- through failure, replay, provision of hints
after -- reflection, watching others play, review of activity
can take many forms: text, audio/visual (Christopoulus & Mystakidis, 2023)
The type of DGBL incorporated is most effective when player motivational traits are considered (Christopoulus & Mystakidis, 2023)
These tools are commonly used for formative assessment to deepen understanding of concepts
To be effective, assessment in DGBL:
To be effective, assessment in DGBL:
must incorporate concept-based questions to promote deeper levels and sustained retention (Beatty et al., 2006; Dehghanzadeh et al. 2024; Vickrey et al., 2015)
incorporates questions that lead to discovering misconceptions, distinguish between similar concepts & include ambiguous information (Beatty et al., 2006)
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Individual Quizzes
Individual Quizzes
Can use as bell ringer activities
Multiple choice are usually given in these quizzing platforms but conceptual questions are more beneficial (Beatty et al., 2006)
Quizzes deliver timely feedback that highlights misconceptions, enabling targeted reteaching (Nand et al., 2019; Núñez-Pacheco et al., 2023)
Weekly DGBL quizzes improved science achievement & self-efficacy (Capinding, 2022; Rayan & Watted, 2024)
Increased academic performance through repeated exposure to similar questions (Bitsulfi, 2021)
Use pre & post test data provided by GBL as formative assessment (Núñez-Pacheco et al., 2023)
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Team-Based
Team-Based
Use of digital escape rooms can be used as cross-curricular introductory activity linking familiar concepts (Bitsulfi, 2021; Marsalek et al., 2024)
Team-based challenges should bear less weight than individual assessments (Bitsufi, 2021)
Post-game discussions can lead to deeper analysis through reflective insights (Christopoulus & Mystakidis, 2023)
References
References
Beatty, I. & Leonard, W., Gerace, W., & Dufresne, R. (2006). Question Driven Instruction: Teaching Science (Well) with an Audience Response System in D.A. Banks (Ed.),
Audience Response Systems in Higher Education: Applications and Cases (pp. 96-116). Idea Group Inc. 10.4018/978-1-59140-947-2.ch007.
Besalti, M., & Smith, G. G. (2024). High school students’ motivation to learn climate change science through educational computer games. Simulation & Gaming, 55(3),
527–551.https://doi.org/10.1177/10468781241235754
Capinding, A. T. (2022). Utilization of Quizizz a game-based assessment: An instructional strategy in secondary education science 10. European Journal of
Educational Research, 11(4), 1959–1967. https://doi.org/10.12973/eu-jer.11.4.1959
1243. https://doi.org/10.3390/encyclopedia3040089
Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2024). Using gamification to support learning in K-12 education: A systematic literature
review. British Journal of Educational Technology, 55 (1), 34–70. https://doi.org/10.1111/bjet.13335
Maršálek, R., Trčková, K., & Václavíková, Z. (2024). Interactive chemistry escape game as a tool of distance education: A pilot test from the first escape room. Frontiers
in Education, 9, 1405324. https://doi.org/10.3389/feduc.2024.1405324
Nand, K., Baghaei, N., Casey, J., Barmada, B., Mehdipour, F., & Liang, H. (2019). Engaging children with educational content via gamification. Smart Learning
Environments, 6 (1), 1–15.https://doi.org/10.1186/s40561-019-0085-2
Núñez-Pacheco, R., Vidal, E., Castro-Gutierrez, E., Turpo-Gebera, O., Barreda-Parra, A., & Aguaded, I. (2023). Use of a gamified platform to improve scientific writing in
engineering students. Education Sciences, 13(12), 1164. https://doi.org/10.3390/educsci13121164
Rayan, B., & Watted, A. (2024). Enhancing education in elementary schools through gamified learning: Exploring the impact of Kahoot! on the learning process.
Education Sciences, 14(3), 277. https://doi.org/10.3390/educsci14030277
Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., & Stains, M. (2015). Research-based implementation of peer instruction: A literature review. CBE Life
Sciences Education, 14(1), es3. https://doi.org/10.1187/cbe.14-11-0198
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