Multimodal Technologies and Interaction

Research

Jump to: Review

21 pages, 647 KiB

Open AccessArticle

Videogame-Based Learning: A Comparison of Direct and Indirect Effects across Outcomes

by Diana R. Sanchez

Multimodal Technol. Interact. 2022, 6(4), 26; https://doi.org/10.3390/mti6040026 - 11 Apr 2022

Viewed by 2296

Abstract

Videogame research needs to identify how game features impact learning outcomes. This study explored the impact of the game feature–human interaction on training outcomes (i.e., affective states and declarative knowledge), and examined possible mechanisms (i.e., perceived value and active learning) that mediate this [...] Read more.

Videogame research needs to identify how game features impact learning outcomes. This study explored the impact of the game feature–human interaction on training outcomes (i.e., affective states and declarative knowledge), and examined possible mechanisms (i.e., perceived value and active learning) that mediate this relationship. Participants included 385 undergraduate students: 122 trained alone and 263 trained with a team. All participants completed a computer-based training with four learning objectives (i.e., accessing the game, using the main controls, playing the game scenarios, knowing the game stations) prior to playing the game. After accounting for the indirect effects in the model, human interaction (i.e., playing with a team) had a significant direct effect on affective states, but not declarative knowledge. Learners who trained with a team reported greater positive affective states (indicated by psychological meaning, perceived enjoyment, motivation, and emotional engagement), but no difference in declarative knowledge (i.e., participants knowledge of team roles and responsibilities). Further analyses showed game-based training with a team impacted the affective states of learners through mechanisms of perceived value and active learning, while only active learning mediated the relationship between human interaction and declarative knowledge. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

18 pages, 1280 KiB

Open AccessArticle

Videogame-Based Training: The Impact and Interaction of Videogame Characteristics on Learning Outcomes

by Diana R. Sanchez

Multimodal Technol. Interact. 2022, 6(3), 19; https://doi.org/10.3390/mti6030019 - 1 Mar 2022

Cited by 3 | Viewed by 3169

Abstract

Virtualized training provides high fidelity environments to practice skills and gain knowledge, potentially mitigating harmful consequences from real life mistakes. Current research has focused on videogames, believed to have characteristics that improve learning. There is conflicting evidence on the benefits of using videogame-based [...] Read more.

Virtualized training provides high fidelity environments to practice skills and gain knowledge, potentially mitigating harmful consequences from real life mistakes. Current research has focused on videogames, believed to have characteristics that improve learning. There is conflicting evidence on the benefits of using videogame-based training to improve learning. This study explored the impact of two videogame characteristics (i.e., rules/goals clarity and human interaction), on mid-training scores and post-training scores (i.e., familiar task and novel task). Results from a sample of 513 undergraduates showed that both videogame characteristics significantly impacted mid-training performance but not post-training performance; clear rules/goals and completing the training alone improved mid-training performance. There was also a significant moderation between the two videogame characteristics for post-training scores on the novel task, but not the familiar task, or mid-training performance. Findings suggest videogame characteristics have an immediate but not sustained impact on learning; implications are discussed. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

20 pages, 1350 KiB

Open AccessArticle

The Pedagogical Value of Creating Accessible Games: A Case Study with Higher Education Students

by Carla Sousa, José Carlos Neves and Manuel José Damásio

Multimodal Technol. Interact. 2022, 6(2), 10; https://doi.org/10.3390/mti6020010 - 25 Jan 2022

Cited by 4 | Viewed by 3331

Abstract

The potential of games in empowering underrepresented groups is a central theme in the field of media studies. However, to ensure that everyone can benefit from them, it is necessary to ensure that they are inclusive and accessible. In the present work, we [...] Read more.

The potential of games in empowering underrepresented groups is a central theme in the field of media studies. However, to ensure that everyone can benefit from them, it is necessary to ensure that they are inclusive and accessible. In the present work, we have implemented a Participatory Action Research (PAR) approach to target this problem, right at the stage of training new game designers and game developers. Thus, through a game-design-based or experimental game design pedagogical approach, we intended to promote inclusive and accessibility-driven game design and development skills in students, while decreasing their negative attitudes towards people with Intellectual Disability (pwID). A protocol with a Non-Governmental Organization in the field was established and, during two semesters, students were challenged to develop 10 accessible games and physical interfaces for pwID and motor disabilities, through participatory processes. Pre and post assessment was conducted, through a mixed-method approach. After participating in this process, students reported satisfaction and increased knowledge of cognitive and motor accessibility, and inclusive game design in general. Moreover, the attitudinal assessment showed significantly lower levels of prejudiced beliefs towards pwID (p < 0.05). Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

13 pages, 1110 KiB

Open AccessArticle

Digital Escape Rooms as Game-Based Learning Environments: A Study in Sex Education

by Lena von Kotzebue, Joerg Zumbach and Anna Brandlmayr

Multimodal Technol. Interact. 2022, 6(2), 8; https://doi.org/10.3390/mti6020008 - 18 Jan 2022

Cited by 11 | Viewed by 7328

Abstract

Game-based learning is becoming increasingly popular in education. The playful experience especially promises a high degree of students’ motivation. In this research, we examine the influence of sequential scaffolding within a digital educational escape room game. Escape rooms are usually games where players [...] Read more.

Game-based learning is becoming increasingly popular in education. The playful experience especially promises a high degree of students’ motivation. In this research, we examine the influence of sequential scaffolding within a digital educational escape room game. Escape rooms are usually games where players have to escape from a room within a given time limit by completing different tasks and quests. Therefore, we developed an educational virtual escape room for biology classes, focusing on the topic of sex education. In an experiment, we modified this learning environment and developed two different conditions: in one escape room, scaffolding was implemented using sequential learning aids; in the other escape room, which was assigned to the control group, no additional learner support was provided. The main objective of this quantitative research is to measure the escape room’s impact on learning and cognitive load. In addition, motivation, flow experience and experience of immersion are analyzed. A comparison between the two escape rooms shows that additional scaffolding does not significantly increase cognitive load or have any effect on learning. Results show that motivation and knowledge acquisition can be successfully supported by using game-based learning with escape rooms. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

19 pages, 6858 KiB

Open AccessArticle

Music to My Ears: Developing Kanji Stroke Knowledge through an Educational Music Game

by Oleksandra G. Keehl and Edward F. Melcer

Multimodal Technol. Interact. 2021, 5(12), 83; https://doi.org/10.3390/mti5120083 - 17 Dec 2021

Cited by 2 | Viewed by 2864

Abstract

Millions of people worldwide are taking up foreign languages with logographic writing systems, such as Japanese or Chinese. Learning thousands of characters necessary for literacy in those languages is a unique challenge to those coming from alphabetic backgrounds, and sustaining motivation in the [...] Read more.

Millions of people worldwide are taking up foreign languages with logographic writing systems, such as Japanese or Chinese. Learning thousands of characters necessary for literacy in those languages is a unique challenge to those coming from alphabetic backgrounds, and sustaining motivation in the face of such a momentous task is a struggle for many students. Many games exist for this purpose, but few offer production memory practice such as writing, and the vast majority are thinly veiled flashcards. To address this gap, we created Radical Tunes—a musical kanji-writing game—which combines production practice with musical mnemonic by assigning a melody to each element of a character. We chose to utilize music as it is a powerful tool that can be employed to enhance learning and memory. In this article, we explore whether incorporating melodies into a kanji learning game can positively affect the memorization of the stroke order/direction and overall shape of several Japanese characters, similar to the mnemonic effect of adding music to text. Specifically, we conducted two experimental studies, finding that (1) music improved immersion—an important factor related to learning; and (2) there was a positive correlation between melody presence and character production, particularly for more complex characters. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

25 pages, 6030 KiB

Open AccessArticle

An Interactive Information System That Supports an Augmented Reality Game in the Context of Game-Based Learning

by Maria Cristina Costa, Paulo Santos, João Manuel Patrício and António Manso

Multimodal Technol. Interact. 2021, 5(12), 82; https://doi.org/10.3390/mti5120082 - 15 Dec 2021

Cited by 8 | Viewed by 3447

Abstract

Mobile augmented reality applications are gaining prominence in education, but there is a need to design appropriate and enjoyable games to be used in educational contexts such as classrooms. This paper presents an interactive information system designed to support the implementation of an [...] Read more.

Mobile augmented reality applications are gaining prominence in education, but there is a need to design appropriate and enjoyable games to be used in educational contexts such as classrooms. This paper presents an interactive information system designed to support the implementation of an augmented reality application in the context of game-based learning. PlanetarySystemGO includes a location-based mobile augmented reality game designed to promote learning about the celestial bodies and planetary systems of the Universe, and a web application that interacts with the mobile device application. Besides face-to-face classes, this resource can also be used in online classes, which is very useful in social isolation situations as the ones caused by the COVID-19 pandemic. Furthermore, it is the inclusion of the web application, with a back-office, in the information system that makes it possible to include curricula contents according to the grade level of students. Moreover, it is intended that teachers use the information system to include the contents they find appropriate to the grade level they teach. Therefore, it is crucial to provide their professional development to be able to use this resource. In this regard, a pilot study was conducted with teachers who participated in a STEM professional development programme in order to assess if the system is appropriate to be used by them. It is concluded that teachers found this resource relevant to motivate students to learn, and also acknowledged that the web application facilitated the introduction of appropriate curricula contents and also was useful to assess student performance during the game. Teachers need support, however, to implement these types of technologies which are not familiar to them. The necessary support can be provided through collaboration among the researchers and teachers in their schools. Besides engaging students to learn about celestial bodies, it is concluded that the information system can be used by teachers to introduce appropriate curricula contents and to be implemented in class. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Graphical abstract

16 pages, 1624 KiB

Open AccessArticle

The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us

by José Ramón Calvo-Ferrer and Jose Belda-Medina

Multimodal Technol. Interact. 2021, 5(12), 80; https://doi.org/10.3390/mti5120080 - 10 Dec 2021

Cited by 12 | Viewed by 6515

Abstract

Vocabulary learning has been traditionally considered central to second language learning. It may take place either intentionally, by means of deliberate attempts to commit factual information to memory, or incidentally, as a consequence of other cognitive processes involving comprehension. Video games, which have [...] Read more.

Vocabulary learning has been traditionally considered central to second language learning. It may take place either intentionally, by means of deliberate attempts to commit factual information to memory, or incidentally, as a consequence of other cognitive processes involving comprehension. Video games, which have been extensively employed in educational contexts to understand lexical development in foreign languages, foster both exposure to and the production of authentic and meaning-focused vocabulary. An empirical study was conducted to explore the effect of playing an online multiplayer social deduction game (i.e., a game in which players attempt to uncover each other’s hidden role) on incidental and intentional second language (L2) vocabulary learning. Secondary school pre-intermediate English as a Foreign Language (EFL) students (n = 54) took a vocabulary pre-test that identified eight unknown words likely to appear in the video game Among Us. Then, students were randomly assigned to different groups of players and to different learning conditions—within each group, half of the players were given a list of phrases containing such target words, which they were encouraged to meaningfully use in the game by means of written interaction. In doing so, students learnt some target words intentionally and provided contextualized incidental exposure to other players. They took a vocabulary test after two sessions of practice with the game to explore intentional and incidental L2 vocabulary learning gains. The pre- and post-tests suggested, among other results, that players using new L2 words in the game Among Us would retain more vocabulary than players only encountering them, that vocabulary intentionally input helped other users trigger incidental vocabulary learning, and that repetition had a positive effect on L2 vocabulary learning. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

20 pages, 294 KiB

Open AccessArticle

Case Studies in Game-Based Complex Learning

by Josh Aaron Miller and Seth Cooper

Multimodal Technol. Interact. 2021, 5(12), 72; https://doi.org/10.3390/mti5120072 - 23 Nov 2021

Cited by 2 | Viewed by 3661

Abstract

Despite the prevalence of game-based learning (GBL), most applications of GBL focus on teaching routine skills that are easily teachable, drill-able, and testable. Much less work has examined complex cognitive skills such as computational thinking, and even fewer are projects that have demonstrated [...] Read more.

Despite the prevalence of game-based learning (GBL), most applications of GBL focus on teaching routine skills that are easily teachable, drill-able, and testable. Much less work has examined complex cognitive skills such as computational thinking, and even fewer are projects that have demonstrated commercial or critical success with complex learning in game contexts. Yet, recent successes in the games industry have provided examples of success in game-based complex learning. This article represents a series of case studies on those successes. We interviewed game designers Zach Gage and Jack Schlesinger, creators of Good Sudoku, and Zach Barth, creator of Zachtronics games, using reflexive thematic analysis to thematize findings. We additionally conducted a close play of Duolingo following Bizzocchi and Tanenbaum’s adaptation of close reading. Several insights result from these case studies, including the practice of game design as instructional design, the use of constructionist environments, the tensions between formal education and informal learning, and the importance of entrepreneurialism. Specific recommendations for GBL designers are provided. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Graphical abstract

26 pages, 645 KiB

Open AccessArticle

Games Versus Reality? How Game Designers Deal with Current Topics of Geography Education

by Joelle-Denise Lux, Alexandra Budke and Emmanuel Guardiola

Multimodal Technol. Interact. 2021, 5(11), 70; https://doi.org/10.3390/mti5110070 - 9 Nov 2021

Cited by 3 | Viewed by 3821

Abstract

Digital entertainment games frequently address current societal issues that are also dealt with in geography education, such as climate change or sustainable city development, and give various opportunities for learning. However, in order to be fully able to determine the games’ educational potential [...] Read more.

Digital entertainment games frequently address current societal issues that are also dealt with in geography education, such as climate change or sustainable city development, and give various opportunities for learning. However, in order to be fully able to determine the games’ educational potential and to instruct meaningful reflection on them in class, the designers’ approaches to realism regarding these topics need to be understood. Therefore, we have developed a model of realism in games and conducted 9 interviews with 10 experts from the entertainment game industry about their understanding of and dealing with realism concerning the represented geographical topics. In many cases, the interviewees’ approach to incorporating real-world issues can be regarded as beneficial for their games’ educational potential, and some designers even pursued learning goals. However, we also identified approaches that can result in questionable presentations of real societal issues. We found the most problematic one to be the prioritization of player expectations for the sake of perceived realism. This approach may lead to the depiction of stereotypes and common misconceptions. The results presented in our study may help teachers to prepare reflection on such misrepresentations in class, or designers to become more aware of the educational implications of different forms of game realism. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Graphical abstract

19 pages, 13675 KiB

Open AccessArticle

Design of a Digital Game Intervention to Promote Socio-Emotional Skills and Prosocial Behavior in Children

by Pamela Saleme, Timo Dietrich, Bo Pang and Joy Parkinson

Multimodal Technol. Interact. 2021, 5(10), 58; https://doi.org/10.3390/mti5100058 - 23 Sep 2021

Cited by 4 | Viewed by 4977

Abstract

In emergency contexts such as the COVID-19 pandemic, mental health risk factors affect children and may affect behavioral and emotional problems including anxiety, self-blame, emotional disturbance, and stress. Preventive measures are crucial to address these health risks. Research highlights strength-based factors, such as [...] Read more.

In emergency contexts such as the COVID-19 pandemic, mental health risk factors affect children and may affect behavioral and emotional problems including anxiety, self-blame, emotional disturbance, and stress. Preventive measures are crucial to address these health risks. Research highlights strength-based factors, such as socio-emotional skills and prosocial behaviors, as important for childhood development and socio-emotional wellbeing. Yet, the initial evidence base shows mixed effectiveness and insufficient behavior change theory application into socio-emotional and prosocial digital game interventions. Additionally, few interventions are designed with a clear process to convert theory into practical game solutions and very limited guidance on the digital game development process exists. This study describes the Intervention Mapping Protocol (IMP) and theory application in the design of a digital game intervention which aims to strengthen social-emotional skills development and promote prosocial behavior in 8–11-year-old children. The method systematically describes the steps of the IMP process in detail to guide future theory-based game design. The results explain the final digital game prototype that was co-designed with continuous input and insights provided by stakeholders and feedback from children. This paper contributes to our understanding of theory application in the design of digital game interventions focused on health and behavior change and provides much needed guidance on how theory and stakeholder input can be incorporated into a final game design. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

27 pages, 3029 KiB

Open AccessArticle

Identifying the Characteristics of Virtual Reality Gamification for Complex Educational Topics

by Jannat Falah, Mohammad Wedyan, Salsabeel F. M. Alfalah, Muhannad Abu-Tarboush, Ahmad Al-Jakheem, Muath Al-Faraneh, Areej Abuhammad and Vassilis Charissis

Multimodal Technol. Interact. 2021, 5(9), 53; https://doi.org/10.3390/mti5090053 - 1 Sep 2021

Cited by 21 | Viewed by 5502

Abstract

Multidisciplinary topics in education pose a major challenge for traditional learning and teaching methods. Such topics can deter students from selecting particular courses or hinder their study progress. This study focused on the subject of medicinal chemistry, which is a discipline combining medicine [...] Read more.

Multidisciplinary topics in education pose a major challenge for traditional learning and teaching methods. Such topics can deter students from selecting particular courses or hinder their study progress. This study focused on the subject of medicinal chemistry, which is a discipline combining medicine and chemistry. This combination of applied and basic science creates a complex field of education that is challenging to both teach and learn. Chemical and pharmacological principles are typically presented in 2D molecular structures and, recently, 3D molecular models have been utilized to improve the visualization of chemical compounds and their chemical interactions. Contemporary studies have presented Virtual Reality (VR) as an alternative method for improving the learning and teaching of multidisciplinary specialties such as this. However, current educational efforts employing VR offer limited interactivity and a traditional teaching method previously presented in 2D. This reduces students’ interest and concentration in the taught subjects. This paper presents the development rationale of a novel VR educational application based on the evaluation of the user requirements by 405 pharmacy undergraduate students. The results informed the development and preliminary evaluation of a proposed VR serious game application, which was deployed in a real-life class environment and evaluated in contrast to traditional teaching methods by 15 students. The derived results confirmed the advantages of VR technology as a learning and teaching tool, in addition to the end-users’ willingness to adopt VR systems as a learning aid. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

17 pages, 2256 KiB

Open AccessArticle

Designing Multiplayer Serious Games with Science Content

by Varvara Garneli, Konstantinos Patiniotis and Konstantinos Chorianopoulos

Multimodal Technol. Interact. 2021, 5(3), 8; https://doi.org/10.3390/mti5030008 - 25 Feb 2021

Cited by 10 | Viewed by 5052

Abstract

Serious Games (SGs) could be enriched with collaborative learning techniques, an approach that has the potential to increase the players’ gaming and learning experience. However, the design of Multiplayer Serious Games (MSGs) with science content needs to be facilitated with methods and tools [...] Read more.

Serious Games (SGs) could be enriched with collaborative learning techniques, an approach that has the potential to increase the players’ gaming and learning experience. However, the design of Multiplayer Serious Games (MSGs) with science content needs to be facilitated with methods and tools that provide coherent designs. This research proposes a methodology that employs the design technique of personas to effectively describe the multiplayer design patterns and the game narrative according to the content of a science school book and, at the same time, balancing the educational and the entertaining character of a SG. We evaluated the suggested methodology with two groups of professionals who were assigned with the task to design a MSG, integrating the same educational content according to the suggested methodology. The designs were qualitatively examined, confirming the potential of the Multiplayer Serious Game Methodology (MSGM) to facilitate the science content integration. We expect that the MSGM could assist groups of professionals, such as teachers and developers to create coherent MSG designs. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

Review

Jump to: Research

23 pages, 6725 KiB

Open AccessReview

A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education

by Nikolaos Pellas, Stylianos Mystakidis and Athanasios Christopoulos

Multimodal Technol. Interact. 2021, 5(6), 28; https://doi.org/10.3390/mti5060028 - 24 May 2021

Cited by 17 | Viewed by 7113

Abstract

A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research [...] Read more.

A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs. Full article

(This article belongs to the Special Issue Innovations in Game-Based Learning)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Innovations in Game-Based Learning

Share This Special Issue

Special Issue Editors

Special Issue Information

Published Papers (13 papers)

Research

Review

Further Information

Guidelines

MDPI Initiatives

Follow MDPI